题目
题型：模拟题难度：来源：
a teacher"s 1 as he or she tries to teach your kids? Did you ever wonder what the teacher 2 from
you, the parents?
Parents can be 3 or suspicious. They can be of great help to the teacher 4 be in need of help
themselves. Some teachers think parents are too 5 on their children. Here is 6 one teacher puts it.
"I usually have the 7 of parents coming in and 8 me how much they care about the kids"
education and how they really 9 their kids. They tell me they stand and 10 them closely when they
do their homework. Sometimes they 11 offer help with the kids" lessons as if they were teachers. They check their school work, and are too sensitive to 12 . They blame the kids on everything having to do
13 school. When a parent asks me how his or her kid is getting on in my class, my answer usually is"
Well, you know, he is 14 a good kid. He is fine in my class. Maybe you don"t have to be so 15
with your kid.""
Teachers want parents to know that they are professionals at 16 with children. They have
17 many children and even parents. Because of this, teachers can be 18 at educating children.
Teachers are 19 that parents want their children to do well, but they know more about what children
should be able to do at different ages and 20 .
( )2. A. reflects
( )3. A. effective
( )4. A. but
( )5. A. hard
( )6. A. where
( )7. A. problems
( )8. A. advising
( )9. A. help with
( )10. A. connect
( )11. A. even
( )12. A. marks
( )13. A. at
( )14. A. nearly
( )15. A. satisfied
( )16. A. working
( )17. A. fed
( )18. A. pleased
( )19. A. content
( )20. A. stages
B. results
B. attentive
B. or
B. keen
B. how
B. contracts
B. examining
B. deal with
B. guide
B. already
B. efforts
B. beyond
B. really
B. careful
B. playing
B. observed
B. worried
B. doubtful
B. classes
C. benefits
C. supportive
C. thus
C. dependent
C. when
C. accidents
C. telling
C. make up
C. watch
C. still
C. pains
C. in
C. seldom
C. strict
C. staying
C. attended
C. disappointed
C. aware
C. schools
D. expects
D. positive
D. as
D. crazy
D. why
D. agreements
D. instructing
D. give up
D. inspire
D. merely
D. words
D. with
D. hardly
D. cautious
D. joking
D. greeted
D. experienced
D. suspicious
D. projects
答案
核心考点
试题【完形填空。 When your kids were six or seven, you sent them to school. Did you eve】；主要考察你对题材分类等知识点的理解。[详细]
举一反三
we"ve told this exact tale before to the same person. Why do we make such memory mistakes?
According to the research published in Psychological Science, it may have to do with the way our
brains process different types of memory.
Researchers Nigel Gopie, of the Rotman Research Institute in Toronto, and Colin Macleod, of the
University of Waterloo, divided memory into two kinds. The first was source memory, or the ability to
keep track of where information is coming from. The second was destination memory, or the ability to
recall who we have given information to.
They found that source memory functions better than destination memory, in part because of the
direction in which that information is travelling.
To study the differences between source memory and destination memory, the researchers did an
experiment on 60 university students, according to a New York Times report. The students were asked
to associate (联想) 50 random (随意的) facts with the faces of 50 famous people. Half of the students
"told" each fact to one of the faces, reading it aloud when the celebrity"s (名人的) picture appeared on
a computer screen. The other half read each fact silently and saw a different celebrity picture afterward.
When later asked to recall which facts went with which faces, the students who were giving
information out(destination memory)scored about 16 percent lower on memory performance compared
with the students receiving information(source memory).
The researchers concluded that outgoing information was less associated with its environmental
context (背景)-that is ,the person-than was incoming information.
This makes sense given what is known about attention. A person who is giving information, even little
facts, will devote some mental resources to thinking about what is being said. Because our attention is
limited, we give less attention to the person we are giving information to.
After a second experiment with another group of 40 students, the researchers concluded that selffocus
is another factor that undermines destination memory.
They asked half the students to continue giving out random information, while the other told things
about themselves. This time around, those who were talking about themselves did 15 percent worse than
those giving random information.
"When you start telling these personal facts compared with nonself facts, suddenly destination
memory goes down more, suggesting that it is the selffocus component (成分) that"s reducing the
memory."Gopie told Live Science.
B. say what causes the memory to worsen
C. explain why we repeat stories to those we"ve already told them to
D. discuss the differences between source memory and destination memory
B. One"s limited attention is one of the reasons why those reading aloud to the celebrity"s pictures
perform worse on the memory test.
C. Silent reading is a better way to remember information than reading aloud.
D. It tends to be more difficult for people to link incoming information with its environmental context
than outgoing information.
B. benefits
C. explains
D. supports
B. Focusing attention on oneself leads to relatively poor source memory performance.
C. Associating personal experience with information helps people memorize better.
D. Selffocus is responsible for the reduction of destination memory.
the sun for eighteen and a half weeks. Stefania was in a research program, and the scientists in the
program were studying body rhythms (节奏). In this experiment Stefania had spent 130 days in a cave,
30 feet in depth.
During her time in the cave, Stefania had been completely alone except for two white mice. Her living
place had been very comfortable, but there had been nothing to tell her the time. She"d had no clocks or
watches, no television or radio. There had been no natural light and the temperature had always been
kept at 21℃.
The results were very interesting. Stefania had been in the cave for over four months, but she thought
she had been there for only two. Her body clock had changed. She hadn"t kept to a 24hour day, she had
stayed awake for 20～25 hours and then had slept for 10 hours. She had eaten fewer meals and had
lost 171 bs in weight as a result!She had also become rather depressed (抑郁).
How had she spent her time in the cave?As part of the experiment she"d done some physical and mental
tests. She"d recorded her daily activities and the results of the tests on a computer. This computer had
been specially programmed for the project. Whenever she was free, she"d played cards, read books and
listened to music. She"d also learned French from tapes.
The experiment showed that our body clocks are affected by light and temperature. For example, the
pattern of day and night makes us wake up and go to sleep. However, people are affected in different
ways. Some people wake up naturally at 5:00 am, but others don"t start to wake up till 9:00 or 10:00 am. This affects the whole daily rhythm. As a result, the early risers are at their best in the late morning. The
late risers, on the other hand, are tired during the day and only come to life in the afternoon or evening!
B. she wanted to experience loneliness
C. she was the subject of a study
D. she needed to record her life
B. Having more hours of sleep.
C. Lacking physical exercise.
D. Getting no natural light.
B. A news story.
C. A pet magazine.
D. A travel guide.
are quizzed about their child"s physical activity level describe their children as fairly active. But a new
study of nearly 2000 British school children suggests that many parents overestimate the amount of
physical activity their children are really getting.
The researchers equipped 1892 British school children, ages 9 and 10, with accelerometers that
measure all physical activity during a given time period. The research, known as the Speedy study
collected the exercise data from children at 92 schools in Norfolk, England, between April and July
2007.
A child was regarded inactive if he or she recorded less than an hour a day of physical activity.
Although the majority of children studied were getting enough physical activity, a sizable minority of
children were not. Overall,39 percent of girls and 18 percent of boys studied were getting less than an
hour of physical activity each day.
But if you asked the parents of the inactive children to describe their child"s activity level, the vast
majority-80 percent-described their children as fairly or very physically active, according to the findings
published in the American Journal of Preventive Medicine. Interestingly, the children themselves had
more awareness about their lack of physical activity. Overall, 40 percent of children overestimated their
physical activity.
But it wasn"t the parents of overweight children who were most likely to guess wrong about physical
activity levels. The parents who were most out of touch about their child"s physical fitness were more
likely to have children who were slim. Parents of girls were also more likely to overestimate physical
activity. The researchers noted that parents should be educated about the importance of physical
activity for children even if the child is not overweight.
"Parents of slim children appear to assume that their children are adequately active." the study
authors reported. "Increasing awareness regarding health benefits of physical activity beyond weight
control might help have a correct idea of physical activity levels and encourage behavior change."
B. Children with less than an hour a day of physical activity.
C. Overweight children.
D. Children out of touch with their parents for a long time.
B. Only a small number of children were not getting enough physical activity.
C. A small number of children didn"t overestimate their physical activity.
D. The minority of children were not studied at all.
B. persuade parents to keep an eye on their children"s weight
C. urge children to wear accelerometers during exercise
D. advise parents to keep in touch with their children
Individuals (个人) should pay for their higher education.
A university education is of huge and direct benefit to the individual. Graduates earn more than
nongraduates. Meanwhile, social mobility is ever more dependent on having a degree. However, only
some people have it. So the individual, 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 government 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 18thcentury Oxford,
where the academics lived comfortably off the income received from the government. 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 teaching 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 government to invest.
Therefore, it is the individual, not the government, who should pay for their university education.
B. pressing calls
C. college graduates
D. government resources
B. students are more demanding
C. students will become more competent
D. teachers will spend less time on teaching
B. call on them to finance students" studies
C. encourage graduates to go into business
D. show their contribution to higher education
than in the classroom. Therefore the great influence of parents can"t be ignored or discounted by the
teacher. They can become strong supports of the school or they can consciously or unconsciously
prevent the school from accomplishing its aims.
Administrators have been aware of the need to keep parents apprised of the newer methods used in
schools. Many principals have conducted workshops explaining such matters as the reading readiness
program and developmental math.
Moreover, the classroom teacher can also play an important role in explaining to parents what they
should do. The informal tea and many interviews carried on during the year, as well as new ways of
reporting pupils" progress, can significantly aid the interchange of ideas between school and home.
Suppose that a father has been drilling Junior in arithmetic processes night after night. In a friendly
interview, the teacher can help the parent change his method. He might be persuaded to let Junior
participate in discussing the family budget, buying the food, using a measuring cup at home, setting the
clock, calculating mileage on a trip and engage in scores of other activities that have a mathematical basis.
If the father follows the advice, it is reasonable to assume that he will soon realize his son is making
satisfactory progress in math and at the same time, enjoying the work.
Too often, however, teachers" conferences with parents are devoted to unimportant accounts of
children"s wrongdoing, complaints about laziness and poor work habits, and suggestions for punishments
and rewards at home.
What is needed is a more creative approach in which the teacher, as a professional advisor, plants
ideas in parents" minds for the best use of the many hours that the child spends out of the classroom. In
this way, the school and the home join forces in fostering the fullest development of youngsters"
competence.
B. know
C. design
D. develop
B. To explain to parents the change of the school curriculum.
C. To report students" misdoings and suggestions for punishments.
D. To help develop good communication between school and home.
B. To show how the teacher can guide in home training.
C. To prove parents are nonprofessional advisors.
D. To advise parents to teach kids math at home.
B. is worried about children"s performance at home
C. is satisfied with the present state of school education
D. believes time spent out of the classroom has been wasted
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