名校版 高考英語綜合訓(xùn)練題含答案hh

名校版高考英語綜合訓(xùn)練題含答案CompanieslikeGoogle,AppleandInteloffersomeofCalifornia/smostcutting-edge-andhighest-paying-jobs.Lastyear,thosethreecompaniesalonebroughtinmorethan10,000peoplefromothercountriestotakethosejobs.Surelyit'dbesimplerforthemtohireclosertohome.Amongthekeyreasonstheydon'tisthattoofewCalifornianshavetheskills-inparticular,thedeepunderstandingofmathematicstoqualify.Itssomethingthestate'snewproposedmathframeworkseekstochange.ThecurrentsystemofmathematicsteachingintheU.S.invitesfewstudentsintotherichnessofthoughtandoflearning.Webluntourchildren/spossibilitiesnearlyfromthestart,tellingfartoomanyofthemataveryearlyagethatmathisn'tforthem.Sometimesthosecommunicationsareclearanddirect;they*replantedindecisions,byschoolsordistricts,toputstudentsondifferenttracksasearlyasthirdorfourthgradeandteachthemthatmathoftenlimitshowfartheycango.Myfirstassignmentasamathematicsteacherwastoteach13-year-oldswhohadbeenassignedtothelower-leveltracks.Onegirlunderstoodthemessageofthatabilitygroupingalltoowell.Shecaughtmeupshortwiththequestion,“WhyshouldIbother?”Thequestionbecameoursharedchallenge.Igavehermoredifficultworksoshecoulddowellonthenationalmathematicsexam.Shepassedthatexam,whichallowedhertotraintobecomeasoundengineer.Shehadbeentoldshewasnotgoodenoughformathematics-anditwasnottrue.ToomanystudentsinCaliforniaaregiventhesamemessage-anditisoneofthereasonstheU.S.hasrelativelyfewstudentswhoareproficientinmath.That'swhyCalifornia,snewmathematicsframeworkhasbeenintroduced.Whatdoestheauthorintendtoshowbymentioningsomecompanies?A.Theircompetingadvantage.B.Theirhireinforeigncountries.C.Theirbenefitsfromhightech.D.Theirdemandforstaffqualification.Whatdoestheunderlinedword"blunt“meaninParagraph3?A.Reduce.B.Explore.C.Test.D.Accept.Howdidthegirlfeelabouttheabilitygrouping?A.Amused.B.Anxious.C.Helpless.D.Puzzled.Whatwillbetalkedaboutnext?A.Needforframeworkchange.B.Contentsofthenewframework.C.Commentsontheexistingframework.D.Challengesfromtheframeworkmaking32.D33.A34.C35.BAdultsareoftenunwillingtoaskforaid.Themomentyouaskfordirections,afterall,yourevealthatyouarelost.Seekingassistancecanfeellikeyouarebroadcastingyourincompetence.Newresearchsuggestsyoungchildrendon'tseekhelpinschoolforthesamereason.Theyhatehearingirresponsiblecomments.Psychologistsassumedthatchildrendidnotstarttocareabouttheirreputationuntilaroundagenine.Thisresearchhasrevealedthatyoungstersasyoungasagefivestarttocareaboutthewayothersthinkaboutthem.Italsosuggeststhatasearlyasageseven,childrenbegintoconnectaskingforhelpwithlookingincompetentinfrontofothers.Ourresearcherscraftedsimplestoriesandthenaskedchildrenquestionstoallowthemtoshowtheirthinking.Inonestudy,theyasked576childrenagedfourtoninetopredictthebehavioroftwokidsinastory.Oneofthekidsgenuinelywantedtobesmart,andtheothermerelywantedtoseemsmarttoothers.Bothkidsdidpoorlyonatest.Childrenwereaskedwhichofthesekidswouldbemorelikelytoasktheteacherforhelpinfrontoftheirclass.Thefour-year-oldswereequallylikelytochooseeitherofthetwokidsastheonewhowouldseekhelp.Butbyagesevenoreight,childrenthoughtthatthekidwhowantedtoseemsmartwouldbelesslikelytoaskforassistance.Whenassistancecouldbesoughtprivately,theythoughtbothcharacterswereequallylikelytoaskforit.Ifchildrenareafraidtoaskforhelpbecausetheirclassmatesarewatching,learningwillsuffer.Teacherscouldmakethemselvesavailabletostudentsforone-on-oneconversationswhiletheirclassmatestacklegroupwork.Theyshouldalsohelpstudentsperceiveitaspositivebehavior.Seekinghelpcouldevenbeframedassociallydesirable.Parentscouldpointouthowachildzsquestionkickedoffavaluableconversationinwhichtheentirefamilygottotalkandlearntogether.Suchresponsesendsastrongsignalthatotherpeoplevalueawillingnesstoaskforaid.Whydochildrenresistaskingforhelpinschool?A.Toavoidjudgement.B.Tobeindependent.C.Tohidecompetence.D.Toliveintheirownworld.WhatdoesParagraph3mainlytalkabout?A.Whythestudywasdesigned.B.Howthestudywascarriedout.C.Whowereinvolvedinthestudy.D.Whatthestudytoldusaboutkids.Whatissuggestedforteachersasapossiblesolution?A.Payingattentiontogroupwork.B.Buildingaclassofpositivebehavior.C.Havingpersonalinteraction