people should act. professor david wilson explains that gossip is important in policing behaviors in a group. translated into high school terms, this means that if everybody you hang around with is laughing at what john wore or what jane said, then you can bet that wearing or saying something similar will get you the same kind of negative attention. the do’s and don’ts conveyed through gossip will never show up in any student handbook.the effects of gossip vary depending on the situation. the next time you feel the urge to spread the latest news, think about why you want to gossip and what effects your “juicy story” might have.46.the author uses a conversation at the beginning of the passage to _______ . a. introduce a topic b. present an argument c. describe the characters d. clarify his writing purpose47.an important negative effects of gossip is that it _______. a. breaks up relationships b. embarrasses the listener c. spreads information around d. causes unpleasant experiences48.in the author’s opinion, many people like
to gossip because it _______. a. gives them a feeling of pleasure b. helps them to make more friendsc. makes them better at telling stories
d. enables them to meet important people49.professor david wilson think that gossip can _______. a. provide students with written
rules b. help people watch their own behaviors c. force school to improve student handbooks d. attract the police’s attention to group behaviors50.what advice does the author give in the passage? a. never become a gossiper b. stay away from gossipers c. don’t let gossip turn into lies d. think twice before you gossip. b
a scientist working at her lab bench and a six-month old baby playing with his food might seem to have little in common. after all, the scientist is engaged in serious research to uncover the very nature of the physical world, and the baby is, well, just playing…right? perhaps, but some developmental psychologists(心理学家)have argued that this “play” is more like a scientific investigation than one might think.take a closer look at the baby playing at the table. each time the bowl of rice is pushed over the table edge, it falls in the ground---and, in the process, it brings out important evidence about how physical objects interact(相互作用): bowls of rice do not float in mid-air, but require support to remain stable. it is likely that babies are not born knowing this basic fact of the universe; nor are they ever clearly taught it. instead, babies may form an understanding of object support through repeated experiments and then build on this knowledge to learn even more about how objects interact. though their ranges and tools differ, the
baby’s investigation and the scientist’s experiment appear to share the same aim(to learn about the natural world ), overall approach (gathering direct evidence from the world), and logic (are my observations what i expected?).some psychologists suggest that young children learn about more than just the physical world in this way——that they investigate human psychology and the rules of language using similar means. for example, it may only be through repeated experiments, evidence gathering, and finally overturning a theory, that a baby will come to accept the idea that other people can have different views and desires from what he or she has, for example, unlike the child, mommy actually doesn’t like dove chocolate.viewing childhood development as a scientific
investigation throws light on how children learn ,but it also offers an inspiring look at science and scientists. why do young children and scientists seem to be so much alike? psychologists have suggested that science as an effort——the desire to explore, explain, and understand our world——is simply something that comes from our babyhood. perhaps evolution provided human babies with curiosity and a natural drive to explain their worlds, and adult scientists simply make use of the same drive that served them as children. the same cognitive(认知的) systems that make young children feel good about feel good about figuring something out may
have been adopted by adult scientists. as some psychologists put it, ”it is not that children are little scientists but that scientists are big children.”51.according to some developmental psychologists, _______. a. a baby’s play is nothing more than a game. b. scientific research into babies; games is possible c. the nature of babies’ play has been thoroughly investigated d. a baby’s play is somehow similar to a scientist’s experiment52.we learn from paragraph 2 that_______. a. scientists and babies seem to observe the world differently b. scientists and babies often interact with each other c. babies are born with the knowledge of object support d. babies seem to collect evidence just as scientists do53.children may learn the rules of language by_______. a. exploring the physical world b. investigating human psychology c. repeating their own experiments d. observing their parents’ behaviors54.what is the main idea of the last paragraph? a. the world may be more clearly explained through children’s play. b. studying babies’ play may lead to a better understanding of science. c. children may have greater ability to figure out things than scientists. d. one’s drive for scientific research may become stronger as he grows.55.what is the author’s tone when he discusses the connection between scientists’ research and babies’ play? a. convincing. b. confused. c. confidence. d.
cautious.
幼专2018—2019学年第一学期17级三年制大专期末考试《综合英语三》试题.doc
