“Who made your T-shirt?” A Harvard University student raised that question. Piertra Rivoli, a professor of business, wanted to find the answer. A few weeks later, she bought a T-shirt and began to follow its path form Texas cotton, to Chinese factory and to charity bin (慈善捐赠箱). The result is an interesting new book, The Travels of a T-shirt in the Global Economy.
Following a T-shirt around the world in a way to make her point more interesting, but it also frees Rivoli from the usual arguments over global trade. She goes wherever the T-shirt goes, and there are surprises around every corner. In China, Rivoli shows why a clothing factory, even with its poor conditions, means a step towards a better care for the people who work there. In the colorful used-clothing markets of Tanzania, she realizes that, “it is only in this final stage of life that the T-shirt will meet a real market,” where the price of a shirt changes by the hour and is different by its size and even color. Rivoli’s book is full of memorable people and scenes, like the noise, the bad air and the “muddy sweet smell of the cotton,” she says. “Here in the factory, Shanghai smells like shallow water Texas.”
Rivoli is at her best when making those sorts of unexpected connections. She even finds one between the free traders and those who are against globalization. The chances opened up by trade are vast, she argues, but free markets need the correcting force of politics to keep them in check. True economic progress needs them both.
1.What do we learn about Professor Rivoli?
A. She used to work on cotton farm.
B. She wrote a book about world trade.
C. She wants to give up her teaching job.
D. She wears a T-shirt wherever she goes.
2.By saying T-shirt “meet a real market”, Rivoli means in Tanzania _______.
A. cheaper T-shirts are needed
B. used T-shirts are hard to sell
C. prices of T-shirts rise and fall frequently
D. prices of T-shirts are usually reasonable
3.What does the word “them” underlined in the last paragraph refer to?
A. Free markets.
B. Price changes.
C. Unexpected connections.
D. Chances opened up by trade.
4.What would be the best title for the text?
A. What T-shirts Can Do to Help Cotton Farms
B. How T-shirts Are Made in Shanghai
C. How T-shirts Are Sold in Tanzania
D. What T-shirts Can Teach Us
Anyone who cares about what schools and colleges teach and how their students learn will be interested in the memoir (回忆录) of Ralph W. Tyler, who is one of the most famous men in American education.
Born in Chicago in 1902, brought up and schooled in Nebraska, the 19-year-old college graduate Ralph Tyler became hooked on teaching while teaching as a science teacher in South Dakota and changed his major from medicine to education.
Graduate work at the University of Chicago found him connected with honorable educators Charles Judd and W. W. Charters, whose ideas of teaching and testing had an effect on his later work. In 1927, he became a teacher of Ohio State University where he further developed a new method of testing.
Tyler became well-known nationally in 1938, when he carried his work with the Eight-Year Study from Ohio State University to the University of Chicago at the invitation of Robed Hutchins.
Tyler was the first director of the Center for Advanced Study in the Behavioral Sciences at Stanford, a position he held for fourteen years. There, he firmly believed that researchers should be free to seek an independent spirit in their work.
Although Tyler officially retired (退休) in 1967, he never actually retired. He served on a long list of educational organizations in the United States and abroad. Even in his 80s he traveled across the country to advise teachers and management people on how to set objectives (目标) that develop the best teaching and learning within their schools.
1.Who are most probably interested in Ralph W. Tyler’s memoir?
A. Top managers.
B. Language learners.
C. Serious educators.
D. Science researchers.
2.The words “hooked on teaching” underlined in Paragraph 2 probably mean ______.
A. attracted to teaching
B. tired of teaching
C. satisfied with teaching
D. unhappy about teaching
3.Where did Tyler work as the leader of a research center for over 10 years?
A. The University of Chicago.
B. Stanford University.
C. Ohio State University.
D. Nebraska University.
4.Tyler is said to have never actually retired because _________.
A. he developed a new method of testing
B. he called for free spirit in research
C. he was still active in giving advice
D. he still led the Eight-Year Study
Attractions in Wisconsin
Wisconsin Historical Museum
30 N. Carroll Street on Madison’s Capitol Square
Discover Wisconsin’s history and culture on four floors of exhibits. Open for public program. Admission is free.
Open Tuesday through Saturday, 9:00 am -- 4:00 pm.
(608) 264-6555 www.wisconsinhistory.org/museum
Swiss historical village
612 Seventh Ave., New Glarus
The Swiss Historical Village offers a delightful look at pioneer life in America’s heartland. 14 buildings in the village give a full picture of everyday life in the nineteenth-century Midwest.
Tue.—Fri., May 1st —October 31st , 10:00 am—4:00 pm. Admission is $20.
(608) 527-2317 www.swisshistoricalvillage.com
Artisan Gallery & Creamery Café
6858 Paoli Rd., Paoli, WI
One of the largest collections of fine arts and crafts (手工艺品) in Wisconsin. Over 5000 sp. ft. of exhibition space in a historic creamery. While visiting, enjoy a wonderfully prepared lunch at our café overlooking the Sugar River. Just minutes from Madison!
Gallery open Tue. —Sun., 10:00 am—5:00 pm.
Café open Wed. —Sat., 11:00 am —3:00 pm.
Sun. brunch with wine, 10:00—3:00 pm.
(608) 845-6600 www.artisangal.com
Christopher Columbus Museum
239 Whitney St., Columbus
World-class exhibit–2000 quality souvenirs (纪念品) marking Chicago’s 1893 World Columbian Exhibition. Tour buses are always welcome.
Open daily, 8:15 am – 4:00 pm.
(920) 623-1992 www.columbusantiquemall.com
1.Which of the following is on Capitol Square?
A. Wisconsin Historical Museum.
B. Swiss Historical Village.
C. Artisan Gallery & Creamery Café.
D. Christopher Columbus Museum.
2.Where can you go for a visit on Monday?
A. Wisconsin Historical Museum.
B. Swiss Historical Village.
C. Artisan Gallery & Creamery café.
D. Christopher Columbus Museum.
3.Where can visitors have lunch?
A. At Wisconsin Historical Museum.
B. At Swiss Historical Village.
C. At Artisan Gallery & Creamery Café.
D. At Christopher Columbus Museum.
假如你是李华,你的美国笔友peter希望来中国教书。你校现需外聘外教,请给他写封信,告知招聘信息,内容主要包括：
1.教授课程英语口语,英语写作,今日美国Britain Today,今日英国American Today
2.教课对象:高中生（至少有三年英语基础）
3.工作量：每周12学时,任选三门课；担任学生英语俱乐部或英语校报顾问（advisor）。
注意：1）词数100字左右；2）可适当增加细节，是行文连贯；3）开头语已经为你写好，不计入总次数。
Dear Peter,
I remember you told me you were interested in teaching in China.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.
Yours,
Li Hua
假定英语课上老师要求同桌之间交换修改作文，请你修改你同桌写的以下作文。文中共有10处错误，每句中最多有两处。错误涉及一个单词的增加、删除或修改。
增加：在缺词处加一个漏字符号(Λ)，并在其下面写出该加的词。
删除：把多余的词用斜线(＼)划掉。
修改：在错的词下划一横线，并在该词下面写出修改后的词。
注意：1．每处错误及其修改均仅限一词；
2．只允许修改10处，多者(从第11处起)不计分。
Lily is one of the pupils which are studying in Yangquan Primary School. One day，in her way to school，Lily found the wallet lying on the road. She picked it up and found a lot of money and a calling card in them. She thought the loser must be worried. Without the wallet，she went to a public telephone and called up on the owner. Then she waits at the bus-stop. The owner, an old lady came by taxi in a moment. Lily gave the wallet to her. The owner was very thankful that she took out a 100-yuan notes to reward Lily. But she refused it and went to school. Seeing this , the owner raised her thumb and praised Lily helping her in time again and again .
阅读下面材料，在空白处填入适当的内容（1个单词）或括号内单词的正确形式。
Today I went to a conference, 1. two students had a debate about the strengths and weaknesses of the Internet.
The first speaker talked about the positive2.(affect) of the Internet on our lives. The first is its value for people who 3.(look) for information now. For example, with the touch of a button or the click of a mouse, a student will find enough information at his or her command. The second is our ability 4. (relate) to others through the Internet and it is especially important for disabled people 5. can’t leave their homes. The 6. (two) speaker talked about the negative effects of the Internet 7.our lives. For example, some experts think that the outcome of spending too much time on the Internet is difficulty in 8.(form) social bonds. They were also quite explicit(明确的) about how heavy Internet users spend 9.(much) time with their Internet friends than their real-life friends from school and work.
Both sides presented lots of statistics to support their arguments. My own judgment is that though the Internet is beneficial, we should use our 10.( intelligent) and not be a slave to it!
