Methods of studying vary; what works【21】______for some students doesn't work at all for ot

A．whether home-schooling affects the general level of education

B．whether the children studying at home need help

C．whether family education should be abandoned

D．whether parents use the right methods to teach children

Which of the following statements is true？

A．The subjects in a cross-sectional research are not of the same age group.

B．The methods of study in longitudinal research will not change over time.

C．Longitudinal research is reliable only in seeking understandings of the effects of early experiences on later development.

D．Cross-sectional methods are not usually adopted in studying, for example, the changes in intelligence over a thirty-year period.

A.This article will not attempt to replicate the above mentioned reviews but will summarize published clinical trials on bonded oxide ceramic restorations and correlate their results with that of laboratory bond strength testing using the same bonding methods as in the clinical trials.

B.The authors of this systematic review concluded, that promising laboratory test results still need to be confirmed by clinical studies before clinical recommendation could be given.

C.Clinical trials with resin-bonded restorations that had no or only limited mechanical retention and were made from alumina or zirconia ceramic were identified using an electronic search in PubMed database.

D.The purpose of this review is to present the best available clinical evidence for successful bonding of dental oxide ceramic restorations.

The only thing you can do is experiment【22】you find a system that does work for you. But two things are sure:【23】else can do your studying for you, and unless you do find a system that works, you won't although college. Meantime, there are a few rules that【24】for everybody. The hint is "don't get【25】".

The problem of studying,【26】enough to start with,【27】the fastest readers have trouble to do that. And if you axe behind in written work that must be【28】, the teacher who accepts it【29】late will probably not give you good credit. Perhaps he may not accept it【30】. Getting behind in one class because you are spending so much time on another is really no solution. Feeling pretty virtuous about the seven hours you spend on chemistry won't【31】one bit if the history teacher pops a quiz. And many freshmen do get into trouble by spending too much time on one class at the【32】of the others, either because they like one class much better or because they find it so much harder that they think they should【33】all their time to it.【34】the reason, going the whole work for one class and neglecting the rest of them is a mistake. If you face this dilemma, begin with the shortest and easiest【35】. Get them out of the way and then go to the more difficult, time consuming work.

(41)

A．good

B．easily

C．sufficiently

D．well

thers. The only thing you can do is experiment【C2】______ you find a system that does work for you. But two things are sure:【C3】______ else can do your studying for you, and unless you do find a system that works, you won't although college. Meantime, there are a few rules that【C4】______ for everybody. The hint is "don't get 【C5】______ ".

The problem of studying,【C6】______ enough to start with, becomes almost【C7】______ when you are trying to do【C8】______ in one weekend.【C9】______ the fastest readers have trouble【C10】______ that. And if you are behind in written work that must be【C11】______ , the teacher who accepts it【C12】______ late will probably not give you good credit. Perhaps he may not accept it【C13】______ . Getting behind in one class because you are spending so much time on another is really no【C14】______ . Feeling pretty virtuous about the seven hours you spend on chemistry won't【C15】______ one bit if the history teacher pops a quiz. And many freshmen do get into trouble by spending too much time on one class at the【C16】______ of the others, either because they like one class much better or because they find it so much harder that they think, they should【C17】______ all their time to it.【C18】______ the reason, going the whole work for one class and neglecting the rest of them is a mistake, if you face this【C19】______ , begin with the shortest and easiest【C20】______ . Get them out of the way and then go to the more difficult, time-consuming work.

【C1】

A．good

B．easily

C．sufficiently

D．well

Questions 31 to 35 are based on the following passage:

When I was studying at Yale, some phenomena puzzled me greatly. I found that Chinese students or Asian students were very polite in class while American students often interrupted the professor, asking questions and dominating the discussion. The Chinese students were not as aggressive as American students.

I was impressed by the role of the professor in the seminar(讨论会). The professor didn’t act as an authority, giving final conclusions, but as a reseac her looking for answers to questions together with the students. One lingui stic(语言的) feature of his interacting with his students was that he used many modal(情态的) verbs—far more than I did in Beiwai. When answering questions, he usually said, “This is my personal opinion and it could be wrong.” or “You could be right, but you might find this point of view also interesting.”

In China, authorities are always supposed to give wise decisions and correct di rections. Therefore, students always expect the professor to give an answer to th e question. I still remember how frustrated they were when foreign teachers did not provide such an answer. Their expectations from authorities are much higher than that of American students. Once the Chinese students got the answer, they w ere sure about it.

Education in China is valued for united thinking. I remember American teachers who taught in our university complaining about the fact that Chinese students u niformly expressed the same idea in their English composition. The examinations in America usually do not test a student’s ability to memorize the material but his ability to analyze and solve problems. Education in America is valued not on ly as a means to obtain employment but as a process of enhancing critical thinking.

31.In the USA, when the students are in class, ____.

A.a Chinese student tends to be very active

B.an American student likes to make trouble

C.a Chinese student likes to puzzle the teacher

D.an American student tends to be vigorous

32.A teacher in the USA prefers to ____ when he answers questions.

A.be very sincere B.be very direct

C.be very self confident D.be very indifferent

33.What is the opinion of the author concerning the difference of teachin g methods between China and the USA？

A.He thinks that Chinese teaching metods can make students learn more.

B.He holds that the major purpose of Chinese teaching methods is to impro ve students’ remembrance.

C.He thinks that American teaching is ability oriented.

D.He holds that American teachers hate to give a test.

34.The author thinks that the relationship between the student and the te acher is ____.

A.more intimate in China B.closer in China

C.looser in USA D.more harmonious in USA

35.The education in USA may produce some ____ graduates.

A.talkative B.conventional C.creative D.imaginative

nry of Portugal, the younger son of the Portuguese king and in English princess.

Prince Henry lived in the fifteenth century. As a boy he became devoted to the sea, and he dedicated (devoted) himself" to improving the design of Ships and the methods or sailing them. In 1416, when he was twenty-two. Henry founded a school for mariners, to which he invited everyone who could help him —— Jewish astronomers, Italian and Spanish sailors, and Arab mathematicians and map makers who knew how to use the crude compass of the day and could improve it.

Henry's goal was to design and equip vessels that would be capable of making long ocean voyages without having to hug (keep close to) the shore. The caravel carried more sail and was longer and slimmer than any ship then made, yet was tough enough to withstand gales at sea. He also developed the carrack, which was a slower ship, but one that was capable of carrying more cargo.

To Prince Henry the world owes credit far development of craft that made oceanic exploration possible. He lives in history as Henry the Navigator.

1.Prince Henry's principal achievement was that of ______

A、making oceanic exploration possible

B、improving the compass

C、founding a school for mariners

D、inventing the clipper ship

2.Prince Henry''s goal was to design vessels that could ______.

A、make long deep-sea voyages

B、travel faster than those in use at that time

C、explore the coastline of. Portugal

D、carry larger crews and more cargo than existing ones

3.Prince Henry started his school for the purpose of ______.

A、helping mariners

B、improving ship design and sailing methods

C、studying astronomy and mathematics

D、improving his own skill as a sailor

y of Portugal, the younger son of the Portuguese king and in English princess.

Prince Henry lived in the fifteenth century. As a boy he became devoted to the sea, and he dedicated（devoted） himself" to improving the design of Ships and the methods or sailing them. In 1416, when he was twenty-two. Henry founded a school for mariners, to which he invited everyone who could help him —— Jewish astronomers, Italian and Spanish sailors, and Arab mathematicians and map makers who knew how to use the crude compass of the day and could improve it.

Henry’s goal was to design and equip vessels that would be capable of making long ocean voyages without having to hug（keep close to） the shore. The caravel carried more sail and was longer and slimmer than any ship then made, yet was tough enough to withstand gales at sea. He also developed the carrack, which was a slower ship, but one that was capable of carrying more cargo.

To Prince Henry the world owes credit far development of craft that made oceanic exploration possible. He lives in history as Henry the Navigator.

1）.The best title for this selection is（）.

A、The First Modern Sailing Vessels

B、The Mariner Prince

C、Prince Henry’s Role in History

D、The FirstSchool for Sailors

2）.Prince Henry's principal achievement was that of（）.

A、making oceanic exploration possible

B、improving the compass

C、founding a school for mariners

D、inventing the clipper ship

3）.Compared with his caravel, Henry's carrack was（）.

A、longer and slimmer

B、able to carry more cargo

C、able to carry more sail

D、shorter

4）.Prince Henry's goal was to design vessels that could（）.

A、make long deep-sea voyages

B、travel faster than those in use at that time

C、explore the coastline of Portugal

D、carry larger crews and more cargo than existing ones

5）.Prince Henry started his school for the purpose of（）.

A、helping mariners

B、improving ship design and sailing methods

C、studying astronomy and mathematics

D、improving his own skill as a sailor

rom the last time they had a similar problem. They often accept the opinions or ideas of other people. Other times they begin to act without thinking; they try to find a solution by trial and error. However, when all these methods fail, the person with a problem has to start analyzing. There are six stages in analyzing a problem.

First the person must recognize that there is a problem. For example, Sam's bicycle is broken, and he cannot ride it to class as he usually does. Sam must see that there is a problem with his bicycle.

Next the thinker must define the problem. Before Sam can repair his bicycle, he must find the reason why it does not work. For instance, he must determine if the problem is with the gears, the brakes, or the frame. He must make his problem more specific.

Now the person must look for information that will make the problem clearer and lead to possible solutions. For in stance, suppose Sam decided that his bike does not work because there is something wrong with the gear wheels. At this time, he can look in his bicycle repair book and read about gears. He can talk to his friends at the bike shop. He can look at his gears carefully.

After studying the problem, the person should have several suggestions for a possible solution.

Take Sam as an illustration. His suggestions might be: put oil on the gear wheels; buy new gear wheels and replace the old ones; tighten or loosen the gear wheels.

Eventually one suggestion seems to be the solution to the problem. Sometimes the final idea comes very suddenly because the thinker suddenly sees something new or sees something in a new way. Sam, for example, suddenly sees that there is a piece of chewing gum between the gear wheels. He immediately realizes the solution to his problem: he must clean the gear wheels.

Finally the solution is tested. Sam cleans the gear wheels and finds that afterwards his bicycle works perfectly. In short, he has solved the problem.

What is the best title for this passage？

A．Six Stages for Repairing Sam's Bicycle.

B．Possible Ways to Problem-solving.

C．Necessities of Problem Analysis.

D．Suggestions for Analyzing a Problem.

f the universe. Prior to Einsteinian physics, there was no truly adequate formulation of the relationship of time to the other forces in the universe, even though some empirical equations included time qualities. However, even the Einsteinian formulation is not perhaps totally adequate to the job of fitting time into the proper relationship with the other dimensions, as they are called, of space. The primary problem arises in relation to things that might be going faster than the speed of light, or have other strange properties,

Examination of the Lorentz-Fitsgerald formulas yields the interesting speculation that if something did actually exceed the speed of light it would have its mass expressed as an imaginary number and would seem to be going backwards in time. The barrier to exceeding the speed of light is the apparent need to have an infinite quantity of mass moved at exactly the speed of light. If this situation could be leaped over in a large quantum jump--which seems highly unlikely for masses that are large in normal circumstances--then the other side may he achievable.

The idea of going backward in time is derived from the existence of a time vector that is negative, although just what this might mean to our senses in the unlikely circumstance of our experiencing this state cannot be conjectured.

There have been, in fact, some observations of particle chambers which have led some scientists to speculate that a particle called the tachyon may exist with the trans-light properties we have just discussed.

The difficulties of imagining and coping with these potential implications of our mathematical models points out the importance of studying alternative methods of notation for advanced physics. Professor Zuckerandl, in his book Sound and Symbol, hypothesized that it might be better to express the relationships bund in quantum mechanics through the use of a notation derived from musical notations. To oversimplify greatly, he argues that music has always given time a special relationship to other factors or parameters or dimensions. Therefore, it might be a more useful language in which to express the relationships in physics where time again has a special role to play, and cannot be treated as just another dimension.

The point of this, or any other alternative to the current methods of describing basic physical processes, is that time does not appear--either by common experience or sophisticated scientific understanding--to be the same sort of dimension or parameter as physical dimensions, as is deserving of completely special treatment, in a system of notation designed to accomplish that goal.

One approach would be to consider time to be a field effect governed by the application of energy to mass that is to say, by the interaction of different forms of energy, if you wish to keep in mind the equivalence of mass and energy. The movement of any normal sort of mass is bound to produce a field effect that we call positive time. An imaginary mass would produce a negative time field effect. This is not at variance with Einstein's theories, since the "faster" a given mass moves the more energy was applies to it and the greater would be the field effect The time effects predicted by Einstein and confirm by experience are, it seems, consonant with this concept. (565)

The passage supports the inference that ______.

A．Einstein's theory of relativity is wrong

B．the Lorentz-Fitzgerald formulas contradict Einstein's theories

C．time travel is dearly possible

D．it is impossible to travel at precisely the speed of light