--- I was scolded by the teacher.--- You are ...

--- I was scolded by the teacher.

--- You are so silly not ____ your homework .

A. to have done　　 B. to do

C. doing　　　 　　　　 D. having done

高三英语单项填空中等难度题查看答案及解析

---I heard that Bill was scolded by the teacher last week.

---Ah, yes. The teacher wanted to check his exercises, but ___ was finished at all.

A. nothing       B. either        C. neither       D. none

高三英语单项填空中等难度题查看答案及解析

Wearing a（n）________expression in the class, he was scolded by the teacher.

A. abstract        B. absent         C. conscious       D. sensitive

高三英语单项填空简单题查看答案及解析

Jack and Mike were found cheating in the exam, and _____ by their teacher at the moment.

C. have been scolded   D. were being scolded

高三英语单项填空中等难度题查看答案及解析

By now you’ve probably heard about the “you’re not special” speech, when English teacher David McCullough told graduating seniors at Wellesley High School: “Do not get the idea you’re anything special, because you’re not.” Mothers and fathers present at the ceremony — and a whole lot of other parents across the Internet — took issue with McCullough’s ego-puncturing words. But lost in the uproar was something we really should be taking to heart: our young people actually have no idea whether they’re particularly talented or accomplished or not. In our eagerness to elevate their self-esteem, we forgot to teach them how to realistically assess their own abilities, a crucial requirement for getting better at anything from math to music to sports. In fact, it’s not just privileged high-school students: we all tend to view ourselves as above average.

Such inflated self-judgments have been found in study after study, and it’s often exactly when we’re least competent at a given task that we rate our performance most generously. In a 2006 study published in the journal Medical Education, for example, medical students who scored the lowest on an essay test were the most charitable in their self-evaluations, while high-scoring students judged themselves much more stringently. Poor students, the authors note, “lack insight” into their own inadequacy. Why should this be? Another study, led by Cornell University psychologist David Dunning, offers an enlightening explanation. People who are incompetent, he writes with coauthor Justin Kruger, suffer from a “dual burden”: they’re not good at what they do, and their very ineptness prevents them from recognizing how bad they are.

In Dunning and Kruger’s study, subjects scoring at the bottom of the heap on tests of logic, grammar and humor “extremely overestimated” their talents. Although their test scores put them in the 12th percentile, they guessed they were in the 62nd. What these individuals lacked (in addition to clear logic, proper grammar and a sense of humor) was “metacognitive skill”: the capacity to monitor how well they’re performing. In the absence of that capacity, the subjects arrived at an overly hopeful view of their own abilities. There’s a paradox here, the authors note: “The skills that engender competence in a particular domain are often the very same skills necessary to evaluate competence in that domain.” In other words, to get better at judging how well we’re doing at an activity, we have to get better at the activity itself.

There are a couple of ways out of this double bind. First, we can learn to make honest comparisons with others. Train yourself to recognize excellence, even when you yourself don’t possess it, and compare what you can do against what truly excellent individuals are able to accomplish. Second, seek out feedback that is frequent, accurate and specific. Find a critic who will tell you not only how poorly you’re doing, but just what it is that you’re doing wrong. As Dunning and Kruger note, success indicates to us that everything went right, but failure is more ambiguous: any number of things could have gone wrong. Use this external feedback to figure out exactly where and when you screwed up.

If we adopt these strategies — and most importantly, teach them to our children — they won’t need parents, or a commencement（毕业典礼） speaker, to tell them that they’re special. They’ll already know that they are, or have a plan to get that way.

1.Which can be the best title of this passage?

A. Special or Not? Teach Kids To Figure It Out

B. Let's Admit That We Are Not That Special

C. Tips On Making Ourselves More Special

D. Tell The Truth: Kids Overestimate their Talents

2.The author thinks the real problem is that ______.

A. we don't know whether our young people are talented or not

B. young people don't know how to assess their abilities realistically

C. no requirement is set up for young people to get better

D. we always tend to consider ourselves to be privileged

3.Which is NOT mentioned about poor students according to the passage?

A. They usually give themselves high scores in self-evaluations.

B. They tend to be unable to know exactly how bad they are.

C. They are intelligently inadequate in tests and exams.

D. They lack the capacity to monitor how well they are performing.

4.We can infer from the passage that those high-scoring students ______.

A. know how to cultivate clear logic and proper grammar

B. don't know how well they perform due to their stringent self-judgement

C. don't view themselves as competent because they know their limits

D. tend to be very competent in their high-scoring fields.

5.The strategies of becoming special suggest that ______.

A. we need internal honesty with ourselves and external honesty from others

B. the best way to get better is to carefully study past success and failure

C. through comparison with others, one will know where and when he fails

D. neither parents nor a commencement speaker can tell whether one is special

高三英语阅读理解中等难度题查看答案及解析

By now you've probably heard about the "you’re not special" speech, when English teacher David McCullough told graduating seniors at Wellesley High School: “Do not get the idea you're anything special, because you're not." Mothers and fathers present at the ceremony 一 and a whole lot of other parents across the Internet — took issue with McCullough's ego-puncturing （伤自尊的） words. But lost in the uproar （喧嚣）was something we really should be taking to heart: our young people actually have no idea whether they're particularly talented or accomplished or not. In our eagerness to elevate their self-esteem, we forgot to teach them how to realistically assess their own abilities, a crucial requirement for getting better at anything from math to music to sports. In fact, it's not just privileged high-school students: we all tend to view ourselves as above average.

Such inflated self-judgments have been found in study after study, and it's often exactly when we're least competent at a given task that we rate our performance most generously, in a 2006 study published in the journal Medical Education, for example, medical students who scored the lowest on an essay test were the most charitable in their self evaluations, while high-scoring students judged themselves much more strictly. Poor students, the authors note, "lack insight" into their own inadequacy. Why should this be? Another study, led by Cornell University psychologist David Dunning, offers an enlightening explanation. People who are incompetent, he writes with coauthor Justin Kruger, suffer from a “dual burden": they're not good at what they do, and their very clumsiness prevents them from recognizing how bad they are.

In Dunning and Kruger's study, subjects scoring at the bottom on tests of logic, grammar and humor -extremely overestimated'' their talents. Although their test scores put them in the 12th percentile (百分位数).they guessed they were in the 62nd. What these individuals lacked (in addition 9 clear logic, proper grammar and a sense of humor) was “meta cognitive skill” :the capacity to monitor how well they're performing. In the absence of that capacity, the subjects arrived at an overly hopeful view of their own abilities. There's a paradox here, the authors note: The skills that lead to competence in a particular domain are often the very same skills necessary to evaluate competence in that field? In other words, to get better at judging how well we're doing at an activity, we have to get better at the activity itself

There are a couple of ways out of this double bind. First, we can learn to make honest comparisons with others. Train yourself to recognize excellence, even when you yourself don't possess it, and compare what you can do against what truly excellent individuals are able to accomplish. Second, seek out feedback that is frequent, accurate and specific. Find a critic who will tell you not only how poorly you're doing, but just what it is that you're doing wrong. As Dunning and Kruger note, success indicates to us that everything went right, but failure is more ambiguous: any number of things could have gone wrong. Use this external feedback to figure out exactly where and when you screwed up.

If we adopt these strategies — and most importantly, teach them to our children — they won't need parents, or a commencement (毕业典礼)speaker, to tell them that they're special. They’ll already know that they are, or have a plan to get that way.

1.The author thinks the real problem is that 　　　　 .

A.no requirement is set up for young people to get better

B.we always tend to consider ourselves to be privileged

C.we don't know whether our young people are talented or not

D.young people don't know how to assess their abilities realistically

2.We can infer from the passage that those high-scoring students 　　　　

A.know how to cultivate clear logic and proper grammar

B.tend to be very competent in their high-scoring fields

C.don’t view themselves as competent because they know their limits

D.don't know how well they perform due to their strict self-judgement

3.The strategies of becoming special suggest that 　　　　 .

A.we need internal honesty with ourselves and external honesty from others

B.the best way to get better is to carefully study past success and failure

C.through comparison with others, one will know where and when he fails

D.neither parents nor a commencement speaker can tell whether one is special

4.Which can be the best title of this passage?

A.Tip On Making Ourselves More Special

B.Let’s Admit That We Are Not That Special

C.Special or Not? Teach Kids To Figure It Out

D.Tell The Truth: Kids Overestimate their Talents

高三英语阅读理解困难题查看答案及解析

By now you’ve probably heard about the “you’re not special” speech, when English teacher David McCullough told graduating seniors at Wellesley High School: "Do not get the idea you're anything special, because you're not." Mothers and fathers present at the ceremony — and a whole lot of other parents across the internet — took issue with McCullough's ego-puncturing words. But lost in the anger and protest was something we really should be taking to heart: our young people actually have no idea whether they're particularly talented or accomplished or not. In our eagerness to elevate their self-esteem, we forgot to teach them how to realistically assess their own abilities, a crucial requirement for getting better at anything from math to music to sports. In fact, it's not just privileged high-school students: we all tend to view ourselves as above average.

Such inflated (膨胀的) self-judgments have been found in study after study, and it's often exactly when we're least competent at a given task that we rate our performance most generously. In a 2006 study published in the journal Medical Education, for example, medical students who scored the lowest on an essay test were the most charitable in their self-evaluations, while high-scoring students judged themselves much more strictly. Poor students, the authors note, "lack insight" into their own inadequacy. Why should this be? Another study, led by Cornell University psychologist David Dunning, offers an enlightening explanation. People who are incompetent, he writes with co-author Justin Kruger, suffer from a "dual burden": they're not good at what they do, and their wry ineptness (笨拙) prevents them from recognizing how bad they are.

In Dunning and Kruger's study, subjects scoring at the bottom of the heap on tests of logic, grammar and humor "extremely overestimated" their talents. Although their test scores put them in the 12th percentile, they guessed they were in the 62nd. What these individuals lacked (in addition to clear logic, proper grammar and a sense of humor) was "metacognitive skill" (元认知技巧): the capacity to monitor how well they're performing. In the absence of that capacity, the subjects arrived at an overly hopeful view of their own abilities. There's a paradox (悖论) here, the authors note: “The skills that develop competence in a particular domain are often the very same skills necessary to evaluate competence in that domain. "In other words, to get better at judging how well we’re doing at an activity, we have to get better at the activity itself.

There are a couple of ways out of this double bind (两难). First, we can learn to make honest comparisons with others. Train yourself to recognize excellence, even when you yourself don't possess it, and compare what you can do against what truly excellent individuals are able to accomplish. Second, seek out feedback that is frequent, accurate and specific. Find a critic who will tell you not only how poorly you're doing, but just what it is that you're doing wrong. As Dunning and Kruger note, success indicates to us that everything went right, but failure is more ambiguous: any number of things could have gone wrong. Use this external feedback to figure out exactly where and when you screwed up.

If we adopt these strategies — and most importantly, teach them to our children — they won't need parents, or a commencement(毕业典礼) speaker, to tell them that they're special. They'll already know that they are, or have a plan to get that way.

1.The underlined phrase "took issue with" in paragraph 1 most probably means 　　　 .

A.totally approved of B.disagreed with

C.fully understood D.held discussion about

2.The author thinks the problem that shouldn't be overlooked is that 　　　 .

A.we don’t know whether our young people are talented or not

B.young people can't reasonably define themselves

C.no requirement is set up for young people to get better

D.we always tend to consider ourselves to be privileged

3.Which is NOT mentioned about poor students according to the passage?

A.They lack the capacity to monitor how well they are performing.

B.They usually give themselves high scores in self-evaluations.

C.They tend to be unable to know exactly how bad they are.

D.They are intelligently inadequate in tests and exams.

4.We can infer from the passage that those high-scoring students 　　　 .

A.are not confident about their logic and grammar

B.tend to be very competent in their high-scoring fields

C.don't know how well they perform due to their stringent self-judgment

D.is very careful about their self-evaluations because they have their own limits

5.The strategies of becoming special suggest that 　　　 .

A.the best way to recognize excellence is to study past success and failure

B.through comparison with others, one will know where and when he fails

C.we need internal honesty with ourselves and external honesty from others

D.neither parents nor a commencement speaker can tell whether one is special

6.Which can be the best title of this passage?

A.Special or Not? Teach Kids To Figure It Out

B.Let's Admit That We Are Not That Special

C.Tips On Making Ourselves More Special

D.Tell The Truth: Kids Overestimate their Talents

高三英语阅读理解困难题查看答案及解析

Mark was afraid of being scolded，so he________say what he thought to his parents.

A．dare not to　             B．doesn't dare to

C．dared not to　             D．didn't dare to

高三英语单项填空中等难度题查看答案及解析

He was scolded for not putting the things ____they belonged．

A．which          B．what          C．that           D．where

高三英语单项填空中等难度题查看答案及解析

If you are not rich by the time you are 35, says Ma Yun, then you 　　　 the opportunities of youth.

A. are wasting B. wasted

C. will waste D. have wasted

高三英语单项填空中等难度题查看答案及解析