Reward methods are an everyday occurrence in our classrooms. More than ever, a great number of incentive(激勵(lì)) programs have been created to help teachers manage behavior, and motivate learners. However, there is evidence that in the long run, reward systems don’t work.

Many people believe that rewards can help students develop a reason to do better. However, this approach fails to address why children are unable to be successful in the first place. When a student who dislikes math frequently behaves badly in class, a simple and easy way to deal with the behavior might be to offer him a reward for not misbehaving. Yet this would do nothing to solve his real problem—which is his attitude towards math.

On the other hand, rewards can’t last forever. So what happens when they stop? Many experiments suggest once the rewards stop, people go back to behaving as they did before.

Some people might counter that. It may be true that students won’t positively work once we stop rewarding them, but at least they will have worked more than they otherwise would have! Unfortunately, there is another more surprising consequence of rewards that we need to consider: Rather than create motivation, they can actually decrease motivation.

In a classic study, some kindergarteners who enjoyed drawing with markers were observed in a classroom with different activities available. They were broken into two groups. Everyone in the first group was told that he or she could win an attractive certificate by drawing a picture with markers. Each was eager to get the certificate and drew a picture. Children in the second group were also encouraged to draw but didn’t get a certificate. After a delay of about two weeks, when the markers again appeared in the classroom but no certificate was promised, the children in the first group used the markers about half as much as children in the second group. Apparently, rewards actually made them enjoy drawing less.

What we really want is for students to take responsibility for their own learning. When much of the focus is on performance outcome, it can stop the development of self-motivation. The ‘self-determination theory’ claims all human beings will succeed when our basic, inborn, and emotional needs are met. By providing appropriate support and opportunities, we can help to meet the needs of all students and therefore increase their motivation.

1.The author mainly argues that ________.

A. students should be responsible for their learning

B. incentive programs help to solve real problems

C. motivation plays an important role in learning

D. reward methods for students are ineffective

2.The underlined word “counter” in Paragraph 4 probably means ________.

A. suspect

B. oppose

C. detail

D. confirm

3.In Paragraph 5, the author uses the example to show that ________.

A. rewards keep interest

B. children enjoy awards

C. children are changeable

D. rewards reduce motivation

4.The author persuades readers to accept his argument mainly by ________.

A. questioning the results of classic studies

B. comparing strengths with weaknesses

C. pointing out the problems with reward systems

D. giving examples of badly-behaved students

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科目：高中英語(yǔ) 來(lái)源：黑龍江省哈爾濱市2017屆高三下學(xué)期第三次模擬考試英語(yǔ)試卷 題型：完形填空

Learning a second language fuels children’s intelligence and makes their job prospects brighter. _______ the fact is, in U.S.A, as in many other English speaking countries, speakers of two or more languages are in the ______. Eighty-four per cent of US people are monolingual (speakers of only one language). This leaves a small number who ______ to speak two or more languages.

No matter how proud people are of their cultural roots, to speak anything ______ English is a marker of difference here. That’s why fourteen-year-old Umar is ______ when people comment on the fact that he is able to speak Arabic. Umar’s mother points out: “In U.S.A, it’s not ______ for kids to be bilingual. But, if you speak another language to your children in U.S.A, it is thought that you are not helping them to ______ society.”

But in fact, the general ______ among experts is that learning a second language is good for children. Experts believe that bilinguals – people who speak ______ languages – have a clear learning advantage ____ their monolingual schoolmates. This ______ on how much of each language they can speak, not on which language is used, ______ they are learning Arabic, French, Chinese or any other language.

Vinss Millon, a professor of Foreign Language Training, says: “A lot of studies have ______ that children who speak more than one language sometimes learn one language more ______, but in the end they do as well as their monolingual schoolmates, and often better, in other subjects.”

The view is that there is a(n) ______ from the effort of learning another language. A few other _______ agree that “Bilinguals tend to use language better as a whole. They also ______ greater creativity and problem-solving ability, and they learn further languages more easily”.

With all of the benefits, why do we not show more ______ for learning other languages? Parents and teachers ______ in bilingual education say it is pressure from friends at school, general ______ to other languages in English-speaking countries, and problems in the school system that are to blame.

1.A. And B. So C. But D. Thus

2.A. minimum B. maximum C. minority D. majority

3.A. claim B. pretend C. decide D. plan

4.A. more than B. less than C. rather than D. other than

5.A. excited B. embarrassed C. disappointed D. appreciated

6.A. common B. unusual C. unique D. general

7.A. fit in B. build up C. contribute to D. figure out

8.A. distinction B. commission C. announcement D. agreement

9.A. one B. two C. three D. more

10.A. beneath B. beyond C. over D. of

11.A. determines B. focuses C. comments D. depends

12.A. if B. whether C. when D. because

13.A. rejected B. released C. revealed D. reminded

14.A. slowly B. rapidly C. easily D. efficiently

15.A. outcome B. improvement C. advantage D. tendency

16.A. parents B. learners C. schoolmates D. professors

17.A. display B. produce C. inspire D. discover

18.A. concern B. respect C. enthusiasm D. intelligence

19.A. involved B. impressed C. competing D. replacing

20.A. opinions B. obstacles C. senses D. attitudes

闂佺粯鍔楅幊鎾诲吹椤斿彞娌柡鍥╁仧绾惧鎮楅悷鐗堟拱闁哄棴绲鹃敍鎰熼崗鑲╃崶

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科目：高中英語(yǔ) 來(lái)源：安徽省宿州市2016-2017學(xué)年高一下學(xué)期期末考試英語(yǔ)試卷 題型：閱讀理解

What is body language? Body language is a term used to describe the method of communication using body movements or gestures instead of spoken language or other communication. Body language also includes many movements that most people pay no attention to, such as winking(眨眼)and slight movements of the eyebrows and other facial expressions.

Perhaps body language is one of the most powerful forms of human expression, which makes up 50% or more of what we are communicating to other persons. If you wish to communicate effectively, besides the words, you can use your body to say what you mean.

Also, body language is one of the easiest ways for you to tell what’s really going on in a conversation with another person. The body language that you observe from other people will tell you whether or not those people are telling you the truth, or whether there is something more that’s not being said. Watch, look and observe. Sometimes you can tell more by a person’s body language than his words.

Besides, body language can be used for all sorts of things, such as showing confidence and winning respect in any situation. You can use body language to make people less nervous and make friends quickly persuaded and influenced.

1.What’s the man idea of Paragraph 1?

A. The definition of body language.

B. The importance of body language.

C. The occasions to use body language.

D. The ways to understand body language.

2.Which of the following is true of body language?

A. It’s always noticed by talked in conversations.

B. It’s more powerful than words in communication.

C. It’s the easiest way to make people less nervous.

D. It’s helpful to tell the real meaning behind words.

3.Why are people advised to observe the body language?

A. To show confidence.

B. To communicate easily.

C. To draw more attention.

D. To understand properly.

4.Which are people advised to observe the body language?

A. Sports and Education.

B. Diet and Health.

C. Language and Culture.

D. Science and Technology.

闂佺粯鍔楅幊鎾诲吹椤斿彞娌柡鍥╁仧绾惧鎮楅悷鐗堟拱闁哄棴绲鹃敍鎰熼崗鑲╃崶

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科目：高中英語(yǔ) 來(lái)源：天津市和平區(qū)2016-2017學(xué)年高二下學(xué)期期末質(zhì)量調(diào)查英語(yǔ)試卷 題型：單項(xiàng)填空

______, we should sleep at sleep at least 8 hours a day, but in practice we sleep less than that.

A. In fact B. In theory

C. On average D. In particular

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科目：高中英語(yǔ) 來(lái)源：四川省2017屆高三下學(xué)期第二次適應(yīng)性考試英語(yǔ)試卷 題型：短文改錯(cuò)

假定英語(yǔ)課上老師要求同桌之間交換修改作文，請(qǐng)你修改你同桌寫的以下作文。文中共有10處語(yǔ)言錯(cuò)誤，每句中最多有兩處。每處錯(cuò)誤僅涉及一個(gè)單詞的增加、刪除或修改。

增加：在缺詞處加一個(gè)漏字符號(hào)（∧），并在其下面寫出該加的詞。

刪除：把多余的詞用斜線（＼）劃掉。

修改：在錯(cuò)的詞下劃一橫線，并在該詞下面寫出修改后的詞。

注意：1.每處錯(cuò)誤及其修改均限一詞;

2.只允許修改10處，多者（從第11處起）不計(jì)分。

Nowadays more and more Chinese go to work with bicycle, leaving their cars at home. Why are so many people riding bicycles to work? They have different reason for it.

First, bicycles do not use up any fuel. Therefore, they cost less than other means of transport. Besides, bicycles do not need many space on the road, and it is easily to find a place for it. And everybody knows that riding a bicycle is healthy sport.

When people drive their cars to work or shop, they lost the chance to exercise, but the waste gas from the cars will pollute the air. And moreover, people feel annoying when looking for a parking lot in the busy city center. So I prefer riding a bicycle to drive a car.

We are looking forward to a cleaner and better environment by changing our life style.

闂佺粯鍔楅幊鎾诲吹椤斿彞娌柡鍥╁仧绾惧鎮楅悷鐗堟拱闁哄棴绲鹃敍鎰熼崗鑲╃崶

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科目：高中英語(yǔ) 來(lái)源：河南省鶴壁市2016-2017學(xué)年高二下學(xué)期第一次月考英語(yǔ)試卷 題型：短文填空

This is a story of a little girl and her grandmother. One day, I was looking for medicine in a store1.I saw an old woman with a little girl in her arms. The little girl asked her grandmother, " 2.do you think about a brand new face cream that is supposed3.(reduce) laugh lines?" The grandmother just laughed and said, "Sweetie, I am 80 years old. I 4. (learn) to love all my laugh lines. I have 5. (actual) earned every one of them. "Then just to prove her point, she laughed again and amused 6.granddaughter. The laughter of the little girl and the old woman mixed together with a sound 7. was as musical and beautiful as an angel's song.

I left the store feeling a lot 8. (good) about all the laugh lines I had earned in my own life. I remembered all the beautiful faces I had seen 9. the years. Their beauty is ageless no matter how old they are. May you have a time in your life earning10.most attractive laugh lines.

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科目：高中英語(yǔ) 來(lái)源：河北省卓越聯(lián)盟2016-2017學(xué)年高二下學(xué)期第三次月考英語(yǔ)試卷 題型：書面表達(dá)

假設(shè)你是李華，請(qǐng)你給你的美國(guó)筆友Tom寫一封電子郵件，介紹你校最近舉辦的“校園創(chuàng)客作品展評(píng)”（Makers on Campus）活動(dòng)。要點(diǎn)如下：

1.目的：提升學(xué)生的創(chuàng)新意識(shí)；

2.展出作品：創(chuàng)意新穎的發(fā)明、設(shè)計(jì)及文學(xué)作品；

3.活動(dòng)情況：同學(xué)們積極參加，活動(dòng)很成功。

注意：1.詞數(shù)100左右；

2.可以適當(dāng)增加細(xì)節(jié)，以使行文連貫。

Dear Tom,

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________

Yours,

Li Hua

闂佺粯鍔楅幊鎾诲吹椤斿彞娌柡鍥╁仧绾惧鎮楅悷鐗堟拱闁哄棴绲鹃敍鎰熼崗鑲╃崶

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科目：高中英語(yǔ) 來(lái)源：福建省莆田市2016-2017學(xué)年高一下學(xué)期第一次月考英語(yǔ)試卷 題型：完形填空

Once there was an old farmer, with a horse which was almost as old as himself. He_____one morning with his young son, _____the horse before it died. Father and son walked, _____the farmer did not want the horse to be_____. ?

They met two men on the road_____said: “Why are you walking, farmer? You have a horse. It's_____to market.” The farmer knew that this was_____, so he rode on the horse, _____his son walked. ?

Then they met two old ladies. “_____are you doing up there, farmer? Can't you______how tired your boy is?” ______the farmer got down, and his son rode______. ?

______, three old men stopped them. One said: “Why are you walking, farmer?______. It's too hot for an old man like you to walk today.” So the farmer got up______his son, and they______. ______, a young woman passed them. “Why aren't you walking?” she asked. “It isn't______to market. Give your poor old horse a rest.”

So the farmer, and his son, got down______. ?

It is a fact that you cannot please______the people all the time.

1.A. set down B. set up C. set out D. set

2.A. selling B. buying C. to buy D. to sell

3.A. so B. that C. because D. when

4.A. very tired B. too tired C. quite tired D. tiring

5.A. which B. who C. as D. where

6.A. a long way B. a short way C. the right way D. the wrong way

7.A. real B. true C. truly D. really

8.A. as B. when C. while D. during

9.A. What B. How C. Why D. When

10.A. notice B. watch C. look D. see

11.A. Because B. As C. For D. So

12.A. thus B. yet C. instead D. either

13.A. First B. Finally C. Near D. Next

14.A. Sit down B. Sit up C. Get up D. Get down

15.A. behind B. after C. beside D. above

16.A. walked on B. rode on C. moved on D. drove on

17.A. Some time later B. A moment ago C. In no time D. At once

18.A. near B. long C. far      　 D. short

19.A. once again B. on their own C. the other day D. all the same

20.A. both B. each of C. all D. none of

闂佺粯鍔楅幊鎾诲吹椤斿彞娌柡鍥╁仧绾惧鎮楅悷鐗堟拱闁哄棴绲鹃敍鎰熼崗鑲╃崶

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科目：高中英語(yǔ) 來(lái)源：內(nèi)蒙古（東校區(qū)）2016-2017學(xué)年高二下學(xué)期期末考試試卷英語(yǔ)試卷 題型：完形填空

One day, a professor entered the classroom and asked his students to prepare for a surprise test. They waited anxiously at their desks for the test to begin. The professor _____________the question papers, with the text facing down as usual. ___he handed them all out, he asked his students to ___the page and begin. To everyone's surprise, there were no ___just a black dot (點(diǎn)) in the center of the page. The professor, seeing the expression on everyone's face, told them the following:

“I want you to write what you ___there.”

The students, ___, got started on the inexplicable (令人費(fèi)解的) task.

At the end of the class, the professor ___all the answer papers and started reading each one of them aloud in front of all the students. All of them, with no ___, described the black dot, trying to explain its position in the middle of the sheet, etc. After all had been ___, the classroom was silent, the professor began to explain:

"I'm not going to grade this. I ___wanted to give you something to think about. No one wrote about the __ part of the paper. Everyone focused on the black dot, and the same happens in our __. We have a white paper to observe and __, but we always focus on the dark spots. Our life is a __ given to us with love and care and we always have ____to celebrate: nature renewing itself every day, our friends around us, the job that ____ our livelihood(生計(jì)) and the miracles we see every day.

__, we insist on focusing only on the dark spots: the health issues that bother us, the lack of money, the ___relationship with colleagues, the ___with a friend, and etc.

The dark spots are very ___compared to everything we have in our lives, but they are the ones that pollute our minds. "

1.A. handed out B. turned up C. referred to D. pointed at

2.A. Since B. Until C. If D. After

3.A. fold B. turn C. open D. use

4.A. exercises B. choices C. questions D. excuses

5.A. .remember B. imagine C. study D. see

6.A. surprised B. confused C. curious D. displeased

7.A. collected B. finished C. marked D. selected

8.A. excuse B. doubt C. exception D. explanation

9.A. said B. answered C. returned D. read

10.A. also B. just C. even D. finally

11.A. big B. black C. beautiful D. white

12.A. lives B. classrooms C. colleges D. studies

13.A. send B. keep C. enjoy D. show

14.A. burden B. gift C. pressure D. lesson

15.A. reasons B. time C. freedom D. festivals

16.A. threatens B. ruins C. provides D. changes

17.A. However B. Therefore C. Besides D. Moreover

18.A. close B. complicate C. special D. strong

19.A. stay B. contact C. satisfaction D. disappointment

20.A. dark B. round C. small D. dirty

闂佺粯鍔楅幊鎾诲吹椤斿彞娌柡鍥╁仧绾惧鎮楅悷鐗堟拱闁哄棴绲鹃敍鎰熼崗鑲╃崶

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