If that idea was wrong, the project is bound to fail, good all the other ideas might be.A. whateverB. thoughC. whatsoeverD. however

According to my granny, the ________ are that it will rain today, although it is sunny right now.A. resultsB. opportunitiesC. plansD. odds

(E) By now you’ve probably heard about the “you’re not special” speech, when English teacher David McCullough told graduating seniors at Wellesley High School: “Do not get the idea you’re anything special, because you’re not.” Mothers and fathers present at the ceremony — and a whole lot of other parents across the Internet — took issue with McCullough’s ego-puncturing words. But lost in the uproar was something we really should be taking to heart: our young people actually have no idea whether they’re particularly talented or accomplished or not. In our eagerness to elevate their self-esteem, we forgot to teach them how to realistically assess their own abilities, a crucial requirement for getting better at anything from math to music to sports. In fact, it’s not just privileged high-school students: we all tend to view ourselves as above average. Such inflated self-judgments have been found in study after study, and it’s often exactly when we’re least competent at a given task that we rate our performance most generously. In a 2006 study published in the journal Medical Education, for example, medical students who scored the lowest on an essay test were the most charitable in their self-evaluations, while high-scoring students judged themselves much more stringently. Poor students, the authors note, “lack insight” into their own inadequacy. Why should this be? Another study, led by Cornell University psychologist David Dunning, offers an enlightening explanation. People who are incompetent, he writes with coauthor Justin Kruger, suffer from a “dual burden”: they’re not good at what they do, and their very ineptness prevents them from recognizing how bad they are. In Dunning and Kruger’s study, subjects scoring at the bottom of the heap on tests of logic, grammar and humor “extremely overestimated” their talents. Although their test scores put them in the 12th percentile, they guessed they were in the 62nd. What these individuals lacked (in addition to clear logic, proper grammar and a sense of humor) was “metacognitive skill”: the capacity to monitor how well they’re performing. In the absence of that capacity, the subjects arrived at an overly hopeful view of their own abilities. There’s a paradox here, the authors note: “The skills that engender competence in a particular domain are often the very same skills necessary to evaluate competence in that domain.” In other words, to get better at judging how well we’re doing at an activity, we have to get better at the activity itself. There are a couple of ways out of this double bind. First, we can learn to make honest comparisons with others. Train yourself to recognize excellence, even when you yourself don’t possess it, and compare what you can do against what truly excellent individuals are able to accomplish. Second, seek out feedback that is frequent, accurate and specific. Find a critic who will tell you not only how poorly you’re doing, but just what it is that you’re doing wrong. As Dunning and Kruger note, success indicates to us that everything went right, but failure is more ambiguous: any number of things could have gone wrong. Use this external feedback to figure out exactly where and when you screwed up. If we adopt these strategies — and most importantly, teach them to our children — they won’t need parents, or a commencement(毕业典礼) speaker, to tell them that they’re special. They’ll already know that they are, or have a plan to get that way.1. Which can be the best title of this passage?A: Special or Not? Teach Kids To Figure It OutB: Let's Admit That We Are Not That SpecialC: Tips On Making Ourselves More SpecialD: Tell The Truth: Kids Overestimate their Talents2. The author thinks the real problem is that ______.A: we don't know whether our young people are talented or notB: young people don't know how to assess their abilities realisticallyC: no requirement is set up for young people to get betterD: we always tend to consider ourselves to be privileged3. Which is NOT mentioned about poor students according to the passage?A: They usually give themselves high scores in self-evaluations.B: They tend to be unable to know exactly how bad they are.C: They are intelligently inadequate in tests and exams.D: They lack the capacity to monitor how well they are performing.4. We can infer from the passage that those high-scoring students ______.A: know how to cultivate clear logic and proper grammarB: don't know how well they perform due to their stringent self-judgementC: don't view themselves as competent because they know their limitsD: tend to be very competent in their high-scoring fields.5. The strategies of becoming special suggest that ______.A: we need internal honesty with ourselves and external honesty from othersB: the best way to get better is to carefully study past success and failureC: through comparison with others, one will know where and when he failsD: neither parents nor a commencement speaker can tell whether one is special

Words in useadequatelyadjustassetcompetentcondensedeficitdistinguishexceedpreciseproficiencyconclusions must be ______ supported by evidence.7. To help the employees become more communicative, the company offered several workshops to those who were not ______ in social interactions.8. Some parents try to help solve the problems that their sons and daughters have in ______ to their college life.9. China's series of ______ measures have proved to be effective for a steady economic recovery despite difficulties.10. The Italian businessman spoke fluent Chinese and demonstrated his Chinese ______ at the World Expo held in Shanghai.

For parents, one of the problems _____ by rising prices is the continual demand for more pocket money.A. givenB. posedC. providedD. forced

We need to get the message across _________ too much sun is harmful.A. thatB. whichC. in whichD. so

下列表示虚数单位的是( )A. PiB. InfinityC. ID. E A A B B C C D D

It's late in the evening: time to close the book and turn off the computer. You're done for the day. What you may not realize, however, is that the learning process actually continues—in your dreams. It might sound like science fiction, but researchers are increasingly focusing on the relationship between the knowledge and skills our brains absorb during the day and the fragmented, often bizarre imaginings they generate at night. Scientists have found that dreaming about a task we've learned is associated with improved performance in that activity (suggesting that there's some truth to the popular notion that we're "getting" a foreign language once we begin dreaming in it). What's more, researchers are coming to recognize that dreaming is an essential part of understanding, organizing and retaining what we learn. While we sleep, research indicates, the brain replays the patterns of activity it experienced during waking hours, allowing us to enter what one psychologist calls a neural (神经的) virtual reality. A vivid example of such replay can be seen in a video researchers made recently about sleep disorders. They taught a series of dance moves to a group of patients with conditions like sleepwalking, in which the sleeper engages in the kind of physical movement that does not normally occur during sleep. They then videotaped the subjects as they slept. Lying in bed, eyes closed, one female patient on the tape performs the dance moves she learned earlier. This shows that while our bodies are at rest, our brains are drawing what's important from the information and events we've recently encountered, then integrating that data into the vast store of what we already know. In a 2010 study, researchers at Harvard Medical School reported that college students who dreamed about a computer maze (迷宫) task they had learned showed a 10-fold improvement in their ability to find their way through the maze compared with participants who did not dream about the task. Robert Stickgold, one of the Harvard researchers, suggests that studying right before bedtime or taking a nap following a study session in the afternoon might increase the odds of dreaming about the material. Think about that as your head hits the pillow tonight.1. What is scientists' finding about dreaming?______A.It involves disconnected, weird images.B.It resembles fragments of science fiction.C.Dreaming about a learned task betters its performance.D.reaming about things being learned disturbs one's sleep. 2. What happens when one enters a dream state?______E.The body continues to act as if the sleeper were awake.F.The neural activity of the brain will become intensified.G.The brain behaves as if it were playing a virtual reality video game.H.The brain once again experiences the learning activities of the day. 3. What does the brain do while we are sleeping?______I.It systematizes all the data collected during the day.J.It substitutes old information with new data.K.It processes and absorbs newly acquired data.L.It classifies information and places it in different files. 4. What does Robert Stickgold suggest about enhancing learning?______M.Having a little sleep after studying in the day.N.Staying up late before going to bed.O.Having a dream about anything.P.Thinking about the odds of dreaming about the material. 5. What can be inferred about dreaming from the passage?______Q.We may enhance our learning through dreaming.R.Dreaming improves your language ability.S.All sleepwalkers perform dance moves when they are sleeping.T.Taking a nap after learning can help you find the way through the maze.

下列关于牛津大学的说法哪些是正确的？A. Oxford University is the oldest university in England.B. Its most famous college is Christ Church College.C. The university is made up of 38 separate colleges and 6 private halls.D. It's famous for the dining hall in the Star Wars films.

动画片《小猪佩奇》中，佩奇的弟弟叫什么？A. 乔治B. 理查德C. 丹尼D. 苏西