Questions 21 to 25 are based on the following passage: Psychologist George Spilich and colleagues at Washington College in Chestertown, Maryland, decided to find out whether as many smokers say, smoking helps them to think and concentrate. Spilich put young non-smokers, active smokers and smokers deprived of cigarettes through a series of tests. 注:1.concentrate 集中注意力 2.第一段交待实验对象,实验目的 In the first test, each subject sat before a computer screen and pressed a key as soon as he or she recognized a target letter among a grouping of 96. In this simple tests smokers, deprived smokers and non-smokers performed equally well. 注:第一句实验过程即细节,应该速读,第二句实验结果 The next test was more complex, requiring all to scan sequences of 20 identical letters and respond the instant one of the letters transformed into a different one. Non-smokers were faster, but under the stimulation of nicotine , active smokers were faster than deprived smokers. 注:1.第一句实验细节 2.stimulation 刺激 In the third test of short-term memory, non-smokers made the fewest errors, but deprived smokers committed fewer errors than active smokers. 注:committe=do (坏事) commite a crime The fourth test required people to read a passage, 注:定位第二段,应选择充分发展 Besides, it is rather unreal to grade people just according to their intellectual ability. This is only one aspect of their total personality. We are concerned to develop the abilities of all our pupils to the full, not just their academic ability. We also value personal qualities and social skills, and we find that mixed-ability teaching contributes to all these aspects of learning. 39. Which of the following is NOT MENTIONED in the third paragraph? A) Group work gives pupils the opportunity to learn to work together with others. B) Pupils also learn to develop their reasoning abilities. C) Group work provides pupils with the opportunity to learn to be capable organizers. D) Pupils also learn how to participate in teaching activities. 注:看第三段列举:A对应 co-operate,B对应 think,analyze and evaluate,C对应 leadership skill,D选项是窜段选项 In our classrooms, we work in various ways. The pupils often work in groups: this gives them the opportunity to learn to co-operate, to share, and to develop leadership skills. They also learn how to cope with personal problems as well as learning how to think, to make decisions, to analyze and evaluate, and to communicate effectively. The pupils learn from each other as well as from the teacher. 40. The authors purpose of writing this passage is to ________ A) argue for teaching bright and not-so-bright pupils in the same class B) recommend pair work and group work for classroom activities C) offer advice on the proper use of the library D) emphasize the importance of appropriate formal classroom teaching 注:写作目的题型 写作目的=写作动机(动词或动词词组+目标读者)+文章主题 [Page 92-6] The authors purpose writing this passage is to tell ____. readers how to be popular in with around teen-agers how to learn to decide things for themselves parents how to control and guide their children people how to understand and respect each other
警惕雅思听力12大陷阱
雅思听力备考的步骤
雅思听力高分:读题最重要
雅思听力考试需注意的细节
雅思听力备考的建议
学会预测雅思听力题
雅思听力难点的解析
雅思听力审题技巧介绍
20个雅思听力的场景短语
雅思听力要学会预测并做好聆听的准备
雅思听力交通场景的练习
雅思听力冲刺备考四步
雅思听力填空题特点的分析
雅思听力之关系词的妙用
雅思听力三大解题套路
雅思听力选择题将增加40%
雅思听力备考立体训练法
雅思听力资料:动物场景的分析
雅思听力备考重点在熟悉语速
雅思听力Section 1常见场景总结
学会预测雅思听力的技巧
雅思听力的四点学习攻略
雅思听力考试答题的13条规律
雅思听力考试备考把握关键
雅思听力满分技巧的分享
雅思听力的反应速度提高方法
雅思听力细节的把握
雅思听力水平的提高需要循序渐进
雅思听力:选择题的做题技巧
雅思听力配对题的方法
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