(2014·陕西宝鸡质量检测二)Evidence came up________speci...

(2014·陕西宝鸡质量检测二)Evidence came up________special speech sounds can be recognized by babies as young as 6 months old.

A．what　    B．which

C．that　    D．whose

高三英语单项填空中等难度题查看答案及解析

Evidence came up ________ specific speech sounds are recognized by babies as young as 6 months old.

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

高三英语单项填空中等难度题查看答案及解析

Evidence came up ________ specific speech sounds are recognized by babies as young as 6 months old.

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

高三英语单项填空中等难度题查看答案及解析

(2013·陕西宝鸡二检)The course about Chinese food attracts over 100 students per year, ________ up to half are from overseas.

A．in which      B．for whom

C．with which      D．of whom

高三英语单项填空中等难度题查看答案及解析

Damian Languell was woken up at 6:15 in the morning by so loud a sound that he thought it came from inside his house. As he _________ to examine, he heard another _________ , this one coming definitely from outside. _________ out of the window, he spied a car wrapping around the base of a tree, its engine on _________ .

He picked up buckets of water and ran down to the _________ site. The car, a 1998 Buick Regal, was split _________ in two, and the tree was where the driver's seat ought to have been. No one should have _________ this crash. Yet there was 16-year-old Quintin Thompson, his _________ face pressed against the driver's side window, in visible _________ . Languell tried putting out the fire with his buckets of water but failed. He __________ that he had to get into the car and get him out of there as __________ as possible.

In spite of his own __________ , Languell opened the back door and crawled in. Thompson was __________ to get free but he couldn't because his legs were badly hurt. Using a pocketknife, Languell __________ through Thompson's seat belt. He __________ him out through a rear window, and then dragged the teen to safety __________ the entire car was swallowed by flames. Thompson was __________ , though he suffered multiple fractures （骨折）to his legs, spine and face.

Languell __________ that day often. “The situation is so __________ that it doesn't allow me to think twice," Languell said, “My __________ goes out to Thompson. When you are that close to that level of hurt, you feel it so directly."

1.A.got up B.went down C.ran out D.turned back

2.A.scream B.voice C.cry D.sound

3.A.Coming B.Looking C.Jumping D.Heading

4.A.top B.show C.fire D.sale

5.A.camp B.event C.disaster D.crash

6.A.nearly B.completely C.hardly D.easily

7.A.witnessed B.experienced C.survived D.caused

8.A.surprised B.terrified C.puzzled D.embarrassed

9.A.danger B.pain C.need D.peace

10.A.imagined B.argued C.admitted D.realized

11.A.carefully B.fast C.soon D.gently

12.A.safety B.future C.identity D.health

13.A.struggling B.waiting C.shouting D.preparing

14.A.went B.cut C.passed D.broke

15.A.picked B.carried C.pulled D.let

16.A.after B.when C.until D.before

17.A.released B.fined C.knocked D.saved

18.A.thinks about B.looks into C.turns to D.suffers from

19.A.complex B.desperate C.urgent D.familiar

20.A.gratitude B.heart C.respect D.admiration

高三英语完形填空困难题查看答案及解析

(2014·北京东城区高三教学统一检测)In his speech，he said that it was his primary school teachers that he was fond of________influenced his whole life.

A．what　    B．which

C．as　    D．who

高三英语单项填空中等难度题查看答案及解析

Long before they can actually speak, babies pay special attention to the speech they hear around them. Within the first month of their lives, babies’ responses to the sound of the human voice will be different from their responses to other sorts of hearing stimulation. They will stop crying when they hear a person talking, but not if they hear a bell or the sound of a rattle. At first, the sounds that a baby notices might be only those words that receive the heaviest emphasis and that often occur at the ends of utterances(讲话，说话). By the time they are six or seven weeks old, babies can detect the difference between syllables pronounced with rising and falling tones. Very soon, these differences in adult stress and intonation can influence babies’ emotional states and behavior. Long before they develop actual language comprehension, babies can sense when an adult is happy or angry, attempting to begin or end new behavior, and so on, merely on the basis of clues such as the rate, volume, and melody of adult speech.

Adults make it as easy as they can for babies to pick up a language by exaggerating(夸张) such clues. One researcher observed babies and their mothers in six diverse cultures and found that, in all six languages, the mothers used simplified utterances and nonsense sounds, and transformed certain sounds into baby talk. Other researchers have noted that when mothers talk to babies who are only a few months old, they exaggerate the pitch, loudness, and intensity of their words. They also exaggerate their facial expressions, hold vowels(元音) longer, and emphasize certain words.

More significant for language development than their response to general intonation is observation that tiny babies can make relatively fine distinctions between speech sounds. In other words, babies enter the world with the ability to make those precisely perceptual（知觉的，感性的） recognition that are necessary if they are to acquire listening language.

Babies obviously obtain pleasure from sound input, too: even as young as nine months they will listen to songs or stories, although the words themselves are beyond their understanding. For babies, language is a sensory-motor delight rather than the route to boring meaning that it often is for adults.

1.The author mentions syllables with rising and falling tones to 　　　　　　 .

A. show how difficult it is for babies to interpret emotions

B. provide an example of ways adults speak to babies

C. give a reason for babies’ difficulty in telling one adult from another

D. show a six-week-old baby can already tell some language differences

2.What can be inferred about the findings described in Paragraph 2?

A. Mothers from different cultures speak to their babies in similar ways.

B. Babies ignore facial expressions in understanding listening language.

C. The mothers were unconsciously teaching their babies to speak.

D. Mothers only exaggerate their tones when talking to babies.

3.Why do babies listen to songs and stories, even if they can’t understand?

A. They understand the rhythm.　　 B. They enjoy the sound.

C. They can remember them easily.　　 D. They focus on the meaning.

4.What’s the main idea of the passage?

A. Babies can detect sounds other than the human voice.

B. Babies’ ways to learn a language differ from adults’.

C. Babies can respond to the speech before they can speak.

D. Babies can tell the sound of the human voice from other sounds.

高三英语阅读理解中等难度题查看答案及解析

(2013·陕西宝鸡模拟)After Queen Elizabeth officially opened the 2012 Summer Olympics, London became the first city ________ three Olympic Games in history.

A．to have hosted　 　　　　　　　　　　　　　　　 B．hosting

C．hosted　 　     　　　　　　　　　　　　　　　　 D．having hosted

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