There
is a fine line between a parent who is active and open-minded and one that
doesn’t know when to let go (放手).
As my daughter, Nicole, prepares to leave home for college, I’m discovering how
hard it is to stay on the 36 side of this line. When I hold 37 the apron strings (圍裙帶)
connecting us, Nicole, eager to 38 independence, tries to loosen my grasp.
What results is a (an) 39 mother-daughter, push-me, pull-you kind
of tango.
For the past
two years, it’s gone like this:
Mother’s
question: “Have you thought of taking an advanced placement class (高階課程) so
that you can earn college credit?”
Daughter’s
40 : “No, I’m not interested in that.”
………
I bit my lip a
few times and Nicole shot me a few glares.
Two months ago,
she was 41 to a great university. However, I was
still the mother having a 42 time letting go. The night before the
introductory meeting of the university, I had read the course catalog carefully
and 43 courses which I thought looked good. We
met on the campus the next afternoon, and Nicole’s face 44 with excitement. “I have had my entire
schedule figured out,” she said. “Already?” I was astonished, 45 she should have discussed it with me. I
examined the schedule. Nicole hadn’t taken a (an) 46 one of the courses I had suggested. Every
course she had chosen 47 suited her interests. Just then I saw a
mature, capable young woman with a 48 mind and the ability to shape her future.
She no longer needed her mother 49 every decision she made. I felt proud,
though still a bit 50 .
I 51 the lessons carefully. Nicole has
struggled to learn over the past 18 years: 52 , sympathy, and hard work. There
have been a few holes along the way. 53 , she is well-equipped and eager to 54 the future. The next step, I recognized,
was mine to take: giving my daughter and myself the 55 we both needed.
36. A. left B.
right C.
either D.
each
37. A. onto B.
up C.
back D.
out
38. A. keep B.
refuse C.
taste D.
bear
39. A. awkward B.
relaxing C.
lively D.
beautiful
40. A. comment B.
word C.
concept D.
response
41. A. received B.
invited C.
treated D.
accepted
42. A. good B.
great C.
hard D.
easy
43. A. taken B.
underlined C.
offered D.
emphasized
44. A. lit up B.
built up C.
turned up D.
made up
45. A. imagining B.
thinking C.
hoping D.
adding
46. A. only B.
just C.
even D.
single
47. A. mostly B.
hardly C.
exactly D.
slightly
48. A. sharp B.
normal C.
different D.
typical
49. A. encouraging B. evaluating C.
disagreeing D.
agreeing
50. A. anxious B.
excited C.
sad D.
tense
51. A. reviewed B.
observed C.
checked D.
studied
52. A. competence B. creativity C.
responsibility D.
confidence
53. A. Therefore B.
Instead C.
Still D.
Besides
54. A. embrace B.
discover C.
determine D.
control
55. A. character B.
strength C.
relief D.
independence
Zoo
elephants don’t live as long as those in the wild, according to a study sure to
cause debate about keeping the giant animals on display. Researchers compared
the life spans of elephants in European zoos with those living in Amboseli National Park in Kenya and others working on a
timber (木材) enterprise in
Burma. Animals in the wild or in natural working conditions had life spans
twice that or more of their relatives in zoos.
Animal
care activists have urged in recent years to discourage keeping elephants in
zoos, largely because of the lack of space and small numbers of animals that
can be kept in a group.
The
researchers found that the median life span for African elephants in
European zoos was 16.9 years, compared with 56 years for elephants who died of
natural causes in Kenya’s AmboseliPark. Adding in those
elephants killed by people in Africa lowered
the median life span there to 35.9 years. For the more endangered Asian
elephants, the median life span in European zoos was 18.9 years, compared with
41.7 years for those working in the Burma Timber Enterprise. Median means half
died younger than that age and half lived longer.
There
is some good news, though. The life spans of zoo elephants have improved in
recent years, suggesting an improvement in their care and raising, but
“Protecting elephants in Africa and Asia is
far more successful than protecting them in Western zoos.”
There
are about 1,200 elephants in zoos, half in Europe,
researchers concentrated on female elephants, which make up 80 percent of the
zoo population. One amazing thing was that Asian elephants born in zoos had
shorter life spans than those brought to the zoos from the wild.
Zoos
usually lack large areas that elephants are used to in the wild, and that zoo
animals often are alone or with one or two other unrelated animals, while in
the wild they tend to live in related groups of 8 to 12 animals. In Asian
elephants, baby death rates are two to three times higher in zoos than in the
Burmese logging camps, and then, in adulthood, zoo-born animals die young.
People are not sure why.
56. What is argued in this passage?
A.
Zoo elephants don’t live as long as those in the
wild.
B.
Elephants should not be on display.
C.
Asian elephants are in danger.
D.
Asia is
far more successful protecting elephants in zoos.
57. What does the underlined word “median” mean
according to the passage?
A. Average. B. Longest. C. Shortest. D. Ordinary.
58. Which of the following is NOT the
disadvantage of keeping elephants in zoos?
A.
Limited number of relatives. B. Lack of
space.
C.
Shorter life span.
D. Less attention.
59.
Who does the writer of the passage expect to pay more attention to the issue
addressed?
A.
Zoologists. B. Zoo
Visitors. C. Animal care
activists. D. The public.
B
Teaching Boys: Developing
classroom practices that work
Amanda Keddie
and Martin Mills
Bridges the gap between theory and practice to offer a
practical and sustainable framework for teaching boys in classrooms of all
levels.
Sales points
• Teaching boys remains one of the most concerned issues
in education today
• Many books have been published analysing why
boys perform less well than girls, and why some boys struggle at school. But
they don’t show teachers what will work: this book does
• The authors offer a research-based framework for classroom strategies
that work with boys―and don’t disadvantage girls
Description
Boys’ education continues to be a focus of public anxiety
among teachers. Concern about boys’ general educational under-achievement and
the impact this under-achievement has on the boys themselves, as well as on the
broader society, continues to fuel disagreement and debate on the best approach
to take in response.
Teaching Boys provides a framework for developing practical and sustainable ways to
improve boys’ education.
The book indicates how what teachers do in the
classroom can enable boys’ academic and social outcomes. With detailed case
studies, Keddie & Mills outline a range of
practical classroom strategies that will assist teachers to meet the challenge
of teaching boys, without neglecting the girls in the process.
About the Author
Amanda Keddie is a researcher
at the University
of Queensland. Her
research interests and teaching areas focus on classroom teaching, curriculum
and educational sociology.
Martin Mills is Associate Professor in the School of Education
at the University
of Queensland. He has
written several books, and is co-author of Teachers and Schooling Making a
Difference (Allen & Unwin, 2005).
60.
The purpose of this passage is ________.
A.
to promote classroom teaching
B.
to advertising a book
C.
to analyzing boys’ academic performance
D.
to introduce two educators
61.
What problem is NOT mentioned in the passage?
A.
Boys’ general educational under-achievement and its impact.
B.
Teachers’ anxiety to teach boys.
C.
Lack of practical strategies for teaching boys.
D.
Public opinions on classroom teaching.
62. The book Teaching
Boys is intended for ________.
A.
parents B.
teachers C.
students D.
boys
63. What can we know from the passage?
A. Teachers’
concern makes the disagreement and debate on the best approach more heated.
B. Teachers’
concern brings about the disagreement and debate on the best approach.
C.
The strategies recommended by the book are of no benefit to girls.
D. Teaching boys to improve their achievement is a newly-raised issue.
C
Everyone
has heard of the San Andreas fault (斷層),
which constantly threatens California and the West Coast with earthquakes. But
how many people know about the equally serious New Madrid fault in Missouri?
Between
December of 1811 and February of 1812, three major earthquakes occurred, all
centered around the town of New Madrid, Missouri, on the Mississippi River.
Property damage was severe. Buildings in the area were almost destroyed. Whole
forests fell at once, and huge cracks opened in the ground, releasing some
strong smell chemicals.
The
Mississippi River itself completely changed character, developing sudden rapids
and whirlpools (激流和漩渦). Several
times it changed its course, and once, according to some observers, it actually
appeared to run backwards. Few people were killed in the New Madrid
earthquakes, probably simply because few people lived in the area in 1811; but
the severity of the earthquakes are shown by the fact that the shock waves rang
bells in church towers in Charleston,
South Carolina, on the coast.
Buildings shook in New York City, and clocks
were stopped in Washington,
D.C.
Scientists
now know that America’s
two major faults are essentially different. The San Andreas is a horizontal (水平的)
boundary between two major land masses that are slowly moving in opposite
directions. California
earthquakes result when the two masses make a suddenly move.
The
New Madrid fault, on the other hand, is a vertical fault; at some point,
possibly hundreds of millions of years ago, rock was pushed up toward the
surface, probably by volcanoes under the surface. Suddenly, the volcanoes
cooled and the rock collapsed, leaving huge cracks. Even now, the rock
continues to settle downwards, and sudden sinking motions cause earthquakes in
the region. The fault itself, a large crack in this layer of rock, with dozens
of other cracks that split off from it, extends from northeast Arkansas through
Missouri and into southern Illinois.
Scientists
who have studied the New Madrid fault say there have been numerous smaller
quakes in the area since 1811; these smaller quakes indicate that larger ones
are probably coming, but the scientists say they have no method of predicting
when a large earthquake will occur.
64. This passage is mainly about ________.
A.
the New Madrid fault B.
the San Andreas
C.
the causes of faults D.
current scientific knowledge about faults
65. Which of the following pictures best
describes the type of the New Madrid fault?
A.
B.
.
C. D.
66. This passage implies that ________.
A.
horizontal faults are more dangerous than vertical faults
B.
vertical faults are more dangerous than horizontal faults
C. a
lot of people would die if the 1811 New Madrid earthquakes happened today
D.
the volcanoes that caused the New Madrid fault are still alive.
D
(Mr Jones, the owner of a farm, was one day driven out of
the farm by all the animals he raised. The animals were excited to be free and
independent. More important, they were masters of their own and, of course,
their farm. Animals made seven rules of their own and Snowball painted them on
the wall.)
1.
Whatever goes upon two legs is an enemy.
2.
Whatever goes upon four legs, or has wings, is a
freind.
3.
No animal shall wear clothes.
4.
No animal shall sleep in a bed.
5.
No animal shall drink alcohol.
6.
No animal shall kill any other animal.
7.
All animals are equal.
It was very
neatly written, and except that “friend” was written “freind”
and one of the “S’s” was the wrong way round, the spelling was correct all the
way through. Snowball read it aloud for the benefit of the others. All the
animals nodded in complete agreement, and the cleverer ones at once began to
learn the Commandments by heart.
“Now, comrades,” cried Snowball, throwing
down the paintbrush, “to the hayfield! Let us make it a point of honor to get
in the harvest more quickly than Jones and his men could do.”
But at this
moment the three cows, who had seemed uneasy for some time past, let out a loud
lowing. They had not been milked for twenty-four hours, and their udders were
almost bursting. After a little thought, the pigs sent for buckets and milked
the cows fairly successfully, their trotters (蹄子)
being well adapted to this task. Soon there were five buckets of frothing
creamy milk at which many of the animals looked with considerable interest.
“What is going to happen to all that
milk?” said someone.
“Jones used sometimes to mix some of it
in our food,” said one of the hens.
“Never mind the milk, comrades!” cried
Napoleon, placing himself in front of the buckets. “That will be attended to.
The harvest is more important. Comrade Snowball will lead the way. I shall
follow in a few minutes. Forward, comrades! The hay is waiting.”
So the animals
trooped down to the hayfield to begin the harvest, and when they came back in
the evening it was noticed that the milk had disappeared.
67.
Who is the leader of the animals?
A.
Snowball. B. Jones. C. Napoleon.
D. Cows.
68.
When does the story take place?
A. In
spring. B.
In summer. C. In fall. D. In
winter.
69.
What can we infer from the story?
A. The animals
are having a revolution.
B. The animals
are doing a play.
C. The animals
don’t think they are equal.
D. The animals
will live a harmonious life.
70.
Who is indicated as the animals’ enemy?
A. The
chicken. B. The
human being. C. The
cow. D.
The pig.
Going up to
university to study for a degree means you have decided to study
professionally, rather than as an amateur; so being a student is now your
profession for at least the next four years.
This involves a
change of attitude in many ways. Now, instead of taking several subjects, you
have chosen one major subject because you find it interesting and worth
exploring further. You also have before you the goal of getting a degree. The
degree and the stages you have to pass through to achieve it give you
motivation. You are no longer forced to stay in school all day, and apart from
your class time, you organize your own time and place for studying.
Another change
is in the relationship with those who teach you. You are there to study
actively rather than to be taught passively. Your teachers may or may not urge
you, but they do want you to share their interest in the subject and they want
you to succeed. If you get work back with a poorer mark than you expected and
with various criticisms, don’t feel discouraged by this; if you don’t
understand what is wrong and how to improve, ask your teacher to explain and
don’t be satisfied until you do understand.
Professionalism
involves training and practicing. Some activities, like reading, note-taking,
speaking and discussing are basic to studying. Make sure you can do these
effectively. You have to use time well, and practice to improve your skills.
Effective
reading is part of your training. Since it is a learned skill we can change the
way we did since in primary school and relearn it. Learn how to read fast―how
to read with your eyes rather than your throat, how to ignore words like “of”
and “the”, and how to keep what you read.
You take notes
in class for yourself, not for anyone else, so make your notes easy to read,
economical and pleasing to the eye. Vary the arrangement on the page to suit
the material (diagrams, columns, underlining), use colored pens for different
topics to catch the eye and make things stand out. Work out your own shorthand
speedwriting.
Group
discussions give you a chance to train your ability to express yourself. Don’t
be the non-speaking member of the group. Take an active part in the discussion.
In the future you are almost certainly going to have to be good at speaking, so
get into the way of talking about your subject now. This is actually more fun
than sitting being silently uncomfortable. Nobody will think what you say is
foolish. Everyone will be thankful not to face embarrassed silence.
2. What’s the
relationship between the two speakers?
Daughter’s
40 : “No, I’m not interested in that.”
Animal
care activists have urged in recent years to discourage keeping elephants in
zoos, largely because of the lack of space and small numbers of animals that
can be kept in a group. 
The
Mississippi River itself completely changed character, developing sudden rapids
and whirlpools (激流和漩渦). Several
times it changed its course, and once, according to some observers, it actually
appeared to run backwards. Few people were killed in the New Madrid
earthquakes, probably simply because few people lived in the area in 1811; but
the severity of the earthquakes are shown by the fact that the shock waves rang
bells in church towers in 
w.w.w.k.s.5.u.c.o.m
（ ）
15．“打鬼燒書圖”是19世紀末流傳于山東的反洋教斗爭宣傳畫，從中我們可以獲得的準確信息是 （ ）
材料三：我國部分省區(qū)商品糧基地圖：