Several recent studies have found that being randomly assigned(分配) to a roommate of another race can lead to increased tolerance but also to a greater likelihood (可能性) of conflict.
Recent reports found that lodging with a student of a different race may decrease prejudice and force students to engage in more ethnically diverse friendships.
An Ohio State University study also found that black students living with a white roommate saw higher academic success throughout their college careers. Researchers believe this may be caused by social pressure.
In a New York Times article, Sam Boakye – the only black student on his freshman year floor -said that "if you're surrounded by whites, you have something to prove."
Researchers also observed problems resulting from pairing interracial students in residences.
According to two recent studies, randomly assigned roommates of different races are more likely to experience conflicts so strained that one roommate will move out.
An Indiana University study found that interracial roommates were three times as likely as two white roommates to no longer live together by the end of the semester.
Grace Kao, a professor at Penn said she was not surprised by the findings. "This may be the first time that some of these students have interacted, and lived, with someone of a different race," she said.
At Penn, students are not asked to indicate race when applying for housing.
"One of the great things about freshman housing is that, with some exceptions, the process throws you together randomly," said Undergraduate Assembly chairman Alec Webley. "This is the definition of integration (融合)."
"I've experienced roommate conflicts between interracial students that have both broken down prejudices and reinforced prejudices," said one Penn resident advisor (RA). The RA of two years added that while some conflicts "provided more multicultural acceptance and melding (融合)," there were also " cultural conflicts."
The RA said that these conflicts have also occurred among roommates of the same race.
Kao said she cautions against forming any generalizations based on any one of the studies, noting that more background characteristics of the students need to be studied and explained.
1.What can we learn from some recent studies?
A.Conflicts between students of different races are unavoidable.
B.Students of different races are prejudiced against each other.
C.Interracial lodging does more harm than good
D.Interracial lodging may have diverse outcomes.
2.What does Sam Boakye's remark mean?
A.White students tend to look down upon their black peers
B.Black students can compete with their white peers academically
C.Black students feel somewhat embarrassed among white peers during this year
D.Being surrounded by white peers motivates a black student to work harder to succeed.
3.The Indiana University study implies that______.
A.interracial roommates are more likely to part
B.roommates of different races just can't get along
C.few white students like sharing a room with a black peer
D.assigning students’ lodging randomly is not a good policy
4.What does Alec Webley consider to be the “definition of integration”?
A.Students of different races are required to share a room
B.Interracial lodging is arranged by the school for freshmen.
C.Lodging is assigned to students of different races without exception.
D.The school assigns roommates without regard to race.
I am a writer. I spend a great deal of my time thinking about the power of language—the way it can evoke(唤起) an emotion, a visual image, a complex idea, or a simple truth. Language is the tool of my trade. And I use them all—all the Englishes I grew up with.
Born into a Chinese family that had recently arrived in California, I’ve been giving more thought to the kind of English my mother speaks. Like others, I have described it to people as “broken” English. But feel embarrassed to say that. It has always bothered me that I can think of no way to describe it other than “broken”, as if it were damaged and needed to be fixed, as if it lacked a certain wholeness. I’ve heard other terms used, “limited English,” for example. But they seem just as bad, as if everything is limited, including people’s perceptions(认识) of the limited English speaker.
I know this for a fact, because when I was growing up, my mother’s “limited” English limited my perception of her. I was ashamed of her English. I believed that her English rejected the quality of what she had to say. That is because she expressed them imperfectly her thoughts were imperfect. And I had plenty of evidence to support me: the fact that people in department stores, at banks, and at restaurants did not take her seriously, did not give her good service, pretended not to understand her, or even acted as if they did not hear her.
I started writing fiction in 1985. And for reasons I won’t get into today, I began to write stories using all the Englishes I grew up with: the English she used with me, which for lack of a better term might be described as “broken”, and what I imagine to be her translation of her Chinese, her internal(内在的) language, and for that I sought to preserve the essence, but neither an English nor a Chinese structure: I wanted to catch what language ability tests can never show; her intention, her feelings, the rhythms of her speech and the nature of her thoughts.
1.By saying “Language is the tool of my trade”, the author means that ________.
A.she uses English in foreign trade
B.she is fascinated by languages
C.she works as a translator
D.she is a writer by profession
2.The author used to think of her mother’s English as ________.
A.impolite B.amusing
C.imperfect D.practical
3.Which of the following is TRUE according to Paragraph 3?
A.Americans do not understand broken English.
B.The author’s mother was not respected sometimes.
C.The author’s mother had positive influence on her
D.Broken English always reflects imperfect thoughts.
4.The author gradually realizes her mother’s English is ________.
A.well structured B.in the old style
C.easy to translate D.rich in meaning
5.What is the passage mainly about?
A.The changes of the author’s attitude to her mother’s English.
B.The limitation of the author’s perception of her mother.
C.The author’s misunderstanding of “limited” English.
D.The author’s experiences of using broken English.
When students and parents are asked to rate subjects according to their importance，the arts are unavoidably at the bottom of the list. Music is nice, people seem to say, but not important. Too often it is viewed as entertainment, but certainly not an education priority（优先）. This view is shortsighted. In fact, music education is beneficial and important for all students
Music tells us who we are. Because music is an expression of the beings who create it, it reflects their thinking and values, as well as the social environment it came from. Rock music represents a lifestyle just as surely as does a Schubert song. The jazz influence that George Gershwin and other musicians introduced into their music is obviously American because it came from American musical traditions. Music expresses our character and values. It gives us identity as a society.
Music provides a kind of perception(视角) that cannot be acquired any other way. Science can explain how the sun rises and sets. The arts explore the emotive（情感的）meaning of the same phenomenon. We need every possible way to discover and respond to our world for one simple but powerful reason: No one way can get it all.
The arts are forms of thought as powerful in what they communicate as mathematical and scientific symbols. They are ways we human beings “talk” to each other. They are the language of civilization through which we express our fears, our curiosities our hungers, our discoveries, our hopes. The arts are ways we give form to our ideas and imagination so that they can be shared with others. When we do not give children access to an important way of expressing themselves such as music, we take away from them the meanings that music expresses.
So music education is far more necessary than people seem to realize.
1.According to paragraph 1, students ________.
A.regard music as a way of entertainment
B.disagree with their parents on education
C.view music as an overlooked subject
D.prefer the arts to science
2.In Paragraph 2, the author uses jazz as an example to ________.
A.compare it with rock music
B.show music identifies a society
C.introduce American musical traditions
D.prove music influences people’s lifestyles
3.According to the passage, the arts and science ________.
A.approach the world from different angles
B.explore different phenomena of the world
C.express people’s feeling in different ways
D.explain what it means to be human differently
4.What is the main idea of the passage?
A.Music education deserves more attention.
B.Music should be of top education priority.
C.Music is an effective communication tool.
D.Music education makes students more imaginative.
He was the baby with no name. Found and taken from the north Atlantic 6 days after the sinking of the Titanic in 1912, his tiny body so moved the salvage（救援）workers that they called him “our baby. ” In their home port of Halifax, Nova Scotia, people collected money for a headstone in front of the baby's grave, carved with the words: “To the memory of an unknown child. ” He has rested there ever since.
But history has a way of uncovering its secrets. On Nov. 5, this year, three members of a family from Finland arrived at Halifax and laid fresh flowers at the grave. “This is our baby,” says Magda Schleifer, 68, a banker. She grew up hearing stories about a great-aunt named Maria Panula, 42, who had sailed on the Titanic for America to be reunited with her husband. According to the information Mrs. Schleifer had gathered, Panula gave up her seat on a lifeboat to search for her five children -- including a 13-month-old boy named Eino from whom she had become separated during the final minutes of the crossing. "We thought they were all lost in the sea," says Schleifer.
Now, using teeth and bone pieces taken from the baby's grave, scientists have compared the DNA from the Unknown Child with those collected from members of five families who lost relatives on the Titanic and never recovered the bodies. The result of the test points only to one possible person: young Eino. Now, the family sees: no need for a new grave. "He belongs to the people of Halifax," says Schleifer. "They've taken care of him for 90 years. "
Adapted from People, November 25, 2002
1.The baby travelled on the Titanic with his___________.
A.mother B.parents C.aunt D.relatives
2.What is probably the boy's last name?
A.Schleiferi B.Eino. C.Magda. D.Panula.
3.Some members of the family went to Halifax and put flowers at the child's grave on
Nov. 5__ .
A.1912 B.1954 C.2002 D.2004
4.This text is mainly about how______________.
A.the unknown baby's body was taken from the north Atlantic
B.the unknown baby was buried in Halifax, Nova Scotia
C.people found out who the unknown baby was
D.people took care of the unknown baby for 90 years
Remembering names is an important social skill. Here are some ways to master it.
Recite and repeat in conversation.
When you hear a person’s name，repeat it. Immediately say it to yourself several times without moving your lips. You could also repeat the name in a way that does not sound forced or artificial.
Ask the other person to recite and repeat.
You can let other people help you remember their names. After you’ve been introduced to someone，ask that person to spell the name mad pronounce it correctly for you. Most people will be pleased by the effort you’re making to learn their names.
Admit you don’t know.
Admitting that you can’t remember someone’s name can actually make people relaxed. Most of them will feel sympathy if you say. “I’m working to remember names better. Yours is right on the tip of my tongue. What is it again?”
Use associations.
Link each person yon meet with one thing you find interesting or unusual. For example，you could make a mental note:“Vicki Cheng -- tall, black hair.” To reinforce your associations, write them on a small card as soon as possible.
Limit the number of new names you learn at one time.
When meeting a group of people, concentrate on remembering just two or three names. Free yourself from remembering every one. Few of the people in mass introductions expect you to remember their names. Another way is to limit yourself to learning just first names. Last names can come later.
Go early.
Consider going early to conferences, parties and classes. Sometimes just a few people show up on time. That's fewer names for you to remember. And as more people arrive, you can hear them being introduced to others—an automatic review for you.
1.How will most people feel when you try hard to remember their names?
A.They will be moved. B.They will be annoyed.
C.They will be delighted. D.They will be discouraged.
2.When you meet a group of people, it is better to remember __
A.all their names B.a couple of names first
C.just their last names D.as many names as possible
3.What does the text mainly tell us?
A.Tips on an important social skill.
B.Importance of attending parties.
C.How to make use of associations.
D.How to recite and repeat names.
阅读下面短文，掌握其大意。然后从各题所给的选项中，选出最佳选项，并在答题卡上将该项涂黑。
The three youths leaned over the metal rails along the sea-wall and watched a few fishermen pull in their nets. About thirty metres away, a boat pulled alongside the slippery steps leading _________ to the sea.
“Hey, look!” exclaimed(惊叫) Rahim. “Those two men are _________ heavy rocks. I thought we no longer do muscle labour in this technological _________.”
“You do not _________ a crane(起重机) to unload less than a dozen rocks, do you?” smiled Joshua.
“But those men do not _________ to have muscles at all,” said Michael, rather surprised. Joshua smiled.
“They are _________ labourers who know how to spread the weight of the rocks they_________. See how the man positions the rock just at the slope of his _________. Some of the rock’s weight is set _________ his head, some on the right hand and some on the left hand. His body isn’t bent. His legs are well ______________.”
“You’re right, Josh. He may have a small build, ______________ he certainly well knows his job. Dear me! And to think we have been studying ______________!” Rahim thought about all that was happening. Suddenly, he said, “Technology won’t ______________ the human being completely, it appears.”
“I don’t think it will.” ______________Joshua. “You can harvest a crop of potatoes or wheat with one of those large, multi-purpose tractors, but you ______________ use that equipment to harvest tea leaves and tomatoes, will you?”
“You can get a computer to ______________ multiple-choice assessments, but you cannot get the computer to produce or assess essays, can you?” asked Michael.
“Well, the washing machine leaves my shirt collar quite as ______________ as ever — that’s domestic technology for you!” said Rahim.
“One day, perhaps, there won’t be anybody ______________ who can carry a large rock the way those men do. It’s not going to be a very ______________ world, I’m afraid.” sighed Michael.
“You’re too much of a pessimist(悲观主义者), Mike.” said Joshua. “____________will always be other things that will make the world exciting.”
1.A.through B.across C.down D.up
2.A.loading B.unloading C.covering D.uncovering
3.A.way B.revolution C.process D.era
4.A.ask B.expect C.attempt D.hope
5.A.happen B.fail C.have D.seem
6.A.ambitious B.experienced C.potential D.energetic
7.A.take B.fetch C.carry D.bring
8.A.shoulder B.back C.chest D.arms
9.A.on B.against C.toward D.under
10.A.supported B.grasped C.placed D.strengthened
11.A.but B.however C.so D.therefore
12.A.chemistry B.physics C.biology D.psychology
13.A.control B.affect C.remove D.replace
14.A.agreed B.proposed C.refused D.denied
15.A.can’t B.mustn’t C.won’t D.needn’t
16.A.point out B.take out C.hand out D.print out
17.A.dirty B.clean C.old D.new
18.A.caught B.arranged C.left D.convinced
19.A.exciting B.mysterious C.technological D.modern
20.A.That B.This C.They D.There
