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     Learning science in the classroom by reading textbooks can be really difficult and boring.     1      
You can learn science with games and experiments. 
     Play a game with friends to see whose balloon(氣球)will stick to the wall for the longest period of time
before falling to the floor.    2     This static electricity is generated by rubbing a balloon against your
clothing. It becomes a lot of fun when you are competing against several other people to see whose
balloon sticks the longest.
          3   Closing your eyes and try to see if you can recognize juices, fruits and vegetables. This
experiment becomes a real challenge when you are competing against others to see if you can do better
than them.
      Parents and teachers are always looking for ways to keep children away from the TV set.    4    
And children will learn a scientific fact in each game.
A teacher said, " I wish all of my students would participate in these contests with their friends. They
really enjoy the challenge and they all seem to learn so much quickly and easily. " A parent said," I can
feel the excitement every time they play these games.      5        ."

A. But it doesn't have to be that way.
B. However, it's more import to keep safe.
C. You can learn about your sense of touch, taste and smell.
D. Through this you can learn the science of static electricity(靜電).
E. Therse're a lot more ways for students to learn about science.
F. They are happy and at the same time they learn a lot about science.
G. These experiments and challenges are much more fun than anything on TV.
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科目：高中英語 來源：2012年普通高等學校招生全國統(tǒng)一考試上海卷英語 題型：050

閱讀理解

　　Frederic Mishkin, who's been a professor at Columbia Business School for almost 30 years, is good at solving problems and expressing ideas．Whether he's standing in front of a lecture hall or engaged in a casual conversation, his hands are always waving and pointing．When he was in graduate school, one of his professors was so annoyed by this constant gesturing that he made the young economist sit on his hands whenever he visited the professor's office．

　　It turns out, however, that Mishkin's professor had it exactly wrong．Gesture doesn't prevent but promotes clear thought and speech．Research demonstrates that the movements we make with our hands when we talk form a kind of second language, adding information that's absent from our words．It's learning's secret code：Gesture reveals what we know．It reveals what we don't know．What's more, the agreement(or lack of agreement)between what our voices say and how our hands move offers a clue to our readiness to learn．

　　Manyof the studies establishing the importance of gesture to learning have been conducted by Susan Goldin-Meadow, a professor of psychology at the University of Chicago．"We change our minds by moving our hands," writes Goldin-Meadow in a review of this work．Particularly significant are what she calls "mismatches" between oral expression and physical gestures．A student might say that a heavier ball falls faster than a light one, for example, but make a gesture indicating that they fall at the same rate, which is correct．Such differences indicate that we're moving from one level of understanding to another．The thoughts expressed by hand motions are often our newest and most advanced ideas about the problem we're working on; we can't yet absorb these concepts into language, but we can capture them in movement．

　　Goldin-Meadow's more recent work strews not only that gesture shows our readiness to learn, but that it actually helps to bring learning about．It does so in two ways．First, it elicits(引出)helpful behavior from others around us．Goldin-Meadow has found that adults respond to children's speech-gesture mismatches by adjusting their way of instruction．Parents and teachers apparently receive the signal that children are ready to learn, and they act on it by offering a greater variety of problem-solving techniques．The act of gesturing itself also seems to quicken learning, bringing new knowledge into consciousness and aiding the understanding of new concepts．A 2007 study by Susan Wagner Cook, an assistant professor of psychology at the University of Iowa, reported that third-graders who were asked to gesture while learning algebra(代數(shù))were nearly three times more likely to remember what they'd learned than classmates who did not gesture．

(1)

According to Paragraph 1, Frederic Mishkin was asked to sit on his hands because ________．

[　　]

A．

he could litter express his ideas that way

B．

he always pointed his finger at his professor

C．

his professor did not like his gesturing

D．

his gestures prevented his professor from thinking

(2)

How is gesturing important in acquiring knowledge?

[　　]

A．

It draws tasteful responses from others and increases learning speed．

B．

It promotes second language learning and quickens thinking．

C．

It provides significant clues for solving academic problems．

D．

It reduces students' reliance on teachers' instruction．

(3)

What can be inferred from the passage about gesture-speech mismatches?

[　　]

A．

They can stimulate our creativity．

B．

Instructors should make full use of them．

C．

Teachers can hardly explain new concepts without them．

D．

They serve as a stepping stone to solving real life problems．

(4)

What could be the best title of the passage?

[　　]

A．

Hand Motions, a Second Language

B．

Gesturing：Signal of Understanding

C．

New Uses of Gesturing

D．

The Secret Code of Learning

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科目：高中英語 來源：浙江省嚴州中學2010屆高三考前仿真測試英語試題 題型：閱讀理解


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科目：高中英語 來源：2011-2012學年江蘇省睢中北校高二上學期第二次學情檢測英語卷 題型：閱讀理解

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科目：高中英語 來源：河南省同步題 題型：閱讀理解

閱讀理解。
     Frederic Mishkin, who's been a professor at Columbia Business School for almost 30 years, is good
at solving problems and expressing ideas. Whether he's standing in front of a lecture hall or engaged in a
casual conversation, his hands are always waving and pointing. When he was in graduate school, one of
his professors was so annoyed by this constant gesturing that he made the young economist sit on his
hands whenever he visited the professor's office.
     It turns out, however, that Mishkin's professor had it exactly wrong. Gesture doesn't prevent but
promotes clear thought and speech. Research demonstrates that the movements we make with our hands when we talk form a kind of second language, adding information that's absent from our words. It's
learning's secret code: Gesture reveals what we know. It reveals what we don't know. What's more, the
agreement (or lack of agreement) between what our voices say and how our hands move offers a clue to
our readiness to learn.
     Many of the studies establishing the importance of gesture to learning have been conducted by Susan
Goldin-Meadow, a professor of psychology at the University of Chicago. "We change our minds by
moving our hands," writes Goldin-Meadow in a review of this work. Particularly significant are what she
calls "mismatches" between oral expression and physical gestures. A student might say that a heavier ball
falls faster than a light one, for example, but make a gesture indicating that they fall at the same rate, which
is correct. Such differences indicate that we're moving from one level of understanding to another. The
thoughts expressed by hand motions are often our newest and most advanced ideas about the problem
we're working on; we can't yet absorb these concepts into language, but we can capture them in
movement.
     Goldin-Meadow's more recent work strews not only that gesture shows our readiness to learn, but
that it actually helps to bring learning about. It does so in two ways. First, it elicits (引出) helpful behavior
from others around us. Goldin-Meadow has found that adults respond to children's speech-gesture
mismatches by adjusting their way of instruction. Parents and teachers apparently receive the signal that
children are ready to learn, and they act on it by offering a greater variety of problem-solving techniques.
The act of gesturing itself also seems to quicken learning, bringing new knowledge into consciousness and
aiding the understanding of new concepts. A 2007 study by Susan Wagner Cook, an assistant professor
of psychology at the University of Iowa, reported that third-graders who were asked to gesture while
learning algebra (代數(shù)) were nearly three times more likely to remember what they'd learned than
classmates who did not gesture.
1. According to Paragraph 1, Frederic Mishkin was asked to sit on his hands because ____.  
A. he could litter express his ideas that way
B. he always pointed his finger at his professor
C. his professor did not like his gesturing
D. his gestures prevented his professor from thinking
2.  How is gesturing important in acquiring knowledge? 
A. It draws tasteful responses from others and increases learning speed.
B. It promotes second language learning and quickens thinking.
C. It provides significant clues for solving academic problems.
D. It reduces students' reliance on teachers' instruction.
3. What can be inferred from the passage about gesture-speech mismatches?   
A. They can stimulate our creativity.
B. Instructors should make full use of them.
C. Teachers can hardly explain new concepts without them.
D. They serve as a stepping stone to solving real life problems.
4. What could be the best title of the passage?
A. Hand Motions, a Second Language      
B. Gesturing: Signal of Understanding
C. New Uses of Gesturing                    
D. The Secret Code of Learning

查看答案和解析>>

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