| A．abnormal | B．modest | C．pessimistic | D．patient |
| A．it | B．that | C．they | D．them |
| A．in contrast to | B．on behalf of | C．in charge of | D．in the shape of |
Dear Alisa,
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Yours sincerely,
Lijin
5 . In a world as fast-changing and full of information as our own, all of us need to know how to learn well. Yet evidence suggests that most of us don’t use the learning techniques that science has proved the most effective.
The scientific literature evaluating these techniques goes back to decades and across thousands of articles. It’s far too extensive and complex for the average parent, teacher or employer to look through. Fortunately, a team of five leading psychologists have done the job for us.
Professor John Dunlosky and other psychologists closely examined 10 learning strategies and rated each from high to low utility(实用) on the basis of the evidence they’ve gathered. Here’s part of their conclusions:
In contrast to familiar practices, the effective learning strategies with the most evidence to support them aren’t well known outside the lab. Take distributed practice, for example. This strategy involves spreading out your study time, rather than engaging in one marathon. Cramming (死记硬背)information at the last minute may allow you to get through that test or meeting, but the material will quickly disappear from your memory. It’s much more effective to look through the material at intervals over time.
And the longer you want to remember the information, whether it’s two weeks or two years, the longer the intervals should be.
The second learning strategy that is highly recommended by Dunlosky is practice testing. Yes, more tests--but there not for a grade. Research shows that the mere act of calling information to mind strengthens that knowledge and aids in future retrieval (检索). While practice testing is not a common strategy--despite the strong evidence supporting it --there is one familiar approach that captures its benefits: using flash cards. And now flash cards can be presented in digital form. Both distributed practice and practice testing were rated as having “high utility” by Dunlosky.
1. How did the psychologists study and rate the learning strategies?| A．By analyzing the materials gathered in the past years. |
| B．By asking some students questions about their study. |
| C．By doing some experiments on the objects in the lab. |
| D．By asking parents and teachers to look through the articles. |
| A．small in amount | B．easy or quick to do |
| C．more than is needed | D．dealing with a lot of information |
| A．many students have benefited a lot from them | B．they were first put forward by John Dunlosky |
| C．only a small number of experts know about them | D．psychologists are studying whether they are effective |
| A．we should not study for long hours every day | B．reviewing what we have studied is of little help |
| C．the shorter the interval is, the better we’ll study | D．doing repetition at intervals is the best way |
| A．is a way to use flash cards to help study | B．is mainly used to help us remember well |
| C．helps know about students’ grades in time | D．is a way widely used to strengthen memory |
| A．have butterflies in your head | B．jump in with both feet |
| C．have a frog in your throat | D．kill two birds with one stone |
| A．without which | B．from which | C．to which | D．of which |
(1)不懂英语学习的正确方法，向英语老师请教；
(2)最好的方法是利用每一个机会使用英语；
(3)扎实英语知识。
注意：
(1)词数100左右；
(2)可适当增加细节，以使行文连贯；
(3)开头和结尾已经给出，不计入总词数。
Dear Wang Li,
How’s everything getting along recently?
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Best Wishes!
Yours Truly,
Li Jin
My graduation from senior high school is
So I want to have a
10 . It was 4:30 a. m. in Mozambique, a country in Africa. When her three younger sisters were still asleep, 13-year-old Natalia rose and set off into the darkness.
Natalia moved quickly. Her difficult journey would take hours. She had been making this trip two times a day, seven days a week, since she was 10 years old.
Why?
She was not heading to school or to a job. She was going to get the water her family needed to survive.
Natalia is a serious girl who loves learning. But getting water for her family left little time for her education. She was lucky to make it to school one or two days a week. But Natalia dreamed of doing far more, like one day running her own school.
Natalia had plenty of time to think about this dream on her trips to get water. First she walked to the watering holes the villagers had dug into the ground. Then she waited in line for hours.
The water that Natalia brought home was gray and dirty. Natalia’s family boiled it before drinking it. But the water still often made them sick.
There was no other choice, though. The muddy watering holes were the only source of water for many miles around. What Natalia’s village really needed was a well. But digging a well requires expensive machines and many experts. Natalia’s village could not afford these things.
In 2014, an organization called charity: water heard about Natalia’s village. The organization has paid for 24, 500 water projects around the world-277 of those in Mozambique.
In August 2014, large trucks came to Natalia’s village. The workers found the best place for a well and started drilling. Natalia and her neighbors came to watch. The workers covered the hole and put a hand pump on top.
It was a simple pump. But it meant everything.
Life is quite different for Natalia these days. She goes to school. She is a top student who plans to run her own school. She wants to change the lives of other girls through education.
1. Which of the following can best describe 13-year-old Natalia’s life?| A．Hard. | B．Simple. | C．Lonely. | D．Boring. |
| A．Because it was too salty. | B．Because it was too cold. |
| C．Because it lacked nutrition. | D．Because it was gray and dirty. |
| A．Poor education. | B．Large family Size. |
| C．A shortage of water. | D．Separation from the world. |
| A．A well was dug. | B．Many people were sick. |
| C．Charity: water was started. | D．Girls were allowed to go to school. |
| A．Be a doctor. | B．Open a school. |
| C．Make water pumps. | D．Traveling out of her village. |
