Right rolandic activation during speech perception in

2017 年6 月大学英语六级考试真题(第1 套)Part ⅠWriting (30 minutes)Directions: Suppose you are asked to give advice on whether to attend a vocational college or a university, write an essay to state your opinion. You are required to write at least 150 words but no morethan 200 words.Part ⅡListening Comprehension (30 minutes)Section ADirections : In this section, you will hear two long conversations. At the end of each conversation, you will hear four questions. Both the conversation and the questions will be spoken only once. Afteryou hear a question, you must choose the best answer from the four choices marked A), B), C)and D). Then mark the corresponding letter on Answer Sheet 1 with a single line through thecentre.Questions 1 to 4 are based on the conversation you have just heard.1.A) He would feel insulted. B) He would feel very sad.C) He would be embarrassed. D) He would be disappointed.2.A) They are worthy of a prize. B) They are of little value.C)They make good reading. D) They need improvement.3.A) He seldom writes a book straight through.B)He writes several books simultaneously.C)He draws on his real-life experiences.D)He often turns to his wife for help.4.A) Writing a book is just like watching a football match.B)Writers actually work every bit as hard as footballers.C)He likes watching a football match after finishing a book.D)Unlike a football match, there is no end to writing a book.Questions 5 to 8 are based on the conversation you have just heard.5.A) A chievements of black male athletes in college.B)Financial assistance to black athletes in college.C)High college dropout rates among black athletes.D)Undergraduate enrollments of black athletes.6.A) They display great talent in every kind of game.B)They are better at sports than at academic work.C)They have difficulty finding money to complete their studies.D)They make money for the college but often fail to earn a degree.7.A) About 15%. B) Around 40%.C)Slightly over 50%. D) Approximately 70%.8.A) Coaches lack the incentive to graduate them.B)College degrees do not count much to them.C)They have little interest in academic work.D)Schools do not deem it a serious problem.Section BDirections: In this section, you will hear two passages. At the end of each passage, you will hear three or four questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D).Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre. Questions 9 to 12 are based on the passage you have just heard.9.A) Marketing strategies. B) Holiday shopping.C) Shopping malls. D) Online stores.10.A) About 50% of holiday shoppers.B)About 20-30% of holiday shoppers.C)About 136 million.D)About 183.8 million.11.A) They have fewer customers.B)They find it hard to survive.C)They are thriving once more.D)They appeal to elderly customers.12.A) Better quality of consumer goods.B)Higher employment and wages.C)Greater varieties of commodities.D)People having more leisure time.Questions 13 to 15 are based on the passage you have just heard.13.A) They are new species of big insects.B)They are overprescribed antibiotics.C)They are life-threatening diseases.D)They are antibiotic-resistant bacteria.14.A) Antibiotics are now in short supply.B)Many infections are no longer curable.C)Large amounts of tax money are wasted.D)Routine operations have become complex.15.A) Facilities.B)Expertise.C)Money.D)Publicity.Section CDirections: In this section, you will hear three recordings of lectures or talks followed by three or four questions. The recordings will be played only once. After you hear a question, you must choosethe best answer from the four choices marked A), B), CJ and D). Then mark the correspondingletter on Answer Sheet 1 with a single line through the centre.Questions 16 to 18 are based on the recording you have just heard.16.A) It is accessible only to the talented.B)It improves students’ ability to t hink.C)It starts a lifelong learning process.D)It gives birth to many eminent scholars.17.A) They encourage academic democracy.B)They promote globalization.C)They uphold the presidents’ authority.D)They protect students’rights.18.A) His thirst for knowledge. B) His eagerness to find a job.C) His contempt for authority. D) His potential for leadership.Questions 19 to 22 are based on the recording you have just heard.19.A) Few people know how to retrieve information properly.B)People can enhance their memory with a few tricks.C)Most people have a rather poor long-term memory.D)People tend to underestimate their mental powers.20.A) They present the states in a surprisingly different order.B)They include more or less the same number of states.C)They are exactly the same as is shown in the atlas.D)They contain names of the most familiar states.21.A) Focusing on what is likely to be tested.B)Having a good sleep the night before.C)Reviewing your lessons where the exam is to take place.D)Making sensible decisions while choosing your answers.22.A) Discover when you can learn best.B) Change your time of study daily.B)Give yourself a double bonus afterwards.D) Follow the example of a marathon runner.Questions 23 to 25 are based on the recording you have just heard.23.A) He is a politician. B) He is a businessman.C)He is a sociologist. D) He is an economist.24.A) In slums.B)In Africa.C)In pre-industrial societies.D)In developing countries.25.A) They have no access to health care, let alone entertainment or recreation.B)Their income is less than 50% of the national average family income.C)They work extra hours to have their basic needs met.D)Their children cannot afford to go to private schools.Part III Reading Comprehension (40 minutes) Section ADirections: In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passagethrough carefully before making your choices. Each choice in the bank is identified by a letter.Please mark the corresponding letter for each item on Answer Sheet 2 with a single linethrough the centre. You may not use any of the words in the bank more than once. Questions 26 to 35 are based on the following passage.Let’s all stop judging people who talk to themselves. New research says that those who can’t seem to keep their inner monologues( 独白) in are actually more likely to stay on task, remain 26 better and show improved perception capabilities. Not bad, really, for some extra muttering.According to a series of experiments published in the Quarterly Journal of Experimental Psychology by professors Gary Lupyan and Daniel Swignley, the act of using verbal clues to 27 mental pictures helps people function quicker.In one experiment, they showed pictures of various objects to twenty 28 and asked them to find just one of those, a banana. Half were 29 to repeat out loud what they were looking for and the other half kept their lips 30 . Those who talked to themselves found the banana slightly faster than those whodidn’t，the researchers say. In other experiments, Lupyan and Swignley found that 31 the name of acommon product when on the hunt for it helped quicken someone’s pace, but talking about uncommon items showed no advantage and slowed you down.Common research has long held that talking themselves through a task helps children learn, although doing so when you’ve 32 matured is not a great sign of 33 . The two professors hope to refute that idea, 34 that just as when kids walk themselves through a process, adults can benefit from using language not just to communic ate, but also to help “augment thinking”.Of course, you are still encouraged to keep the talking at library tones and, whatever you do, keep the information you share simple, like a grocery list. At any 35 , there’s still such a thing as too much information.Section BDirections: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph fromwhich the information is derived. You may choose a paragraph more than once.Eachparagraph is marked with a letter. Answer the questions by marking the correspondingletter on Answer Sheet 2.Rich Children and Poor Ones Are Raised Very Differently[A]The lives of children from rich and poor American families look more different than ever before.[B]Well-off families are ruled by calendars, with children enrolled in ballet, soccer and after-school programs, according to a new Pew Research Center survey. There are usually two parents, who spend a lotof time reading to children and worrying about their anxiety levels and hectic schedules.[C]In poor families, meanwhile, children tend to spend their time at home or with extended family. They are more likely to grow up in neighborhoods that their parents say aren’t great for raising children, and their parents worry about them getting shot, beaten up or in trouble with the law.[D]The class differences in child rearing are growing — a symptom of widening inequality withfar-reaching consequences. Different upbringings set children on different paths and can deepen socioeconomic divisions, especially because education is strongly linked to earnings. Children grow uplearning the skills to succeed in their socioeconomic stratum (阶层), but not necessarily others.[E]“Early childhood experiences can be very consequential for children’s long-term social, emotional and cognitive development,” said Sean Reardon, professor of poverty and inequality in education at Stanford Universi ty. “And because those influence educational success and later earnings, early childhood experiences cast a lifelong shadow.” The cycle continues: Poorer parents have less time and fewer resources to invest in their children, which can leave children less prepared for school and work, which leads to lower earnings.[F]American parents want similar things for their children, the Pew report and past research have found: for them to be healthy and happy, honest and ethical, caring and compassionate. There is no best parenting style or philosophy, researchers say, and across income groups, 92% of parents say they are doing a good job at raising their children. Yet they are doing it quite differently. Middle-class and higher- income parents see their children as projects in need of careful cultivation, says Annette Lareau, whose groundbreaking research on the topic was published in her book Unequal Childhoods: Class, Race and Family Life. They try to develop their skills through close supervision and organized activities, and teach children to question authority figures and navigate elite i nstitutions.[G]Working-class parents, meanwhile, believe their children will naturally thrive, and give them far greater independence and time for free play. They are taught to be compliant and respectful to adults. There are benefits to both approaches. Working-class children are happier, more independent, complain less and are closer with family members, Ms. Lareau found. Higher-income children are more likely to declare boredom and expect their parents to solve their problems. Yet later on, the more affluent children end up in college and on the way to the middle class, while working-class children tend to struggle. Children from higher-income families are likely to have the skills to navigate bureaucracies and succeed in schools and workplaces, Ms. Lareau said.[H]“Do all parents want the most success for their children? Absolutely,” she said. “Do some strategies give children more advantages than others in institutions? Probably they do. Will parents be damaging children if they have one fewer organized activity? No, I really doubt i t.”[I]Social scientists say the differences arise in part because low-income parents have less money to spend on music class or preschool, and less flexible schedules to take children to museums or attend school events. Extracurricular activities reflect the differences in child rearing in the Pew survey, which was of a nationally representative sample of 1,807 parents. Of families earning more than $75,000 a year, 84% say their children have participated in organized sports over the past year, 64% have done volunteer work and 62% have taken lessons in music, dance or art. Of families earning less than $30,000, 59% of children have done sports, 37% have volunteered and 41% have taken arts classes.[J]Especially in affluent families, children start young. Nearly half of high-earning, college-graduate parents enrolled their children in arts classes before they were 5, compared with one-fifth of low-income, less- educated parents. Nonetheless, 20% of well-off parents say their children’s schedules are too hectic, compared with 8% of poorer parents.[K]Another example is reading aloud, which studies have shown gives children bigger vocabularies and better reading comprehension in school. 71% of parents with a college degree say they do it every day, compared with 33% of those with a high school diploma or less. White parents are more likely than others to read to their children daily, as are married parents. Most affluent parents enroll their children in preschool or day care, while low-income parents are more likely to depend on family members. Discipline techniques vary by education level: 8% of those with a postgraduate degree say they often beat their children, compared with 22% of those with a high school degree or less.[L]The survey also probed attitudes and anxieties. Interestingly, parents’ attitudes toward education do not seem to reflect their own educational background as much as a belief in the importance of education for upward mobility. Most American parents say they are not concerned about their children’s grades as long as they work hard. But 50% of poor parents say it is extremely important to them that their children earn a college degree, compared with 39% of wealthier parents.[M]Less-educated parents, and poorer and black and Latino parents are more likely to believe that there is no such thing as too much involvement in a child’s education. Parents who are white, wealthy or college- educated say too much involvement can be bad. Parental anxieties reflect their circumstances. High- earning parents are much more likely to say they live in a good neighborhood for raising children. While bullying is parents’ greatest concern over all, nearly half of low-income parents worry their child will get shot, compared with one-fifth of high-income parents. They are more worried about their children being depressed or anxious.[N]In the Pew survey, middle-class families earning between $30,000 and $75,000 a year fell right between working-class and high-earning parents on issues like the quality of their neighborhood for raising children, participation in extracurricular activities and involvement in their children’ s education.[O]Children were not always raised so differently. The achievement gap between children from high- and low-income families is 30-40% larger among children born in 2001 than those born 25 years earlier, according to Mr. Reardon’ s research. People used to live near people of different income levels; neighborhoods are now more segregated by income. More than a quarter of children live in single-parent households — a historic high, according to Pew 一and these children are three times as likely to live in poverty as those who live with married parents. Meanwhile, growing income inequality has coincided with the increasing importance of a college degree for earning a middle-class w age.[P]Yet there are recent signs that the gap could be starting to shrink. In the past decade, even as income inequality has grown, some of the socioeconomic differences in parenting, like reading to children and going to libraries, have narrowed.[Q]Public policies aimed at young children have helped, including public preschool programs and reading initiatives. Addressing differences in the earliest years, it seems, could reduce inequality in the next generation.36.Working-class parents teach their children to be obedient and show respect to adults.37.American parents, whether rich or poor, have similar expectations of their children despite different ways of parenting.38.While rich parents are more concerned with their children’s psychological well-being, poor parents are more worried about their children’s safety.39.The increasing differences in child rearing between rich and poor families reflect growing social inequality.40.Parenting approaches of working-class and affluent families both have a dvantages.41.Higher-income families and working-class families now tend to live in different neighborhoods.42.Physical punishment is used much less by well-educated parents.43.Ms. Lareau doesn’t believe participating in fewer after-class activities will negatively affect children’s development.44.Wealthy parents are concerned about their children’s mental health and busy schedules.45.Some socioeconomic differences in child rearing have shrunk in the p ast ten years.Section CDirections: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A, B, C and D. Youshould decide on the best choice and mark the corresponding letter on Answer Sheet 2 with asingle line through the centre.Passage OneQuestions 46 to 50 are based on the following passage.Tennessee’s technical and community colleges will not outsource(外包) management of their facilities to a private company, a decision one leader said was bolstered by an analysis of spending at each campus.In an email sent Monday to college presidents in the Tennessee Board of Regents system, outgoing Chancellor John Morgan said an internal analysis showed that each campus’ spending on facilities management fell well below the industry standards identified by the state. Morgan said those findings —which included data from the system’s 13 community colleges, 27 technical colleges and six universities —were part of the decision not to move forward with Governor Bill Haslam’s proposal to privatize management of state buildings in an effort to save money.“While these numbers are still being validated by the state, we feel any adjustments they might suggest will be immaterial,” Morgan wrote to the presidents. “System institutions are operating very efficiently based on this analysis, raising the question of the value of pursuing a broad scale outsourcing initiative.”Worker’s advocates have criticized Haslam’s plan, saying it would mean some campus workers would lose their jobs or benefits. Haslam has said colleges would be free to opt in or out of the out souring plan, which has not been finalized.Morgan notified the Haslam administration of his decision to opt out in a letter sent last week. That letter, which includes several concerns Morgan has with the plan, was originally obtained by The Commercial Appeal in Memphis.In an email statement from the state’s Office of Customer Focused Government, which is examining the possibility of outsourcing, spokeswoman Michelle R. Martin said officials were still working to analyze the data from the Board of Regents. Data on management expenses at the college system and in other state departments will be part of a “business justification” the state will use as officials deliberate the specifics of an outsourcing plan.“The state’s facilities management project team is still in the process of developing its business justification and expects to have that completed and available to the public at the end of February,” Martin said. “At this time there is nothing to take action on since the analysis has yet to be completed.”Morgan’s comments on outsourcing mark the second time this month that he has come out against one of Haslam’s plans for higher education in Tennessee. Morgan said last week that he would retire at the end of January because of the governor’s proposal to split off six universities of the Board of Regents system and create separate governing boards for each of them. In his resignation letter, Morgan called the reorganization “unworkable”.46.What do we learn about the decision of technical and community colleges in Tennessee?A)It is backed by a campus spending analysis.B)It has been flatly rejected by the governor.C)It has neglected their faculty’s demands.D )It will improve their financial situation.47.What does the campus spending analysis reveal?A)Private companies play a big role in campus management.B)Facilities management by colleges is more c ost-effective.C)Facilities management has greatly improved in recent years.D)Colleges exercise foil control over their own financial a ffairs.48.Workers’ supporters argue that Bill Haslam’s proposal would .A)deprive colleges of the right to manage their facilitiesB)make workers less motivated in performing dutiesC)render a number of campus workers joblessD)lead to the privatization of campus facilities49.What do we learn from the state spokeswoman’s response to John Morgan’s d ecision?A)The outsourcing plan is not yet finalized.B)The outsourcing plan will be implemented.C)The state officials are confident about the outsourcing plan.D)The college spending analysis justifies the outsourcing plan.50.Why did John Morgan decide to resign?A)He had lost confidence in the Tennessee state government.B)He disagreed with the governor on higher education policies.C)He thought the state’s outsourcing proposal was simply unworkable.D)He opposed the governor’s plan to reconstruct the college board system.Passage TwoQuestions 51 to 55 are based on the following passage.Beginning in the late sixteenth century, it became fashionable for young aristocrats to visit Paris,Venice, Florence, and above all, Rome, as the culmination(终极) of their classical education. Thus wasborn the idea of the Grand Tour, a practice which introduced Englishmen, Germans, Scandinavians, and also Americans to the art and culture of France and Italy for the next 300 years. Travel was arduous and costly throughout the period, possible only for a privileged class—the same that produced gentlemen scientists, authors, antique experts, and patrons of the arts.The Grand Tourist was typically a young man with a thorough grounding in Greek and Latin literature as well as some leisure time, some means, and some interest in art. The German traveler Johann Winckelmann pioneered the field of art history with his comprehensive study of Greek and Roman sculpture; he was portrayed by his friend Anton Raphael Mengs at the beginning of his long residence in Rome. Most Grand Tourists, however, stayed for briefer periods and set out with less scholarly intentions, accompanied by a teacher or guardian, and expected to return home with souvenirs of their travels as well as an understanding of art and architecture formed by exposure to great masterpieces.London was a frequent starting point for Grand Tourists, and Paris a compulsory destination; many traveled to the Netherlands, some to Switzerland and Germany, and a very few adventurers to Spain, Greece, or Turkey. The essential place to visit, however, was Italy. The British traveler Charles Thompsonspoke for many Grand Tourists when in 1744 he described himself as “being impatiently desirous of viewing a country so famous in history, a country which once gave laws to the world, and which is at present the greatest school of music and painting, contains the noblest productions of sculpture and architecture, and is filled with cabinets of rarities, and collections of all kinds of historical relics”. Within Italy, the great focus was Rome, whose ancient ruins and more recent achievements were shown to every Grand Tourist. Panini’s Ancient Rome a nd Modem Rome represent the sights most prized, including celebrated Greco-Roman statues and views of famous ruins, fountains, and churches. Since there were few museums anywhere in Europe before the close of the eighteenth century, Grand Tourists often saw paintings and sculptures by gaining admission to private collections, and many were eager to acquire examples of Greco-Roman and Italian art for their own collections. In England, where architecture was increasingly seen as an aristocratic pursuit, noblemen often applied what they learned from the villas of Palladio in the Veneto and the evocative ( 唤起回忆的) ruins of Rome to their own country houses and gardens.51.What is said about the Grand Tour?A)It was fashionable among young people of the time.B)It was unaffordable for ordinary people.C)It produced some famous European artists.D)It made a compulsory part of college education.52.What did Grand Tourists have in common?A)They had much geographic knowledge.B)They were courageous and venturesome.C)They were versed in literature and interested in art.D)They had enough travel and outdoor-life experience.53.How did Grand Tourists benefit from their travel?A)They found inspiration in the world’s greatest masterpieces.B)They got a better understanding of early human civilization.C)They developed an interest in the origin of modem art forms.D)They gained some knowledge of classical art and architecture.54.Why did many Grand Tourists visit the private collections?A)They could buy unique souvenirs there to take back home.B)Europe hardly had any museums before the 19th century.C)They found the antiques there more valuable.D)Private collections were of greater variety.55.How did the Grand Tour influence the architecture in England?A)There appeared more and more Roman-style buildings.B)Many aristocrats began to move into Roman-style villas.C)Aristocrats，country houses all had Roman-style gardens.D) Italian architects were hired to design houses and gardens.Part IV Translation (30 minutes) Directions: For this part, you are allowed 30 minutes to translate a passage from Chinese intoEnglish. You should write your answer on Answer Sheet 2.唐朝始于618 年，终于907 年，是中国历史上最灿烂的时期。

教资英语理论精讲-语言学【说在课前】1.今天开始语言学的三堂课。

在课堂上更多涉及到理解，大家一定先跟上老师的思路来理解，单词可以课下记忆，不要课上反复刷屏单词的问题。

每一个部分需要背哪些单词老师都会总结在 ppt 上，大家课后看 ppt 进行记忆即可。

2.语言学尽量不要走神，走神了课下可以听回放。

语言学涉及到比较多的理解，大家如果没有听明白，可以继续跟着老师听，语言学知识的连续性不是很强，不要打断课堂的思路。

3.课堂上有详有略。

略的部分不是考点，课上老师不再回答非考点部分。

上课打勾的部分是需要记忆的。

4.语言学：考试不会考查概念。

研究语言的，如研究语言的结构、发生、历史、发展等。

题量 1-4 题【解析】1.语言学概述又分为三个部分。

遵循从一般到特殊的规律。

先带大家了解语言学概述，再带大家一个个了解。

2.语言学通常考查 1-4 题，即 2-8 分，能拿到的分数尽量拿。

语言学和语法不一样，只要听懂并记下需要记的单词，8 分一定可以拿到。

3.句法学不考，这里不再赘述。

修辞学和二语习得考查较少，我们会从当中挑选重点概念进行讲解。

标红部分是重点内容。

Part1 语言学概述1.语言学的分类2.语言的本质特征3.语言的主要功能【解析】语言学的分类带着大家看下即可，考试不考。

标红的两个考试考过。

01语言学的分类【解析】语言学分类：微观和宏观语言学，考试的重点是标红。

1.微观语言学：从语音到语用。

从语言的音、形、意、用四个角度进行研究的。

（1）语音学：研究元音和辅音。

（2）音系学：研究发音的内部结构和发音规律。

（3）形态学：研究单词的形，这部分是围绕单词来展开的。

（4）语义学：研究语言的意义。

（5）语用学：研究语言的使用。

2.宏观语言学：将语言学和其他学科拼在一起进行研究。

考试不会考查得这么复杂。

02语言的本质特征(Design features)语言的本质特性，指的是人类固有的，有别于任何其他动物交流系统的特质。

Unit 1> Caring for Our EarthPassage A（三）、1.Answer: A tree frog has taken up residence in my studio.Answer: He stopped and turned around and just sat there looking at me.2.Answer: Possibly the tone of my computer sounded to him like other treefrogs.3.Answer: Frogs were dying around the world.Answer: Frogs were being found whose skin was like paper.Answer: Frogs are an “indicator species”.4.Answer: The frogs have a message for us.Answer: We must be the adults for the planet.Answer: There are no boundaries, that there is no more time.（四）、Answer: greenhouse residence communicate wired humming message sensitivity indicator（五）、Answer: 1. d 2. a 3. b 4. e 5. c 1. tone threatening 2. sensitivity smell 3. affected climate 4. tap resources 5. concerns environment（六）、Answer: 1. subtle 2. were overtaken 3. species 4. decades 5. boundaries 6. audio 7. directly 8. focus 9. tone 10. cupped（七）、Answer: 1. at that rate 2. For the sake of 3. come to 4. by hand 5. vice versa （八）、1. 年轻人有时会抱怨无法和父母沟通。

考研英语（阅读）-试卷7(总分60,考试时间90分钟)2. Reading ComprehensionSection II Reading ComprehensionPart ADirections: Read the following four texts. Answer the questions below each text by choosing A, B, C or D.John Stuart Mill argued in the 19th century that an individual should be free to do as he pleased, so long as he did not harm anyone else. The ban on smoking in pubs, bars **pany cars—in effect, in all enclosed public spaces—that came into effect in England in 2007 was informed by such thinking. Brought in to protect the health of non-smokers who worked in or frequented such places, it seems to have worked. Research published on June 9th this year shows that, since the ban, fewer people have been admitted to hospital with symptoms of a heart attack. Second-hand smoke from a burning cigarette is far more noxious than the nicotine-infused fumes inhaled by the smoker. In the minutes after a neighbor has lit a cigarette, a passive smoker"s chances of suffering an immediate heart attack rise rapidly as toxins in the fug make his blood stickier. His long-term risk also rises, as narrowing arteries threaten him with heart disease and his chances of developing lung cancer and numerous other nasties also increase. Anna Gilmore of the University of Bath and her colleagues looked at how many people were admitted to hospital with a heart attack in England between 2002 and 2008. About 110,000 people are struck down each year; almost a fifth of them die before they reach hospital, and a further tenth within a month of going into one. Ms Gilmore and her team found that, in the 12 months after the smoking ban came into force, some 1,200 fewer people were admitted to hospital with heart attacks than even the prevailing downward trend had suggested was likely. That drop of 2.4% saved ￡8.4m in emergency hospital care. When the ban took effect, England was the largest jurisdiction to forbid smoking in enclosed public spaces. Studying a large population tends to give a more accurate result than studies of smaller places such as Scotland, parts of Italy and New York state, where more impressive reductions have been claimed. When the town of Helena, in Montana, banned smoking for six months, for example, hospital admissions for heart attacks almost halved from seven to less than four a month. Ms Gilmore reckons her figure, which covers far more people, is more robust. Because heart disease is the **mon cause of death in wealthy countries, even a relatively small reduction in heart attacks is good news for a great many people. In Britain, the freedom to smoke remains, but not at the expense of others.1. Which of the following behaviors would John Stuart Mill most probably approve?A. Indulging in candy and ice-cream.B. Snoring during a conference.C. Keeping a stray child to one"s own.D. Enjoying oneself drunk driving.2. According to Paragraph 1, the ban on smoking in EnglandA. is applicable to all public places.B. was proposed by John Stuart Mill.C. aims to protect the smokers" health.D. has achieved some good results.3. Second-hand smoke from a burning cigaretteA. consists of nicotine-infused fumes.B. won"t be inhaled by passive smokers.C. increases its inhaler"s disease risk.D. produces toxins in the inhaler"s blood.4. It"s indicated in Paragraph 3 that the smoking banA. was brought into force in 2008.B. reduces 1200 heart attacks per year.C. drops heart attacks by 2.4% in 2008.D. fulfills its purpose beyond expectation.5. Anna Gilmore regard their research as more convincing in that itA. is authorized by the largest jurisdiction.B. has a broader coverage of study subjects.C. is believed by many to be more accurate.D. is conducted in more specific places.Is athlete prowess attained or innate? Those who have suffered the scolding of a tyrannical games master at school might be forgiven for doubting the idea that anyone and everyone is capable of great sporting achievement, if only they would put enough effort into it. Practice may make perfect, but not all are built in ways that make it worth bothering in the first place. The latest evidence of this truth has been gathered by Sabrina Lee of Simon Fraser University in Vancouver and Stephen Piazza at Pennsylvania State University. They have looked at the anatomy of sprinters and found that their feet are built differently from those of couch potatoes. They looked at seven university splinters who specialize in the 100-metre dash and five 200-metre specialists, **pared them with 12 non-athletic university students of the same height. In particular, they looked at the sizes of bones of the toes and heel. They also used ultrasonic scanning to measure the sliding motion of the Achilles tendons(the tendon inside the back of your leg just above your heel)of their volunteers as their feet moved up and down. This allowed them to study the length of the lever created by the tendon as it pulls on the back of the heel to make the foot bend and push off the ground. Dr Lee and Dr Piazza found that the toes of their sprinters averaged 8.2cm in length, while those of non-sprinters averaged 7.3cm. The length of the lever of bone that the Achilles tendon pulls on also differed, being a quarter shorter in sprinters. These findings suggest sprinters get better contact with the ground by having longer toes. That makes sense, as it creates a firmer platform to push against. In a sprint race, acceleration off the block is everything. The reason for the difference in the Achilles tendons, though, is less immediately obvious. At first sight, sprinters might be expected to have more Achilles leverage than average, not less. First sight, however, is wrong. When muscles have to contract a long way, they usually do so quickly and with little force. When contracting short distances, though, they move more slowly and generate more force. Having a short Achilles lever allows the muscles that pull on the tendon to generate asmuch as 40% more force than the same muscles in a non-sprinter would be able to manage. It is possible—just—that these anatomical differences are the result of long and rigorous training., But it is unlikely. Far more probable is that the old saying of coaches, that great sprinters are born not made, is true. Everyone else, games masters included, should just get used to the idea.6. According to Paragraph 1, the idea that practice makes perfectA. is suspected by all the athletes.B. owes success to efforts rather than gifts.C. explains the brilliant skills of most athletes.D. isn"t accepted by tyrannical games masters.7. Dr Lee and Dr Piazza found that the feet of the sprinters are different from those ofA. unskilled coaches.B. clumsy athletes.C. exerciseless non-athletes.D. specialists from other fields.8. Longer toes of a sprinter are helpful in that they enable him toA. touch the ground more safely.B. contract muscles more quickly.C. have a better starting speed.D. generate more force in the feet.9. We can learn from this text that the advantages of a **e fromA. his longer toes and shorter lever of bone.B. his special feet as a result of years of practice.C. his stronger muscles and better endurance.D. his professional training and inborn gifts.10. Which of the following best summarizes the text?A. Perfection **e through practice.B. Athletes are made by inspiration and hard training.C. Hard work can make up for a lack of intelligence.D. Excellent athletes are born rather than made.It may not be obvious, but hearing two languages regularly during pregnancy puts infants on the road to bilingualism by birth. According to new findings in Psychological Science, a journal of the Association for Psychological Science, infants born to bilingual mothers exhibit different language preferences than infants born to mothers speaking only one language. Psychological scientists Krista Byers-Heinlein and Janet F. Werker from the University of British Columbia along with Tracey Burns of the Organization for Economic Co-operation and Development in France wanted to investigate language preference and discrimination in newborns. Two groups of newborns were tested in these experiments: English monolinguals(whose mothers spoke only English during pregnancy)and Tagalog-English bilinguals(whose mothers spoke both Tagalog, a language spoken in the Philippines, and English regularly during pregnancy). The researchers employed a method known as "high-amplitude sucking-preference procedure" to study the infants" language preferences. This method capitalizes on the newborns" sucking reflex—increased sucking indicates interest in a stimulus. In the first experiment, infants heard 10 minutes of speech, with every minute alternating between English and Tagalog. Results showed that English monolingual infants were more interested in English than Tagalog—they exhibited increasedsucking behavior when they heard English than when they heard Tagalog being spoken. However, bilingual infants had an equal preference for both English and Tagalog. These results suggest that prenatal bilingual exposure may affect infants" language preferences, preparing bilingual infants to listen to and learn about both of their native languages. To learn two languages, bilingual newborns must also be able to keep their languages apart. To test if bilingual infants are able to discriminate between their two languages, infants listened to sentences being spoken in one of the languages until they lost interest. Then, they either heard sentences in the other language or heard sentences in the same language, but spoken by a different person. Infants exhibited increased sucking when they heard the other language being spoken. Their sucking did not increase if they heard additional sentences in the same language. These results suggest that bilingual infants, along with monolingual infants, are able to discriminate between the two languages, providing a mechanism from the first moments of life that helps ensure bilingual infants do not confuse their two languages. The researchers observe that, "Monolingual newborns" preference for their single native language directs listening attention to that language" and that, "Bilingual newborns" interest in both languages helps ensure attention to, and hence further learning about, each of their languages." Discrimination of the two languages helps prevent confusion. The results of these studies demonstrate that the roots of bilingualism run deeper than previously imagined, extending even to the prenatal period.11. The purpose of the experiments in Paragraph 2 is to find outA. infants" sucking reactions to language stimulus.B. language likings and discerning ability of infants.C. children"s ability to alternate between two languages.D. infants" sucking preference between different languages.12. In the "high-amplitude sucking-preference procedure", stronger language preference is shown byA. more sucking behaviors.B. greater speech attentiveness.C. more exposure to that language.D. longer sucking time.13. According to Paragraph 3, language learning of an infantA. begins before it comes into the world.B. is decided by its mother"s language preference.C. is influenced by its lingual environment before birth.D. depends on its language preference before birth.14. Which of the following is true of bilingual newborns?A. They have a preference between the two languages.B. They only notice a new language.C. They have more advantage than monolingual newborns.D. They can distinguish between the two languages.15. Bilingual newborns" interest in both languages is helpful because it enables them toA. focus on and better study both languages.B. keep the two languages apart.C. obtain longer listening attention.D. find out the roots of bilingualism.If you"re like most people, you"re way too smart for advertising. You flip right past newspaper ads and never click on ads online. That, at least, is what we tell ourselves. But what we tell ourselves is nonsense. Advertising works, which is why, even in hard economic times, Madison Avenue is a $34 billion-a-year business. And if Martin Lindstrom, author of the best seller Buyology and a marketing consultant, is correct, trying to tune this stuff out is about to get a whole lot harder. Lindstrom is a practitioner of neuro-marketing research, in which consumers are exposed to ads while hooked up to machines that monitor brain activity, pupil dilation, sweat responses and flickers in facial muscles, all of which are markers of emotion. According to his studies, 83% of all forms of advertising principally engage only one of our senses: sight. Hearing, however, can be just as powerful, though advertisers have taken only limited advantage of it. Historically, ads have relied on jingles and slogans to catch our ear, largely ignoring everyday sounds. Weave this stuff into an ad campaign, and we may be powerless to resist it. To figure out what most appeals to our ear, Lindstrom wired up his volunteers, then played them recordings of dozens of familiar sounds, from McDonald"s ubiquitous "I"m Lovin" It" jingle to birds chirping and cigarettes being lit. The sound that blew the doors off all the rest—both in terms of interest and positive feelings—was a baby giggling. The other high-ranking sounds, such as the hum of a vibrating cell phone, an ATM dispensing cash, and etc, were less primal but still powerful. In all of these cases, it didn"t take a Mad Man to invent the sounds, infuse them with meaning and then play them over and over until the subjects internalized them. Rather, the sounds already had meaning and thus triggered a cascade of reactions: hunger, thirst, happy anticipation. "Cultural messages that get into your nervous system are **mon and make you behave certain ways," says neuroscientist Read Montague of Baylor College of Medicine. Advertisers who fail to understand that pay a price. Lindstrom admits to being mystified by TV ads that give viewers close-up food-porn shots of meat on a grill but accompany that with generic jangly guitar music. One of his earlier brain studies showed that numerous regions, jump into action when such discordance occurs, trying to make sense of it. TV advertisers aren"t the only ones who may start putting sound to greater use, retailers are also catching on. Lindstrom is consulting with clients about employinga similar strategy in European supermarkets.16. According to Paragraph 1, advertisingA. is mainly seen in newspapers or online.B. has little effect on most people.C. is affected by economic situation.D. has an impact hard to ignore.17. Lindstrom"s studies imply thatA. only sight is needed for understanding advertising.B. advertisers regard hearing as powerful as sight.C. jingles and slogans can be very powerful in advertising.D. combining sight with hearing can make ads more powerful.18. Which of the following sounds is the most powerful?A. McDonald"s "I"m Lovin" It" jingle.B. The sound of blowing open a door.C. The giggling sound of a baby.D. The hum of a vibrating cell phone.19. To take advantage of sounds in advertising, it"s best toA. invent meaningful sounds.B. use sounds already with associations.C. bestow sounds with meaning.D. play them repeatedly to gain meaning.20. The last paragraph indicates the meaning of a sound originates fromA. cultural influences.B. advertisers" reinforcement.C. our nervous system.D. the sound itself.。

第一节考点1细节理解题事实细节题——“题干定位”法典例片段(2022·新高考Ⅱ卷)...Guidelines•Teachers and chaperones should model good behavior for the group and remain with students at all times.•Children are not allowed unaccompanied in all areas of the Museum.•Children should play nicely with each other and exhibits.•Use your indoor voice when at the Museum.What are children prohibited from doing at the Museum?A．Using the computer.B．Talking with each other.C．Touching the exhibits.D．Exploring the place alone.①寻关键词：“children prohibited from doing at the Museum”。

②题干定位：“Children are not allowed unaccompanied in all areas of theMuseum.”。

③锁定答案：句中“are not allowed unaccompanied in all areas”与D项“Exploring the place alone.”一致。

故选D。

间接信息题——“断章取义”法典例片段(2022·新高考Ⅰ卷)...They discovered that the upper and lower front teeth of ancient human adults were aligned (对齐), making it hard to produce labiodentals, which are formed by touching the lower lip to the upper teeth. Later, our jaws changed to an overbite structure (结构), making it easier to produce such sounds....Why was it difficult for ancient human adults to produce labiodentals?A．They had fewer upper teeth than lower teeth.B．They could not open and close their lips easily.C．Their jaws were not conveniently structured.D．Their lower front teeth were not large enough.①题干定位：由题干中的“difficult for ancient human adults to produce labiodentals”定位到“making it hard to produce labiodentals”。

单元素养测评 (一) Unit 1(时间: 120分钟满分: 150分)第一部分听力(共两节, 满分30分)第一节(共5小题; 每小题1. 5分, 满分7. 5分)听下面5段对话。

每段对话后有一个小题, 从题中所给的A、B、C三个选项中选出最佳选项。

听完每段对话后, 你都有10秒钟的时间来回答有关小题和阅读下一小题。

每段对话仅读一遍。

Text 11. What’s the color of the sofa?A. Green.B. Light blue.C. Brown.答案: CText 22. What does the woman advise the man to do?A. Eat some food.B. Take some medicine.C. Drink some water.答案: CText 33. Where does the conversation take place?A. In an office.B. In Tom’s home.C. In a hospital.答案: AText 44. How does the woman sound?A. Nervous.B. Sad.C. Angry.答案: AText 55. What are the speakers mainly discussing?A. Their exam schedules.B. Their recent sleep habits.C. Their physics exam results.答案: B第二节(共15小题; 每小题1. 5分, 满分22. 5分)听下面5段对话或独白。

每段对话或独白后有几个小题, 从题中所给的A、B、C三个选项中选出最佳选项。

听每段对话或独白前, 你将有时间阅读各个小题, 每小题5秒钟; 听完后, 各小题将给出5秒钟的作答时间。

每段对话或独白读两遍。

听第6段材料, 回答第6、7题。

教师资格考试《英语学科知识与教学能力》课程试卷（含答案）__________学年第___学期考试类型：（闭卷）考试考试时间：90 分钟年级专业_____________学号_____________ 姓名_____________1、单项选择题（36分，每题1分）1. Which of the following description of the sound segmentsis NOT correct? _____A． [h] glottal fricativeB． [m] bilabial nasalC． [m] alveolar approximantD． [l] alveolar lateral答案：C解析：[m]是双唇鼻音，而不是齿龈近音。

2. Which of the following sets of English sounds differsonly in one distinctive feature? _____A． [v][e][k][e]B． [i][i][e][b]C． [p][t][f][s]D． [p][i][b][s]答案：C解析：项都是清辅音。

3. By nine o’clock, all the Olympic torch bearers had reached the top of Mount Qomolangma, _____ appeared a rare rainbow soon.A． above whichB． of whichC． on whichD． from which答案：A解析：which指代top of Mount Qomolangma，彩虹应当在山顶之上，故用above which。

4. Which of the following statements about the Audiolingual Method is wrong? _____A． The method involves praising the correct response or publishing incorrect response until the right one is given.B． The method involves giving the learner stimuli in the form of prompts.C． Emphasis is laid upon using oral language in the classroom some reading and writing might be done as homework.D． Mother tongue is accepted in the classroom just as the target language.答案：D解析：udiolingual Method（听说教学法）的基本特点是：先听说、后读写；教学以句型为中心；将外语与母语对比，确定教学难点；大量练习和反复实践；及时提出批评任何错误；尽量不用母语；广泛利用田晓兰手段。

2019年大学生英语竞赛（NECCS）D类初赛真题试卷(题后含答案及解析)题型有：1. Listening Comperhension 2. V ocabulary and Structure 3. Cloze 4. Reading Comperhension 5. Error Correction 6. Translation 7. IQ Test 8. WritingPart I Listening ComperhensionSection A听力原文：1. W: Rob，why don’t you come and find me in the library after your history lecture? I’m going there to do my Algebra homework.M: Oh，I need to check a few things on the reference shelves.W: I mean，after that we can get some coffee.M: That’s good.Q: What is the woman going to do now?2. M: Laura said you used to be a doctor. I’m really curious why you’re doing this teacher training course！W: I worked for a doctor for three years，and I just didn’t like it. So I decided to teach biology.M: My father wanted me to be an accountant，but I’ve always known I wanted to be a dancer.Q: What was the woman’s first career?3. W: We’re so unlucky to be in the middle of the bus strike! We’ve spent the first day of our holiday waiting around.M: There’s probably no point waiting here in the station anymore. Why don’t we go to see if the trains are running?W: If they aren’t，I just would like to change our tickets and fly home early.Q: Why are the speakers trapped in the bus station?4. M: Dr. Smith，what’s it actually like at the South Pole? I know you’ve been there several times.W: Yes，I have，and each time I’m struck by the unusual beauty of the place. It’s magnificent，but you can only visit it in the summer months.M: You mean November to March?W: Yes，because it’s completely dark for four months of the year. And in addition，it’s the coldest place on earth.M: Colder than the North Pole? Why’s that?W: Antarctica is a land mass shaped like a dome，with the result that the winds blow down the slopes at speeds of up to 150 km an hour and that’s what makes it so cold.Q: Why is Antarctica so cold according to Dr. Smith?5. W: Mrs. Harwick always looks so severe! I could imagine her working as a manager of a museum，alone in some dark dusty room，but she seems such a strange personality to be teaching kids!M: Have you seen her at work，though? She’s actually very nice and kind! All kids behave well and like her when she speaks to them.Q: What proverb can we infer from the conversation?1．A．Have some coffee with Rob.B．Attend a history lecture on campus.C．Do her Algebra homework in the library.D．Go to the bookshop for some reference books.正确答案：C解析：女士说，她要去图书馆做代数作业。