任务型阅读。 阅读下面的短文,请根据短文后的要求答题(请注意问题后的词数要求)。 There"s a lot of discussion the
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任务型阅读。
阅读下面的短文,请根据短文后的要求答题(请注意问题后的词数要求)。 |
There"s a lot of discussion these days about fit kids. Being fit is a
way of saying a personeats well, gets a lot of physical activity (exercise) ,
and has ahealthy weight. If you"re fit, your body works well, feelsgood,
and can do all the things you want to do.
Here are four rules to live by, if you"re a kid who wants tobe fit.
1. Eat a variety of foods, especially fruits and vegetables.
You may have a favorite food, but the best choice is to eat
a variety.If you eat different foods, you"re more likely to get
the nutrients your body needs. Taste new foods and old ones
you haven"t tried for a while.
2. Drink water and milk most often.
When you"re really thirsty, cold water is the No. 1 thirst-
quencher. And there"s a reason your school cafeteria offers
cartons of milk. Kids need calcium to grow strong bones, and
milk is a great source of this mineral.
3. Listen to your body.
What does it feel like to be full? When you"re eating,
notice how your body feels and when your stomach feels
comfortably full. Sometimes, people eat too much because they
don"t notice when they need to stop eating. Eating too much can
make you feel uncomfortable, and over a period of time, it can
lead to _____.
4. Be active.
One job you have as a kid-and it"s a fun one-is that you
get to figure out which activities you like best. Not everyone
loves baseball or soccer. Maybe your passion is karate, or
kickball, or dancing. Ask your parents to help you do your
favorite activities regularly. Find ways to be active every day.
|
1. What is the best title of this passage? (Please answer within 10 words. )
_____________________________________________________________
2. Which sentence in the passage can be replaced by thefollowing one?
You might keep yourself healthy and vivid as a result of avariety of foods.
_____________________________________________________________
3. Please fill in the blank in the 5th paragraph with properwords or phrases to
complete the sentence. (Please answerwithin 10 words. )
______________________________________________________________
4. Which of the four rules do you think is the most important for you? Why?
(Please answer within 30 words. )
_______________________________________________________________
5. Translate the underlined sentence in the last paragraph intoChinese.
________________________________________________________________ |
答案
1. Be a fit kid/How to be a fit kid/How to be fit
2. If you eat different foods, you"re more likely to get the nutrients your body needs.
3. unhealthy weight gain
4. 略
5．作为一个孩子你所做的事-而且是一件很有趣的事,就是你弄清楚你最喜欢哪些活动. |
举一反三
| 阅读理解。 |
Why are people interested in eating raw foods or whole foods? One reason is that eating these types
of food reduces the risk of acid accumulation in your body.
Raw and whole foods are usually digested more efficiently than cooked and refined foods. When we
cook foods, we destroy the natural enzymes (酶) that are part of the food in its raw form. These
enzymes were intended by nature to help us digest the food. When we consume food without these
natural enzymes, our bodies either digest the food improperly or allow too many nutrients to be absorbed
into the bloodstream. In both instances, the result is obesity. When too many nutrients are absorbed at
once, the body grows fat. Improperly digested food moves slowly through the digestive tract, where it
becomes increasingly acidic. To protect its vital organs from this acidic waste, the body changes the acid
into fat and stores it safely away from the organs.
Processed foods contain chemical elements, which might confuse the appetite mechanism that tells us
when we"ve had enough to eat; as a result, people often overeat. Processed foods also upset the
digestive cycle. The body will either identify these foods as allergens and then store them safely away
from the organs as fat, or the remains of undigested food will become acidic and enter the bloodstream
as acid waste, which will stick to the blood vessel walls and block the passage of vital oxygen and
nutrients heading for the body"s cells. The body"s metabolism (新陈代谢) becomes inactive, and the
result is weight gain and obesity.
The accumulation of acid in the digestive tract makes digestion increasingly inefficient. When that happens, even healthy foods can become acidic and the food allergies will become more common.
To stop this vicious circle in its tracks, people need to consume food and supplements that will
neutralize the acid already accumulated in body. Eating the right types of raw and whole foods can help.
It"s also important to restore your enzyme balance. You need to identify and avoid the foods that cause
acid accumulation and consume the foods that increase enzyme production. If you truly want to change
and help your body heal itself, you need to take an active approach. |
| 1. It can be inferred from Para. 2 that _______. |
A. foods with natural enzymes help people keep fit
B. we"d better be cautious about raw and whole foods
C. it is essential for people to protect their vital organs
D. giving up cooked and refined foods is a new lifestyle |
| 2. Processed foods are unhealthy because they _______. |
A. destroy body"s cells
B. may lead to obesity
C. are difficult to digest
D. stop body"s metabolism. |
| 3. What is the main purpose of this passage? |
A. To warn people of the problem of obesity.
B. To advocate eating more raw and whole foods.
C. To inform people of the harm of processed foods.
D. To tell the differences between raw and processed foods. |
| 4. What is likely to be talked about following the last paragraph? |
A. Different causes of acid accumulation.
B. Correct ways to cook raw foods.
C. Suitable types of raw and whole foods.
D. Active approaches to avoid acid. |
| 阅读理解。 |
Naps-short sleeps during the day-may improve memory, experts said recently.
New research conducted by brain researcher Avi Karni of the University of Haifa in Israel explores
the possibility that naps help lock in sometimes long-term memories. "We still don"t know exactly how
memory system works during sleep, but the results of this research suggest it is possible to speed up
memory consolidation (巩固)," Karni said. Long-term memory refers to memories that stay with us for
years, such as "what" memories-a car accident that happened yesterday-or "how to" memories, such as
one"s learned ability to play the pianos.
Karni, also one of the authors of the study published in a recent issue of the journal Nature
Neuroscience, instructed participants to learn a difficult set of finger games, then divided the study
subjects into two groups: one that napped for an hour, and one that didn"t. The people who took an
afternoon snooze showed obvious improvement in their performance by that evening.
"After a night"s sleep the two groups were at the same level, but the group that slept in the afternoon
improved much faster than the group that stayed awake," Karni said. And the study also showed just
how much faster a 90-minute nap could help lock in long-term memories. "Daytime sleep can shorten the
time "how to" memory weakens and forgetting starts,"Karni said, "Instead of 6 to 8 hours, the brain
consolidated the memory during the 90-minute nap." |
| 1. We can learn from the article that ________. |
A. the new research has discovered the memory process during the sleep
B. taking a nap helps improve both long-term and short-term memories
C. Karni"s findings are based on comparisons between two groups of participants
D. people who take a nap will never forget "how to" skills once they are learned |
| 2. The underlined word "subjects" in paragraph 3 probably mean________. |
A. the people being tested in the study
B. the people carrying out the study
C. the topics being discussed in the study
D. the areas of knowledge being studied |
| 3. The text is most probably taken from ________. |
A. a newspaper report
B. a library guide
C. a project handbook
D. a science site |
| 完形填空。 |
A screen door (纱门) allows for an open view while at the same time affording a degree of
privacy. 1 , communication between parents and their child away at college should have 2 in
expressing viewpoints but, at the same time, it should demonstrate a respect for privacy. Staying in
touch with each other is important because without 3 , there is no connection and worry can take
over. All involved should try to be 4 in listening to, understanding and dealing with special concerns
or needs that arise whether they may be from the student, parents or friends.
For the 5 student adjusting well at school, calls to home can be infrequent. This is not necessarily
a cause for parents to 6 . While parents are naturally 7 about what their child is up to, the
majority of students are busy getting 8 to their new home, making new friends and 9 to new
schedules and activities. The fact is that without any ill intention on purpose, they can spend little time
thinking about home and they may not appreciate the degree of their parents" 10 curiosity.
For the student who is not adjusting well at school, calls to home will probably be mademore 11 .
This circumstance can bring a 12 period for both parent and child. For the parents at home, it can
be terribly 13 to sense. their child is unhappy. It is difficult to judge how we should react to this
challenge: as 14 , we want to bring our children home to the safety of our 15 ; in our parent-teacher
role, we want to 16 the ties and allow our child the opportunity to 17 it on his/her own.
For the student away at school, unhappiness can be lonely and frightening and in some cases, it can
lead to depression and illness. There is a sense of 18 for some homesick students who fear that
Mom and Dad will 19 their inability to cope with the new environment. This is especially true when
the homesick one sees classmates adjusting somewhat effortlessly. No matter what the circumstances
are that have created 20 , communication between parent and child must remain open, honest and
in balance. |
( )1. A. Relatively
( )2. A. openness
( )3. A. sacrifice
( )4. A. sensitive
( )5. A. happy
( )6. A. worry
( )7. A. uninformed
( )8. A. accustomed
( )9. A. adding
( )10. A. strange
( )11. A. formally
( )12. A. disappointing
( )13. A. damaging
( )14. A. protectors
( )15. A. nest
( )16. A. maintain
( )17. A. make
( )18. A. relief
( )19. A. get bored with
( )20. A. opportunity | B. Contrarily
B. happiness
B. privacy
B. confident
B. unppy
B. regret
B. curious
B. married
B. referring
B. increasing
B. frequently
B. recovering
B. disturbing
B. reminders
B. bed
B. establish
B. put
B. responsibility
B. get upset with
B. uncertainty | C. Typically
C. carelessness
C. appreciation
C. casual
C. depressed
C. cheer
C. happy
C. contributed
C. adjusting
C. awakened
C. sincerely
C. challenging
C. demanding
C. inspectors
C.yard
C. restore
C. get
C. achievement
C. be ignorant of
C. unhappiness | D. Similarly
D. homesickness
D. communication
D. modest
D. frightened
D. wonder
D. sensible
D. appealed
D. leading
D. normal
D. patiently
D. training
D. exhausting
D. individuals
D. family
D. cut
D. forget
D. embarrassment
D. be honest with
D. nervousness |
| 阅读理解。 |
Frederic Mishkin, who"s been a professor at Columbia Business School for almost 30 years, is good
at solving problems and expressing ideas. Whether he"s standing in front of a lecture hall or engaged in a
casual conversation, his hands are always waving and pointing. When he was in graduate school, one of
his professors was so annoyed by this constant gesturing that he made the young economist sit on his
hands whenever he visited the professor"s office.
It turns out, however, that Mishkin"s professor had it exactly wrong. Gesture doesn"t prevent but
promotes clear thought and speech. Research demonstrates that the movements we make with our hands when we talk form a kind of second language, adding information that"s absent from our words. It"s
learning"s secret code: Gesture reveals what we know. It reveals what we don"t know. What"s more, the
agreement (or lack of agreement) between what our voices say and how our hands move offers a clue to
our readiness to learn.
Many of the studies establishing the importance of gesture to learning have been conducted by Susan
Goldin-Meadow, a professor of psychology at the University of Chicago. "We change our minds by
moving our hands," writes Goldin-Meadow in a review of this work. Particularly significant are what she
calls "mismatches" between oral expression and physical gestures. A student might say that a heavier ball
falls faster than a light one, for example, but make a gesture indicating that they fall at the same rate, which
is correct. Such differences indicate that we"re moving from one level of understanding to another. The
thoughts expressed by hand motions are often our newest and most advanced ideas about the problem
we"re working on; we can"t yet absorb these concepts into language, but we can capture them in
movement.
Goldin-Meadow"s more recent work strews not only that gesture shows our readiness to learn, but
that it actually helps to bring learning about. It does so in two ways. First, it elicits (引出) helpful behavior
from others around us. Goldin-Meadow has found that adults respond to children"s speech-gesture
mismatches by adjusting their way of instruction. Parents and teachers apparently receive the signal that
children are ready to learn, and they act on it by offering a greater variety of problem-solving techniques.
The act of gesturing itself also seems to quicken learning, bringing new knowledge into consciousness and
aiding the understanding of new concepts. A 2007 study by Susan Wagner Cook, an assistant professor
of psychology at the University of Iowa, reported that third-graders who were asked to gesture while
learning algebra (代数) were nearly three times more likely to remember what they"d learned than
classmates who did not gesture. |
| 1. According to Paragraph 1, Frederic Mishkin was asked to sit on his hands because ____. |
A. he could litter express his ideas that way
B. he always pointed his finger at his professor
C. his professor did not like his gesturing
D. his gestures prevented his professor from thinking |
| 2. How is gesturing important in acquiring knowledge? |
A. It draws tasteful responses from others and increases learning speed.
B. It promotes second language learning and quickens thinking.
C. It provides significant clues for solving academic problems.
D. It reduces students" reliance on teachers" instruction. |
| 3. What can be inferred from the passage about gesture-speech mismatches? |
A. They can stimulate our creativity.
B. Instructors should make full use of them.
C. Teachers can hardly explain new concepts without them.
D. They serve as a stepping stone to solving real life problems. |
| 4. What could be the best title of the passage? |
A. Hand Motions, a Second Language
B. Gesturing: Signal of Understanding
C. New Uses of Gesturing
D. The Secret Code of Learning |
阅读理解。
根据短文内容，从短文后的选项中选出能填入空白处的最佳选项。其中有两项为多
余选项。注意：请将1题至5题的答案写横线上。 |
It doesn"t come as a surprise to you to realize that it makes no difference what you read or study if
you can"t remember it.You just waste your valuable time. 1 One dependable aid that does help you
remember what you study is to have a specific purpose or reason for reading.
Why does a clerk in a store go away when your reply to her offer to help is, "No, thank you.I"m just
looking."? Both you and she know that if you aren"t sure what you want, you are not likely to find it. But
suppose you say instead, "Yes, thank you.I want a pair of sun glasses." She says, "Right this way, please"
2 If you choose a book, "just looking" for nothing in particular, you are likely to get just that-nothing.
But if you do know what you want, you are almost sure to get it.Your reasons will vary; they will include
reading or studying "to find out more about", "to understand the reasons for" and "to find out how".
3 Before you start to study, you say to yourself something like this, "I want to know why Stephen
Vincent Benet happened to write about America".Because you know why you are reading or studying,
you relate the information to your purpose and remember it better.
4 At least two important processes go on at the same time. As you read, you take in ideas rapidly
and accurately. But at the same time you express your own ideas to yourself as you react to what you
read.You have a kind of mental conversation with the author.
This additional process of thinking about what you read includes evaluating it, relating it to what you
already know, and using it for your own purposes. 5 One part of critical reading, as you have
discovered, is distinguishing between facts and opinions.Facts can be checked by evidence, Opinions are
one"s own personal reactions.Another part of critical reading is judging sources.Still another part is
drawing accurate inferences. |
A. Maybe you have already discovered some clever ways to keep yourself from forgetting.
B. It is important for students to have a positive attitude to their study.
C. You remember better when you know what you" re reading.
D. In other words, a good reader is a critical reader.
E. It"s quite the same with your studying.
F. Reading is not one single activity.
G. This is the way it works. |
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