题目
题型：0113 期中题难度：来源：
mind was a million miles away? You probably felt sorry and made up your mind to pay attention and always
have been told that daydreaming is a waste of time.
"On the contrary," says L. Giambra, an expert in psychology, "daydreaming is quite necessary. Without
it, the mind couldn"t get done all the thinking it has to do during a normal day. You can"t possibly do all your
thinking with a conscious (有意识) mind. Instead, your unconscious mind is working out problems all the
time. Daydreaming then may be one way that the unconscious and conscious states of mind have silent
dialogues."
Early experts in psychology paid no attention to the importance of daydreams or even considered them
harmful. At one time daydreaming was thought to be a cause of some mental illnesses. They did not have
a better understanding of daydreams until the late 1980s. Eric Klinger, a professor of psychology, is the
writer of the book Daydreaming. Klinger says, "We know now that daydreaming is one of the main ways
that we organize our lives, learn from our experiences, and plan for our futures. Daydreams really are a
window on the things we fear and the things we long for in life."
Daydreams are usually very simple and direct, quite unlike sleep dreams, which may be hard to understand.
It"s easier to gain a deep understanding of your life by paying close attention to your daydreams than by trying
to examine your sleep dreams carefully. Daydreams help you recognize the difficult situations in your life and
find out a possible way of dealing with them.
Daydreams cannot be predicated (预料). They move off in unexpected directions which may be creative
and full of ideas. For many famous artists and scientists, daydreams were and are a main source of creative
energy.
B. important and helpful
C. harmful and unimportant
D. the same as sleep dreams
B. list two different ideas
C. support his own idea
D. report the latest research on daydreams
B. Daydreaming can give artists and scientists ideas for creation.
C. Professor Eric Klinger has a better idea than L. Giambra.
D. Early experts fully understood what daydreams were.
4. What is the main difference between daydreams and sleep dreams?
B. Daydreams are the result of unconscious mind while sleep dreams are that of conscious mind.
C. Daydreams are more harmful.
D. Daydreams are more helpful in solving problems.
答案
核心考点
试题【阅读理解。 Have you ever been at a meeting while someone was making a speech and 】；主要考察你对题材分类等知识点的理解。[详细]
举一反三
asked. There is no hard and fast rule, for no two are alike, and it would be wrong to set a time when all
should start being taught the intricacies (复杂) of reading letters to form words.
If a three-year-old wants to read (or even a two-year-old for that matter), the child has the right to be
given every encouragement. The fact that he or she might later be "bored" when joining a class of non-readers
at child school is the teacher"s affair. It is up to the teacher to see that such a child is given more advanced
reading material.
Similarly, the child who still cannot read by the time he goes to junior school at the age of seven should
be given every help by teachers and parents alike. They should make certain that he is not dyslexic (having
difficulty in reading).
Although parents should be careful not to force youngsters aged two to five to learn to read (if badly done
it could put them off reading for life), there is no harm in preparing them for simple recognition of letters by
labeling various items in their rooms. For instance, tie a nice piece of cardboard to their bed with BED written
in neat, big letters.
Should the young child ask his parents to teach him to read, and if the parents are capable of doing so,
such an attraction should not be ignored. But the task should never be made to look like a hard job and the
child should never be forced to continue, or his interest should start to flag.
B. different age groupings of children to be taught reading
C. when and how children should be taught reading
D. various problems of children who start learning to read
B. different age groupings of children to be taught reading
C. when and how children should be taught reading
D. various problems of children who start learning to read
B. go to an infant school
C. start from fun stories
D. join a class of non-readers
B. teach children to write neatly
C. help children recognize simple letters
D. force children to develop the habit of reading
B. children should not feel bored if given advanced reading material
C. children starting to read should ask specialists for help
D. children should be taught with patience, care and a sense of humor
that their spoken English is poor. Whenever I speak to a Chinese student they always say, "My spoken English
is poor." However, their spoken English does not have to remain "poor"! I would like to suggest that there may
be some reasons for their problems with spoken English.
First, they fail to find suitable words to express themselves due to a limited vocabulary. Obviously the better
answer is to expand their vocabulary. However, you can speak with a limited vocabulary, if your attitude is
positive. Others will follow you as long as you use the words that you know.
Second, they are afraid of making mistakes. Sometimes they make mistakes when they are speaking because
they are shy and nervous. Yet students should remember that their goal should be FLUENCY NOT ACCURACY.
Your aim in writing is to be accurate following the rules for grammar and using the right words and spelling the
m correctly. However, in speaking your aim is fluency. You want to get your message across,that is, to talk to
someone in English, as quickly and as well as you can, even though sometimes you may use a wrong word or
tense, but it doesn"t matter because the person you are speaking to will understand you and make allowances for
any mistakes he hears.
The third reason is that not enough attention is paid to listening. You have one mouth but two ears! All that
hearing was necessary for you to start speaking.
Forth, most Chinese students are reactive rather than proactive language learners. Instead of actively seeking
out opportunities to improve their spoken English they passively wait for speaking opportunities to come to them
and wonder why their English always remains poor. If you have this proactive outlook, then you will see English
opportunities wherever you go.
If you do not use your English beyond the classroom you will forget what English you know. Remember:
USE IT OR LOSE IT! You can learn how to speak English better by speaking English more.
B. To improve your listening.
C. To improve your spoken English.
D. To improve your vocabulary.
B. It doesn"t matter to make mistakes when we use English.
C. In order to get our message across we should speak cautiously.
D. Feeling shy and nervous can lead to errors.
B. They are active in looking for a chance to practice their oral English.
C. They tend to wait for somebody to speak to them in English.
D. They speak English slowly without mistakes.
B. Better late than never
C. Silence is gold
D. Practice makes perfect
B. report on study
C. sports newspaper
D. movie magazine
muscles when you pick up a heavy object. However, there is a correct way to lift things from the floor. If you
pick up big or heavy objects correctly, you probably will not hurt your back.
To lift something from the floor correctly, first bend your knees and squat (蹲) down. Keep your back
straight. Don"t bend over from your waist; keep your back and hips (髋) and waist (腰) in a line. If you bend
over, the muscles in your lower back can become hurt very easily. If you keep your back and hips straight, the
muscles are stronger, because they have much more support. The other muscles can then help the lower back
muscles.
As you squat down, try to get as close to the object as possible. For example, if you are going to pick up a
heavy box, squat down directly in front of it, maybe you will have to spread your knees and legs. Put one knee
on each side of the box. Remember at all times to keep your back straight.
Put your hands under the object that is in front of you, between your knees.
To lift the object, you should stand up slowly. Use your muscles in order to stand up. In other words, lift
with your legs, not with your back.
B. back
C. knees
D. hands
B. to bend your knees and squat down
C. to put one knee on each side of it
D. to straighten your back at all times
B. Putting one knee in front of the thing.
C. Standing up slowly.
D. Putting your hands under the thing between your knees.
a. Keep your back straight.
b. Bend your knees.
c. Spread your knees and legs.
d. Squat down.
e. Stand up slowly.
B. b, a, c, e, d
C. b, d, a, c, e
D. b, a, d, c, e
Why do airplanes take longer to fly west than east?
It can take five hours to go west-east from New York (NY) to London but seven hours to travel east-west
from London to NY. The reason for the difference is an atmospheric phenomenon known as the jet (喷射)
stream. The jet stream is a very high altitude wind which always blows from the west to the east across the
Atlantic. The planes moving at a constant air speed thus go faster in the west-east direction when they are
moving with the wind than in the opposite direction.
What would happen if the gravity on Earth was suddenly turned off?
Supposing we could magically turn off gravity. Would buildings and other structures (建筑物) float away?
What happened would depend on how strongly the things were attached (附着) to the Earth. The Earth is
moving at quite a speed, moving at over a thousand miles per hours. If you turn something around your head
on a string (细绳), it goes around in a circle until you let go of the string. Then it flies off in a straight line.
"Switching off" gravity would be like letting go of the string. Things not attached to the Earth would fly off in
a straight line. People in buildings would suddenly shoot upwards at a great speed until they hit the ceiling.
Most things outside would fly off into space.
B. Planes go slower when they are moving with the wind
C. It takes more time to fly from NY to London than from London to NY
D. The yet stream always blows from the east to the west across the Atlantic.
B. move quickly
C. come out
D. grow quickly
B. trees and buildings would not easily fly off
C. something around your head would not fly away
D. everything outside buildings would fly off into space
and the general principles apply to any language. Naturally, you will not read every book at the same speed.
You would expect to read a newspaper, for example, much more rapidly than a physics or economics textbook-
but you can raise your average reading speed over the whole range of materials you wish to cover so that the
percentage (百分比) grained will be the same whatever kind of reading you are concerned with.
The reading passages which follow are all of an average level of difficulty for your stage of instruction.
They are all about five hundred words long. They are about topics of general interest which do not require a
great deal of specialized knowledge. Thus they fall between the kind of reading you might find in your textbooks
and the much less demanding kind you will find in a newspaper or light novel. If you read this kind of English,
with understanding at four hundred words per minute, you might skim (浏览) through a newspaper at perhaps
650~700, while with a difficult textbook you might drop to two hundred or two hundred and fifty.
Perhaps you would like to know what reading speeds are common among native English-speaking university
students and how those speeds can be improved. Tests in Minnesota, U.S.A., for example, have shown that
students without special training can read English of average difficulty, for example, Tolstoy"s War and Peace
in translation, at speeds of between 240 and 250 words per minute with about seventy percent comprehension.
Students in Minnesota claim that after twelve half-hour lessons, once a week, the reading speed can be
increased, with no loss of comprehension, to around five hundred words per minute.
B. The introduction to a book on fast reading.
C. The introduction to an English textbook.
D. A local newspaper for young people.
in the University of Minnesota?
B. You can increase your reading speed by four times.
C. You can increase your reading speed by three times.
D. No real increase in reading speed can be achieved.
B. about two hundred and forty-five words per minute
C. about five hundred words per minute
D. about three hundred words per minute
_____.
B. improve your understanding of an economics textbook
C. choose the suitable material to read
D. only in your reading of a physics textbook
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