Remembering names is an important social skill. Here are some ways to master it.
Recite and repeat in conversation
When you hear a person’s name, repeat it. Immediately say it to yourself several times without moving your lips. You should also repeat the name in a way that does not sound forced or artificial.
Ask the other person to recite and repeat
You can let other people help you remember their names. After you’ve been introduced to someone, ask that person to spell the name and pronounce it correctly for you. Most people will be pleased by the effort you’re making to learn their names.
Admit you don’t know
Admitting that you can’t remember someone’s name can actually make people relaxed. Most of them will feel sympathy if you say, “I’m working to remember names better. Yours is right on the tip of my tongue. What is it again?”
Use associations.(联想)
Link each person you meet with one thing you find interesting or unusual. For example, you could make a mental note: “Vicki Cheng-tall, black hair.” To reinforce(加强) your associations, write them on a small card as soon as possible.
Limit the number of new names you learn at one time
When meeting a group of people, concentrate on remembering just two or three names. Free yourself from remembering every one. Few of the people in mass introductions expect you to remember their names. Another way is to limit yourself to learning just first names. Last names can come later.
Go early
Consider going early to conferences, parties and classes. Sometimes just a few people show up on time. That’s fewer names for you to remember. And as more people arrive, you can hear them being introduced to others—an automatic review for you. Most people will feel ______ when you try hard to remember their names.
| A．moved | B．annoyed | C．delighted | D．discouraged |
If you can’t remember someone’s name, you may ____________.
| A．tell him the truth | B．tell him a white lie |
| C．ask him for pity | D．ask others to help you |
When you meet a group of people, it is better to remember ________.
A all their names B. a couple of names first
C. just their last names D. as many names as possibleWhat does the text mainly tell us?
| A．Tips on an important social skill. | B．Importance of attending parties. |
| C．How to make use of associations. | D．How to recite and repeat names |
Scientists are making new studies of color and its effects on our health. They have known for a long time that the color of a room or the color of the light in it can affect our feelings and emotions. Many prisons and hospitals have at least one room that is painted pink. Officials have found that light and color can produce physical changes in our bodies.
Professor Falfan worked with a group of 9 disabled children at school in Albert. Two of the children were blind. The other seven had normal sight. The scientists changed the color of the school room, then looked for changes in blood pressure, heart beat and breathing rate. The effects of color changes were the same for the blind children as for those with normal sight. Their blood pressure dropped from about 120 to 100. Similar changes were reported in heart-beat and the breathing. The children also were calmer and less excited. Then the colors of the room were returned to orange and white. Blood pressure, heart-beat and breathing rate went up and the children became excited again.
Professor Falfan said different colors produce different levels of light energy. He said the differences seem to affect chemicals in the brain that carry messages from nerve to nerve and from nerve to muscle.Light and color can affect________.
| A．only one’s feelings and emotions |
| B．one’s energy |
| C．one’s mental changes |
| D．one’s heart-beat, brain activities, blood pressure, feelings and emotions |
The color of pink had a calming effect, that is to say, the color affects __________.
| A．the chemicals in the brain | B．the eyes |
| C．the skin | D．the muscle |
According to the text, orange and white are colors which can make people ________.
| A．calm | B．active | C．sick | D．blind |
The colors in the school room mentioned in the passage were changed from _________.
| A．orange to white | B．orange and white to dark blue |
| C．orange and white to pink or some other colors | D．gray to more colors |
After reading the passage we can conclude that ________.
| A．blind people can be affected by colors, too |
| B．one’s heart will beat fast in a colorful room than in a white room |
| C．the chemicals in the brain change with feelings and emotions |
| D．if one’s blood pressure drops, his breathing will get slower and slower |
When children learn a language, they learn the grammar as well as words or vocabulary. No one teaches them; children just “pick them up”.
Before babies begin to produce words, they produce sounds. Some of these sounds will remain if they occur in the language being learned, and others will disappear. This is called the “babbling stage”.
A child does not learn the language “all at once”. The child first speaks only one-word “sentences”. After a few months, the two-word stage arises. During this stage, the child puts two words together. These two-word sentences have definite patterns and express grammatical and meaningful relationships. Still later, in the telegraphic stage, the child will produce longer sentences. These longer sentences are mainly made up of content words. The child’s early grammar lacks many of the rules of the adult grammar, but gradually it will become perfect.
All normal children everywhere learn language. This ability is not dependent on race, social class, geography, or even intelligence (智力). This ability is uniquely (独特的) for human.This passage is mainly about ___________.
| A．differences between a child’s language and an adult’s |
| B．ways of teaching babies to talk |
| C．children’s learning of the mother language |
| D．the importance of learning foreign languages |
The phrase “pick them up” means____________.
| A．raise them from the ground |
| B．learn them without much effort |
| C．use hands to help carry them |
| D．study very hard and remember them |
During the “babbling stage”, babies ___________.
| A．can only produce sound |
| B．learn to work without falling over |
| C．can understand people’s talk |
| D．begin to produce two-word sentences |
The two-word sentences produced by babies __________.
| A．are simpler than those produced in the “babbling stage” |
| B．are much more difficult than those produced in the telegraphic stage |
| C．are strictly grammatical |
| D．are meaningful and have function |
The passage implies that any children can learn a language as long as he is ___________.
| A．well-educated | B．clever enough |
| C．unique | D．physical normal |
One day a few years ago a very funny thing happened to a neighbour of mine. He is a teacher at one of London’s big medical schools. He had finished his teaching for the summer term and was at the airport on his way to Russia to give a lecture.
He had put a few clothes and his lecture notes in his shoulder bag, but he had put Rupert, the skeleton (人体骨架) to be used in his lecture, in a large brown suitcase. At the airport desk, he suddenly thought that he had forgotten to buy a newspaper. He left his suitcase near the desk and went over to the shop.
When he got back he discovered that someone had taken his suitcase by mistake. He often wonders what they said when they got home and found Rupert.Who wrote the story?
| A．Rupert’s teacher. | B．The neighbour’s teacher. |
| C．A medical school teacher. | D．The teacher’s neighbour. |
Why did the teacher put a skeleton in his suitcase?
| A．He needed it for the summer term in London. |
| B．He needed it for the lecture he was going to give. |
| C．He wanted to take it to Russia for medical research. |
| D．He wanted to take it home as he had finished his teaching. |
What happened at the airport?
| A．The skeleton went missing. |
| B．The skeleton was stolen. |
| C．The teacher forgot his suitcase. |
| D．The teacher took the wrong suitcase. |
Which of the following best tells the teacher’s feeling about the incident?
| A．He is very angry. | B．He thinks it rather funny. |
| C．He feels helpless without Rupert. | D．He feels good without Rupert. |
Which of the following might have happened afterwards?
| A．The teacher got back the suitcase but not Rupert. |
| B．The teacher got back neither the suitcase nor Rupert. |
| C．The teacher got back Rupert but not the suitcase. |
| D．The teacher got back both the suitcase and Rupert. |
If music makes you smarter and exercise helps you to think, surely exercising to music can turn you into an intelligent person.
A team of scientists from Ohio State University did experiments on 33 volunteers who were getting better from heart disease following operation. They found that people who exercised while listening to Italian musician Antonio Vivaldi’s “The Four Seasons” did much better on language ability tests than without music.
“Facts suggest that exercise improves the learning ability of people with heart disease,” said the psychologist Charles Emery, who led the study. “And listening to music is thought to enhance understanding. We just wanted to put the two results together,” he added.
The volunteers said they felt better emotionally and physically after working out with or without the music. But their improvement on the test doubled after listening to music during exercise. Scientists have proved that music can be good for health, education and well-being. It helps reduce stress, sadness and nervousness; encourages relaxation or sleep; wakes up the body and improves memory and thoughts.
In medical fields, music is used widely for patients who have had head hurts before and after operation. “The Four Seasons” was used because of its moderate tempo（舒缓的节拍）and positive results in earlier research. “Exercise seems to cause positive changes in the nervous system(神经系统) and these changes may have a direct result on learning ability,” Emery said.
Scientists have been studying the results of music on understanding since the early 1950s. By 2000, psychologists were using Mozart’s music, especially his violin pieces, to help children with speech disorders. Mozart was chosen because his music is not overexciting and has clear structures. A study showed students who listened to Mozart went on to score higher marks in an intelligence test. With important exams drawing near, your parents will not probably allow you to listen to music. But perhaps now you have good reasons to argue with them.
| A．impress | B．improve | C．provide | D．produce |
| A．music and exercise lead to relaxation or sleep |
| B．33 volunteers work on music in medical fields |
| C．exercising to music makes people healthy and bright |
| D．scientists give suggestions on choosing music to exercise to |
| A．you are supposed to follow your parents’ words |
| B．students should not listen to music before exams |
| C．you have some good reasons to exercise to music |
| D．music might help you to get higher grades in tests |
| A．Exercise seems to cause negative changes without music. |
| B．Exercise reminds people with head hurts of what they’ve learned. |
| C．Scientists often use Mozart’s music, for it is not too exciting. |
| D．“The Four Seasons” is used to help children with speech disorders. |
On a hill 600 feet above the surrounding land, we watch the lines of rain move across the scene, the moon rise over the hills, and the stars appear in the sky. The views invite a long look from a comfortable chair in front of the wooden house.
Every window in our wooden house has a view, and the forest and lakes seldom look the same as the hour before. Each look reminds us where we are.
There is space for our three boys to play outside, to shoot arrows, collect tree seeds, build earth houses and climb trees.
Our kids have learned the names of the trees, and with the names have come familiarity and appreciation. As they tell all who show even a passing interest, maple（枫树）makes the best fighting sticks and white pines are the best climbing trees.
The air is clean and fresh. The water from the well has a pleasant taste, and it is perhaps the healthiest water our kids will ever drink. Though they have one glass a day of juice and the rest is water, they never say anything against that.
The seasons change just outside the door. We watch the maples turn every shade of yellow and red in the fall and note the poplars’（杨树）putting out the first green leaves of spring. The rainbow smelt fills the local steam as the ice gradually disappears, and the wood frogs start to sing in pools after being frozen for the winter. A family of birds rules our skies and flies over the lake.
| A．The scenes are colorful and changeable. |
| B．There are many windows in the wooden house. |
| C．The views remind us that we are in a wooden house. |
| D．The lakes outside the windows are quite different in color. |
| A．the kids like playing in trees |
| B．the kids are very familiar with trees |
| C．the kids have learned much knowledge |
| D．the kids find trees useful learning tools |
| A．The change of seasons is easily felt. |
| B．The seasons make the scenes change. |
| C．The weather often changes in the forest. |
| D．The door is a good position to enjoy changing seasons. |
| A．To describe the beauty of the scene around the house. |
| B．To introduce her children’s happy life in the forest. |
| C．To show that living in the forest is healthful. |
| D．To share the joy of living in the nature. |
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