完形填空
One day in 11th grade, when I went into a classroom to wait for a friend of mine, Mr. Washington, the math teacher, suddenly and asked me to go to the board to write down a math problem and it out. I told him that I couldn’t do it. And he asked, “Why not?” I said, “Because I’m not one of your students.” He said, “It doesn’t matter. Go the board .” I said, “I can’t do that.” He asked, “Why not?” I paused for I was somewhat
I said, “Because I’m the so called student.” He
He came from behind his desk and looked at me and said. “Don’t ever say that again. Someone’s opinion of you does not have to become your . Look at a man the that he is, he only becomes worse. But look at him he were what he could be, then he becomes what he should br.” It was a very moment for me. For one thing, I was because the other students me. They knew that I was “incurably poor” in academic learning. But for another, I felt because he began to bring to my attention that I did not have to live within the of other people.
Mr. Washington’s words made difference to me. I start to believe everyone has certain________ within them, and so in me. I used to do in the fifth grade and was put from the fifth grade into the fourth grade and then failed again in the eighth grade. But I know all these in the past. So I’m happy to that I’m a brand new person now and I will be someone who can something in the future.
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It seems parents have long been right. Going to bed early is key to getting enough sleep and helping adolescents feel on top of the world, a new study reported.
A 1 of sleep among youngsters may 2 depression and suicidal (自杀的)thoughts, according to the study by the Columbia University Medical Center.
"Our results are 3 with the theory that inadequate sleep is a risk factor for depression, working with other 4 and protective factors through multiple possible causal pathways to the development of this 5 disorder," said lead author James Gangwisch.
" 6 quality sleep could therefore be a preventative measure against 7 and a treatment for depression," he added in the study 8 in the Friday issue of Sleep magazine.
The study followed the nightly habits of some 15,659 college and high-school students, and 9 those who consistently went to bed 10 midnight had a 24 percent higher risk of depression than those who turned in before 10:00 pm.
Night owls（夜猫子）also ran a 20 percent 11 risk of battling suicidal thoughts, the study added.
The American Academy of Sleep Medicine 12 that adolescents should sleep at least nine hours or more a night. Those who were tucked in before 10:00 pm reported they slept13 about eight hours and 10 minutes.
But that amount of sleep 14 significantly for those in bed after midnight.
And adolescents who slept five hours or less a night were 71 percent more 15 to suffer depression and 48 percent more16 becoming suicidal, the study said.
"It is a common perception and societal 17 that adolescents do not need as much sleep as pre-adolescents, yet studies suggest that adolescents may 18 require more sleep," said Gangwisch.
"Studies have found that adolescents do not go to bed 19 enough to make up for earlier school start times, and transitions to earlier school start times have been shown to be 20 with significant sleep deprivation（剥夺）. "
( ) 1. A. night B. moderation C. limit D. lack
( ) 2. A. result in B. lie in C. come about D. bring in
( ) 3. A. opposed B. mixed C. related D. consistent
( ) 4. A. risk B. chance C. potential D. reason
( ) 5. A. mood B. body C. feeling D. mind
( ) 6. A. little B. lack C. Adequate D. over
( ) 7. A. suffering B. depression C. disorder D. sadness
( ) 8. A. reported B. published C. reflected D. noted
( ) 9. A. found B. investigated C. appraised D. supported
( ) 10. A. before B. from C. by D. after
( ) 11. A. lower B. higher C. more D. less
( ) 12. A. appeals B. recommends C. calls D. plans
( ) 13. A. on average B. in place C. ahead of D. in number
( ) 14. A. increased B. disappeared C. strengthened D. dropped
( ) 15. A. likely B. probable C. possible D. perhaps
( ) 16. A. at sight of B. at risk of C. in front of D. as a result of
( ) 17. A. wish B. expectation C. suggestion D. attempt
( ) 18. A. exactly B. immediately C. directly D. actually
( ) 19. A. early B. lately C. soon D. quickly
( ) 20. A. separated B. associated C. divided D. depended
Don't blame genes for aging facial skin. A new study of twins suggests you can 1 those coarse(粗糙的) wrinkles, brown or pink spots, and dilated(膨胀的) blood vessels on too much time in the sun, smoking, and being overweight.
Because twins share genes, but may have2 exposures to environmental factors, studying twins allows an, "opportunity to control for genetic susceptibility(敏感性)," Dr. Elma D. Baron, at Case Western Reserve School of Medicine in Cleveland, Ohio, and colleagues3 in the latest issue of Archives of Dermatology.
Their analysis of environmental skin-damaging factors in 65 pairs of twins hints that skin aging is4 more to environment and lifestyle than5 factors.
But when it 6 skin cancer, the researchers say their findings support previous reports that 7 environment and genes affect skin cancer risk.
Baron's team 8 facial skin of 130 twins, 18 to 77 years old, who lived9 in the northern Midwest and Eastern regions of the U.S. who were10 the Twins Days Festival in Ohio in August 2002.
At this time, each of the twins also11reported how their skin burned or tanned12 sunscreen(防晒霜), their weight, and their history of skin cancer, smoking, and alcohol drinking.
The study group 13 of 52 fraternal and 10 identical twin pairs, plus 3 pairs who were unsure of their twin status. Identical(同卵的) twins share all of their genes and fraternal twins share only about half.
From these data, the researchers14 strong ties, outside of twin status, between smoking, older age, and being overweight, and having facial skin with evidence of environmental15
16 contrast, sunscreen use and drinking alcohol appeared correlated with 17 skin damage.
Baron and colleagues say the current findings, which highlight ties between facial 18 and potentially avoidable 19 factors -- such as smoking, being overweight, and 20 overexposure to the sun's damaging rays -- may help motivate people to minimize these risky behaviors.
( ) 1. A. blame B. owe C. take D. bring
( ) 2. A. same B. different C. similar D. common
( ) 3. A. explain B. confirm C. declare D. shout
( ) 4. A. equal B. related C. close D. strict
( ) 5. A. characteristic B. personal C. natural D. genetic
( ) 6. A. comes to B. talks of C. refers to D. gets to
( ) 7. A. all B. neither C. both D. either
( ) 8. A. examined B. checked C. inspected D. interviewed
( ) 9. A. most B. usually C. mostly D. always
( ) 10. A. joining B. representing C. attending D. remarking
( ) 11. A. separately B. lonely C. commonly D. truly
( ) 12. A. with B. on C. in D. without
( ) 13. A. consisted B. made up C. contained D. included
( ) 14. A. documented B. recorded C. reported D. noted
() 15. A. damage B. exploration C. protection D. material
( ) 16. A. In B. By C. As D. At
( ) 17. A. lesser B. more C. no D. fewer
( ) 18. A. look B. aging C. expression D. wrinkle
( ) 19. A. environmental B. genetic C. emotional D. psychological
( ) 20. A. protected B. planned C. unprotected D. prevented
Cutting meat production and consumption by 30 percent would help to reduce carbon emissions(排放) and improve health in the most meat-loving nations, scientists said on Wednesday.
Using prediction models, British and Australian researchers1 that improving efficiency, increasing carbon capture and2 fossil fuel dependence in farming would not be enough to3 emissions targets.
But combining these steps4 a 30 percent reduction in livestock（家畜） 5 in major meat-producing nations and a similar6 in meat-eating, would lead to "substantial population health benefits" and cut emissions, they said.
The study found that in Britain, a 30 percent7 intake of animal-source saturated（饱和的） fat by adults would reduce the8 of premature（过早的） deaths from heart disease by some 17 percent -- equivalent to 18,000 premature deaths reduced in one year.
In Sao Paulo, Brazil, it could mean as9 as 1,000 premature deaths reduced in a year, they said.
10 the United Nations Food and Agricultural Organization, 18 percent of all greenhouse gas emissions are from meat production and experts say rising11 for meat, particularly in countries with growing economies, could12 livestock production up by 85 percent from 2000 levels13 2030.
The scientists said global action was needed to maximize the benefits of cutting meat production and14 , and that the environmental15 "may apply only in those countries that currently have high production levels."
The study was16 in The Lancet medical journal as part of a series in climate change and health17 the Copenhagen global climate summit scheduled next month.
In a second study, British scientists found that increased walking and cycling, and18 cars, would have a much greater impact on health19 low-emission vehicles in rich and middle-income countries.
Andrew Haines, director of the London School of Hygiene and Tropical Medicine and head of the research series, said delegates at Copenhagen needed "to understand the potential20 impacts of their plans."
( ) 1. A. invented B. experimented C. found D. proved
( ) 2. A. increasing B. speeding C. stopping D. reducing
( ) 3. A. meet B. change C. break D. adapt
( ) 4. A. by B. with C. to D. in
( ) 5. A. sale B. eating C. production D. use
( ) 6. A. cut B. increase C. addition D. consumption
( ) 7. A. lower B. higher C. more D. less
( ) 8. A. amount B. number C. quantity D. deal
( ) 9. A. much B. many C. few D. little
( ) 10. A. According to B. Apart from C. As well as D. In addition to
( ) 11. A. resistance B. fear C. demand D. anxiety
( ) 12. A. weaken B. strengthen C. drive D. broaden
( ) 13. A. in B. by C. from D. after
( ) 14. A. evaluation B. consumption C. process D. store
( ) 15. A. advantage B. disadvantage C. pollution D. improvement
( ) 16. A. written B. claimed C. delivered D. published
( ) 17. A. along with B. from behind C. ahead of D. in front of
( ) 18. A. more B. fewer C. no . none
( ) 19. A. then B. as C. that D. than
( ) 20. A. health B. body C. spirit D. emotion
Are you a social butterfly, or do you prefer being at the edge of a group of friends? Either way, your genes and evolution may play a major 1 , US researchers reported on Monday.
While it may come as no surprise that genes may help explain 2 some people have many friends and others have 3 , the researchers said, their findings go just a little farther than that.
"Some of the things we find are 4 uncommon," said Nicholas Christakis of Harvard University in Massachusetts, who helped 5 the study.
"We find that how interconnected your friends are 6 on your genes. Some people have four friends who know each other and some people have four friends who don't 7 each other. 8Dick and Harry know each other depends on Tom's 9 ," Christakis said in a telephone interview.
Christakis and colleague James Fowler of the University of California San Diego are 10 known for their studies that show obesity, smoking and happiness spread in networks.
For this study, they and Christopher Dawes of UCSD used national data that 11 more than 1,000 identical(同卵的) and fraternal（异卵的） twins’ genes. Because 12 share an environment, these studies are good for showing the impact that genes have 13 various things, because identical twins 14 all their genes while fraternal twins share just half.
"We found there appears to be a genetic tendency to introduce your friends 15 each other," Christakis said.
There could be good, evolutionary reasons 16 this. People in the middle of a social network could be secret to useful gossip, 17 the location of food or good investment choices.
But they would also be at risk of catching effects from all sides -- in which case the advantage would 18 more cautious social behavior, they wrote in the Proceedings of the National Academy of Sciences.
"It may be that natural selection is19 not just things like whether or not we can resist the common cold, but also who it is that we are going to come into 20 with," Fowler said in a statement.
( ) 1. A. role B. rule C. roll D. pole
( ) 2. A. where B. why C. when D. how
( ) 3. A. a few B. several C. few D. some
( ) 4. A. generally B. mainly C. mostly D. frankly
( ) 5. A. conduct B. introduce C. conflict D. instruct
( ) 6. A. depends B. bases C. take D. put
( ) 7. A. see B. inspect C. learn D. know
( ) 8. A. When B. Where C. What D. Whether
( ) 9. A. genes B. brains C. appearances D. figures
( ) 10. A. much B. best C. very D. least
( ) 11. A. recorded B. illustrated C. described D. compared
( ) 12. A. brothers B. sisters C. twins D. cousins
( ) 13. A. with B. on C. for D. to
( ) 14. A. share B. have C. own D. show
( ) 15. A. into B. to C. in D. from
( ) 16. A. for B. with C. to D. at
( ) 17. A. in addition to B. due to C. as for D. such as
( ) 18. A. lie on B. bring in C. lie in D. send in
( ) 19. A. acting on B. putting on C. relying on D. sending on
( ) 20. A. contract B. face C. join D. contact
For those who are conditioned to think that learning only happens in a classroom, the world of self-learning can be a little daunting. How do we best take 1of these new opportunities?
Your interest in the subject is the essential driver of success. You can’t learn what you do not want to learn. Emotion is an important part of the learning 2. If you are even moderately interested in a subject, give yourself a chance. The key is to get started. If you can create some pleasurable 3 , you may find that the subject grows on you.
Don’t expect to understand things, much less remember them, the first time you study them. Trust that things will get clearer 4your brain comes to grips with new information. It is like a cross-word puzzle. As you start to put the pieces together, or string the words together, the full picture becomes clearer. The brain learns all the time, but 5 its own schedule. Learning does not take place according to a schedule laid down by a curriculum or teacher. Some things are easier to learn than others. Some things just take 6 to click in. Keep at it, and you will gradually find that things that seem difficult at first , will become easy with time.
Your brain is struggling to form patterns to 7new input from your learning activities. Sometimes, no matter how long you focus on one subject, your brain is not going to pick it up. If you are stuck, move 8 . Then cover the same general information from a different source, a different book, or a podcast, or an online lecture or a video. Try to become a grazing learner, roaming the countryside, 9a feedlot learner, just standing there in one spot. The broader your base, the easier it is to learn. Just as the “rich get richer”, the more you know, 10 you can learn.
Take full advantage of the Internet, iTunes, and 11mobile devices, not to mention good old-fashioned books and magazines. Learn during “dead time”. Listen in your car, on the train, or 12 jogging. Have your learning with you while waiting in the doctor’s office, or listen while checking out at the supermarket. Anytime is 13 time. Remember, you are learning through exposure, not by nailing things down. It is more like moisture accumulation in a 14, rather than building a brick wall.
The more varied your learning content, and the more varied the ways in which you learn, the 15 the puzzle will become. Different learning activities suit different people, at different times of the day. Vary your activities in order to keep your interest level 16 . Even if listening and reading work best for you, treat yourself to the odd video lecture, or get-together with other learners. This will renew your batteries.
The “loneliness of the distance learner” is a thing of the 17. Join a learning community on the web, where members share their knowledge and experience. Search for the communities that suit your interests and learning style. You will find encouragement, advice and stimulus from fellow learners, 18 from tutors, teachers and coaches. In these communities, you can measure your progress against your own goals, or compare your experience 19that of other learners. You can even teach and help others, which is a great way to learn.
Never has it been easier nor more exciting to be a learner. Let constant learning be a major part of your life-style. The 20will be constant, personally, socially, and professionally.
( ) 1. A. advantage B. place C. possession D. example
( ) 2. A. progress B. process C. pressure D. proposal
( ) 3. A. roads B. streets C. routines D. building
( ) 4. A. with B. if C. unless D. as
( ) 5. A. on B. to C. with D. for
( ) 6. A. shorter B. sooner C. longer D. lower
( ) 7. A. take with B. com with C. go with D. cope with
( ) 8. A. down B. on C. away D. off
( ) 9. A. more than B. less than C. rather than D. other than
( ) 10. A. less B. quicker C. lower D. more
( ) 11. A. same B. similar C. familiar D. various
( ) 12. A. while B. before C. after D. if
( ) 13. A. playing B. learning C. talking D. speaking
( ) 14. A. cloud B. sky C. earth D. sea
( ) 15. A. cleaner B. clearer C. harder D. lower
( ) 16. A. down B. up C. in D. out
( ) 17. A. present B. day C. past D. night
( ) 18. A. as long as B. as far as C. as well as D. as soon as
( ) 19. A. without B. with C. to D. beyond
( ) 20. A. awards B. words C. remarks D. rewards