—What’s going on?

 — __________

A. No, we won’t go on. We need rest.      B. The Times Theatre is on fire.

C. I’m going on telling the story.           D. How about some ice cream?

B


解析:

“What’s going on?” 意為“出什么事了？”,由此可以得出B與問(wèn)句意思想一致。而A為一般疑問(wèn)句的回答不符合。

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科目：高中英語(yǔ) 來(lái)源：2011屆四川省南充高中高三第七次月考英語(yǔ)卷 題型：閱讀理解

"What’s in a name?”According to Shakespeare’s Romeo and Juliet，there is not too much.“That which we call a rose by any other name would smell as sweet. "But Shakespeare may have been wrong. In most cultures，names matter a great deal.
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【小題2】When choosing names，you should stick to the following principles EXCEPT that
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科目：高中英語(yǔ) 來(lái)源：2012-2013學(xué)年浙江省嘉興市第一中學(xué)高二3月月考英語(yǔ)試卷（帶解析） 題型：閱讀理解

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科目：高中英語(yǔ) 來(lái)源：2012-2013學(xué)年浙江省紹興市第一中學(xué)高二下學(xué)期階段性考試英語(yǔ)試卷（帶解析） 題型：閱讀理解

I cheated on a unit test in math class this morning during second period with Mr. Burke. Afterward, I was too sick to eat lunch just thinking about it.
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The differences begin when fetuses(胎兒) are about mine weeks old, which can be seen in the action of children ad young as one. A boy would try to climb a barrier (障礙物) before him or push it down while a girl would attract help from others. These brain differences also explain the fact that more men take up jobs that require good spatial skills, while more women speech skills. It may all go back to our ancestors(祖先) ,among whom women needed speech skills to take care of their babies and men needed spatial skills to hunt, according to one research.
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【小題1】Which of the following is true according to the first paragraph?

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科目：高中英語(yǔ) 來(lái)源：2013-2014學(xué)年高考二輪增分增值集訓(xùn)：書(shū)面表達(dá)英語(yǔ)試卷（解析版） 題型：其他題

When we're learning a foreign language, making sense of what we hear is the first step toward fluency. It sounds obvious, but until recently, we didn't know much about how listening works. New research shows that effective listening involves more than simply hearing the words that float past our ears. Rather, it's an active process of analysing information and making meaning.

Studies of skilled language learners have identified specific listening strategies that lead to excellent comprehension. In addition to that benefit, research has shown that learners who adopt these strategies become better listeners.

So what are listening strategies? Skilled learners go into a listening activity with a sense of what they want to get out of it. They set a goal for their listening, and they make predictions about what the speaker will say. Before the talking begins, they review what they already know about the subject, and form an intention to “l(fā)isten out for”what's important. Once they begin listening, these learners maintain their focus; if their attention wanders, they bring it back to the words being spoken. They don't allow themselves to be thrown off by confusing or unfamiliar details. Instead, they take note of what they don't understand and later make inferences(推測(cè))about what those things might mean, based on other clues available to them: their previous knowledge of the subject, the identity of the speaker, and so on. All the while, skilled learners are evaluating what they're hearing and their own understanding of it. They're checking their inferences to see if they're correct.

Such strategies are all about thinking, and they produce a variety of benefits. Research indicates that such learners are better at analysing and storing new information, better at finding the best ways to practice what they have learned. Last year, for example, University of Ottawa researcher Larry Vandergrift published his study of 106 undergraduates who were learning French as a second language. Half of the students were taught in a traditional fashion, listening to and practicing texts spoken aloud. The other half, dealing with the same skill level and taught by the same teacher, were given clear instruction on how to listen. In the journal Language Learning, Vandergrift reported the results: The second group “significantly outperformed(勝過(guò))” the first one on a test of comprehension. In a 2006 study by researchers from Singapore, Chinese speakers who were learning English as a second language reported increased motivation and confidence after they were taught metacognitive strategies.

Though listening is often treated as a way to make others feel appreciated, it's also one of the most powerful tools we have to gain information and insight(洞察力).

General idea of paragraphs

Detailed information

__1.__of effective listening

It includes our hearing the words and _2._of the information to get the meaning.

The _3.__of specific listening strategies

★It will lead to excellent comprehension.

★Learners _4._them can become better listeners.

Listening strategies

★Review the _5.__fact about the subject.

★Set a goal for listening.

★__6.__the speaker's information.

★Maintain the _7.__on the words being spoken.

★Take note of the confusing details for later inferences.

★Evaluate the information being heard, the understanding of it and its __8.__.

The results of the experiment

Learners are more __9.__and confident.

_10.__

Listening can make others feel appreciated and help the listeners gain information and insight.

 

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