题目
题型:不详难度:来源:
Diet products weaken us psychologically. On one level, we are not allowing our brain to admit that our weight problems lie not in actually losing the weight, but in controlling the consumption of fatty, high-calorie(卡), unhealthy foods. Diet products allow us to jump over the thinking stage and go straight for the counter instead. All we have to do is to swallow or recognize the word “diet” in food brands.
On another level, diet products have greater psychological effects. Every time we have a zero-calorie drink, we are telling ourselves without our awareness that we don’t have to work to get results. Diet products make people believe that gain comes without pain, and that life can be without resistance and struggle.
The danger of diet products lies not only in the psychological effects they have on us, but also in the physical harm that they cause. Diet foods can indirectly harm our bodies because consuming them instead of healthy foods means we are preventing our bodies from having basic nutrients(营养成分). Diet foods and diet pills contain zero calorie only because the diet industry has created chemicals to produce these wonder products. Diet products may not be nutritional, and the chemical that go into diet products are potentially dangerous.
Now that we are aware of the effects that diet products have on us, it is time to seriously think about buying them. Losing weight lies in the power of minds, not in the power of chemicals. Once we realize this, we will be much better able to resist diet products, and therefore prevent the psychological harm that comes from using them.
小题1:The first paragraph mainly tells us _____.
A.diet products can bring out people’s potential |
B.people have difficulty in choosing diet products |
C.diet products are misleading people |
D.people are fed up with diet products |
A.resist a variety of diet foods |
B.hesitate before they enjoy diet foods |
C.pay attention to their own eating habits |
D.watch their weight rather than their diet |
A.to warn people of the side effect of diet products |
B.to tell people how to lose weight |
C.to advise people to eat diet products |
D.to introduce some diet products |
CP: Central Point P: Point Sp: Sub-point(次要点) C: Conclusion
答案
小题1:C
小题2:D
小题3:A
小题4:B
解析
试题分析:我们的生活中充斥着各种各样的减肥产品。这些产品真能帮助我们减肥吗?事实上,减肥产品不仅在身体上而且在心理上都给人们带来了危害。减肥需要坚强的决心和实际的努力锻炼,而减肥产品基本没有营养还会让人觉得减肥很简单:吃两片药片就可以。这些都告诉我们应该向减肥产品说不。
小题1:主题归纳题。根据We have so easily been attracted by the promise and potential of diet products that we have stopped thinking about what diet products are doing to us.还有第四句中的for products that harm us可知选C(减肥产品在误导人们)。mis-leading可以拆分成两个部分,后面的意思是“导向” ,一般情况下,前面的前缀mis起相反的意思,那么就是误导了。
小题2:细节理解题。根据第二段的第第二句话的意思可知,减肥产品在心理上削弱了我们。我们的体重有问题不在于在实际上失去了重量,而在于控制消耗脂肪,高热量,不健康的食品。选 D(注意体重而不是饮食)。
小题3:主题归纳题。根据最后一段的意思可知,减肥产品对我们的健康有害,所以购买需谨慎。选A(警告人们减肥产品的副作用。)。
小题4:篇章结构题。分析各段的主题大意可知,第一段是我们在关注对我们身心有害的产品;第二段介绍在心理上削弱注意力;同时说了一方面;第三段有接着提到另一方面;第四段介绍减肥产品对人的身体的危害;第五段得出结论:减肥产品有害,不应该购买。所以选B。
核心考点
试题【Diet Coke, diet Pepsi, diet pills, no-fat diet, vegetable diet… We are surrounde】;主要考察你对题材分类等知识点的理解。[详细]
举一反三
It’s germs that makes us ill. There are germs everywhere, They are very small and you can’t find them with your own eyes, but you can see them with a microscope(显微镜)They are very small and there may be hundreds of them on a very small thing, Germs can always be found in dirty water. When we look at dirty water under the microscope, we shall see them in it. Germs can also be found in air and dust(灰尘). If you cut your finger, some of the dust from the floor may go into it, and you will have much pain in it. Sometimes the germs will go into all of your boby, and you will have pain everywhere.
To keep us healthy, we should try to our best to make our environment become cleaner and tidier. This needs us to act together.
小题1:The writer tell us that________.
A.we like working when we are ill |
B.germs can’t live in the water. |
C.we can’t feel ill if the environment is bad. |
D.we feel well when the environment is good. |
A.very small things that you can’t see with your eyes. |
B.the things that don’t effect people. |
C.the things that you can find with your eyes. |
D.the things that are very big. |
A.on the small thing | B.in air and dust |
C.only in dirty water | D.everywhere |
A.I will feel nothing. | B.I won’t mind. |
C.I will feel tense. | D.I will feel painful. |
A.environment doesn’t affect our life |
B.we don’t need to improve our environment |
C.germs may make us ill |
D.if the environment is better, germs will be more. |
Besides, it is rather unreal to grade pupils just according to their intellectual(智力的) ability. This is only one aspect of their total personality. We are concerned to develop the abilities of all our pupils to the full, not just their academic ability. We also value personal qualities and social skills, and we find that mixed-ability teaching contributes to all these aspects of learning.
In our classrooms, we work in various ways. The pupils often work in groups: this gives them the opportunity to learn to co-operate, to share, and to develop leadership skills. They also learn how to deal with personal problems as well as learning how to think, to make decisions, to analyze and evaluate, and to communicate effectively in order to have the ability to become leaders. The pupils learn from each other as well as from the teacher.
Sometimes the pupils work in pairs;sometimes they work on individual tasks , and they can do this at their own speed. They also have some formal class teaching when this is suitable. We encourage our pupils to use the library, and we teach them the skills they need in order to do this efficiently. An advanced pupil can do advanced work:it does not matter what age the child is. We expect our pupils to do their best, not their least, and we give them every encouragement to attain this goal.
小题1:We can know from the passage that the author’ s attitude towards “mixed-ability teaching” is______.
A.approving | B.disapproving | C.questioning | D.inactive |
A.drawn to their studies | B.forced to study in the lower classes |
C.made to remain in the same classes | D.prevented from advancing |
A.Pupils also learn to develop their reasoning abilities. |
B.Pupils also learn how to participate in teaching activities |
C.Group work gives pupils the chance to learn to work together with others. |
D.Group work supply pupils with the chance to learn to be good organizers. |
A.offer advice on the proper use of the library |
B.recommend pair work and group work for classroom activities |
C.argue for teaching bright and not-so-bright pupils in the same class |
D.tell us the importance of proper formal classroom teaching |
Becoming Bears (Kindergarten-2 grade)
By becoming baby bears, children learn from their “parent” to survive the seasons. Kids will find safety in the spring and learn kinds of food bears eat during the summer, and then create a cave for winter hibernation(冬眠). After learning the skills needed to survive, students will go out of the cave as an independent black bear able to care for themselves. (1.5-2 hours)
Whose Clues? (3-5 grade)
Kids will discover how plants and animals use their special structures to survive. Through outdoor study of plants and animals, kids will recognize their special structures and learn how they enable species to eat, avoid their enemies and survive. Using what they have learned, kids will choose one species and tell how they survive in their living places. (3-4 hours)
Winged Wonders (3-5 grade)
Birds add color and sound to our world and play an important ecological (生态的) role. Students will learn the basics of birds, understand the role birds play in food chains and go bird watching using field guides and telescopes. Students will do hands-on activities. Students will use tools to build bird feeders, allowing them to attract birds at home.(3-4 hours)
Exploring Your Watershed (6-8 grade)
We all depend on clean water. Examining how our actions shape the waterways around us. Go on a hike to see first-hand some of the challenging water quality problems in a city. Students will test the water quality to determine the health of an ecosystem.
● Each program is taught for a class with at least 10 students.
● All programs include plenty of time outdoors. So please prepare proper clothing, sunscreen and
insect killers for children.
● To take part in a program , please email dcprograms@mdc.mo.gov.
小题1:What can kids do at Becoming Bears?
A.Watch bears’ performances. |
B.Take care of bears |
C.Dress up as baby bears to learn about bears. |
D.Learn how to survive a bear attack. |
A.Winged Wonders | B.Exploring your Watershed |
C.Becoming Bears | D.Whose Clues? |
A.have the same teaching hours |
B.have outdoor activities |
C.are offered during summer holidays |
D.are designed for primary school students |
Each year, 1.1 billion cans of beer are drunk by students aged 15-19 years old. Beer is the most common alcoholic drink among teens—81 percent of the drinkers had tried it. Beer is followed by wine with 63 percent, hard liquor(烈酒) with 53 percent and wine coolers with 35 percent.
When the young people are asked why they drank, the most common answer is that drinking is “something to do”. If a teen’s parents drink alcohol, the teenager is more likely to start drinking at an early age. Also, tens see all of their friends drinking alcohol so they think it is the must-to-do thing. Peer pressure is probably the hardest thing teens have to deal with. What’s more, teens often drink alcohol because it makes them feel older and cooler.
Researchers asked 56,000 students about their drinking habits and grades, to see how drinking might affect their grades in school. The results seem to be clear. Students who got a C level or lower tend to use three times as much alcohol as those who got B’s or A’s.
Alcohol use can be deadly. About 8,100 young people are killed per year in alcohol-related accidents. Eight young people die per day as a result of a drunk-driving accident. Between 50 and 65 percent of all teen suicides (自***) occur after the young people drink.
So you see, drinking the alcohol doesn’t always end up with a good time. The next time you try to push someone to drink or someone tries to push you to drink, please remember this. One drink can set the habit for life. Why not throw it away?
小题1:The reasons for teens’ drinking alcohol are mentioned EXCEPT that _______________.
A.they think it is cool to drink alcohol |
B.their parents set a bad example to them |
C.alcohol can make them happier |
D.peer pressure plays an important role |
A.Drinking alcohol makes students stupid. |
B.Good students never try alcohol. |
C.Drinking habits have something to do with IQ. |
D.Students with poor grades tend to use more alcohol. |
A.show the bad effect of drinking alcohol |
B.show how many teenagers drink alcohol |
C.tell teenagers not to try alcohol |
D.tell the reasons why teenagers drink alcohol. |
Many snakes eat birds’ eggs or frogs(青蛙). Others eat pests(害虫), mice and other animals that harm crops on farms. Because snakes do this valuable work, you should never kill one. It is too dangerous for you to kill a poisonous one. Leave that job to experts.
小题1: Which of the following groups of food is usually had by a snake?
A.Mice, crops, birds’ eggs. |
B.Pests, frogs, some animals, plants. |
C.Birds’ eggs, frogs, all animals, other snakes. |
D.Mice, frogs, pests, some animals, other snakes. |
A.it is poisonous |
B.it can do something useful for man |
C.it will strike you in return |
D.we are not experts |
A.eating pests, mice and some harmful animals |
B.doing harm to other animals |
C.eating birds’ eggs and frogs |
D.both A and C |
A.have a better impression(印象) about snakes |
B.like snakes |
C.kill snakes with the help of experts |
D.regard snakes as one of man’s best friends |
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