His Selected Poems ________ first published in 1986.
  A. were         B. was         C. has been     D. is

B

 

以s結(jié)尾的書刊名、國名、組織名作主語時，謂語仍用單數(shù)。

 

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科目：高中英語 來源： 題型：閱讀理解

Learning style theory suggests that different people have different ways of obtaining information and use various methods to demonstrate（證明）their intelligence and ability. Although experts have many ideas and categories of learning, it is evident that people learn in three basic styles.

When learning something new, if you prefer to read the information, you are probably a student who learns through seeing. These learners like to see teacher’s facial expressions and body language clearly and rend to sit at the front of the classroom. They take detailed notes, think in pictures and can most easily absorb information from textbooks with diagrams, graphs, photographs and drawings.

Students who find it easiest to learn a new concept by hearing a teacher explain it are learning through listening. Reading aloud, using a tape recorder, hearing anecdotes（趣聞）and talking things through are the best methods for these learners to acquire new information. They give close attention to both the content of the discussion and the way that things are said, such as how the sound of the voice and speed of speech show the mood of the speaker.

Learning through doing means being active in exploring the environment and finding out about things by moving and touching. Students who have this learning style take a hands-on approach to education and enjoy experiments or surveys. They do not like to sit still for long periods of time and sometimes find it hard to concentrate when reading or listening.

Teachers study people’s various ways of learning as part of their training. They select a variety of activities to suit their students’ different learning styles. However, restrictions of time, space and resources often make it impossible for teachers to provide the best exercises for all learners. If you are aware of you own learning style, there is a lot you can do personally to improve your study skills and find the most appropriate ways to approach your study tasks. As a result, you will be able to manage your own learning and study more effectively.

         

Features of students’ learning

Learning through seeing

*watch a teacher’s facial expressions and body language

*sit     the platform

*take detailed notes

*think in pictures

        

*enjoy reading aloud

*prefer to listen to recorded materials

*fond of hearing something and       

*pay special attention to the content of the discussion

*focus on people’s        

Learning through doing

*           and know better about things by moving and touching.

*know the world          

*carry out experiments or surveys

*dislike sitting still for long

*           concentrating when reading or listening

             

*A teacher           all his students with a certain teaching method

*A student should improve his learning skills to learn more effectively.

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科目：高中英語 來源：2012-2013學年河南三門峽“人保財險杯”高三學生綜合能力競賽英語卷（解析版） 題型：閱讀理解

Our senses aren't just delivering a strict view of what’s going on in the world; they're affected by what’s going on in our heads. A new study finds that hungry people see food-related words more clearly than people who've just eaten.

Psychologists have known for decades that what's going on inside our head affects our senses. For example, poorer children think coins are larger than they are, and hungry people think pictures of food are brighter. Rémi Radel of University of Nice Sophia-Antipolis, France, wanted to investigate how this happens.

Does it happen right away as the brain receives signals from the eyes or a little later as the brain’s high-1evel thinking processes get involved. Radel recruited 42 students with a normal body mass index. On the day of his or her test, each student was told to arrive at the lab at noon after three or four hours of not eating. Then they were told there was a delay. Some were told to come back in 10 minutes; others were given an hour to get lunch first. So half the students were hungry when they did the experiment and the other half had just eaten.

For the experiment, the participant looked at a computer screen. One by one, 80 words flashed on the screen for about l/300th of a second each. They flashed at so small a size that the students could only consciously perceive. A quarter of the words were food-related. After each word, each person was asked how bright the word was and asked to choose which of two words they’d seen-a food-related word like cake or a neutral word like boat. Each word appeared too briefly for the participant to really read it.

Hungry people saw the food-related words as brighter and were better at identifying food- related words. Because the word appeared too quickly for them to be reliably seen, this means that the difference is in perception, not in thinking processes, Radel says. "This is something great to me. Humans can really perceive what they need or what they strive for. From the experiment, I know that our brain can really be at the disposal of our motives and needs. "Radel says.

1.Why was there a delay on the day of the experiment?

A. Because hungry people needed time to fill their stomach.

B. Because Radel wanted to create two groups of testers, hungry and non-hungry.

C. Because noon was not the right time for any experiment.

D. Because Radel needed time to select participants in terms of body mass index.

2.What does the writer want to tell us?

A. Human’s senses aren’t just delivering a strict view of what’s going on in the world.

B. What’s perceived by our senses affects our way of thinking.

C. Human brains can really be at the disposal of our motives and needs.

D. Thinking processes guarantee the normal functions of our senses.

3.What can we infer from the passage?

A. 42 participants are too small a number for a serious investigation.

B. An experiment with hungry and non-hungry participants is not reliable.

C. Our thinking processes are independent of our senses.

D. Humans can perceive what they need without involving high-level thinking processes

 

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科目：高中英語 來源：2012-2013學浙江省杭州地區(qū)七年高二期中考英語試卷（解析版） 題型：完型填空

In 1982, Steven Callahan was crossing the Atlantic alone in his sailboat when it struck something and sank. He was out of the sailing track and floating in a lifeboat, alone. His supplies were  36 . His chances of surviving were small.  37 when three fishermen found him seventy-six days later, he was alive — much  38 than he was when he started, but alive.

His  39 of how he survived is interesting and attractive. His subtle act — how he  40 to catch fish, how he evaporated sea water to 41 fresh water — is very interesting. But the thing that  42 my eye was how he managed to keep himself going when all hope seemed lost, when it seemed no  43  continuing the struggle, when he was  44  greatly, when his lifeboat was pierced and after more than a week’s struggling with his weak body. He was starved and  45  exhausted. Giving up would have seemed the only sensible choice.

When people  46 these kinds of circumstances, they do something with their minds that gives them the courage to keep going. Many people in  47 dangerous circumstances give in or go mad. Something the survivors do with their thoughts helps them find the courage to carry on  48 major difficulties.

"I tell myself I can  49 it," wrote Callahan in his book. "Compared to what others have been through, I'm fortunate. I tell myself these things over and over,  50  courage and strength."

I wrote that down after I read it  51 it struck me as something important. And I've told myself the same thing when my own goals seemed 52 off or when my problems seemed too powerful. And every time I've said it, I have always come back to my senses.

The truth is, our circumstances are only bad  53 to something better. But others have been through much worse, that is, in comparison with what  54 have been through, you're fortunate. Tell this to yourself over and over again, and it will help you  55 the rough spots with a little more perseverance(毅力) .

1.                A．less            B．little           C．few  D．enough

 

2.                A．And           B．Yet            C．Still  D．While

 

3.                A．thinner         B．poorer         C．worse    D．fatter

 

4.                A．a(chǎn)ttitude        B．imagination      C．instruction D．story

 

5.                A．tried           B．tended         C．managed  D．intended

 

6.                A．make          B．collect          C．select    D．replace

 

7.                A．a(chǎn)ttacked        B．caught          C．froze D．cheated

 

8.                A．operation       B．taste           C．message  D．use

 

9.A improving        B. suffering    C. strengthening        D. increasing

10.               A．firmly          B．completely      C．surely D．generally

 

11.               A．deal           B．defend         C．survive    D．observe

 

12.               A．similarly        B．likely          C．probably  D．commonly

 

13.               A．for the lack of    B．in spite of       C．in support of   D．a(chǎn)s a result of

 

14.               A．handle         B．carry          C．follow D．inspect

 

15.               A．rolling up       B．using up        C．building up D．making up

 

16.               A．but            B．so             C．a(chǎn)lthough   D．a(chǎn)nd

 

17.               A．far            B．long           C．near  D．short

 

18.               A．related         B．measured       C．contributed    D．compared

 

19.               A．you           B．others         C．we   D．a(chǎn)nother

 

20.               A．see through     B．cut through     C．get through    D．think through

 

 

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科目：高中英語 來源：甘肅省2010屆高三下學期第二次模擬考試試卷（英語） 題型：完型填空

第三節(jié)完形填空（共20小題，每小題1.5分，滿分30分）

閱讀下面短文，從短文后所給各題的四個選項（A、B、C和D）中，選出可以填入空白處的最佳選項，并在答題卡上將該項涂黑。

Chuck was one of my students in my high school English class. He was a writer of great 21. So, when he was accepted into the journalism program at the University of Missouri, I wasn’t 22.

During his first year at college, Chuck stopped by the school a few times to keep me informed of his 23. We recalled（回憶）that we had worked together several years before to 24 money for 23 sick Cambodian babies who were being cared for by a nurse friend of mine in Thailand, a place far away yet close to our 25. Chuck raised several thousand dollars. It was an activity that 26 our formal relationship into a friendship.

In his second year at college, it was discovered that Chuck had lung cancer and had only a short while to 27. I went to see him one day. Seeing me, he was filled with 28 and we talked and laughed for most of the afternoon.

About six weeks later, Chuck died. It was a great 29 for everyone, especially for his family. Chuck was 30 and full of promise. More importantly, he was a good person, a just person.

When I went to his 31, his father told me that several weeks before, Chuck had asked him to 32 his possessions with him so that he might select a few things to be buried in the coffin(棺木) with him . Chuck 33 six items, including an essay he had written.

He told me that Chuck liked the 34 I had written to him at the bottom of the last page. In that little note, I affirmed his talent as a 35.

I was grateful for the 36 gift Chuck gave me that day. His taking my note with him offered me a great opportunity to 37 students’ lives. I felt a sense of purpose that was greater than ever. Whenever I 38 my purpose, I think of Chuck, and I am reminded of it once again: 39 have the power to affect hearts and 40 for a long time.

21. A. use                    B. promise                   C. height               D. assistance

22.A. disappointed           B. amused                    C. excited             D. surprised

23. A. secret                 B. job                          C. progress           D. family

24. A. raise                  B. borrow                    C. spend                   D. save

25. A. college                  B. hearts                         C. village              D. friends

26. A. transformed               B. divided                    C. put                   D. devoted

27. A. spare                 B. act                          C. live                  D. sleep

28. A. worry                B. joy                          C. pain                 D. tears

29. A. honor                B. comfort                   C. day                  D. loss

30. A. fortunate            B. serious                    C. talented            D. unsatisfied

31. A. funeral                      B. office                             C. dormitory      D. school

32. A. go over              B. take over                 C. give away         D. threw away

33. A. added                B. bought                    C. examined          D. chose

34. A. story                  B. letter                       C. joke                 D. message

35. A. writer                B. teacher                    C. doctor              D. comedian

36. A. excellent            B. practical                 C. extraordinary    D. expensive

37. A. believe                  B. draw                       C. know                      D. influence

38. A. remember          B. forget                         C. change             D. achieve

39. A. Parents              B. Teachers                  C. Students         D. Strangers

40. A. health                B. concentration           C. accents             D. minds

 

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科目：高中英語 來源：江蘇省南京市2010屆高三考前訓練題 題型：任務(wù)型閱讀

     An oral history is a piece of writing based on an interview with a person who has lived through a significant period in history or experienced a historical event. His or her memories provide a personal view of the past.

     The first goal of all oral histories is to record stories about a specific subject. That subject may be a historical event like the D-Day invasion. It may be a period of history like the Depression, or a social or cultural trend, such as child labor. The first step in an oral history project, therefore, is to select a subject that interests you and is of historical significance.

     Before attempting to identify people to interview for your project, you must first gather background information about the subject. The Library of Congress, which houses thousands of oral histories, provides these tips for researching your subject.

     Before entering the library or logging onto the internet, decide on key words to use in your search. Use detailed search words. For example, search for rock and roll of the ’60s instead of the more general term music.

     Look through newspaper and magazine articles and Internet Web sites to identify documents that are related to your subject. Make copies of those that will help you plan your interview questions and discard all others.

     Discuss what you’ve read about your subject surprised you? What aspect of your subject would you like to know more about? Asking questions like these will help you to focus your subject and to identify the voice or voices you need to interview.

     Oral histories are as much about self as they are about subject. One goal of an oral history interview is to find out what happened. A second and equally important goal is to discover how people reacted to or were affected by what happened. The person you select to interview, therefore, should have had some experience with the subject – either as a participant or a witness.

     Once you have identified one or more people to interview, begin preparing your questions. The best questions are open-ended, encouraging the speaker to respond with more than a mere “Yes” or “No.” For example, an interviewer might have asked Clarence Hughart this question about his D-Day experience: Were you scared? That question, however, would probably not have elicited the sort of dramatic storytelling that Hughart provided.

     Make a list of ten possible interview questions. The first two or three should be fairly general, asking the interviewee to talk about his or her childhood, perhaps. These kinds of questions put people at ease. Save more sensitive questions until the interview has been underway for five, 10, or 15 minutes or more.

     After the interview come the final steps: writing a summary of the interview and then shaping it into a finished piece of writing.

Deciding what you want to learn more about.
 

Selecting either a participant or a   __(9)  .
 

Making a list of possible interview questions.
 

  (10)  with general questions and save more sensitive ones for later.
 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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