1 . asked to call at 7668510.
| Telephone Message |
| From: Zhang Wei |
| To: Li Qiang |
| Date: January 9 |
| Time: 10:30 a.m. |
| Message: Your friend Zhang Wei called you just now. He asked you to call him back. His phone number is 7668510. Mom |
| A．Li Qiang; Zhang Wei | B．Liang Qiang; Mom |
| C．Zhang Wei; Mom | D．Zhang Wei; Li Qiang |
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2010·江苏·一模
2 . 第三部分任务型阅读
Romantic novelists rarely fail to include in their writings that special moment when two strangers look into each other's eyes across a crowded room and feel the tingle of desire. Now these writings have now been validated（证实）by science, for experts have discovered that eye-to-eye contact in fact leads to a burst of activity in the reward center of the brain.
Neuroscientists at University College London asked eight female and eight male volunteers to look at photos of the faces of 40 different people who were either looking at the camera or gazing to one side.
While the volunteers looked at the pictures, they were given a scan with functional magnetic resonance imaging（磁性共振成影仪器）, which measures increased blood flows to the various parts of the brain and thus provides a "map" of cerebral activity（大脑活动）.
The volunteers were then asked to rate the attractiveness of each face, and their score was matched against the scan.
The result: when volunteer had direct eye contact with the face, there was an increase of activity in the ventral striatum（腹面纹状体）, a central part of the brain that anticipates reward or pleasure. But if the eyes did not meet, there was no activity in that brain area at all. The activity increase occurred regardless of the gender of the face in direct eye contact.
However, there was a bigger-than-usual increase if the person giving the eye was found to be attractive. Activity in the ventral striatum surged. But if the cute person gazed to one side, the ventral striatum remained dormant, apparently disappointed that the stranger was clearly not interested.
Interestingly, the ventral striatum also perked up if a plug-ugly person gazed to one side, rather than looked at the volunteer right in the eyes.
Romantic novelists rarely fail to include in their writings that special moment when two strangers look into each other's eyes across a crowded room and feel the tingle of desire. Now these writings have now been validated（证实）by science, for experts have discovered that eye-to-eye contact in fact leads to a burst of activity in the reward center of the brain.
Neuroscientists at University College London asked eight female and eight male volunteers to look at photos of the faces of 40 different people who were either looking at the camera or gazing to one side.
While the volunteers looked at the pictures, they were given a scan with functional magnetic resonance imaging（磁性共振成影仪器）, which measures increased blood flows to the various parts of the brain and thus provides a "map" of cerebral activity（大脑活动）.
The volunteers were then asked to rate the attractiveness of each face, and their score was matched against the scan.
The result: when volunteer had direct eye contact with the face, there was an increase of activity in the ventral striatum（腹面纹状体）, a central part of the brain that anticipates reward or pleasure. But if the eyes did not meet, there was no activity in that brain area at all. The activity increase occurred regardless of the gender of the face in direct eye contact.
However, there was a bigger-than-usual increase if the person giving the eye was found to be attractive. Activity in the ventral striatum surged. But if the cute person gazed to one side, the ventral striatum remained dormant, apparently disappointed that the stranger was clearly not interested.
Interestingly, the ventral striatum also perked up if a plug-ugly person gazed to one side, rather than looked at the volunteer right in the eyes.
| Origin of the experiment | Romantic novelists like to describe in their writings that two strangers look into each other's eyes across a crowded room and feel the tingle of desire in a special ____71____. |
| __72__ of the experiment | Investigate whether eye-to-eye contact ____73____ a burst of activity in the reward center of the brain. |
Procedure of the experiment | ◆Ask ____74____ volunteers（8 female and 8 male）to look at photos of the faces of 40 different people who were either looking at the camera or gazing to one side. ◆____75____ blood flows to the various parts of the volunteers’ brain and thus provides a "map" of cerebral activity. ◆Ask the volunteers to rate the attractiveness of all ____76____, ◆____77____ their score against the scan. |
____78____ of the experiment | ◆As long as the eyes meet ____79____, there must be activities in the brain area. On the other hand, there is no activity at all. ◆The activity of the brain is also ___80_____ with the people’s appearance closely. |
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3 . 1. suffer
2. library
3. break
4. example
5. Saturday
| A．fortune | B．drum | C．truth | D．industry |
| A．language | B．material | C．operate | D．labour |
| A．steal | B．realize | C．great | D．breakfast |
| A．exact | B．exercise | C．express | D．explain |
| A．hurt | B．murder | C．Thursday | D．return |
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4 . 词语辨析
1. young
2. watch
3. ancient
4. exercise
5. stomach
1. young
| A．trouble | B．pound | C．nervous | D．soup |
| A．waste | B．orange | C．wander | D．salary |
| A．mercy | B．typical | C．discuss | D．delicious |
| A．example | B．exchange | C．expert | D．expensive |
| A．march | B．chemistry | C．attach | D．choose |
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2016-11-26更新
|
234次组卷
|
2卷引用：2015届陕西西安市西北工业大学附属中学高三下5月模拟英语试卷1
2011·甘肃天水·一模
文章大意：本题考查语音知识。同学平时学习英语单词过程中要多积累，记忆单词的过程中要注重语音语调的准确性。
5 . 语音知识(共5小题；
从A、B、C、D四个选项中，找出其划线部分与所给单词的划线部分读音相同的选项。
例：have A．gave B．save C． hat D． made
答案是C。
1. meant
2. wounded
3. weekday
4. disappeared
5. design
从A、B、C、D四个选项中，找出其划线部分与所给单词的划线部分读音相同的选项。
例：have A．gave B．save C． hat D． made
答案是C。
1. meant
| A．steak | B．breathe | C．peasant | D．really |
| A．cousin | B．encourage | C．housewife | D．route |
| A．Wednesday | B．nowadays | C．Monday | D．says |
| A．practised | B．knocked | C．obeyed | D．escaped |
| A．bargain | B．foreign | C．strange | D．geography |
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6 . 从A、B、C、D四个选项中，找出其划线部分与所给单词的划线部分读音相同的选项，并在答题卡上将该项涂黑。
1. model
2. course
3. glance
4. trousers
5. angry
1. model
| A．globe | B．collar | C．handsome | D．motor |
| A．biscuit | B．cause | C．choose | D．cheese |
| A．grand | B．planet | C．grammar | D．advance |
| A．southern | B．courage | C．soup | D．pronounce |
| A．singer | B．hang | C．language | D．length |
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7 . 1. upset
2. polish
3. cheer
4. crowd
5. updated
| A．usage | B．pollute | C．August | D．dusty |
| A．remove | B．worry | C．consider | D．honest |
| A．machine | B．school | C．chain | D．chemist |
| A．owner | B．flow | C．window | D．flower |
| A．liked | B．dreamed | C．carried | D．needed |
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2015-03-13更新
|
244次组卷
|
4卷引用：2015届陕西西安临潼区华清中学高三第一次模拟考英语试卷
2010·河北唐山·一模
8 . A、B、C、D四个选项中，找出其划线部分与所给单词的划线部分读音相同的选项，并在答题卡上将该项涂黑。
1. example
2. fasten
3. author
4. break
5. many
6. minute
7. official
8. reason
9. blouse
10. cheer
1. example
| A．exact | B．excellent | C．expression | D．exercise |
| A．handsome | B．vacation | C．disaster | D．national |
| A．worthy | B．breathe | C．length | D．smooth |
| A．steal | B．great | C．deaf | D．breakfast |
| A．mad | B．any | C．surface | D．have |
| A．bury | B．busy | C．lunch | D．argue |
| A．stone | B．gold | C．clothes | D．position |
| A．satisfied | B．absence | C．case | D．excuse |
| A．cough | B．through | C．aloud | D．brought |
| A．careless | B．square | C．therefore | D．hear |
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2010·江苏宿迁·一模
9 . L
第四部分：任务型阅读(共10小题；
请认真阅读下列短文,并根据所读内容在文章后表格中的空格里填入一个最恰当的单
词。
注意：每个空格只填1个单词。请将答案写在答题卡上相应题号的横线上。
D.R.Gaul Middle School in Union, Maine, a blue-berry farming town where the summer fair finds kids competing in pig scrambles and pie-eating contests.
Gaul, with about 170 seventh-and eighth-graders, has its own history of lower level academic achievement. One likely reason: education beyond the basic requirements hasn't always been a top priority for families who've worked the same land for generations. Here, few adults have college degrees, and outsiders(teachers included) are often kept at a respectful distance.
Since 2002, Gaul's students have been divided into four classes, each of them was taught almost every subject by two teachers. The goal: to find common threads across disciplines to help students create a big picture that gives fresh meaning and context to their classwork and sparks motivation for leaning.
Working within state guidelines, each team makes its individual schedules and lesson plans, incorporating non-textbook literature, hands-on lab work and fields trips. If students are covering the Civil War in social studies, they're reading The Read Badge of Courage or some other period literature in English class. In science, they study the viruses and bacteria that caused many deaths in the war.
Team teaching isn't unusual. About 77 percent middle schools now employ some form of it, says John Lounsbury, consulting editor for the National Middle School Association. But most schools use four-or five-person teams, which Gaul tried before considering two-person teams more effective. Gual supports the team concept by "looping" classes (跟班）so that the same two teachers stick with the same teens through seventh and eighth grades. Combining teams and looping creates an extremely strong bond between teacher and student. It also, says teacher Beth Ahlholm, "allows us to build an excellent relationship with parents."
Ahlholm and teammate Madelon Kelly are fully aware how many glazed looks they see in the classroom, but they know 72 percent of their eighth-graders met Maine's reading standard last year--double the statewide average. Only 31 percent met the Maths standard, still better than the state average(21 percent). Their students also beat the state average in writing and science. And in 2006, Gual was one of 47 schools in the state to see testing gains of at least 20 percent in four of the previous five years, coinciding roughly with team teaching’ arrival.
第四部分：任务型阅读(共10小题；
请认真阅读下列短文,并根据所读内容在文章后表格中的空格里填入一个最恰当的单
词。
注意：每个空格只填1个单词。请将答案写在答题卡上相应题号的横线上。
D.R.Gaul Middle School in Union, Maine, a blue-berry farming town where the summer fair finds kids competing in pig scrambles and pie-eating contests.
Gaul, with about 170 seventh-and eighth-graders, has its own history of lower level academic achievement. One likely reason: education beyond the basic requirements hasn't always been a top priority for families who've worked the same land for generations. Here, few adults have college degrees, and outsiders(teachers included) are often kept at a respectful distance.
Since 2002, Gaul's students have been divided into four classes, each of them was taught almost every subject by two teachers. The goal: to find common threads across disciplines to help students create a big picture that gives fresh meaning and context to their classwork and sparks motivation for leaning.
Working within state guidelines, each team makes its individual schedules and lesson plans, incorporating non-textbook literature, hands-on lab work and fields trips. If students are covering the Civil War in social studies, they're reading The Read Badge of Courage or some other period literature in English class. In science, they study the viruses and bacteria that caused many deaths in the war.
Team teaching isn't unusual. About 77 percent middle schools now employ some form of it, says John Lounsbury, consulting editor for the National Middle School Association. But most schools use four-or five-person teams, which Gaul tried before considering two-person teams more effective. Gual supports the team concept by "looping" classes (跟班）so that the same two teachers stick with the same teens through seventh and eighth grades. Combining teams and looping creates an extremely strong bond between teacher and student. It also, says teacher Beth Ahlholm, "allows us to build an excellent relationship with parents."
Ahlholm and teammate Madelon Kelly are fully aware how many glazed looks they see in the classroom, but they know 72 percent of their eighth-graders met Maine's reading standard last year--double the statewide average. Only 31 percent met the Maths standard, still better than the state average(21 percent). Their students also beat the state average in writing and science. And in 2006, Gual was one of 47 schools in the state to see testing gains of at least 20 percent in four of the previous five years, coinciding roughly with team teaching’ arrival.
| A Classroom with Context | |
Problems of the school | Being a farming town, it (71)______ little in education before. |
| (72)_____ education is considered less important. | |
| The community is relatively (73)_____ rather than open to the outsiders. | |
Ways of solving the problems | The division of the classes is made and students are well (74)_____. |
| Individual schedules and lesson plans are (75)_____ by each team. | |
| A strong (76)_____ between teacher and student is established through combining teams and looping. | |
Signs of (77)_____ | 72 percent of the eighth-graders (78)_____ Maine's reading standard |
| (79)_____percent higher than the state average in Maths | |
| The school beating the state average in writing and science | |
| Four of the previous five years (80)_____ at least 20 percent test gains | |
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