阅读下面短文，掌握其大意，然后从36—55各题所给的四个选项（A、B、C和D）中，选出最佳选项，并在答题卡上将该项涂黑。I was coaching girls

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阅读下面短文，掌握其大意，然后从36—55各题所给的四个选项（A、B、C和D）中，选出最佳选项，并在答题卡上将该项涂黑。I was coaching girls

题型：不详难度：来源：
阅读下面短文，掌握其大意，然后从36—55各题所给的四个选项（A、B、C和D）中，选出最佳选项，并在答题卡上将该项涂黑。
I was coaching girls’ track in Iowa and there was a young discus（铁饼）thrower on the team with  36  potential（潜力）. Here goes her story.
At the end of our training   37  the district track meet, this discus thrower, Lucy, asked me if she   38  come to the school on Sunday for a little   39  training. I agreed. The year before, she had placed second at the district meet and   40  missed going to the state meet. She had won every discus event,   41  that district meet! And, her throws in the competitions had   42  been between 106’1” and 110’10”.
Something began to   43  me. Why couldn"t Lucy   44  to get the discus to 111 feet? I wondered if it was more a psychological barrier（心理的障碍）  45  a physical one. I decided to try something   46 . I made up my mind to   47  to Lucy.
On Sunday, after her drills, I said, “Why don’t you throw five or six good ones for me to  48 ?” She began to throw again, but   49  were farther than what she had already thrown. But, I didn’t tell Lucy. As I was measuring the   50  one, I pulled out some more tape (量尺) and yelled out to her, “ Come to see this! This one is  51 ! ” It wasn’t. Lucy, thinking that this was a personal best, jumped wildly into the air in  52  .
The next afternoon, at the district meet, Lucy   53  with a personal best throw of 114’10”! Just 24 hours after I had lied to her. However, this time she had   54  thrown the discus four feet further than she had ever thrown it before.
Sometimes we   55  our own barriers in our mind. So learn to take control of your mind.
21．A. little          B. great           C. no              D. limited
22．A. after           B. during          C. since           D. before
23．A. could           B. must           C. should         D. would
24．A. helpful        B. extra          C. real           D. regular
25．A. luckily         B. completely     C. narrowly        D. probably
26．A. except         B. including      C. despite        D. with
27．A sometimes       B. always         C. never          D. seldom
28．A. frighten       B. please         C. shock          D. bother
29．A. seem           B. pretend        C. need           D. ask
30．A. apart from     B. rather than    C. because of      D. according to
31．A. impossible     B. familiar       C. new             D. easy
32．A. lie            B. turn           C. reply          D. call
33．A. look           B. measure        C. match          D. take
34．A. many           B. all            C. some           D. none 
35．A. worst          B. closest        C. first          D. final
36．A. higher         B. farther        C. bigger         D. longer
37．A. excitement     B. anxiety        C. puzzlement     D. anger
38．A. disappeared   B. lost           C. won            D. arrived
39．A. actually        B. hardly         C. nearly          D. only
40．A. break          B. remove         C. take           D. set
答案
36—40 BDABC    41—45 ABDAB    46—50 CABDD    51—55 BACAD
解析

36．考查形容词用法，根据语篇的理解可知，这里是说一个年轻的铁饼投手，很有潜力。
37．考查表示时间的介词用法，根据下一句说到她想进我们学校训练，可知这是地区田径运动会前。
38．考查情态动词用法，这里用could表示（询问是否可做某事）能，可以。
39．考查形容词用法，根据对下文的理解，可知她成绩越来越好，所以这里意思是：她想加大训练量。
40．考查副词用法，narrowly (ad.)勉強地，本句意是：她在地区田径运动会取得第二名，所以勉強地地错过全国的运动会。
41．考查介词用法，根据前文理解可知，她在地区田径运动会只得第二名，可知答案。
42．考查副词用法，这里意思是：她的成绩总是在06’1” 和 110’10”之间。
43．考查动词用法，从下文的I wondered if可知，作者对这感到不解，所以用bother，意为：操心。
44．考查动词用法，根据语篇理解，这里用seem表示：似乎；看来，其它选项不适合。
45．考查介词短语。这里用rather than（而不是）要表示转折关系。
46．考查形容词用法。根据上下文理解，这里作者运用全新的方法（来训练她）。
47．考查动词用法，根据下文的farther than what she had already thrown. But, I didn’t tell Lucy.可知答案。
48．考查动词用法。根据这问话：“Why don’t you throw five or six good ones”及下文：I was measuring可知答案。
49．考查代词用法。下文是说到：I pulled out some more tape，所以这里说明她没有一次投得更好。
50．考查形容词用法。根据文章内容可知，作者是量度她最后一投。
51．考查形容词比较级。因为这里是说投铁饼，所以用距离来衡量。
52．考查名词用法。前文说到a personal best（个人最好的），所以兴奋地跳起来。
53．考查动词用法。下面说到她是个人最好的114’10”，所以她获胜了。
54．考查副词用法。根据前文的理解，这里是说她居然/竟然（actually）比她以前投得远多four feet。
55．考查动词用法。通读全文可知，前面通过这个事例说明，有时是我们自己在心里设置障碍。
举一反三
Against the supposition that forest fires in Alaska, Canada and Siberia warm the climate, scientists have discovered that cooling may occur in areas where burnt trees allow more snow to mirror more sunlight into space.
This finding suggests that taking steps to prevent northern forest fires to limit the release of greenhouse gases may warm the climate in northern regions. Usually large fires destroyed forests in these areas over the past decade. Scientists predict that with climate warming, fires may occur more frequently over the next several centuries as a result of a longer fire season. Sunlight taken in by the earth tends to cause warming, while heat mirrored back into space tends to cause cooling.
This is the first study to analyze all aspects of how northern fires influence climate. Earlier studies by other scientists have suggested that fire in northern regions speed up climate warming because greenhouse gases from burning trees and plants are released into the atmosphere and thus trap heat.
Scientists found that right after the fire, large amounts of greenhouse gases entered the atmosphere and caused warming. Ozone（臭氧） levels increased, and ash from the fire fell on far-off sea ice, darkening the surface and causing more radiation from the sun to be taken in. The following spring, however, the land within the area of the fire was brighter than before the fire, because fewer trees covered the ground. Snow on the ground mirrored more sunlight back into space, leading to cooling.
“We need to find out all possible ways to reduce the growth of greenhouse gases in the atmosphere.” Scientists tracked the change in the amount of radiation entering and leaving the climate system as a result of the fire, and found a measurement closely related to the global air temperature. Typically, fire in northern regions occurs in the same area every 80 to 150 years. Scientists, however, found that when fire occurs more frequently, more radiation is lost from the earth and cooling results. Specifically, they determined when fire returns 20 years earlier than predicted, 0.5 watts per square meter of area burned are soaked up by the earth from greenhouse gases, but 0.9 watts per square meter will be sent back into space. The net effect is cooling. Watts are used to measure the rate at which energy is gained or lost from the earth.
小题1:According to the new findings, taking steps to prevent northern forest fires may __________.
A．result in a warming climate
B．cause the forest fires to occur more frequently
C．lead to a longer fire season
D．protect the forests and the environment there
小题2:The following are all the immediate effects after a forest fire EXCEPT __________.
A．large amounts of greenhouse gases enter the atmosphere
B．the levels of ozone which is a type of oxygen increase
C．snow on the ground mirrors more sunlight back into space
D．ashes from the fire fall on the ice surface and take in more radiation from the sun
小题3:Earlier studies about northern forest fires __________.
A．analyze all aspects of how northern fires influence climate
B．indicate that forest fires will pollute the atmosphere
C．suggest that people should take measures to protect environment
D．suggest that the fires will speed up climate warming
小题4:The underlined phrase “soak up” in the last paragraph most probably means __________.
A．releasedB．absorbedC．createdD．distributed
小题5:From the passage we can draw a conclusion that forest fires in Alaska, Canada and Siberia may __________.
A．warm the climate as the supposition goes
B．allow more snow to reflect more sunlight into space and thus cool the climate
C．destroy large areas of forests and pollute the far-off sea ice
D．help to gain more energy rather than release more energy

题型：不详难度：| 查看答案
Sorry to say, our brains naturally start slowing down at the Cruelty young age of 30. It used to be thought that this couldn"t be helped, but new studies show that people of any age can train their brains to work faster. "Your brain is a learning machine," says University of California scientist Dr. Michael Merzenich. Given the right tools, we can train our brains to act like they did when we were younger. All that"s required is the practice designed just for the purpose: a few exercises for the mind.
Merzenich has developed a computer-based training method to speed up the process(过程)                         in which the brain deals with information (positscience.com). Since much of the data we receive comes through speech, the Brain Fitness Program works with language and hearing to better speed and accuracy (准确性).
Over the course of training, the program starts asking you to distinguish (辨别) sounds (between "dog" and "bog", for example) at an increasingly faster speed. It"s a bit like tennis instructor, says Merzenich, hitting balls at you ~faster and faster to keep you challenged(受到挑战). You may start out slow, but before long you"re pretty quick.
The biggest finding in brain research in the last ten years is that the brain at any age is highly plastic. If you ask your brain to learn, it will learn. And it may even speed up while in the process.
To keep your brain young and plastic you can do one of a million new activities that challenge and excite you: playing table tennis or bridge, doing crossword puzzles, learning a language.... "When it comes to preventing ageing, you really do "use it or lose it" ," says Barbara Sahakian, professor at Cambridge University.
小题1:Dr. Merzenich’s training method mainly depends on ________.
A．speech trainingB．computer languages
C．the activities one joins inD．the information being dealt with
小题2: By saying "the brain at any age is highly plastic ", the writer probably means the brain can be______.
A．usedB．masteredC．developedD．researched
小题3:What can we learn from the text?
A．Practice makes a quick mind.
B．Brain research started ten yeas ago.
C．Dr. Merzenich is a scientist in computer,
D．People believed nothing could stop the brain slowing down.
小题4: Which of the following agrees with the writer"s idea?
A．The training methods work better for the old.
B．People should use the brain to stop it from ageing.
C．The training of the brain should start at an early age.
D． It"s necessary to take part in as many activities as possible.

题型：不详难度：| 查看答案
People turn to magic(魔力)chiefly as a form of insurance--that is, they use it along with actions that actually bring results. For example, hunters may use a hunting charm(咒语). But they also use their hunting skills and knowledge of animals. The charm may give hunters the extra confidence they need to hunt even more successfully than they would without it. If they shoot a lot of game(猎物), they credit the charm for their success. Many events happen naturally without magic. Crops grow without it, and sick people get well without it. But if people use magic to bring a good harvest or to cure a patient, they may believe the magic was responsible. 
People also tend to forget magic"s failures and to be impressed by its surface successes. They may consider magic successful if it appears to work only 10 per cent of the time. Even when magic fails, people often explain the failure without doubting the power of the magic. They may say that the magician made a mistake in reciting the spell or that another magician cast a more powerful spell against the magician.
Many anthropologists(人类学家) believe that people have faith in magic because they feel a need to believe in it. People may turn to magic to reduce their fear and uncertainty if they feel they have no control over the outcome of a situation. For example, farmers use knowledge and skill when they plant their fields. But they know that weather, insects, or diseases might ruin the crops. So farmers in some societies may also plant a charm or perform a magic rite to ensure a good harvest.
小题1:From the passage, we can learn that the writer of the passage may be _______.
A．a hunterB．a farmerC．a magicianD．an anthropologist
小题2:Which of the following can best serve as the title of the passage?
A．Magic and Hunting.B．Magic and Farming.
C．Why Magic Works?D．Why People Believe in Magic?
小题3:The underlined word “spell”(Paragraph 2) most likely means______.
A．magic words.B．magic events.C．words or expressionsD．magicians.

题型：不详难度：| 查看答案
How Room Designs Affect Our Work and Feelings
Architects have long had the feeling that the places we live in can affect our thoughts, feelings and behaviors. But now scientists are giving this feeling an empirical（经验的，实证的） basis. They are discovering how to design spaces that promote creativity, keep people focused and lead to relaxation.
Researches show that aspects of the physical environment can influence creativity. In 2007, Joan Meyers-Levy at the University of Minnesota, reported that the height of a room"s ceiling affects how people think. Her research indicates that higher ceilings encourage people to think more freely, which may lead them to make more abstract connections. Low ceilings, on the other hand, may inspire a more detailed outlook.
In additions to ceiling height, the view afforded by a building may influence an occupant"s ability to concentrate. Nancy Wells and her colleagues at Cornell University found in their study that kids who experienced the greatest increase in greenness as a result of a family move made the most gains on a standard test of attention.
Using nature to improve focus of attention ought to pay off  academically, and it seems to, according to a study led by C. Kenneth Tanner, head of the School Design & Planning Laboratory at the University of Georgia. Tanner and his team found that students in classrooms with unblocked views of at least 50 feet outside the window had higher scores on tests of vocabulary, language arts and maths than did students whose classrooms primarily overlooked roads and parking lots.
Recent study on room lighting design suggests than dim（暗淡的） light helps people to loosen up. If that is true generally, keeping the light low during dinner or at parties could increase relaxation. Researchers of Harvard Medical School also discovered that furniture with rounded edges could help visitors relax.
So far scientists have focused mainly on public buildings. "We have a very limited number of studies, so we"re almost looking at the problem through a straw（吸管）," architect David Allison says. "How do you take answers to very specific questions and make broad, generalized use of them? That"s what we"re all struggling with."
小题1:What does Joan Meyers-Levy focus on in her research?
A．Light.B．Ceilings.C．Windows.D．Furniture.
小题2:The passage tells us that ______.
A．the shape of furniture may affect people"s feelings
B．lower ceilings may help improve students" creativity
C．children in a dim classroom may improve their grades
D．students in rooms with unblocked views may feel relaxed
小题3:The underlined sentence in the last paragraph probably means that ______.
A．the problem is not approached step by step
B．the researches so far have faults in themselves
C．the problem is too difficult for researchers to detect
D．research in this area is not enough to make generalized patterns
小题4:Which of the following shows the organization of the passage?
CP: Central Point    P: Point   SP: Sub-point（次要点）   C: Conclusion

题型：不详难度：| 查看答案
In every cultivated language there are two great classes of words which, taken together, comprise the whole vocabulary.First, there are those words 1 which we become acquainted in daily conversation, which we 2 ,that is to say, from the 3 of our own family and from our familiar associates, and 4 we should know and use 5 we could not read or write.They 6 the common things of life, and are the stock in trade of all who 7 the language.Such words may be called“popular”, since they belong to the people 8 and are not the exclusive 9 of a limited class.On the other hand, our language 10 a multitude of words which are comparatively 11 used in ordinary conversation.Their meanings are known to every educated person, but there is little 12 to use them at home or in the market-place.Our 13 acquaintance with them comes not from our mother"s 14 or from the talk of our school-mates, 15 from books that we read, lectures that we 16 ,or the more 17 conversation of highly educated speakers who are discussing some particular 18 in a style appropriately elevated above the habitual 19 of everyday life.Such words are called“learned”, and the 20 between them and the“popular”words is of great importance to a right understanding of linguistic process.
1.A.at B.with C.by D.through
2.A.study B.imitate C.stimulate D.learn
3.A.mates B.relatives C.members D.fellows
4.A.which B.that C.those D.ones
5.A.even B.despite C.even if D.in spite of
　6.A.mind B.concern C.care D.involve
7.A.hire B.apply C.adopt D.use
8.A.in public B.at most C.at large D.at best
9.A.right B.privilege C.share D.possession
10.A.consists B.comprises C.constitutes D.composes
11.A.seldom B.much C.never D.often
12.A.prospect B.way C.reason D.necessity
13.A.primary B.first C.principal D.prior
14.A.tips B.mouth C.lips D.tongue
15.A.besides B.and C.or D.but
16.A.hear of B.attend C.hear from D.listen
17.A.former B.formula C.formal D.formative
18.A.theme B.topic C.idea D.point
19.A.border B.link C.degree D.extent
20.A.diversion B.distinction C.diversity D.similarity
题型：不详难度：| 查看答案
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