阅读理解.1. Falling objects are pulled down to the ground by . A. gravityB. resistance C. speed D. acceleration 2. Why do people make parachutes ? A. To look pretty and colourful in the air.B. To slow do 题目和参考答案——青夏教育精英家教网——

题目内容

阅读理解。

1. Falling objects are pulled down to the ground by _____.

A. gravity
B. resistance
C. speed
D. acceleration (加速度)

2. Why do people make parachutes (降落伞)?

A. To look pretty and colourful in the air.
B. To slow down the falling speed.
C. To push against the air in the sky.
D. To accelerate the falling movement.

3. Which did Galileo discover?

A. A heavy ball falls faster than a light ball.
B. A light ball falls faster than a heavy ball.
C. A light ball and a heavy ball fall at the same speed.
D. A light ball and a heavy ball fall at different speed.

4. Which of the following is NOT true according to the passage?

A. Heavy and light objects fall equally when they are different in size.
B. When air resistance equals gravity, objects fall at terminal speed.
C. Without air; all falling objects get faster and faster at the same rate.
D. Slippers (拖鞋) and boots (靴子) fall at the same speed because they have the same shape

1-4: ABCA

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相关题目

阅读理解。

[1]If you think English means endless new words, difficult grammar and sometimes strange
pronunciation, you are wrong. Haven't you noticed that you have become smarter since you
started to learn a language?
[2]According to a new study by a British university, learning a second language can lead to
an increase in your brain power. Researchers found that learning other languages changes
grey matter. This is the area of the brain which processes information. It is similar to the way
that exercise builds muscles.
[3]The researchers also found the effect is greater on the younger people who learn a second
language.
[4]A team led by Dr. Andrea Mechelli, from University College London, took a group of
Britons who only spoke English. They were compared with a group of "early bilinguals(通两种
语言的人)", who had learnt a second language before the age of five, as well as a number of
later learners.
[5]Scans showed that grey matter density(密度)in the brain was greater in bilinguals than in people
without_________. But the longer a person waited before mastering a new language, the smaller
the difference was.
[6] "Our findings suggest that the structure of the brain is changed by the experience of learning
a second language," said the scientists.
[7]It means that the change itself increases the ability to learn.
[8]Professor Dylan Vaughan Jones of the University of Wales, has researched the link between
bilingualism and maths skills. Having two languages gives you two windows on the world and
makes the brain more flexible," he said, "You are actually going beyond language and have a
better understanding of different ideas."

1. What is the best title for this passage? (no more than 10 words)
___________________________________________________________________________
2. Complete the following statement with proper words.( no more than 4 words)
Mastering two languages can broaden your views in the world and makes
___________________________________________________________________________
3. Fill in the blank in Paragraph 5 with proper words. (no more than 4 words)
____________________________________________________________________________
4. What do you think of English learning after you read this passage?
(no more than 10 words)
_____________________________________________________________________________
5. What does the word "they" (Line2, Paragraph4) probably refer to? (no more than 5 words)
_____________________________________________________________________________

阅读理解。

     [1] Teenagers who spend hours in front of the television may have a poorer diet, a new study shows. It is
not clear, researchers say, whether television itself is the reason, but it is possible that things like snacking in
front of the TV or seeing ads for junk food influence young people's diets.
    [2] The study included nearly 1,400 high school students. It showed that those who watched TV for five
hours or more every day had less healthy diets than other students five years later. As a group, they ate fewer
fruits and vegetables, but ate more fast food, snack products and fried foods.
     [3]"We're not able to tell why," lead researcher Dr. Daheia J. Barr-Anderson said."But we have some
speculations(推测)." People who spend a lot of time in front of the TV, especially teenagers, may have more
snack. It may influence their long-term diet quality. It's also possible that TV ads for fast food, sweets and
snacks make teenagers eat more of those foods. TV time might also replace exercise time for some kids.
     [4] The researchers found a clear relationship between TV time during high school and diet quality of the
young. The heaviest TV viewers five years later, and those who'd watched fewer than two hours every day
had the most fruits and vegetables.
     [5] According to Barr-Anderson, the findings support experts' advice that children should watch no more
than two hours of television every day."Parents should cut the TV time." Barr-Anderson said. She advised that
parents set a good example by eating right, being physically active and controlling their own TV time.

1. Complete the following sentence according to the underlined one in Paragraph 3.(no more than 5 words)
Some children may spend much time watching TV instead of _____.
2. What does" it" refer to in Paragraph 1 line2 mean? (no more than 3 words)
__________________________________________________________________________________
3. According to Barr-Anderson, what should parents do to set a good example for their children?
(no more than 15 words)
_________________________________________________________________________________
4. Fill in the blank in Paragraph 4 with proper words. (no more than 6 words)
_________________________________________________________________________________
5. What is the passage mainly about? (no more than 12 words)
_________________________________________________________________________________

阅读理解。

        1 .Being angry doesn't really solve much, but what people do when they feel angry is important.
The goal is to calm down and try to solve what is bothering you. This is hard for some kids and adults,
too. Instead of calming down, some kids might keep getting more and more upset until they explode like
a volcano!
       2   .Their anger might be so strong that they lose control of their temper. They may act in ways
unacceptable and hurtful. People may say that someone has trouble controlling their temper.  3
Some kids might get so angry that they scream at their parents, break something , or even worse , hit
their brothers or sisters.  4 .However, it's not OK for a kid to do any of those things .Kids don't want
to act in this way , but sometimes angry feelings can be hard to manage. So what to do?
     Well, the good news is that kids don't just have to keep making the same mistakes over and over
again.  5 .Imagine your temper as a puppy inside you that needs some training. The puppy is not
bad - it will probably turn out a great dog. It just needs to learn some rules because, right now, that
puppy is causing some problems to you.
A. You can train you temper.
B. You don't want to cause trouble.
C. Kids should be allowed to express their feelings, even angry ones.
D. Everybody gets angry sometimes.
E. In fact, they usually mean that a kid behaves badly when feeling angry.
F. Instead of thinking of the person you're angry with, think of something else.
G. Some kids get angry more often or more easily than some other kids.

阅读理解。

       1 . If you give and give without making time to fill your own needs, then it's likely you will burn out,
or feel upset. When you take and take without giving back, you never feel fulfilled, so you are always
searching for ways to fill the void in your life.
     The way to create a healthy balance between giving and receiving is to know and then live by your values.
I break values up into two groups which I call being and having values.   2    I suggest to my clients that they
choose three being values that are willing to make a commitment to live by. An example of some being values
are:kind, loving, generous, inspirational, peaceful, wise and even powerful. By acting on these values you give
to others through your actions and you inspire others by being a positive role model. Mastering being these
character traits becomes your life purpose.
       3   . These could be companionship, achievement, and support, being valued or financial security. This is
what yu receive. You take responsibility for filling your own needs by taking steps to create these feelings and
conditions in your life.
     When you make a commitment to live by your being values, it becomes easier to make conscious choices
rather than reactionary ones. If your usual pattern is to talk about your problems, you could choose to think
and act like a calm person.    4 . If your usual pattern is to worry, you could choose to act like a responsible
or wise person. In other words, you would act like the person you choose to be-this is the key to personal
power.
     When you choose to act on your values, you not only feel good about yourself, you reinforce your chosen
beliefs. 5 .

A. Young people have a different set of values.
B. You feel that you have a responsibility to help them.
C. Your having values are the feelings you need to create in order to be happy.
D. Your being values are the character traits (特征,特点) of the ideal person you would like to be.
E. You feel happiest when you create a healthy balance between giving and receiving.
F. A calm person might go for a walk, meditate, or set a time limit before responding.
G. Over time acting in this way changes how you see the world, and in turn the way other people
think of you.

阅读理解。

(     )1. Mike spent his children mostly in his father's study, where he read novels by British and American
writers. Next term he will become a senior student. He thinks it's time that he read more of their works
andlearned to write about them.
(     )2. Joseph is good at the language arts, and in his spare time he likes to write short stories. It is his wish
that his stories would be printed in local newspapers. So he is thinking of taking a course to develop his
writingskills, such as wording and paragraph organization.
(     )3. A lively and caring girl, Anna takes an active part in social activities. She is trying to write reports
fornewspapers about what she sees and hears. But few of them are accepted because of poor organization
ofinformation. She feels the need to improve her writing and communication skills next term.
(     )4. Ian traveled worldwide with his parents when he was very young. Under their influence, he becomes
greatly interested in stories of travel and adventure.He hopes to write his own stories in the future. So next
term, he will choose a course to study the best writing of this type.
(     )5. Susan comes from China. As a junior back home, she wrote quite a lot of short stories, some of
which were published in newspapers. Her parents suggest she read some classics by Asian and Western
writers. She thinks it helpful in her writing. So she is going to take a course of this kind next term.

THOMSON HIGH SCHOOL

A Creative Writing —by Mrs.A McClellan Creative writing is a course in which we study and apply the methods used in various forms of fiction writing. Writing is a skill of art in itself. We are guided by Ezra Pound’ sopinion:“Make it new.” Creative writing does not only provide us with an opportunity to express ourselves, but also holds our attentionto word choice, paragraph development, and other skills useful in writing.	D Technical Writing —by Mr.J.Allen What is technical writing? It is the course devotedto improving your communication skills in, for, and through technology. Activities for this course will help you develop communication skills that arenecessary for writers and speakers working with technology or in business.
B Journalism —by Dr.E.Brandt Journalism is a course for seniors, in which we will cover how to gather, write, and reportthe news. We will discuss how information is,or can be, organized.This course also aims todevelop communication skills required of journalists.	E Non-fiction —by Dr.M.Timm The course is a study of non-fiction through reading many different types of non-fiction. The course will also be about the possible changes injournalistic reporting and the sharing of personalstories of various people on various topics such as travel and adventure.We will examine some ofthe best writing in the world and deal with thetechniques used in this text type.
C American & British Classics —by Dr.E.Walter A classic is a literary work that has stood thetest of time. Generations of readers have turned to classics to discover that which is ever-lasting.Through both the works themselves and the peoplethey mirror, we may better be able to see ourselves.In this course, we will read words in both British and American literature (文学). We will write reviewsof what we read.	F World Literature —by Mrs. A.McClellanWorld Literature examines the common people found in quality literature worldwide, from Europe to America, from Asia to Africa, andintroduces a variety of culture of background or different paints in history.In these worlds, we find not only what is unique to each culture, but what is universal. We are also able to tell what makes for a good story, no matter fromwhere or whom the story springs.