Studying abroad costs so much money that it is     the reach of those with average income．

A．below        B．over       C．within      D．beyond

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科目：高中英語(yǔ) 來(lái)源： 題型：閱讀理解

First of all, successful language learners are independent learners. They  31   their own way to learn the language. Instead of  32  for the teachers to explain, they try to find the pattern and rules for themselves. They are good  33  who look for clues and form their own conclusions. When they guess wrong, they guess again. They try to learn from their mistakes.        

Secondly,   34   language learners are active in  35  , therefore, they do not wait for a chance to use the languages, and they look for such a chance. They find people who speak the language and let those people  36  them when they make a  37  . They will try anything to communicate. They are not afraid to repeat what they hear or to say  38   things which sound weird. They are willing to make mistakes and try again, when communication is difficult. They can accept information that is  39   or incomplete. It is more  40   for them to learn to think in the language than to know the  41  of every word.

      42  successful language learners are learners with  43  . They want to learn language because they are interested in the language and the people who speak it. It is necessary for them to learn the language in order to  44  with these people and to learn from them. They find it easy to practice using the language  45  because they want to learn it.

A. learn            B. observe              C. discover          D. notice

A. delaying           B. waiting              C. postponing        D. staying

A. finders            B. thinkers              C. believers         D. guessers

A. winning           B. lucky               C. successful        D. flourishing 

A. discovering         B. memorizing         C. learning           D. studying

A. correct             B. change              C. adjust             D. mark

A. mistake            B. point               C. failure           D. fault

A. awkward              B. strange                   C. unfamiliar                  D. curious

A. unobvious             B. incredible               C. incorrect              D. indifferent

A. funny              B. interesting               C. important            D. boring

A. meaning              B. content                   C. context               D. explanation

A. Finally             B. Secondly                       C. Thirdly                D. Mostly

A. purpose               B. interest                   C. matter                D. concern

A. convey            B. inform                         C. report                   D. communicate

A. regularly             B. commonly                      C. typically              D. usually

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科目：高中英語(yǔ) 來(lái)源： 題型：閱讀理解

Tom was one of the brightest boys in the year, with supportive parents. But when he was 15 he suddenly stopped trying. He left school at 16 with only two scores for secondary school subjects. One of the reasons that made it cool for him not to care was the power of his peer(同齡人) group.

       The lack of right male(男性的) role models in many of their lives — at home and particularly in the school environment(環(huán)境) — means that their peers are the only people they have to judge themselves against.

       They don’t see men succeeding in society so it doesn’t occur to them that they could make something of themselves. Without male teachers as a role model, the effect of peer actions and street culture(文化) is all-powerful. Boys want to be part of a club. However, schools can provide the environment for change, and provide the right role models for them. Teachers need to be trained to stop that but not in front of a child’s peers. You have to do it one to one, because that is when you see the real child.

       It’s pointless sending a child home if he or she has done wrong. They see it as a welcome day off to watch television or play computer games. Instead, schools should have a special unit where a child who has done wrong goes for the day and gets advice about his problems — somewhere he can work away from his peers and go home after the other children.

Why did Tom give up studying?

   A. He disliked his teachers.

   B. His parents no longer supported him.

   C. It’s cool for boys of his age not to care about studies.

   D. There were too many subjects in his secondary school.

What seems to have a bad effect on students like Tom?

   A. Peer groups.               B. A special unit.

   C. The student judges.            D. The home environment.

What should schools do to help the problem schoolboys?

   A. Wait for their change patiently.

   B. Train leaders of their peer groups.

   C. Stop the development of street culture.

   D. Give them lessons in a separate area.

A teacher’s work is most effective with a schoolboy when he ______.

   A. is with the boy alone

   B. teaches the boy a lesson

   C. sends the boy home as punishment

   D. works together with another teacher

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科目：高中英語(yǔ) 來(lái)源： 題型：閱讀理解

The average person learns most of the 30 000～40 000 words whose meanings he or she recognizes by hearing them or getting familiar with them in the context or simply absorbing them without conscious(意識(shí)到的) effort. The best way to build a good vocabulary, therefore, is to read a great deal and to participate in a lot of good talks. There are relatively few words that we learn permanently(永久的)by purposefully referring to dictionaries or keeping word lists. However, even those extra few are of value, and no one will make a mistake by working on developing a larger vocabulary. Here are some suggestions of how to do it.

Read plenty of good books. When you come across a new word, or a new meaning of an old word, stop and see if you can understand it from its context. If you can't, and if you can manage without interrupting the thought of the book too much, look it up in a dictionary or ask somebody and then repeat its meaning to yourself a couple of times. If you are really conscientious(認(rèn)真的), write the word and its meaning in a personal vocabulary list — preferably using it in a sentence, or you can keep a special vocabulary notebook. Go over the list from time to time. Further, try to use a new word in writing or conversation a few times over the next several days.

Listen to good talks and be alert to new words you hear or to new meanings of words you already know. Then treat them just as you treat the new words you read.

Learn and be alert to the parts of words: prefixes, suffixes and roots. Knowing them enables you to make intelligent guesses about the meaning of words.

If you are studying a foreign language, be alert to words in that language which relate to words in English. English has inherited(繼承) or borrowed much of its vocabulary of 500 000～600 000 words from Latin, Greek, French, Spanish and German.

When you meet a new word in reading, what should you do?

A. Guess its meaning.                           B. Ask somebody.

C. Look it up in a dictionary.                     D. All of the above.

According to this passage, the best way to build a good vocabulary is _______.

A. to remember a lot                              B. to read a great deal

C. to take part in a lot of good talks            D. both B and C

The phrase “be alert to” in the third paragraph may best be replaced by “_______”.

A. look at                                        B. pay attention to 

C. write down                                  D. learn by heart

In the fourth paragraph, the word “them” refers to _______.

A. the parts of words            B. prefixes    C. suffixes                         D. roots

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科目：高中英語(yǔ) 來(lái)源：2011年3月湖南省長(zhǎng)望瀏寧四縣（市）高三調(diào)研英語(yǔ)卷 題型：其他題

Directions: Read the following passage. Answer the questions according to the information given in the passage .

According to one study, words send only 7 percent of a person’s message. Intonation (語(yǔ)調(diào)) and voice quality communicate 38 percent, and nonverbal(not using or involving words) cues (暗示) transmit a large 55 percent. That means people pick up more from nonverbal communication than from the words a person says. When studying a foreign culture then, it just makes sense to pay attention to how people use nonverbal cues.

Gestures consist of a major form of nonverbal communication. But often these gestures are culture-bound. For example, when the Maoris of New Zealand stick out (伸出) their tongue at someone, it is a sign of respect. When American schoolchildren make the same gesture, it means just the opposite. Also, Americans often indicate “OK” with their thumb and fore-finger touching to form a circle. The same gesture means “money” to the Japanese and “zero” to the French. For that reason, people in a foreign culture must use gestures with caution.

Another part of nonverbal communication is the one that you might not think about — space. When someone comes too close, he feels uncomfortable. When he knocks into someone, he feels obligated (有義務(wù)的) to apologize. But the size of a person’s “comfort zone” varies, depending on his cultural or ethnic origin. For example, in casual conversation, many Americans stand about four feet apart. People in Latin or Arabic cultures, instead, stand very close to each other and touch each other often.

Considering the effects of nonverbal communication, we never really stop communicating. How we walk, how we stand and how we use our hands all send a message to others. That’s why it’s possible to “read someone like a book”.

1. How does an American feel when an Arab stands too close to him ?（no more than 3 words）

_________________________________________________________

2. What does the gesture “OK” mean in Japan?  （no more than 3 words）

_________________________________________________________

3.Why do we pay more attention to nonverbal cues in a foreign country?（no more than 10 words）

_________________________________________________________

4. Why should people in a foreign culture must use gestures with caution?（no more than 10 words）

_________________________________________________________

 

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科目：高中英語(yǔ) 來(lái)源：2010年四川省高一上學(xué)期10月月考英語(yǔ)卷 題型：閱讀理解

If English means endless new words, difficult grammar and sometimes strange pronunciation, you are wrong. Haven’t you noticed that you have become smarter since you started to learn a language?

According to a new study by a British university, learning a second language can lead to an increase in your brain power. Researchers found that learning other languages changes grey matter. This is the area of the brain which processes information. It is similar to the way that exercise builds muscles.

The study also found the effect is greater when the younger people learn a second language. A team led by Dr. Andrea Mechelli, from University College London, took a group of Britons who only spoke English. They were compared with a group of “early bilinguals” who had learnt a second language before the age of five, as well as a number of later learners.

Scans showed that grey matter density (密度) in the brain was greater in bilinguals than in people without a second language. But the longer a person waited before mastering a new language, the smaller the difference.

“Our findings suggest that the structure of the brain is changed by the experience of learning a second language,” said the scientists.

It means that the change itself increases the ability to learn.

Professor Dylan Vaughan Jones of the University of Wales, has researched the link between bilingualism and maths skills. “Having two languages gives you two windows on the world and makes the brain more flexible (靈活的),” he said. “You are actually going beyond language and have a better understanding of different ideas.”

The findings were matched in a study of native Italian speakers who had learned English as a second language between the ages of two and thirty-four. Reading, writing, and comprehension were all tested. The results showed that the younger they started to learn, the better. “Studying a language means you get an entrance to another world,” explained the scientists.

1.The main subject talked about in this passage is ________.

A．science on learning a second language

B．man’s ability of learning a second language

C．that language can help brain power

D．language learning and maths study

2.The underlined word “bilingual” probably means _______.

A．a(chǎn) researcher on language learning

B．a(chǎn) second language learner

C．a(chǎn) person who can speak two languages

D．a(chǎn)n active language learner

3.We may know from the scientific findings that ________.

A. the earlier you start to learn a second language, the higher the grey matter density is

B  there is no difference between a later second language learner and one who doesn’t know a second language

C. the experience of learning a second language has bad effect on people’s brain

D. the ability of learning a second language is changing all the time

4.In the last two paragraphs, the author wants to tell us that _________.

A. learning a second language is the same as studying maths

B. early learning of a second language helps you a great deal in studying other subjects

CItalian is the best choice for you as a second language

D. you’d better choose the ages between 2 and 34 to learn a second language

 

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