Once upon a time，there was a king who wanted to educate his people not to complain and expect others （1）to solveto solve（solve） their problems.A good idea occurred to him.Early one morning，he （2）disguiseddisguised （disguise） himself and went to a local village.He placed a large stone in the middle of the main street and hid gold coins under the stone.Then he hid behind a huge maple tree and watched.A milkman crashed into the stone， （3）spillingspilling （spill） the milk everywhere.But he picked himself （4）upupand went away angrily.After a while，a group of women came along，each（5）balancingbalancing （balance） a pot of water on her head.One woman tripped over the stone.At last she limped away in （6）tearstears （tear）.But none of them thought about moving the stone out of the road.Finding nobody making （7）ananattempt to move it，the king was in despair.Just then，a girl came along and pushed the stone with all her might.After a great deal of effort，she （8）finallyfinally （final） succeeded in moving it to the side of the street.To her surprise，she saw the gold coins （9）wherewhere the stone had been.The king told the girl that the gold belonged to （10）herher.
【考點】教育．
【答案】to solve；disguised；spilling；up；balancing；tears；an；finally；where；her
【解答】
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發(fā)布：2024/12/20 2:30:1組卷：42引用：2難度：0.5
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1．When we learn to drive，we need to learn basic skills such as how to switch on the engine，turn on the wipers，operate the brakes，etc.jye.ai we actually take to the road.Once the lower order operations and skills listed above have been automatized or at least routinized to the extent that we do not have to pay attention to them（bypass Working Memory's attentional systems），we can actually be safe in the assumption that we can wholly focus on the higher order skills which will allow us to take the split seconds decisions that will prevent us from getting lost，clash with other cars，break the traffic laws while dealing with our children messing about in the back seats.
This is what the brain does，too，when learning languages.Because Working Memory has a very limited space available when performing any task，the brain has learnt to automatize lower order skills so that，by being performed "subconsciously" they free up cognitive（認知）space.So，for instance，if I am an advanced speaker who has routinized accurate pronunciation，grammar and syntax to a fairly high degree，I will be able to devote more conscious attention（Working Memory space）to the message I want to put across.On the other hand，if I still struggle with pronunciation，word order，irregular verb forms and tenses most of my attention will be taken up by the mechanics of what I want to say，rather than the meaning；this will slow me down and limit my ability to think through what I want to say due to cognitive overload.
In language teaching this important principle translates as follows：in order to enable our students to focus on the higher order skills involved in comprehension and production we need to ensure that the lower-order ones have been acquired or performance will be reduced.
（1）What does paragraph 1 mainly tell us？
A．We should improve our driving skills on the road.
B．Our basic driving will be better as time goes on and on.
C．Only by mastering driving skills can we drive safely.
D．We must operate automatically when driving on the roads.
（2）Why does the author use driving as an example in expressing his points？
A．Learning languages has specific characters.
B．Skillful driving benefits language learning.
C．Driving safely is harder than language learning.
D．Driving and language learning share similar skills.
（3）What does the underlined word "this" in paragraph 2 refer to？
A．The meaning we want to express.
B．Struggle with language learning problems.
C．Spending more time on the topic.
D．Devoting more conscious attention.
（4）What conclusion can we draw from the text？
A．Well begun，half done.
B．It is never too old to learn.
C．Practice makes perfect.
D．Learn to walk before you run.發(fā)布：2024/12/11 17:30:1組卷：67引用：1難度：0.3 -
2．Five years later，Michael left teaching to develop one of the first luxury rental buildings on the Lower East Side，on property owned by Leslie's family．He fell in love with the rich cultural and social mix of the （1）
，where waves of immigrants had settled since the early 19th century．At the time，Tompkins Square Park，across the street，was filled with （2）people living in temporary huts．When Leslie spotted a flock of pigeons （3）in an area of the tall apartments that Michael said would be their master bedroom，she thought her husband had （4）his mind．
When the family （5）in，Ripton，adopted as an infant，was six．Morgan，also adopted，joined the family two years later．Soon the park was closed，to be a（n） （6）showplace of playgrounds and green space．Michael made significant money in the real estate and Leslie joined a gym practice．The family enjoyed （7）vacations in the winter and summers on Shelter Island．
The five boys who came to play video games changed everything．"In the （8），it was just a lot of kids swarming all over the place，"says Michael．When the Rosens （9）Carlos wasn't attending school because he didn't have suitable clothes，they bought him some．Then one night，they took the group to a （10）after a Chinese dinner and realized there were other needs．"The boys had no interest in books at all，"Michael says．Back at the penthouse，he （11）they sit down to read aloud．"Their vocabularies were limited，"he says．"But my concept of what is smart and what is not changed that night because these kids were all smart （12）just uneducated．"
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（16）the big boys became a complete part of the Rosen household，even helping to light the candles at Hanukkah．Chores were assigned，including cleaning and （17）Mr．Jenkins，the family dog．
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3．第一節(jié)完形填空
When my kids were small，I started a tradition in our house of giving eight gifts over the course of the eight days of Hanukkah（光明節(jié)）．I liked the idea of （1）a candle every night and giving my children a gift to unwrap to （2）．It was easy to go into a toy store and pick up something （3）less than 10 each，or even1 each （at the Dollar Store）．My children didn't ask for anything much in particular and they （4）whatever they got．
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