题目
题型：北京期中题难度：来源：
What is your earliest childhood memory? Can you remember learning to walk? Or talk? The first time
you watched a television program? Adults seldom call back events much earlier than the year or so before
entering school, just as children younger than three or four seldom remember any specific, personal
experiences.
A variety of explanations have been suggested by psychologists (心理学家) for this "childhood amnesia".
Now Annette Simms, a psychologist of Riverdale University, offers a new explanation for childhood amnesia.
According to Dr. Simms, children need to learn to use someone else"s spoken description of their personal
experiences in order to turn their own short-term, fast forgotten impressions of them into long-term memories.
In other words, children have to talk about their experiences and hear others talk about them. Without this
verbal reinforcement (语言强化), children cannot form permanent memories of what they have experienced.
So why should personal memories depend so heavily on hearing them described? Dr. Simms presents
evidence that the human mind organizes memories in that way. Children whose mothers talk with them about
the day"s activities before bedtime tend to remember more of the day"s special event than those whose mothers
don"t. Talking about an event in this way helps a child to remember it. And learning to organize memories as a
continuous story is the key to a permanent mental "autobiography (自传)" of important life events. Dr. Simms
suggests that we humans may be biologically programmed to turn our life experiences into a novel.
The key to creating this mental life story is language, says Dr. Simms. "Children learn to talk about the past,"
she says. "Talking to others about their short-term memories of the past leads to the establishment (建立) of
long-term memories." One way it does this is by helping a child to recognize that the retelling of an experience
is just the experience itself, recreated in the form of words. The child learns that this "word-description" of an
experience can then be stored in the memory and called back at any time. But a child"s language skills are
usually not ready for this until the age of three or four, so they have no way to remember the earliest of their
experiences.
B. Why can"t we remember the events of early childhood?
C. Adults can"t remember things as well as children.
D. What are memories of early childhood like?
B. A childhood memory.
C. Inability to remember.
D. Researches on memory.
B. grow older than three or four
C. write a story in their own language
D. have a good relationship with their parents
three is that children _____.
B. have nowhere to store the memories
C. haven"t developed enough language skills
D. confuse the memory with the experience itself
答案
核心考点
举一反三
括号中词语的正确形式填空。
comprehension?" Actually, many of the teachers can"t give students 1_____ efficient (效率高的) way to deal
with reading. Anyway, 2_____ often simply say, "Read more and practise more, and you 3_____ (get) more
experience in reading comprehension." Frankly, these teachers" good 4_____ (suggest) are only helpful to
arouse students" interest in reading 5_____ not helpful to deal with the questions in the examinations of reading
comprehension. Personally, I think the skill for reading comprehension should be based 6_____ the knowledge
of English writing. Since the English passages 7_____ (write) under some rules or principles, the science of
reading and understanding may have a close relationship with writing. Reading comprehension can"t be
independent from the knowledge of writing. So to do 8_____ (well) in reading comprehension, we should
learn the knowledge of writing, study 9_____ questions are designed and the relationship 10_____ questions
and the reading materials.
will spend about ten months in U.S. homes. They will attend U.S. schools, meet U.S. teenagers, and form
impressions of the real America. At the same time, about thirteen hundred American teenagers will go to other
countries to learn new languages and gain a new understanding of the rest of the world.
Here is a two-way student exchange in action. Fred, nineteen, spent last year in Germany with George"s
family. In turn, George"s son Mike spent a year in Fred"s home in America.
Fred, a lively young man, knew little German when he arrived, but after two months" study the language
began to come to him. School was completely different from what he had expected-much harder. Students
rose respectfully when the teacher entered the room. They took fourteen subjects instead of the six that are
usual in the United States. There were almost no outside activities.
Family life, too, was different. The father"s word was law, and all activities were around the family rather
than the individual. Fred found the food too simple at first. Also, he missed having a car.
"Back home, you pick up some friends in a car and go out and have a good time. In Germany, you walk,
but you soon learn to like it."
At the same time, in America, Mike, a friendly German boy, was also forming his idea. "I suppose I should
criticize (批评) American schools," he said. "It is far too easy by our level. But I have to say that I like it very
much. In Germany we do nothing but study. Here we take part in many outside activities. I think that maybe
your schools are better in training for citizens. There ought to be some middle ground between the two."
B. thirteen hundred
C. over three thousand
D. less than two thousand
B. send students in America to travel in Germany
C. let students learn something about other countries
D. have teenagers learn new languages
B. German schools were harder than American schools
C. Americans and Germans were both friendly
D. There were more cars on the streets in America
B. there are a lot of after-school activities
C. students usually take fourteen subjects in all
D. students go outside to enjoy themselves in a car
For example, suppose a friend wants to borrow some money from you. You say "I wish I could help you,
but I am short of money myself." In fact, you are not short of money but your friend is in the habit of not
paying his debts and you don"t want to hurt his feelings by reminding him of this. Is this really a lie?
Professor Jerald Jellison of the University of southern California has made a scientific study of lying.
According to him, women are better liars than men, particularly when telling a "white lie", such as when a
woman at a party tells another woman that she likes her dress when she really thinks it"s terrible. However,
this is only one side of the story. Other researchers say that men are more likely to tell more serious lies,
such as making a promise that they have no intention of carrying out. This is the kind of lie politicians and
businessmen are supposed to be particularly skilled at: the lie from which the liar hopes to profit or gain in
some way.
Research has been done into the way people"s behavior changes in a number of small, unimportant ways
when they lie. It has been found that if they are sitting down at the time, they tend to move about in their
chairs more than usual. To the trained observer they are saying "I wish I were somewhere else now". They
also tend to touch certain parts of the face, particularly the nose. One explanation of this may be that lying
causes a slight increase in blood pressure. The tip of the nose is very sensitive to changes and the increased
pressure makes it itch.
Another gesture that gives liars away is what the writer Decmond Morris in his book Man Watching
calls the "mouth cover". He says that there are several typical forms of this,such as covering part of the
mouth with the fingers, touching the upper lip or putting a finger of the hand at one side off the mouth. Such
a gesture can be understood as an unconscious (未察觉的) attempt on the part of the liar to stop himself from
lying.
Of course, such gestures as rubbing the nose or covering the mouth, moving about in a chair can not be
taken as proof that the speaker is lying. They simply tend to happen more often in this situation. It is one
gesture alone that gives the liar away but a whole number of things, and in particular the context (上下文)
which the lie is told.
B. that other people don"t believe
C. told in order not to hurt someone"s feelings
D. told in order to take advantage of someone
B. generally lie for more than men do
C. often make promises they intend to break
D. lie at parties more often than men do
B. he looks very serious
C. he is likely to make some small changes in his behavior
D. he uses his unconscious mind
B. enjoys lying
C. often tells a lie
D. tries to study about lying
B. Rubbing the nose
C. Moving in a chair
D. Covering the mouth
very well when they meet a foreigner. They seem to have mastered the basic language structure (结构), but
a conversation in English will make them feel uneasy. They are afraid that other people might find out their
mistakes.
It"s uncommon that many students who are bad speakers of English can write English perfectly. This
proves that they are unable to organize their idea in English. The center of the problem is that they lack
practice and confidence (自信).
Why should you be afraid? Do you fear those foreigners with whom you are speaking? Don"t be shy, they
will not laugh at you just for a little mistake you make. The best way to get rid of trouble is to learn to speak
by speaking more. I am sure that constant practice will help you succeed.
B. How to Study English Well
C. How to Organize the Idea in English
D. Practice Speaking English All the Time
B. they seldom practice speaking English
C. they had no chance to speak English
D. they think it"s enough to master the basic language structure only
B. they don"t think their English is poor
C. they worry about making mistakes in their speaking
D. they didn"t like speaking to foreigners
B. If you can write English perfectly, you are able to organize your idea in English.
C. If you can write good English composition, you can speak English very well.
D. Any Chinese students can"t speak English fluently because they are afraid of making mistakes.
B. free oneself from
C. give up
D. do with
注意：每空格1个单词。
other high-risk behaviors, and help young people grow into healthy, successful adults.
The effect of quality after-school programs on academic performance is clear. Studies show that students
who take part in such programs show better work habits, higher rates of homework completion, improved
grades, and higher scores on achievement tests. They also have fewer absences and are less likely to blame.
After-school programs also influence high-risk teen behavior. Various studies show decreased rates of crime,
drug-taking, and teen sex among youth who join in well-run after-school programs when compared to similar
youth who do not. Finally, after-school programs play an important role in supporting different kinds of fields
of development: physical development, mental development and social development. Thus, one can safely say
that after-school programming is an effective method to help young people become contributing members of
society.
Although there is enough proof from both small and large assessments that after-school programs can make
a positive difference, it is important to note that not all programs are equal. First, dosage matters-young people
who attend the most hours over the most years benefit more than members who attend less often or over a
shorter period of time. Next, after-school programs make a bigger difference for those students who need
help most and have the fewest choices. Finally, program qualities matter. After-school programs work best
when they create unique opportunities for youth. They should provide opportunities, skill building meaningful
involvement, expression, suggestion, service, and work. Staff characteristics make an important difference in
the quality of a program. The adults should treat youth as partners, create safe and fair environment,
encourage personalized involvement, and actively create learning opportunities. In short, although after-school
programs have a promising future, how they are designed and run matters.
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