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Being successful in an exam is not just about studying hard and knowing the subject inside out. 1.
Research has shown that the calmer the mind, the better its ability to register and remember information. 2. When the mind is relaxed, it is in the “state of alpha”, where your brain waves are at about seven to fourteen cycles per second, the most helpful state for studying.
Choose a quiet place for studying and have everything handy that you need: books, pens, something to drink. 3.In this case, you can see yourself being congratulated by your family, friends and teachers. Enjoy the experience. And now you should be completely charged up and ready to absorb and keep important information.
4.It is a good idea to make a list of all the important things you have to learn, in order of importance, and estimate how much time you need for each one. Add it all up and compare this with how much time you have available. This will tell you if you have time to read slowly and carefully, or if you can only skim; also it will show you many times you can afford to look over the same information.
Because stress can have a negative effect on your memory, it’s important to stay calm during tests. 5. Breathing exercises during the examination, for example, can be extremely effective in helping you relax and reverse your stress response: just take deep breaths, and let the stress come out whe
n you exhale(呼气).
A.Learn to both read between lines and skim.
B.Ensure that you sleep and eat well before a test.
C.Relax your body and mind and imagine the day of the results.
D.There are some stress relief techniques that can help to calm you down.
E.There are other things that you can do to help ensure you get good grades.
F.Every time you sit down to study, give yourself five minutes to calm your mind.
G.Depending on what you want to study, and how much you have to cover, plan your time.
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阅读理解。
College is not just about studying, writing essays and burning the midnight oil in the library. Making friends and enjoying yourself is also necessary for the courses. Parties are social events for students to gather and chat with each other.
Drinking and music College parties in the US are always lacking in creativity and full of wine and music. The basic form rarely changes — drink until you cannot anymore and play loud music at an earthshaking volume. There is plenty of beer involved, and some mixed cocktails.
Creativity in dress The creativity comes in how parties are dressed up. Parties often have a specific theme, like a 90s party or a sports party. At a 90s party, guests might show up dressed like oncefamous celebrities. At a sports party, guests might wear their favorite team's uniforms.
Held in apartments The party is usually held in the apartment of a particular outgoing friend. Everyone will be invited, which means strangers will wander in and out of the apartment where you can get to know and make some new friends.
Ugly sweater party On holidays, parties frequently take on a proper theme. A popular theme around Christmas is the ugly sweater party. The goal is to wear the ugliest sweater you can find, creating an atmosphere of fun.
Whatever the occasion is, there will be no shortage of booze. If you are smart enough, you won't have so much as to lose your consciousness. Parties are always better when you can remember them the next day.
1.This passage introduces ________.
A．what to wear at the US college parties
B．how much to drink at the US college parties
C．how to make friends at the US colleges
D．parties of the US colleges
2.The passage is probably written for ________ in colleges.
A．the freshmen B．the party lovers
C．the graduates D．the excellent students
3.The author attaches importance to ________ at the parties in colleges.
A．creativity arising from inspiration
B．drinking to your heart's content
C．communication combined with fun
D．dressing in a fancy style
4.What does the underlined word “booze” in the last paragraph mean?
A．Juice. B．Alcohol.
C．Food. D．Music.
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—Jack Brown is very clever and he studies hard as well.
—No ________ he comes out first in the exams.
| A．answer | B．question | C．wonder | D．problem |
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It is not hard to find evidence of the success of the “sharing economy”, in which people rent beds, cars and other underused assets directly from each other, or via the internet. One pointer is the large amount of demand and supply. Airbnb claims that 11m people have used its website to find a place to stay. Lyft, a company that matches people needing rides and drivers wanting a few dollars, has spread from San Francisco to 30-odd American cities. Another sign is the frothy values (泡沫价值) placed on sharing-economy companies: Airbnb is estimated to be worth $10 billion, more than hotel chains such as Hyatt and Wyndham, and Lyft recently raised $250m from venture capitalists. But perhaps the most flattering—and least welcome—indicator of the sharing economy’s rise is the energy being devoted by governments, courts and competitors to preventing it.
The main battlegrounds are the taxi and room-rental businesses. A court in Brussels has told Uber, another San Francisco ride-sharing and taxi-services startup, to stop operating in the city. Other cities have banned their services outright, or tried other ways of putting spokes in their wheels. Meanwhile the Hotel Association of New York has been lobbying for (游说) stricter enforcement of a rule that bans absent owners from letting their apartments for less than 30 days, which makes most of Airbnb’s listings there illegal.
The newcomers’ opponents, whether competitors, officials or worried citizens, complain that the likes of Airbnb and Lyft dodge (躲避) the rules and taxes that apply to conventional businesses. Regulations exist to keep hotel rooms clean and fire alarms in working order, to stop residential areas being filled with unlicensed hotels, and to see that drivers are insured, checked for criminality and tested on their knowledge of the streets. Cowboys such as Airbnb, Lyft and Uber, their critics claim, are a danger to an unsuspecting public.
The objectors have half a point. Taxes must be paid: a property-owner who rents a room should declare the income, just as a hotel should. Safety is also a concern: people want some assurance that once they bed down for the night or get into a stranger’s car they will not be attacked or robbed. Zoning (划分区域) and planning are also an issue: peace-loving citizens may well object if the house next door becomes a hotel.
Sharing-economy firms are trying to mitigate (缓和) these problems. They have tightened insurance cover for their drivers and have offered to collect hotel taxes. They have an interest in their participants’ good behavior: as hosts, guests, drivers and passengers all rate each other online, their need to protect their reputation helps to maintain standards and keep people honest. But if consumers want to go for the cheaper, less-regulated service, they should be allowed to do so.
The truth is that most of the rules that the sharing economy is breaking have little to do with protecting the public. The opposition to Lyft and Uber is coming not from customers but from taxi companies, which understand that GPS makes detailed knowledge of the streets redundant (多余的) and fear cheaper competition.
This all argues for adaptation, not prohibition. An unlikely pioneer is San Francisco. Lyft and Uber got going in the city partly because taxis were hard to find, but the authorities have tolerated them. San Francisco bans rentals of less than 30 days, but is considering allowing people to let their residence, provided they live there most of the time, register with the city and pay its 14% hotel tax.
1.According to Paragraph 1, the success of the “sharing economy” is indicated by the fact that __________.
A. many people are trading their underused assets freely via the internet
B. growth in online rental demand has exceeded supply in many regions
C. its total capital value has surpassed that of conventional business
D. sharing economy companies are suffering from a number of attacks
2.Opponents complain that the taxi and room-rental businesses _________.
A. frequently make anti-competitive market behavior
B. are often involved in illegal business practices
C. are lacking in necessary rules and regulations
D. have caused a lot of accidents and crimes
3.By “have a half point” in Paragraph 4, the author probably means the objectors “__________.”
A. fail to indentify the safety problems existing among sharing economy firms
B. have overstated the dangers brought about by sharing-economy firms to the public
C. fail to realize the need of zoning and planning in sharing economy
D. have overestimated the impact of sharing economy firms on the traditional counterparts
4.The author believes that the current opposition to sharing economy mainly reflects_________.
A. the mission of protecting the public B. the complaints from service consumers
C. the fear among conventional businesses D. the dissatisfaction among service providers
5.What is the author’s attitude toward the practice of San Francisco authorities?
A. Indifferent. B. Skeptical. C. Disapproving. D. Positive.
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Life is not easy in senior high school. You’ve got the pressure of studies and exams.
From time to time, you may feel depressed and frustrated. When depression strikes, you have to take measures to fight it. One of the strangest ways to fight depression is to eat salt, scientists have found.
Salt acts as a natural anti-depressant (抗抑郁剂), researchers say. While too much can lead to high blood pressure and heart disease, not enough can cause “psychological(心理的) depressions”, a study has reported.
The study, by researchers at the University of Iowa in the US, discovered that when rats are deficient in salt, they don’t do activities they normally enjoy.
The recommended daily salt intake for an adult is four grams, although experts say the body needs only half as much.
However, most adults in the developed world consume（消耗）around ten grams a day, mainly because their diets contain high salt amounts. Today, 77 percent of US salt intake comes from processed and restaurant foods, like frozen dinners and fast food.
The minerals in salt are required by the body—in small quantities—to help move liquid in and out of cells. But too much can cause diseases, for example high blood pressure.
Today scientists are finding that salt is an addictive substance—almost like a drug.
One sign of addiction is using a substance even when it’s known to be harmful. Many people are told to eat less salt due to health concerns, but they have trouble doing so because they like the taste and find low-salt foods tasteless.
Humans have a long history of eating salt. In the Stone Age, people didn’t need to find salt, because they hunted most of their food, and ate a lot of red meat, which has plenty of salt in it. But when people began to farm, about 10,000 BC, they started to eat mainly grains like rice and wheat, and very little meat. Then they had to find another way to get salt.
1.What does the underlined word "deficient" in the fourth paragraph mean?
A. enough B. far from enough
C. more than enough D. plenty
2.The major role of salt is to ________.
A. help the body work well
B. help fight against depression
D. help people get rid of an addiction to drugs
D. help people enjoy sugary substances
3.Which of the following statements is true?
A. People have trouble reducing salt because they don't know it is harmful to eat too much of it.
B. Before 10,000 BC, human beings did not need salt.
C. The richer the country is, the more salt is eaten there.
D. Taking more than 4 grams of salt a day can be harmful for an adult's health.
4.What kind of food should people eat more of?
A. Frozen food B. Fast food
C. Red meat D. Low-salt food
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________hard before, Tom is afraid of failing in the exam.
| A．Having been worked | B．Not to have worked |
| C．Having never worked | D．Never have worked |
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Tom is studying in Oxford and has just bought a new bike. He is worried about security. His
friend found this article and sent it to him.
Introduction
A lot of crime is against bicycles. Many bicycles are stolen every year and most are never found. You can prevent this happening by following a few careful steps.
Basic Security
Do not leave your bicycle in out-of-the-way places. Always lock your bicycle when you leave. Secure it to lampposts（灯柱）or trees. Take off small parts and take them with you, for example lights and saddles（车座）．
Locks
Get a good lock. There are many different types in the shop. Buy one that has been tested against attack. Ask for advice from a bike shop.
Registration
There are a number of companies who will mark your bicycle for you. They will then put your registration number and personal details in their computer database. Then if your bicycle is found it will be easy to get in touch with you.
Finally
Keep a record of the bicycle yourself. Its make, model and registration number. You can even take a photograph of it. This will prove the bicycle belongs to you.
1.The article advises you to keep a record of your bicycle ________.
A. in the bike shop and your computer
B. at a police station or in a security company
C. in a security company and your university
D. by yourself and in a security company
2.Which part of the article gives you information on how to lock up your bicycle when you leave it?
A. Locks. B. Basic Security. C. Finally. D. Registration.
3.The main purpose of this article is ________.
A. to tell you what to do if your bicycle is stolen
B. to give you advice on where to buy a good lock
C. to suggest ways of keeping your bicycle safe
D. to say why you shouldn't keep your bicycle in a lonely place
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An increase in students applying to study economics at university is being attributed to the global economic crisis awakening a public 36 for knowledge about how the financial system 37 .
Applications for degree courses beginning this autumn were up by 15% this January, 38 UCAS, the Universities and Colleges Admissions Service. A spokesman for the Royal Economic Society said applications to do economics at A-level were 39 up.
Professor John Beath, the president of the society, and a 40 lecturer at St Andrews University, said his first-year lectures—which are open to students from all departments—were 41 crowds of 400, rather than the42 250.
“There are a large number of students who are not economics43 who would like to learn something about it. One of the things I have done this year is to 44 my teaching to contemporary events in a way that one hasn’t 45 done.” He added.
University applications 46 7% last year. But there were rises 47 average in several subjects. Nursing saw a 15% jump, with people’s renewed48 in careers in the public sector, which are seen as more secure in economic crisis.
A 49 study showed almost two thirds of parents believed schools should do more to teach pupils about financial 50 and almost half said their children had asked them what was51 , although a minority of parents felt they did not understand it themselves well enough to explain.
Zack Hocking, the head of Child Trust Funds, said: “It’s possible that one good thing to arise from the52 will be a generation that’s financially53 and better equipped to 54 their money through times of economic 55 .”
1.A．concern B．thirst C．sense D．taste
2.A．works B．performs C．serves D．affects
3.A．in terms of B．according to C．on account of D．in spite of
4.A．yet B．once C．also D．still
5.A．outstanding B．inspiring C．convincing D．leading
6.A．catching B．appealing C．drawing D．covering
7.A．usual B．regular C. average D．common
8.A．majors B．interests C．preferences D．standards
9.A．attach B．adapt C．approach D．relate
10.A．generally B．frequently C．traditionally D．originally
11.A．raised B．rose C．fell D．struck
12.A．by B．in C．over D．above
13.A．effect B．focus C．interest D．benefit
14.A．recent B．late C．present D．unique
15.A．matters B．affairs C. events D．issues
16.A．taking up B．going on C．calling up D．keeping on
17.A．overturn B．downturn C．breakthrough D．breakout
18.A．cleverer B．smarter C．brighter D．wiser
19.A．strugglt B．measure C．manage D．earn
20.A．stability B．puzzle C．uncertainty D．recovery
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An increase in students applying to study economics at university is being attributed to the global economic crisis awakening a public thirst for knowledge about how the financial system works.
Applications for degree courses beginning this autumn were up by 15% this January, according to UCAS, the Universities and Colleges Admissions Service. A spokesman for the Royal Economic Society said applications to do economics at A-level were also up.
Professor John Beath, the president of the society, and a leading lecturer at St Andrews University, said his first-year lectures—which are open to students from all departments—were drawing crowds of 400, rather than the usual 250.
“There are a large number of students who are not economics majors, who would like to learn something about it. One of the things I have done this year is to relate my teaching to contemporary events in a way that one hasn’t traditionally done.” He added.
University applications rose 7% last year. But there were rises above average in several subjects. Nursing saw a 15% jump, with people’s renewed interest in careers in the public sector, which are seen as more secure in economic crisis.
A recent study showed almost two thirds of parents believed schools should do more to teach pupils about financial matters, and almost half said their children had asked them what was going on, although a minority of parents felt they did not understand it themselves well enough to explain.
Zack Hocking, the head of Child Trust Funds, said: “It’s possible that one good thing to arise from the downturn will be a generation that’s financially wiser and better equipped to manage their money through times of economic uncertainty.”
1.Professor John Beath’s lectures are ________.
A．given in a traditional way
B．open to both students and their parents
C．connected with the present situation
D．warmly received by economics
2.Incomes in the public sector are more attractive because of their ________.
A．greater stability B．higher pay
C．fewer applications D．better reputation
3.In the opinion of most parents ________.
A．economics should be the focus of school teaching
B．more students should be admitted to universities
C．children should solve financial problems themselves
D．the teaching of financial matters should be strengthened
4.According to Hocking, the global economic crisis might make the youngsters ________.
A．have access to better equipment B．wiser in money management
C．confident about their future careers D．get jobs in Child Trust Funds
5.What’s the main idea of the text?
A．Universities have received more applications.
B．College students benefit a lot from economic uncertainty.
C．Economics is attracting an increasing numbers students.
D．Parents are concerned with children’s subject selection.
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An increase in students applying to study economics at university is being attributed to (归因于)the global economic crisis (危机) awakening a public thirst for knowledge about how the financial system works.
Applications for degree courses beginning this autumn were up by 15% this January, according to UCAS, the Universities and Colleges Admissions Service. A spokesman for the Royal Economic Society said applications to do economics at A-level were also up.
Professor John Beath, the president of the society and a leading lecturer at St Andrews University, said his first-year lectures-which are open to students from all departments-were drawing crowds of 400, rather than the usual 250.
“There are a large number of students who are not economics majors, who would like to learn something about it. One of the things I have done this year is to relate my teaching to contemporary events in a way that one hasn’t traditionally done.” He said.
University applications rose 7% last year, but there were rises above average in several subjects. Nursing saw a 15% jump, with people’s renewed interest in careers in the public sector(部门), which are seen as more secure in economic crisis.
A recent study showed almost two thirds of parents believed schools should do more to teach pupils about financial matters, and almost half said their children had asked them what was going on, although a minority of parents felt they did not understand it themselves well enough to explain.
Zack Hocking, the head of Child Trust Funds, said: “It’s possible that one good thing to arise from the downturn will be a generation that’s financially wiser and better equipped to manage their money through times of economic uncertainty.”
1.Professor John Beath’s lectures are_______ .
A. given in a traditional way
B. connected with the present situation
C. open to both students and their parents
D. warmly received by economics
2.Careers in the public sector are more attractive because of their_________ .
A. greater stability B. higher pay
C. fewer applications D. better reputation
3.In the opinion of most parents, __________ .
A.economics should be the focus of school teaching
B.more students should be admitted to universities
C.the teaching of financial matters should be strengthened.
D.children should solve financial problems themselves
4.According to Hocking, the global economic crisis might make the youngsters_____________ .
A. wiser in money management
B. have access to better equipment
C. confident about their future careers
D. get jobs in Child Trust Funds
5. What’s the main idea of the text?
A. Universities have received more applications.
B. Economics is attracting an increasing numbers students
C. College students benefit a lot from economic uncertainty
D. Parents are concerned with children’s subject selection.
n you exhale(呼气).