強(qiáng)化訓(xùn)練六主旨大意題(二)(A)Whenlearningaforeignlanguage,mostpeoplefallbackontraditionalmethods:reading,writing,listeningandrepeating.Butifyoualsogesturewithyourarmswhilestudying,youcanrememberthevocabularybetter,evenmonthslater.Linkingawordtobrainareasresponsibleformovementstrengthensthememoryofitsmeaning.AsneuroscientistBrianMathiasandhiscolleaguesdescribedintheJournalofNeuroscience,theyhad22German-speakingadultslearnatotalof90inventedartificialwords(suchas“l(fā)amube”for“camera，”and“atesi”for“thought”)overfourdays.Whilethetestsubjectsfirstheardthenewvocabulary,theyweresimultaneously(同時地)shownavideoofapersonmakingagesturethatmatchedthemeaningoftheword.Whenthewordwasrepeated,theyweresupposedtoperformthegesturethemselves.Fivemonthslater,theywereaskedtotranslatethevocabularytheyhadlearnedintoGermaninamultiple-choicetest.Atthesametime,theyhadadeviceattachedtotheirheadsthatsentweakpulsestotheirprimarymotorcortex(皮層)—thebrainareathatcontrolsvoluntaryarmmovements.Whentheseinterfering(干擾)signalswereactive,thesubjectsfoundithardertorecallthewordsaccompaniedbygestures.Whenthedevicesentnointerferingsignals(butstillappearedtothesubjectstobeactive),theyfounditeasiertorememberthewords.Theresearchersconcludedthatthemotorcortexcontributedtothetranslationofthevocabularylearnedwithgestures.Thisappliedtoconcretewords,suchas“camera”，aswellasabstractones,suchas“thought”．“Ourresultsprovideevidenceforwhylearningtechniquesthatinvolvethebody'smotorsystemshouldbeusedmoreoften，”saysMathias.“Ithinkweunderusegestureinourclassrooms.Peopleuseitspontaneously(自發(fā)地),ifthey'regoodteachersandgoodlisteners.Butwedon'tnecessarilybringitintotheclassifwedon'tthinkaboutit.”1．Whatwerethesubjectsrequiredtodointhetest?A．Repeatwhatothersubjectsdescribe.B．Followwhatthepersoninthevideodid.C．Matchthevocabularywithrelativepictures.D．Translatethevocabularyintoaforeignlanguage.2．Whywerepulsessenttothesubjects'motorcortex?A．Tocontroltheirbodymovements.B．Toshelterotherinterferingsignals.C．Toidentifythefunctionofthemotorcortex.D．Toconfirmtheabstractthoughtsintheirmind.3．WhatisBrianMathias'expectationoftheresearch?A．Itwillbecarriedoutmorefrequently.B．Itwillinvolvemoreconcreteobjects.C．Itwillbeappliedtoclassroomteaching.D．Itwillmotivatehiscolleaguestoparticipate.4．Whatisthebesttitleforthetext?A．GoodLearningTechniquesMatterMoreB．RepeatingStrengthensMemoryC．BodyLanguageBettersCommunicationD．GesturesHelpLearnNewWords(B)OftenwhenwethinkoftakingsometimeoutandhavingalittleR&R,theimagethatcomestomindisthatofbeingverystillwiththeaimofmovingaslittleaspossible.Rest,wehavecometolearn,meanssittingdown,puttingourfeetupandunburdeningourselves.Thisisallgoodandwell,andasaworkingmotheroftwo,IcompletelyappreciatethephysicalexhaustionthatcomesfromstandingliterallyforhoursfollowedbythecoolwaveofreliefthatradiatesfromthesolesofmyfeetupwardswhenIfinallysitdown.Whatisabetterwaytodothatthanadayspentdoingnothing?Sowhy,then,doIstillfindmyselfexhaustedintheevening?I'vedonehardlyanyphysicalactivityatall,andhowcanIpossiblybethistired?Theanswer,Irealized,isdowntothefactthatIwasn'tgettingenoughcognitiverest.Surfing,textingandansweringemails,engagingwithpeopleonline,thenewscycleandtheendlessworries,allofthiscantakeplacewhileapersonisfullycurleduponthesofainpajamas.Allthesethingsinhibitusfromreceivingenoughmentalrest.IcaughtupwithCBTtherapistCharlotteLuscombewhosharedwithmetheimportanceofswitchingoffmentallyaswellasphysically.Sheexplains,“Wecanbephysicallystillandrestingbutthatdoesnotmeanourbodiesareinarelaxedstate.Ourmindscancontinuetoraceandcancauseanxietywhendoingso.”AndwhatsuggestionsdoesCharlottehaveforbusy-mindedindividualslikeme?“Activerest，”shetellsme.“Activitiesthathelpyoutoengageyourmindcanhelpyoutorelaxevenifyouarephysicallydoingsomething,asthisencouragescognitiverest.Theycanbeyoga,walking,reading,coloringetc.Evendoingsomethingactivewithyourmindengagedwillbemorerestfulthansittingdownbutworryingforhours.”5．Whatisparagraph1mainlyabout?A．Themannerofsitting.B．Thecommonsenseofrest.C．Thedefinitionofastilllife.D．Thephysicaltiredness.6．Whatdoestheunderlinedword“inhibit”inparagraph3mean?A．Protect.B．Prevent.C．Separate.D．Save.7．Howcanabusy-mindedpersonstaymorerelaxedaccordingtoCharlotte?A．Interactingonline.B．Doingnothingathome.C．Focusingonreading.D．Goingtoatherapist.8．Whatwouldbethebesttitleforthistext?A．HowtoCorrectlySitDownB．HowtoTimelyDealwithWorriesC．HowtoProperlyRestYourBrainD．HowtoFullyEngageYourMind[答題區(qū)]題號12345678答案強(qiáng)化訓(xùn)練六主旨大意題（二）（A）【語篇解讀】本文是一篇說明文。文章主要說明大多數(shù)人都實(shí)行傳統(tǒng)的方法學(xué)習(xí)一門外語：讀、寫、聽和重復(fù)。但是假如在學(xué)習(xí)的同時加上手勢動作，可以更好地記憶詞匯。1．答案與解析：B細(xì)微環(huán)節(jié)理解題。依據(jù)其次段中的“Whilethetestsubjectsfirstheardthenewvocabulary,theyweresimultaneously（同時地）shownavideoofapersonmakingagesturethatmatchedthemeaningoftheword.Whenthewordwasrepeated,theyweresupposedtoperformthegesturethemselves.”可知，測試對象被要求重復(fù)視頻里的人所做的手勢。故選B。2．答案與解析：C推理推斷題。依據(jù)第三段中的“Theresearchersconcludedthatthemotorcortexcontributedtothetranslationofthevocabularylearnedwithgestures.”可推斷，發(fā)送脈沖是為了確認(rèn)運(yùn)動皮層的功能。故選C。3．答案與解析：C推理推斷題。依據(jù)最終一段中的“Ithinkweunderusegestureinourclassrooms.”可推斷，BrianMathias認(rèn)為這一探討可以運(yùn)用于課堂教學(xué)。故選C。4．答案與解析：D標(biāo)題歸納題。依據(jù)第一段內(nèi)容并結(jié)合全文可知，文章主要說明大多數(shù)人都實(shí)行傳統(tǒng)的方法學(xué)習(xí)一門外語：讀、寫、聽和重復(fù)。但是假如在學(xué)習(xí)的同時加上手勢動作，可