题干

根据首字母提示或汉语意思填空,使短文意思通顺,结构完整。
   When I was young, I studied hard all the time. But ____ u_________,my grades were low and I nearly lost ____ (信心) _________in myself .
  My father was worried about it .He took me to the garden .Pointing to two rows of trees ,he asked me ,"Do you know what trees they are ?" I watched ____ c_________ and answered, "They are poplars and gingkoes. " My father asked me to ____ c_________ poplars with gingkoes and find out the____ (不同) _________ between them .It’s very clear that poplars are much____ t_________ than the gingkoes.
   My father told me the two rows of trees ____ (种)_________ at the same time . While being planted , they were as tall as each other .With the same sunlight ,the same water and the same care, but why are the poplars so tall and the gingkoes are so ____ s_________?
I stood there without ____ s_________ a word . Then my father said ,"Boy ,you know ,the valuable things often grow up slowly."
I knew what my father meant by saying so .From then on, I studied harder and harder .And my grades ____ i_________ greatly .Three years later ,I succeeded in entering Beijing University .

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答案(点此获取答案解析)

unluckily,confidence,carefully,compare,differences,taller,were planted,small,saying,improved

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阅读理解

    Do equations and historical( 历史的) facts give you a headache? A change in the school timetable(课程表) may be the cure.

    This  suggestion  is  based  on  a  recent  study  carried  out  by  scientists  from  Royal  Holloway, University of London, the UK. They found that teenagers could get higher marks in math if they studied in the mornings and better grades in history if they were taught in the afternoons.

    The researchers studied students' grade reports, class timetables and absence rates( 缺席率) at a middle school in Bulgaria over nine years. The results showed that when teenagers had math classes earlier in the day, they scored about 7 percent higher in tests than when taught in the afternoon. Lower-ability students feel stressed most when they were studying math in the afternoon. In history, students taught in the afternoon scored about 6 percent higher than when they were taught in the morning. However, there was no sign that similar patterns( 模 式 ) work for other subjects such as languages or geography.

    Velichka Dimitrova, who did the study, said the findings show that we perform( 表 现 ) better at different times of the day. “In the morning, our brains are better and fresher, so we are better at doing something like problem solving, where we require more speed and attention” Dimitrova told The Telegraph. “In the afternoon, it seems that this process slows down. On the other hand, history is more suitable for the afternoon, when we are more creative and open to discussion,” she said. Subjects such as foreign languages require both memory and creativity. This is perhaps why the time of day had no influence on language learning.

    Time-of-day influences such as these are believed to have something to do with the body clock.

    This is the system in our bodies that controls when we need to sleep. Some schools in the US and UK have tried later school starting times for teenagers, whose body clocks change as they grow into adults. Dimitrova believes schools should jump at this chance to improve their students' performance just by changing their timetables.