A. | gradually | B. | usually | C. | previously | D. | merely |
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科目:高中英語(yǔ) 來(lái)源: 題型:選擇題
A. | No,you don't | B. | No,it shouldn't | C. | I'm afraid not | D. | Don't keep it |
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科目:高中英語(yǔ) 來(lái)源:2016屆普通高等學(xué)校招生模擬考試英語(yǔ)試卷(解析版) 題型:閱讀理解
The language we use affects the decisions we make, according to a new study. Participants made more reasonable decisions when money-related choices were given in a foreign language that they had learned in a classroom setting than when they were asked in a native tongue.
To study how language affects reasoning, University of Chicago psychologists looked at a well-known phenomenon: people are more risk-taking when a decision irrelevant to their own feelings (such as which medicine to give to a sick elephant) is presented in terms of a potential gain than when it is framed as a potential loss even when the outcomes are the same. In the study, native English speakers who had learned Japanese, native Korean speakers who had learned English and native English speakers studying French in Paris all showed the expected tendency when they were asked the question in their native tongue. In their foreign language, however, the tendency disappeared.
A second set of experiments tested another cognitive (認(rèn)知的) prejudice –we expect a personal loss will be more painful than the same amount of gain will be pleasant, so the benefit of winning must be disproportionately large for us to take a bet(打賭) (such as gambling with our own money). Again, the foreign-language effect was obvious in two different experiments, one with native Korean speakers and one with native English speakers. The Koreans took more theoretical bets in English than Korean, and the native English speakers took more real bets in Spanish than they did in English.
“When people use a foreign language, their decisions tend to be less prejudiced, more analytic, more systematic, because the foreign language provides psychological distance,” lead author Boaz Keysar suggests. Cognitive prejudices are rooted in emotional reactions, and thinking in a foreign language helps us disconnect from these emotions and make decisions in a more economically reasonable way. This study did not consider, however, the cases in which emotional engagement improves, rather than prevents, our choices: “We have an emotional system for a good reason,” Keysar says.
1.What is the foreign language effect discussed in this passage?
A. People make more reasonable decisions in a foreign language than in their native tongues.
B. Foreign languages play more important roles in making decisions than native languages do.
C. Emotional engagement can prevent reasonable decision makings but improve them as well.
D. Cognitive prejudices are more likely to appear in a foreign language than in a native tongue.
2.What does the underlined sentence mean?
A. People need to win a large sum of money before they decide to take a bet.
B. People are advised not to take a bet if they are not ready for the pain of losing.
C. People don’t take a bet unless they would win much more than they would lose.
D. People will feel more pleasant winning a bet than winning a large sum of money.
3.According to Keysar, what is the reason of the foreign language effect in this research?
A. Foreign languages have great effect on decision makings.
B. People are less prejudiced when thinking in a foreign language.
C. People are more risk-taking in a foreign language environment.
D. Personal feelings have little influence in foreign language thinking.
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科目:高中英語(yǔ) 來(lái)源:2017屆重慶市高三適應(yīng)性月考(六)英語(yǔ)試卷(解析版) 題型:七選五
How to Write an Effective Summary
The goal of writing a summary of an article, a chapter, or a book is to offer as accurately as possible the full sense of the original, but in a more condensed(縮減的) form. A summary restates the author’s main point, purpose, intent, and supporting details in your own words.1.
Read the passage carefully.
Determine its structure. Identify the author’s purpose in writing. After you finish reading, write down in one sentence the point that is made about the subject. 2.
Reread, label and underline.
Once you clearly understand the writer’s major point(or purpose) for writing, read the article again, underline the major points supporting the thesis. 3. In addition, underline key transitional(過(guò)渡的) elements which show how parts are connected. Omit specific details, examples, description, and unnecessary explanations.
Write, revise and edit
Now begin writing your summary. 4.Then write your summary, omitting nothing important, eliminating repetition, disregarding minor details, or generalizing them, using as few words as possible to convey the main ideas and striving for overall coherence through appropriate transitions. Conclude with a final statement reflecting the significance of the article.
Revise your summary. After you’ve completed a draft, read your summary and check for accuracy. Keep in mind that a summary should generally be no more than one-fourth the length of the original.
5.Correct grammar, spelling, and punctuation errors, looking particularly for those common in your writing. Write a clean draft and proofread for copying errors.
A. Edit your summary.
B. Do not insert your own opinions or thoughts.
C. A suitable thesis may already be in the original passage.
D. Writing an effective summary requires you to focus on the series of steps.
E. These should be words or phrases here and there rather than complete sentences.
F. In other words, write down a thesis statement which expresses the central idea.
G. Start with a sentence naming the writer and article title and stating the essay’s main idea.
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科目:高中英語(yǔ) 來(lái)源: 題型:選擇題
A. | check | B. | allow | C. | help | D. | stop |
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科目:高中英語(yǔ) 來(lái)源: 題型:填空題
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科目:高中英語(yǔ) 來(lái)源: 題型:填空題
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科目:高中英語(yǔ) 來(lái)源: 題型:選擇題
A. | carry | B. | carrying | C. | carried | D. | to be carrying |
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科目:高中英語(yǔ) 來(lái)源: 題型:填空題
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