Communicating clearly-to your boss, co-workers, friends, children, and spouse -- is an important part of your success and your 1 to improve the conditions you live and work in. Many people think that 题目和参考答案——青夏教育精英家教网—

题目内容

Communicating clearly-to your boss, co-workers, friends, children, and spouse (配偶) -- is an important part of your success and your 1 to improve the conditions you live and work in. Many people think that good communication is born, not 2 , and that some people are just 3 good speakers and motivators. They think the rest of us are just 4 to sit on the sidelines.

Communication is a habit. And being a habit it can be 2 and mastered, it is 6 an important habit, in fact, that it 7 its own step, its own place 8 the path to success.

It's also a little different. 9 the other good habits you are trying to 10 , this one is not just 11 self control and inner focus. Communication is interaction outside yourself, with other people, and about the ability to judge a 12 so that you 13 the right thing at the right time.

Life is about the 14 with other people: those above us (our boss), those 15 us (our colleagues, friends), and those who look up to us (our employees and children). The 16 of communication is about how to make 17 with each of these groups so that they can help you achieve your 18 , and you, in turn; can help them achieve theirs. For even though you are on the road to self-improvement, it's not a 19 you are taking alone.

If you can't communicate with people, you have dramatically 20 your chances for success.

1．A．ability B．part C．desire D．intention

2．A．learned B．built C．produced D．made

3．A．clearly B．naturally C．obviously D．simply

4．A．supposed B．devoted C．delighted D．decided

5．A．affected B．created C．designed D．developed

6．A．but B．just C．such D．so

7．A．deserves B．declares C．states D．proves

8．A．along B．for C．with D．on

9．A．Unlike B．Like C．As D．Despite

10．A．maintain B．train C．nourish D．form

11．A．merely B．about C．the D．for

12．A．circumstance B．suffering C．situation D．surrounding

13．A．convey B．speak C．tell D．transfer

14．A．talking B．contacting C．mixing D．dealing

15．A．around B．beside C．under D．by

16．A．nature B．craft C．art D．way

17．A．friends B．contact C．peace D．through

18．A．results B．effects C．purposes D．goals

19．A．journey B．route C．process D．course

20．A．damaged B．ruined C．narrowed D．worsen

1-5 AABAD 6-10 CADAD 11-15 BCADA 16-20 CBDAC

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Students and Technology in the Classroom

　　I love my blackberry－it’s my little connection to the larger world that can go anywhere with me．I also love my laptop computer ，as it holds all of my writing and thoughts．Despite this love of technology, I know that there are times when I need to move away from these devices(设备)and truly communicat with others．

　　On occasion, I teach a course called History Matters for a group of higher education managers．My goals for the class include a full discussion of historical themes and ideas．Because I want students to thoroughly study the material and exchange their ideas with each other in the classroom, I have a rule－no laptop, iPads, phones, etc．When students were told my rule in advance of the class, some of them were not happy．

　　Most students assume that my reasons for this rule include unpleasant experiences in the past with students misusing technology．There’s a bit of truth to that．Some students assume that I am anti-technology．There’s no truth in that at all．I love technology and try to keep up with it so I can relate to my students．

　　The real reason why I ask students to leave technology at the door is that I think there are very few places in which we can have deep conversions and truly engage complex ideas．Interruptions by technology often break concentration and allow for too much dependence on outside information for ideas．I want students to dig deep within themselves for inspiration and ideas．I want them to push each other to think differently and make connections between the course the material and the class discussion．

　　I’ve been teaching my history class in this way for many years and the evaluations reflect student satisfaction with the environment that I create．Students realize that with deep conversation and challenge, they learn at a level that helps them keep the course material beyond the classroom．

　　I’m not saying that I won’t ever change my mind about technology use in my history class, but until I hear a really good reason for the change, I’m sticking to my plan．A few hours of technology-free dialogue is just too sweet to give up．

(1)

Some of the students in the history class were unhappy with _________
[　　]
A．	the course material
B．	others’ misuse of technology
C．	discussion topics
D．	the author’s class regulations

(2)

The underlined word “engage” in para．4 probably means _________
[　　]
A．	explore
B．	accept
C．	change
D．	reject

(3)

According to the author, the use of technology in the classroom may _________
[　　]
A．	keep students from doing independent thinking
B．	encourage students to have in-depth conversations
C．	help students to better understand complex themes
D．	affect students’ concentration on course evaluation

(4)

It can be inferred from the last paragraph that the author _________
[　　]
A．	is quite stubborn
B．	will give up teaching history
C．	will change his teaching plan soon
D．	values technology-free dialogues in his class

（2011·北京卷）C

Students and Technology in the Classroom

I love my blackberry—it’s my little connection to the larger world that can go anywhere with me . I also love my laptop computer ，as it holds all of my writing and thoughts .Despite this love of technology ,I know that there are times when I need to move away from these devices（设备） and truly communicat with others.

On occasion, I teach a course called History Matters for a group of higher education managers. My goals for the class include a full discussion of historical themes and ideas .Because I want students to thoroughly study the material and exchange their ideas with each other in the classroom ,I have a rule —no laptop ,iPads ,phones ,etc .When students were told my rule in advance of the class, some of them were not happy .

Most students assume that my reasons for this rule include unpleasant experiences in the past with students misusing technology . There’s a bit of truth to that. Some students assume that I am anti-technology . There’s no truth in that at all . I love technology and try to keep up with it so I can relate to my students.

The real reason why I ask students to leave technology at the door is that I think there are very few places in which we can have deep conversions and truly engage complex ideas. Interruptions by technology often break concentration and allow for too much dependence on outside information for ideas . I want students to dig deep within themselves for inspiration and ideas. I want them to push each other to think differently and make connections between the course the material and the class discussion .

I’ve been teaching my history class in this way for many years and the evaluations reflect student satisfaction with the environment that I create .Students realize that with deep conversation and challenge, they learn at a level that helps them keep the course material beyond the classroom .

I’m not saying that I won’t ever change my mind about technology use in my history class, but until I hear a really good reason for the change ,I’m sticking to my plan. A few hours of technology-free dialogue is just too sweet to give up.

63.Some of the students in the history class were unhappy with____

A. the course material B. others’ misuse of technology

C. discussion topics D. the author’s class regulations

64.The underlined word “engage ”in para.4 probably means ____

A. explore B. accept C. change D. reject

65.According to the author, the use of technology in the classroom may ____

A. keep students from doing independent thinking

B. encourage students to have in-depth conversations

C. help students to better understand complex themes

D. affect students’ concentration on course evaluation

66.It can be inferred from the last paragraph that the author ____

A. is quite stubborn

B. will give up teaching history

C. will change his teaching plan soon

D. values technology-free dialogues in his class

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