In the center of the room stood a table with a _____ lamp on it, so it is very
bright in the room.
|
A．lighted |
B．lighting |
C．lit |
D．light |
New ways _____ to prevent the river _____.
|
A．have found out, from polluting |
|
B．have found, from being polluted |
|
C．have been found out, from being polluted |
|
D．have been found, from being polluted |
The moment I got home, I found I_____my jacket on the playground.
|
A．had left |
B．left |
C．have left |
D．was leaving |
Did you know that women’s brains are smaller than men’s? The average women’s brain weighs 10% less than men’s. Since research has shown that the bigger the brain, the cleverer the animal, men must be more intelligent(聪明的) than women. Right? Wrong. Men and women always score similarly on intelligence tests, despite the difference in brain size. Why? After years of study, researchers have concluded that it’s what’s inside that matters, not just the size of the brain. The brain consists of “grey matter” and
It has been suggested that smaller brain appears to work faster, perhaps because the two sides of the brain are better connected in women. This means that little girls tend to learn to speak earlier, and that women can understand sorts of information from different sources at the same time. When it comes to talking to the boss on the phone, cooking dinner and keeping an eye on the baby all at the same time, it’s women who come out on top every time.
There are other important differences between two sexes. As white matter is the key to spatial(空间的) tasks, men know better where things are in relation to other things. “A great footballer always knows where he is in relation to the other players, and he knows where to go,” says one researcher. That may explain one of life’s great mysteries: why men refuse to ask for directions … and women often need to!
The differences begin when fetuses(胎儿) are about mine weeks old, which can be seen in the action of children ad young as one. A boy would try to climb a barrier (障碍物) before him or push it down while a girl would attract help from others. These brain differences also explain the fact that more men take up jobs that require good spatial skills, while more women speech skills. It may all go back to our ancestors(祖先) ,among whom women needed speech skills to take care of their babies and men needed spatial skills to hunt, according to one research.
If all this disappoints you, it shouldn’t. “The brain changes throughout our lives according to what we do with it.” says a biologist.
1.Which of the following is true according to the first paragraph?
|
A．Women’s brain is 10% less than men’s |
|
B．Grey matter plays the same role as white matter. |
|
C．Grey matter controls thinking in the brain. |
|
D．Both sexes have the same amount of white matter. |
2.What can we infer from the second and third paragraphs?
|
A．Women prefer doing many things at a time. |
|
B．Men do better dealing with one job at a time. |
|
C．Women do not need to tell directions. |
|
D．Men have weaker spatial abilities. |
3. Which of the following do you agree with according to the fourth paragraph?
|
A．Young boys may be stronger than young girls. |
|
B．More women take up jobs requiring speech skills |
|
C．Women may have stronger feelings than men. |
|
D．Our ancestors needed more spatial skills. |
4.What is the writer’s attitude in writing this passage?
|
A．Defensive. |
B．Persuasive. |
C．Supportive. |
D．Objective. |
Runners in a relay(接力) race pass a stick in one direction. However, merchants passed silk, gold, fruit, and glass along the Silk Road in more than one direction. They earned their living by traveling the famous Silk Road.
The Silk Road was not a simple trading network. It passed through thousands of citied and towns. It started from eastern China, across Central Asia and the Middle East, and ended in the Mediterranean Sea. It was used from about 200 B, C, to about A, D, 1300, when sea travel offered new routes(路线) , It was sometimes called the world’s longest highway. However, the Silk Road was made up of many routes, not one smooth path. They passed through what are now 18 countries. The routes crossed mountains and deserts and had many dangers of hot sun, deep snow and even battles. Only experienced traders could return safe.
The Silk Road got its name from its most prized product. Silk could be used like money to pay taxes or buy goods. But the traders carried more than just silk. Gold, silver, and glass from Europe were much found in the Middle East and Asia. Horses traded from other areas changed farming practices in China. Indian merchants traded salt and other valuable goods. Chinese merchants traded paper, which produced an immediate effect on the West. Apples traveled from central Asia to Rome. The Chinese had learned to graft(嫁接) different trees together to make new kinds of fruit. They passed this science on to others, including the Romans. The Romans used grafting to grow the apple. Trading along the Silk Road led to world-wide business 2,000 years before the World Wide Web.
The people along the Silk Road did not share just goods. They also shared their beliefs. The Silk Road provided pathways for learning, diplomacy(外交), and religion (宗教)
1.It’s probable that traders along the Silk Road needed .
|
A．to remember the entire trade route |
B．to know the making of products |
|
C．to receive certain special training |
D．to deal with a lot of difficulties |
2.The Silk Road became less important because .
|
A．it was made up of different routes |
B．silk trading became less popular |
|
C．sea travel provided easier routes |
D．people needed fewer foreign goods |
3.New technologies could travel along the Silk Road because people .
|
A．learned from one another |
B．shared each other’s beliefs |
|
C．traded goods along the route |
D．earned their living by traveling |
4.What is the best title for the passage?
|
A．The Silk Road ; Past and Present |
B．The Silk Road; East Meets West |
|
C．The Silk Road; Routes Full of Dangers |
D．The Silk Road; Pathways for Learning |
This was no ordinary class. The students who came together were all science or engineering professors at Cornell University. They had interrupted their research to accept an invitation to take part in an unusual experiment: “an interesting week of poetry.” This class was part of a study to answer the questions: Why is science difficult for many nonscience students? What can teachers learn about teaching if they take a class that is not in their field?
The students in the poetry class listened to lectures and took notes. They had reading tasks and had to write three short papers. All students noticed one thing – the importance of spoken words. In science and engineering classes, the instructors put tables and drawings on the blackboard. But in this poetry class, the instructors just talked. They didn’t write anything on the board.
The scientists and engineers noticed one similarity between science and poetry. In both subjects, students need to find layers (层次) of meaning . Some layers are simple, clean, and on the surface; other layers are deeper and more difficult. This search for different levels of meaning doesn’t happen much in undergraduate(本科) science classes, but it is important later, in graduate school. And it is always important in humanities(人文科学).
Both the poetry instructors and their students learned something about teaching from this experience. One poetry instructor, for example, now sees the importance of using informative as he teaches. Most of the scientists agreed on several points. First, humanities classes might help science students to see patterns and decide which information is important. Second, the poetry class was fun. One engineer decided, “We need to change the way we teach engineering to make to make it an enjoyable experience for students.”
But perhaps the most important result of the experience was this; All of the professors began to think about how they teach and how they cam teach better.
1.What do we know about this unusual class?
|
A．The teachers did lots of writing on the board |
|
B．The teacher were invited to attend several lectures. |
|
C．The student were professors from a university |
|
D．The students were studying science and humanities. |
2.The experiment was designed to find out
|
A．how to teach the students in the science class |
|
B．whether poetry is difficult for science students |
|
C．what to be taught in the humanities class |
|
D．why many humanities students find science hard. |
3.Finding levels of meaning is .
|
A．important for graduate students in humanities |
|
B．difficult for graduate students in humanities |
|
C．common for undergraduate students in science |
|
D．easy for undergraduate students in science. |
4.What did the science professors learn after the experiment?
|
A．They should change the way they teach |
|
B．A poem could be explained in clear definitions. |
|
C．A poetry class could be more informative. |
|
D．Their teaching was an enjoyable experience. |
