题目列表(包括答案和解析)
I once had a friend who grew to be close to me. Once when we were sitting on the edge of a swimming pool, she 21 the palm (手掌) of her hand with some water and 22 it before me, saying, “You see the water 23 contained in my hand? It stands for love.”
This was how I saw it: 24 you keep your hand carefully open and allow it to 25 there, it will always be there. However, if you 26 to close your fingers round it and try to 27 it, it will spill through the first cracks（缝隙） it 28 .
Now I see this is the biggest 29 that people make when they meet 30 …they try to possess（拥有，占用） it, they demand, they 31 …and just like the water spilling out of your hand, love will 32 from you. For love is meant to be free, you cannot 33 its nature even in your lifetime. If there are people you love, allow them to be 34 beings.
Give, but don’t expect. Advise, but don’t 35 . Ask, but never demand.
It might sound 36 , but it is a lesson that may take a lifetime to 37 . It is the secret to true love. To truly practice it, you must sincerely feel 38 expectations from those who you love.
If you love something, set it free; if it 39 , it’s yours; if it doesn’t, it 40 was.
1.A. washed B. painted C. filled D. wetted
2. A. poured B. held C. spilled D threw
3. A. constantly B. carefully C. hurriedly D. nervously
4.A. Though B. Before C. Once D. If
5.A. leave B. remain C. stand D. fall
6. A. attempt B. fail C. refuse D. agree
7.A. watch B. protect C. possess D. drink
8.A. loses B. digs C. breaks D. finds
9.A. choice B. decision C. joke D. mistake
10.A. love B. hope C. trouble D. failure
11.A. give B. expect C. suggest D. allow
12.A. escape B. suffer C. learn D. hear
13.A. test B. observe C. keep D. change
14.A valuable B. free C. secret D. private
15. A. order B. imagine C. remind D. invite
16. A. possible B. important C. simple D. complex
17.A. express B. describe C. think D. practice
18. A. other B. no C. many D. some
19.A. comes back B. stands up C. drops in D. leaves off
20.A. seldom B. often C. never D. always
Some personal characteristics play an important role in the development of one’s intelligence．But people fail to realize the importance of training these factors in young people．
The so-called “non-intelligence factors” include one’s feelings, will, motivation, interests and habits．After a 30-year follow up study of 8,000 males, American psychologists1 that the main cause of disparities in intelligence is not intelligence2 , but non-intelligence factors including the desire to learn, will power and self-confidence．
3 people all know that one should have definite objectives, a strong will and good learning habits, quite a number of teachers and parents don’t pay much attention to 4 these factors．
Some parents are greatly worried when their children fail to do well in their studies．They blame either genetic factors, malnutrition（营养不良）or laziness, but they never take 5 consideration these non-intelligence factors．At the same time, some teachers don’t inquire into these, as reasons6 students do poorly．They simply give them more courses and exercises, or7 criticize or laugh at them．After all, these students lose self-confidence．Some of them just feel defeated and8 themselves up as hopeless．Others may go astray（堕落）because they are sick of learning．An investigation of more than 1,000 middle school students in Shanghai showed that 46．5 percent of them were9 of learning, because of examinations, 36．4 percent lacked persistence, initiative and consciousness and 10．3 percent were sick of learning．
It is clear that the lack of cultivation of non-intelligence factors has been a main 10 to intelligence development in teenagers．It even causes an imbalance between physiological and 11 development among a few students．
If we don’t start now to12 the cultivation of non-intelligence factors, it will not only affect the development of the intelligence of teenagers, but also affect the quality of a whole generation．Some experts have put forward13 about how to cultivate students’ non-intelligence factors．
First, parents and teachers should14 understand teenage psychology．On this basis, they can help them to pursue the objectives of learning，15 their interests and toughening their willpower．
1．A．came out B．found out C．made out D．worked out
2．A．in itself B．by itself C．itself D．on its own
3．A．Though B．Nevertheless C．However D．Moreover
4．A．believing B．studying C．cultivating D．developing
5．A．for B．in C．into D．over
6．A．why B．that C．when D．how
7．A．ever B．even C．still D．more
8．A．put B．get C．handle D．give
9．A．afraid B．ahead C．aware D．ashamed
10．A．difficulty B．question C．threat D．obstacle
11．A．intelligent B．characteristic C．psychological D．physical
12．A．practice B．thrust C．strengthen D．urge
13．A．projects B．warnings C．suggestions D．decision
14．A．fully B．greatly C．very D．highly
15．A．insuring B．going C．encouraging D．exciting
| 完形填空 | ||||
| Some personal characteristics play an important role in the development of one's intelligence. But people fail to realize the importance of training these factors in young people. The socalled nonintelligence factors'(非智力因素)include __1__ feelings, will, motivation, interests and habits. After a 30year followup study of 8000 males, American psychologists __2__ that the main cause of disparities in intelligence is not intelligence __3__, but nonintelligence factors including the desire to learn, will power and selfconfidence. __ 4__ people all know that one should have definite objectives, a strong will and good learning habits, quite a number of teachers and parents don't pay much attention to __5__ these factors. Some parents are greatly worried __6__ their children fail to do well in their studies. They blame either genetic factors, malnutrition(营养不良)or laziness, but they never take __7__ consideration these non-intelligence factors. At the same time, some teachers don't inquire into these reasons __8__ students do poorly. They simply give them more courses and exercises, or __9__ criticize or laugh at them. After all, these students lose self-confidence. Some of them just feel defeated and __10__ themselves up as hopeless. Others may go astray(迷途)because they are sick of learning. A __11__ of more than 1,000 middle school students in Shanghai showed that 46.5 per cent of them were __12__of learning because of examinations, 36.4 per cent lacked persistence, and consciousness and 10.3 per cent were sick of learning. It is clear __13__ the lack of improvement of nonintelligence factors has been a main obstacle(障碍) to __14__development in teenagers. It even causes an imbalance between physiological and __15__ development among a few students. If we don't start now to __16__ the improvement of nonintelligence factors, it will not only affect the development of the intelligence of teenagers, but also affect the__17__ of a whole generation. Some experts have put forward __18__ about how to improve students' nonintelligence factors. First, parents and teachers should __19__ understand teenage psychology. On this basis, they can help them to achieve the objectives of learning, __20__ their interests and toughening their willpower. | ||||
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| 完形填空。 | ||||
| Some personal characteristics play an important role in the development of one's intelligence. But people fail to realize the importance of training these factors in young people. The so-called "non-intelligence factors" include 1 feelings, will, motivation, interests and habits. After a 30-year follow-up study of 8000 males, American psychologists (心理学家) 2 that the main cause of disparities (不同) in intelligence is not intelligence 3 , but non-intelligence factors including the desire to learn, will power and self-confidence. 4 people all know that one should have definite objectives, a strong will and good learning habits, quite a number of teachers and parents don't pay much attention to 5 these factors. Some parents are greatly worried 6 their children fail to do well in their studies. They blame either genetic factors, malnutrition (营养不良), or laziness, but they never take 7 consideration these non-intelligence factors. At the same time, some teachers don't inquire into these, such as reasons 8 students do poorly. They simply give them more courses and exercises, or 9 criticize or laugh at them. After all, these students lose self-confidence. Some of them just feel defeated and 10 themselves up as hopeless. Others may go astray (迷途) because they are sick of learning. 11 investigation of more than 1,000 middle school students in Shanghai showed that 46.5 per cent of them were 12 of learning, because of examinations. 36.4 per cent lacked persistence, initiative (主动) and consciousness (知觉) and 10.3 per cent were sick of learning. It is clear 13 the lack of cultivation (培养) of non-intelligence factors has been a main 14 to intelligence development in teenagers. It even causes an imbalance between physiological (生理的) and 15 development among a few students. If we don't start now to 16 the cultivation of non-intelligence factors, it will not only affect the development of the 17 of teenagers, but also affect the quality of a whole generation. Some experts have put forward 18 about how to cultivate students' non-intelligence factors. First, parents and teachers should 19 understand teenage psychology. On this basis, they can help them to pursue the objectives of learning, 20 their interests and toughening their willpower. | ||||
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| 完形填空。 | |||
| Some personal characteristics play an important role in the development of one's intelligence. But people fail to realize the importance of training these factors in young people. The so-called 'non-intelligence factors' include 1 feelings, will, motivation, interests and habits. After a 30-year follow-up study of 8000 males, American psychologists (心理学家) 2 that the main cause of disparities (不同) in intelligence is not intelligence 3 , but non-intelligence factors including the desire to learn, will power and self-confidence. 4 people all know that one should have definite objectives , a strong will and good learning habits, quite a number of teachers and parents don't pay much attention to 5 these factors. Some parents are greatly worried 6 their children fail to do well in their studies. They blame either genetic factors, malnutrition (营养不良), or laziness, but they never take 7 consideration these non-intelligence factors . At the same time, some teachers don't inquire into these, such as reasons 8 students do poorly. They simply give them more courses and exercises, or 9 criticize or laugh at them. After all, these students lose self-confidence. Some of them just feel defeated and 10 themselves up as hopeless. Others may go astray (迷途) because they are sick of learning. 11 investigation of more than 1,000 middle school students in Shanghai showed that 46.5 per cent of them were 12 of learning, because of examinations. 36.4 per cent lacked persistence, initiative (主动) and consciousness (知觉) and 10.3 per cent were sick of learning. It is clear 13 the lack of cultivation (培养) of non-intelligence factors has been a main 14 to intelligence development in teenagers. It even causes an imbalance between physiological (生理的)and 15 development among a few students. If we don't start now to 16 the cultivation of non-intelligence factors , it will not only affect the development of the 17 of teenagers , but also affect the quality of a whole generation . Some experts have put forward 18 about how to cultivate students' non-intelligence factors. First, parents and teachers should 19 understand teenage psychology. On this basis, they can help them to pursue the objectives of learning, 20 their interests and toughening their willpower. | |||
| ( )1. A.one's ( )2. A.came out ( )3. A.in itself ( )4. A.Though ( )5. A.believing ( )6. A.about ( )7. A.for ( )8. A.why ( )9. A.ever ( )10. A.put ( )11. A.The ( )12. A.afraid ( )13. A.that ( )14. A.difficulty ( )15. A.intelligent ( )16. A.practice ( )17. A.intelligence ( )18. A.projects ( )19. A.fully ( )20. A.insuring |
B. their B. found out B. by itself B. Nevertheless B. studying B. when B. in B. that B. even B. get B. An B. ahead B. how B. question B. characteristic B. threat B. diligence B. warnings B. greatly B. going |
C. his C. made out C. itself C. However C. cultivating C. how C. into C. when C. still C. handle C. Another C. aware C. why C. threat C. psychological C. strengthen C. maturity(成熟) C. suggestions C. very C. encouraging |
D. her D. worked out D. on its own D. Moreover D. developing D. whether D. over D. how D. more D. give D. A D. ashamed D. which D. obstacle D. physical D. urge D. performance D. decision D. highly D. exciting |
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