We think that it's love, generosity and perseverance make the world it is today． [ ] A． what; that B． that; what C． which; what D． which; that 题目和参考答案——青夏教育精英家教网—

I never thought about the dangers of growing up during the war because I was only six then. My parents were 36 and both were busy with their work at a hospital. I was often left in the care of my grandmother. Grandma gave Aunt Tracy and I the 37 of taking lunch to my grandfather, her estranged (分居的) husband, who lived 38 in an apartment at the other side of the village.

As usual, 39 we left, Grandma repeated, "There may be war at any time, so stay on the side of the road. Be 40 not to spill (溢出) the food." Aunt Tracy and I 41 the lunch box and hurried to Grandpa’s place.

"Keep down and take cover!" Tracy cried out as we heard some 42 . As we squatted (蹲) at the roadside, I started to feel 43 . Grandpa preferred his food served 44 . If we couldn’t get there on time, his lunch would turn cold! Not wanting the war to slow us down, I said, "Let’s just run for it!"

We tried all the ways we could think of to cross the road, but 45 seemed to work. Suddenly Tracy said, "Bullets travel in a straight line, so we can run in a zigzag (之字形)."Taking a deep breath, we set off again and ran wildly back and forth across the road., 46 we managed to reach Grandpa’s apartment.

As an adult, I now know what my young mind couldn’t understand then: it’s impossible to go through life without 47 . We may come across difficulties in our life, but we need to be brave, face the problem and carry on.

1. A．workers B．soldiers C．doctors D．patients

2. A．project B．trouble C．job D．career

3. A．sadly B．madly C．alone D．abroad

4. A．until B．before C．after D．since

5. A．careful B．still C．proud D．Valuable

6. A．rose B．lifted C．touched D．prepared

7.

A．noises B．Shots C．Voices D．Cries

8. A．disappointed B．scared C．encouraged D．worried

9. A．safe B．nice C．hot D．quick

10. A．something B．anything C．nothing D．everything

11. A．Suddenly B．Finally C．Actually D．Gradually

12. A．illnesses B．failures C．struggles D．changes

Parents who feel disappointed at their teenagers’ failure to pay attention in class, and inability to sit quietly long enough to finish homework or plan ahead, should take solace. Their children are not being lazy or careless, according to new research.

The research has found that teenagers’ brains continue developing far longer into adulthood than we used to think. Teens may look like young adults but their brain structure is similar to that of much younger children.

“It is not always easy for teens to pay attention in class without letting their minds wander, or to ignore distractions from their younger brothers or sisters when trying to solve a maths problem,” said Dr Iroise Dumon-theil. “But it’s not the fault of teenagers that they can’t pay attention and are easily distracted. It’s to do with the structure of their brains. Teens simply can’t think as well as an adult.”

The research showed that the brain of a teenager works less effectively than that of an adult. “We knew that the front of the brain of teens functioned in a chaotic (混乱的) way but we didn’ t realize it continued until the late 20s or early 30s,” said Dr Sarah-Jayne Blakemore, who led the research.

Chaotic thought patterns are a result of teenagers’ brains containing too much grey matter — the cell bodies and connections which carry messages within the brain. As we age, the amount of grey matter in our brain reduces.

“What our research has shown is that there is simply too much going on in the brains of teens,” said Blakemore. “The result is that their brain energy and resources are wasted and their decision-making process is badly influenced. Adults, on the other hand, have less grey matter. This means that the brain works far more effectively.”

1.The underlined word “solace” in Paragraph 1 may mean _____.

A． notice B．medicine C． comfort D．action

2.When making decisions, _____.

A． teens’ brains continue to do much needless work

B． the grey matter in young children’s front brain becomes active

C． people are not likely to be distracted until their late 30s

D． adults are more independent than teens

3.What is the effect of having too much grey matter?

A． It makes us always feel disappointed.

B． It makes us more intelligent.

C． It had a bad effect on the growth of teens.

D． It had a bad effect on decision-making.

4.What’s the text mainly about?

A． Teens have different brains from those of children.

B． Adults work more effectively than teens.

C． Grey matter makes teens unable to pay attention.

D． Brain energy is wasted in the brain’s activity.

Parents who feel disappointed at their teenagers’ failure to pay attention in class, and inability to sit quietly long enough to finish homework or plan ahead, should take solace. Their children are not being lazy or careless, according to new research.

The research has found that teenagers’ brains continue developing far longer into adulthood than we used to think. Teens may look like young adults but their brain structure is similar to that of much younger children.

“It is not always easy for teens to pay attention in class without letting their minds wander, or to ignore distractions from their younger brothers or sisters when trying to solve a maths problem,” said Dr Iroise Dumon-theil. “But it’s not the fault of teenagers that they can’t pay attention and are easily distracted. It’s to do with the structure of their brains. Teens simply can’t think as well as an adult.”

The research showed that the brain of a teenager works less effectively than that of an adult. “We knew that the front of the brain of teens functioned in a chaotic (混乱的) way but we didn’ t realize it continued until the late 20s or early 30s,” said Dr Sarah-Jayne Blakemore, who led the research.

Chaotic thought patterns are a result of teenagers’ brains containing too much grey matter — the cell bodies and connections which carry messages within the brain. As we age, the amount of grey matter in our brain reduces.

“What our research has shown is that there is simply too much going on in the brains of teens,” said Blakemore. “The result is that their brain energy and resources are wasted and their decision-making process is badly influenced. Adults, on the other hand, have less grey matter. This means that the brain works far more effectively.”

1.The underlined word “solace” in Paragraph 1 may mean _____.

A． notice B．medicine C．comfort D．action

2.When making decisions, _____.

A．teens’ brains continue to do much needless work

B．the grey matter in young children’s front brain becomes active

C．people are not likely to be distracted until their late 30s

D．adults are more independent than teens

3.What is the effect of having too much grey matter?

A．It makes us always feel disappointed.

B．It makes us more intelligent.

C．It had a bad effect on the growth of teens.

D．It had a bad effect on decision-making.

4.What’s the text mainly about?

A．Teens have different brains from those of children.

B．Adults work more effectively than teens.

C．Grey matter makes teens unable to pay attention.

D．Brain energy is wasted in the brain’s activity.

默写（共10空格；每空格1分，每空格不限填一词，满分10分）

NCE Lesson 4

These days, people who 1 often receive far more money than people who work in offices. People who work in offices are frequently 2 ‘white collar workers’ for the simple reason that they usually wear a collar and tie to go to work.

3 , that a great many people are often willing to 4 for the privilege of becoming white-collar workers. This can 5 curious situations, as it did in the case of Alfred Bloggs who worked as a dustman for the Ellesmere Corporation.

Unit 4

However, the attitudes of scientists towards this rise are completely different.

On the one hand, Dr. Foster thinks that any trend in which the temperature increases by 5 degrees would 6 . She says, “We can’t predict the climate well enough to know

7 , but it could be very serious.” Others who agree with her think there may be

8 in the sea level, .... On the other hand, there are those, like George Hambley, who 9 this view and believe that we should not worry about high levels of carbon dioxide in the air. They predict that any warming will be mild with few bad 10 .

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.

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