题型：任务型阅读 题类：常考题 难易度：普通
北京市海淀区2018届高三上学期英语期中考试试卷
If you were like most kids, your mother told you there were three no-no's when it came to your fingers: Don't put them in an electrical outlet, don't stick them up your nose ( at least not in public ), and don't use them when you are counting.But experts in education and cognition now believe that using your fingers to do math is not only a perfectly good idea but may even help children become superior students.
It certainly makes sense. When children count on their fingers, they take an abstract concept— mathematics—and translate it into the most basic and visual form. Even when we aren't actually counting on them, they still can help us on math problem,
It activates when we respond to heat, pressure, pain, or the use of a given finger. Studying brain scans, researchers discovered that when students aged 8 to 13 work on subtraction (减法) equations, this region “lights up” on the scans, even if the students aren't using their fingers. The more complex the problem, the more activities are detected.
The connection between finger use and math ability has been shown on old-fashioned math tests as well. With their eyes closed, first graders were asked to identify which of their fingers a researcher was touching,When college students were given the same quiz, the highest scores once again performed best on calculation tests.
So what does all this mean? For one thing, parents and teachers shouldn't discourage children from counting on their fingers.Memorizing the multiplication tables may help, but it is not the best option. “I would like to see interesting and creative representations of ideas.” says Jo Boaler, a professor of math education.
Recently, a series of activities have been designed to strengthen students' perception of their fingers. Maybe in the near future, there will be only two no-no 1s regarding the use of fingers.
A. The first two laws of fingers are as true as ever.
B. There is a section of the brain, called the somatosensory finger area.
C. Researchers also stress that students simply learn better using visual tools.
D. Researchers are unimpressed by those students who finish quickly as well.
E. In fact, experts believe the brain is able to “see” a representation of our fingers.
F. That may sound simplistic, but the researchers offer an interesting explanation.
G. Researchers found those scoring highest on the finger-ID questions scored higher on a math test.
Ways to protect cell phones from damage
While people use cell phones frequently, very few take the necessary measures to prevent damage. {#blank#}1{#/blank#} Here are some simple ways for you to protect your cell phone from damage.
Keep cell phones out of the rain
If you must talk on the phone while it's raining, try to move indoors. {#blank#}2{#/blank#} Otherwise, you may have trouble with the numbers or the cell phone speaker. Imagine dialing (拨打) one number and getting different results.
{#blank#}3{#/blank#}
Many people like to put their cell phones in the pants or jeans pocket. However, storing a cell phone there will put it at risk of damage. You may forget that it is still in your pocket and just sit on the cell phone. As a result, your cell phone screen will get damaged.
Do not handle cell phones while eating
{#blank#}4{#/blank#} This is especially true for those times when you are eating messy things and get the ingredients on your hands. One accident can cause lots of damage for your cell phone.
Get a protective cell phone case
There are many kinds of cases available on the market. {#blank#}5{#/blank#} It will provide a protective cushion (垫子) that may save you from paying money to fix or buy a new phone.
A. Do not put cell phones in your pocket B. Do not throw cell phones onto hard surfaces C. Many people often talk on the phone in the rain. D. You can also cover the phone up with your hand. E. Just choose one that fits the size of your cell phone. F. One mistake may end up costing you more money. G. Food and drinks should not be near your cell phones. |
For college students, graduation signals an exciting new beginning. {#blank#}1{#/blank#} Many students wonder: What do I do now? What career is best for me? Most expert advice on choosing careers boils down to the following points.
Knowing Yourself
What are your interests? Abilities? Skills? {#blank#}2{#/blank#} The results may surprise you! These can be useful, but they're not the last word.
Investigating
Investigating occupations is much more difficult. For most people, there isn't just one ‘right' job, but several that could be satisfying. {#blank#}3{#/blank#} Talk to people who have occupations that interest you. Find out what they like and dislike about their job.
{#blank#}4{#/blank#}
Many people choose their careers because they believe strongly in a particular cause. Some might choose to work in areas like medicine, charity or environmental protection. Some have a strong interest in history or a love for the arts. {#blank#}5{#/blank#} So in cases like these, the field is often chosen first, rather than the occupation itself. So if you've chosen a field, self-assessment will help you find your place in it. Invest some time and effort, and find the right career for you.
A. Try a self-assessment quiz. B. Search through books and Web sites. C. Finding your place. D. But it can also bring a lot of uncertainty and confusion. E. Serious research helps narrow the possibilities F. Research your chosen field carefully. What work needs to be done? What training is needed? G. Then they might think about education, museums or art production. |
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