Those examples are not enough, you should give examples to make your argument convincing. [ ] A．some B．any C．some more D．any more 题目和参考答案——青夏教育精英家教网—

题目内容

Those examples are not enough, you should give ________ examples to make your argument convincing.

[　　]

A．some	B．any
C．some more	D．any more

答案：C

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Taking exams in a large group setting can be stressful for students and for the staff members who are watching over them. When classrooms are crowded and desks are close together, cheating might be tempting.

? One university in Thailand came up with an anti-cheating hat that makes it almost impossible for students to see other students’ papers. A photo of the students wearing the anti-cheating hats made its way to the Internet, and the university was criticized for making students wear those ridiculous looking homemade hats. The hats were made by stapling two pieces of paper onto a headband, one to each side of the head.

? After being criticized, senior academic staff at Kasetsart University in Bangkok, Thailand, released a statement saying that the hats idea came from students. They said that in a bid to prevent cheating they asked the students for ideas on how to prevent cheating in the upcoming exam, which was being taken by almost one hundred students. Students came up with different ideas, and then the paper hat idea was selected by them as the most fit. The university claims that no one was forced to use the hat, but they all chose to do so. “When wearing the hat during the exam, students felt more relaxed,” Nattadon Rungruangkitkrai, a lecturer at the university said. “It was not meant to indicate that Kasetsart students often cheat on exams. I apologize if the photo makes other people look at my students in a negative way,” Rungruangkitkrai added.

1.Why was the university criticized on the Internet?

A. Wearing the anti-cheating hat made students look ridiculous.

B. The homemade anti-cheating hat looked too simple.

C. Wearing the anti-cheating hats couldn’t prevent students from cheating in the exam.

D. The university forced students to wear the anti-cheating hat.

2.What’s most of the Kasetsart University students’ attitude towards the cheating hat?

A. Skeptical???????? B. Supportive????? C. Objective?????? D. Negative

3.It can be inferred from the passage that_______

A. it’s useless wearing the anti-cheating hat in the exam.

B. Kasetsart students are often caught cheating in the exam.

C. wearing the anti-cheating hat is effective to some degree.

D. some students are forced to wear the anti-cheating hat.

“At last, no more exams.” It’s a common feeling among high school graduates who have just completed the college entrance examination. What a relief! However, rather than fill the next three months with sleep, eating, and 1. (watch) TV, some students have started working on finding a good choice of foreign college.

Different from those who begin their 2. (apply) for foreign colleges in Senior 2, Li made a late decision on a US education. She began to think about it in Senior 3, but decided not 3. ( give ) up the college entrance exam.

Li’s classmate Mao Bingxin 4. (consider) studying in Canada after the top exam. She began a TOEFL course on June 11.

He Wei, 5. 18-year-old who studies at Shenzhen Bao’an High School, isn’t allowing 6. much freedom this summer vacation either, devoting her time to looking for a language school 7. she can study French and some overseas study consulting agencies.

He Wei considers 8. worthwhile spending the summer preparing for college rather than hanging out with friends. “ 9. we don’t really know what the future holds for us, we are sure that the better preparations we make 10. it, the more choices we will be given.” she said.

Li’s classmate Mao Bingxin 4. (consider) studying in Canada after the top exam. She began a TOEFL course on June 11.

He Wei, 5. 18-year-old who studies at Shenzhen Bao’ an High School, isn’t allowing 6. much freedom this summer vacation either, devoting her time to looking for a language school 7. she can study French and some overseas study consulting agencies.

Some students get so nervous before a test, they do poorly even if they know the material. Sian Beilock has studied these highly anxious test-takers.

Sian Beilock: “They start worrying about the consequences. They might even start worrying about whether this exam is going to prevent them from getting into the college they want. And when we worry, it actually uses up attention and memory resources.I talk about it as your cognitive horsepower that you could otherwise be using to focus on the exam.”

Professor Beilock and another researcher, Gerardo Ramirez, have developed a possible solution. Just before an exam, highly anxious test-takers spend ten minutes writing about their worries about the test.

Sian Beilock: “what we think happens is when students put it down on paper , they think about the worst that could happen and they reappraise the situation. They might realize it’s not as had as they might think it was before and, in essence(本质上), it prevents these thoughts from popping up when they’re actually taking a test.”

The researchers tested the idea on a group of twenty anxious college students. They gave them two short math tests. After the first one, they asked the students to either sit quietly or write about their feelings about the upcoming second test.

The researchers added to the pressure. They told the students that those who did well on the second test would get money. They also told them that their performance would affect other students as part of a team effort.

Professor Beilock says those who sat quietly scored an average of twelve percent worse on the second test. But the students who had written about their fears improved their performance by an average of five percent.

Next, the researchers used younger students in a biology class. They told them before final exams either to write about their feelings or to think about things unrelated to the test.

Prefessor Beilock says highly anxious students who did the writing got an average grade of B+, compared to a B- for those who did not.

Sian Beilock: “What we showed is that for students who are highly test-anxious, who’d done our writing intervention, all of a sudden there was no relationship between test anxiety and performance. Those students most likely to worry were performing just as well as their classmates who don’t normally get nervous in these testing situations.”

But what if students do not have a chance to write about their fears immediately before an exam or presentation? Professor Beilock says students can try it themselves at home or in the library and still improve their performance.

1.What may happen if students have the problem of test anxiety?

A．Test anxiety can improve students’ performance to some degree.

B．Students’ attention and memory resources run out when worried.

C．Students may not be admitted into their favorite college if worried

D．Test anxiety is sure to cause students to fail the test.

2.Which of the following if TRUE?

A．In the first math test, students who sat quietly performed better.

B．In the second math test, students who wrote about their feelings did worse.

C．Some college students are highly anxious test-takers while others are not in the tests.

D．The result in the math test agrees with that in the biology test.

3.What does the underlined phrase “popping up” mean?

A．Giving out B．Fading away C．Becoming clearly D．Appearing suddenly

4.what is most probably Sian Beilock?

A．A psychology professor. B．A philosophy researcher.

C．A politics professor D．A tutor

5.What is the main idea of the passage?

A．It is a common practice for students being worried before a test.

B．Being worried before tests does harm to students’ performance.

C．Anxious students overcome test anxiety by writing down fears.

D．It is important for students to overcome test anxiety.

Rome had the Forum. London has Speaker’s Corner. Now always-on-the-go New Yorkers have Liz and Bill.

Liz and Bill, two college graduates in their early 20s, have spent a whole year trying to have thousands of people talk to them in subway stations and on busy street corners. Just talk.

Using a 2-foot-tall sign that says, "Talk to Me," they attract conversationalists, who one evening included a mental patient, and men in business suits.

They don't collect money. They don't push religion (宗教). So what's the point?

“To see what happens ,”said Liz. “We simply enjoy life with open communication(交流).”

Shortly after the September 11, 2001 attacks, they decided to walk from New York City to Washington, a 270-mile trip. They found they loved talking to people along the way and wanted to continue talking with strangers after their return.

“It started as a crazy idea,” Liz said. “We were so curious about all the strangers walking by with their life stories. People will talk to us about anything: their jobs, their clothes, their childhood experiences, anything.”

Denise wanted to talk about an exam she was about to take. She had stopped by for the second time in two days, to let the two listeners know how it went.

Marcia had lost her husband to a serious disease. “That was very heavy on my mind,” Marcia said. “To be able to talk about it to total strangers was very good,” she explained.

To celebrate a year of talking, the two held a get-together in a city park for all the people they had met over the past year. A few hundred people showed up, as well as some television cameramen and reporters.

They may plan more parties or try to attract more people to join their informal talks. Some publishers have expressed interest in a book, something they say they'll consider.

1.What did Liz and Bill start doing after September 2001?

A. Chatting with people. B. Setting up street signs.

C. Telling stories to strangers. D. Organizing a speaker's corner.

2.What they have been doing can be described as______.

A. pointless B. normal C. crazy D. successful

3.Why are Denise and Marcia mentioned in the text?

A. They knew Liz and Bill very well.

B. They happened to meet the writer of the text.

C. They organized the get-together in the city park.

D. They are examples of those who talked to Liz and Bill.

4.What will Liz and Bill do in the future?

A. Go in for publishing. B. Do more television programs.

C. Continue what they are doing. D. Spend more time reading books.

5. How do they like the idea of writing a book?

A. They have decided to wait a year or two.

B. They will think about it carefully.

C. They agreed immediately.

D. They find it hard to do that.

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