What kind of home will we live in the future? 1 can be sure,but scientists are working 2 new ideas now. Some scientists are 3 about building whole cities under huge glass domes (圆顶). 4 , advanced heating and cooling systems will be 5 to control the weather in the domes. 6 , there will never be any 7 or snow,and the temperature will always be 8 . Perhaps everyone willlive in vertical(垂直的) cities-high rises 9 are so large that they can 10 all the necessities oflife. Since vertical cities will use 11 land than flat cities,and provide homes 12 more people,it will be practical for small countries that have 13 population. 14 idea that will be helpful to small countries is the 15 city. Monaco has already built homes,stores,and offices 16 the water of the Mediterranean Sea. There are some people who think that we will go back to 17 in caves. 18 the caves of the future will be very different from the caves of the Stone Age. Farms and parks will be on the land 19 the cave city. When people want to go to the country or to a park,a short ride in a 20 will take them there. |
( )1. A. Somebody ( )2. A. off ( )3. A. thinking ( )4. A. On the other hand ( )5. A. possible ( )6. A. Similarly ( )7. A. cloud ( )8. A. cool ( )9. A. that ( )10. A. construct ( )11. A. wider ( )12. A. on ( )13. A. a small ( )14. A. One ( )15. A. floating ( )16. A. in ( )17. A. live ( )18. A. Also ( )19. A. in ( )20. A. lift | B. Anybody B. out B. considering B. As a result B. suitable B. Therefore B. rain B. warm B. they B. continue B. more B. to B. alarge B. Second B. flowing B. above B. be living B. But B. under B. underground | C. Nobody C. in C. imagining C. Of course C. pleasant C. According to C. wind C. comfortable C. where C. remain C. less C. with C. a few C. Next C. shipping C. over C. living C. Then C. beside C. plane | D. Everybody D. by D. suggesting D. At the same time D. necessary D. Moreover D. ice D. satisfied D. who D. contain D. fewer D. for D. many D. Another D. blowing D. on D. having lived D. Again D. over D. bus | 完形填空。 | Are you carrying too much on your back at school? Lots of kids at the same age are as you are. Not only are students in China 1 from this problem,but kids in the United States are 2 fed up with(饱受……之苦) heavy school bags. Experts are starting to 3 that more and more young students are having back and neck problems as a result of school bags 4 too heavy for them. "It"s hard for me to get up the 5 with my bag because it"s so heavy," said Rick Hammond, 6 ll-year-old student in the US. Rick is among the students who have 7 backpacks(背包) with two straps(带子) to carry them, 8 a number of other students choose rolling backpacks. But even with rolling backpacks, 9 up stairs and buses with them is 10 a problem for kids. Many of them have hurt their knees,backs or necks because of heavy school bags. But how much is too 11 ? Experts say students should carry 12 more than 10 to 15 percent of their own body weight. Scott Bautch,a Wisconsin 13 docotor,said kids under4th grade should 14 within 10 percent. But it"s also important that older kids don"t go 15 15 percent,because their bones are still growing. Bautch explained that there are other injuries caused by backpacks. "Kids are 16 their balance and falling down with these backpacks,"he said. Parents and teachers are starting to tell the kids to only take 17 library books they will be reading that night.Some teachers are using worksheets (作业纸) or 18 workbooks for students to take home. One of the best answers is,as some 19 themselves suggested, to have no homework 20 ! | ( )1. A. meeting ( )2. A. already ( )3. A. explain ( )4. A. being ( )5. A. schools ( )6. A. this ( )7. A. special ( )8. A. when ( )9. A. getting ( )10. A. only ( )11. A. more ( )12. A. no ( )13. A. children ( )14. A. carry ( )15. A. about ( )16. A. keeping ( )17. A. home ( )18. A. valuable ( )19. A. reports ( )20. A. at all | B. facing B. always B. say B. be B. stairs B. that B. unusual B. then B. climbing B. still B. very B. not B. student B. stay B. under B. missing B. class B. thin B. teachers B. after all | C. experiencing C. yet C. worry C. are C. houses C. a C. ordinary C. but C. going C. even C. much C. any C. bag C. take C. beyond C. losing C. school C. important C. parents C. in all | D. suffering D. also D. announce D. is D. homes D. an D. regular D. and D. turning D. just D. many D. much D. back D. bring D. before D. making D. city D. interesting D. kids D. for all | | The Cost of Higher Education Individuals(个人) should pay for their higher education. A university education is of huge and direct benefit to the individual. Graduates eam more than non-graduates.Meanwhile,social mobility is ever more dependent on having a degree. However,only some people have it. So the imli- vidual,not the taxpayers,should pay for it. There are pressing calls on the resources(资源) of the government. Using taxpayers" money to help a small number of people to earn high incomes in the future is not one of them. Full govemment funding(资助) is not very good for universities. Adam Smith worked in a Scottish university whose teachers lived off student fees. He knew and looked down upon 18th-century Oxford, where the academics lived comfortably off the income received from the govemment. Guaranteed salaries,Smith argued,were the enemy of hard work;and when the academics were lazy and incompetent,the students were similarly lazy. If students have to pay for their education,they not only work harder,but also demand more from their teachers. And their teachers have to keep them satisfied. If that means taking teachjng seriously,and giving less time to their own research interests,that is surely something to celebrate. Many people believe that higher education should be free because it is good for the economy (经济) . Many graduates clearly do contribute to national wealth,but so do all the businesses that invest (投资) and create jobs. If you believe that the government should pay for higher education because graduates are economically productive,you should also believe that the government should pay part of business costs. Anyone promising to create jobs should receive a gift of capital from the govemment to invest. Therefore,it is the individual,not the govemment,who should pay for their university education. | 1. The underlined word "them" in Paragraph 2 refers to _____. | A. taxpayers B. pressing calls C. college graduates D. govemment resources | 2. The author thinks that with full govemment funding _____. | A. teachers are less satisfied B. students are more demanding C. students will become more competent D. teachers will spend less time on teaching | 3. The author mentions businesses in Paragraph 5 in order to____. | A. argue against free university education B. call on them to finance students" studies C. encourage graduates to go into business D. show their contribution to higher education | 任务型阅读。 请认真阅读下列短文,并根据所读内容在文章后表格中的空格里填入一个最恰当的单词。 | "Happiness Advantage" Effect In July 2010 Burt"s Bees, a personal-care products company, was going through enormous change as it began a global expansion into 19 new countries. In this kind of high-pressure situation, many leaders bother their assistants with frequent meetings or flood their in-boxes with urgent demands. In doing so, managers lift everyone"s anxiety level, which activates the part of the brain that processes threats and steals resources from the prefrontal cortex ( 大脑皮层), which is responsible for effective problem solving. Burt"s Bees"s then-CEO, John Wolfgang, took a different approach. Each day, he"d send out an e-mail praising a team member for work related to global marketing. He"d interrupt his own presentations to remind his managers to talk with their teams about the company"s values. He asked me to further a three-hour session with employees on happiness in the course of the expansion effort. As one member of the senior team told me a year later, Wolfgang"s emphasis on developing positive leadership kept his managers actively involved and loyal as they successfully transformed the company into a global one. That outcome shouldn"t surprise us. Research shows that when people work with a positive mind-set (思维模式), performance on nearly every level-productivity, creativity, involvement- improves. Yet happiness is perhaps the most misunderstood driver of performance. For one, most people believe that success comes before happiness. "Once I get a promotion, I"ll be happy," they think. Or, "Once I hit my sales target, I"ll feel great. "But because success is a moving target-as soon as you hit your target, you raise it again-the happiness that results from success does not last long. In fact, it works the other way around: People who have a positive mind-set perform better in the face of challenge. I call this the " happiness advantage"-every business outcome shows improvement when the brain is positive. I"ve observed this effect in my role as a researcher and lecturer in 48 countries on the connection between employee happiness and success. And I"m not alone: In an analysis of 225 academic studies, researchers found strong evidence of cause-and-effect relationship between life satisfaction and successful business outcomes. Another common misunderstanding is that our genetics, our environment, or a combination of the two determines how happy we are. To be sure, both factors have an impact. But one"s general sense of well-being is surprisingly unstable. The habits you form, the way you interact with colleagues, how you think about stress-all these can be managed to increase your happiness and your chances of success.
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