If you cut in line, you might just be a bad person. The queue is a regulation where the reward (the ice-cream stand/dining room/ticket booth) is earned through patience. Your choice to avoid this time-honored process will be bound to draw the anger of those you pass by, drawing remarks like “Whoa there, Chief,” the passive-aggressive “There’s a line, you know!” and of course, the incredibly common “Hey, Copernicus, why don’t you guide yourself to the back of the line?”
But, in the moment in which you really cannot wait, for example, the entire royal family has prepared a dinner party upon you last minute, then there is a way to cut the line correctly.
There are a few different ways to consider and a few different methods to employ. The regularity of the situation is very important. If you’re waiting to use the photocopier at work, you might be more likely to manage a successful cut than if you were waiting for a lifeboat on the Titanic. Sure, that might be an extreme example. But the importance of the event does matter.
For those requests in normal situations, emphasizing either the urgency of your task or the simplicity of your task proved to be effective: experimenters who said “Excuse me, I have five pages. May I use the photocopier?” had a cut rate of 60 percent and experimenters who said “May I use the photocopier because I need to make copies?” saw a success rate of 90 per cent when queuing for the copy machine.
If you have a couple of extra dollars lying around, bribing members of the line also proved to be effective. And most of the time, the person being bribed didn’t end up accepting the money, because even the offer showed that the briber had a sense of desperation.
1.Why does the author use the remarks about Chief and Copernicus in paragraph 1?
A.To illustrate the reaction from members in line. B.To encourage those who want to cut in line.
C.To praise the behavior of cutting in line. D.To provide advice which helps cut in line.
2.Which of the following is not a wise way to cut in line?
A.Giving the members in line money. B.Stating the emergency of the event.
C.Considering the regularity of the situation. D.Defending the right of cutting in line.
3.What is the best title for the text?
A.Be Patient When Queuing. B.Acceptable Ways to Cut in Line.
C.Time and Tides Waits for No Man. D.Special Rights under Emergency.
Jules is now in his sixties, and is one of the many homeless people who live on the streets; he buys a newspaper most days. Today, with his fellow tramps, he reads about yesterday's student demonstrations.
Like many of the tramps who live under the bridges, Jules was not always so poor. A long time ago he was in the Navy, and like many who have been to sea for a long time, he has stayed slim and fit. Despite the strict organization on board ship, he loved his life, and had the opportunity to see many countries. He visited Poland and Russia; in South Africa he realized what he valued in each country was the people he met. He was always astonished and delighted by the ways in which the people he met differed from one country to another. Some day, he hopes, everyone will see the world as he does.
After many happy years in the Navy, he had to retire. The good things in life always come to an end. His mother and father had long since died and he’d lost touch with his other relatives. He became an industrial designer. He was happy, although it wasn’t the same as the sea. He never wanted to get married and have children.
And then there was the period of darkness. He smiles sadly. He shrugs his shoulders and looks at his hands. There are tears in the corners of his eyes. This is something that he cannot bring himself to talk about. ''It all went wrong, '' he whispers.
He was silent for a while, then recovered. He began to talk more loudly. ''Look at me now---it makes me angry. And what about the President? He's been in power for years, and look what he's done for us. Nothing! I am still out on the streets and live the life of a dog.''
1.What can we learn about Jules’ life in the Navy？
A.He only visited three countries.
B.He enjoyed the life on board ship.
C.He was very well paid for the job he did.
D.He liked meeting people from different countries.
2.Why did Jules change his job according to the passage?
A.He wanted to start a family. B.He wanted to be near his relatives.
C.He didn't enjoy the work any more. D.He was too old to stay in the Navy
3.What is Jules's opinion of the President?
A.The President should increase pensions for old people.
B.The President had not had enough time to change things.
C.The President should have done more to help people like him.
D.The President should not allow homeless people to stay on the streets.
假设你是红星中学高二学生李华。请根据以下四幅图的先后顺序，为校刊“英语角” 投稿，记述上周端午节时，你和父母去看望爷爷奶奶，并学习了包粽子的整个过程。
注意：1.词数不少于 60； 2.开头已给出。
During Dragon Boat Festival holiday, my parents and I went to see my grandparents. We enjoyed our family time together.
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假设你是红星中学高二学生李华，你的美国笔友 Jim 来信向你询问中医的相关信息。请根据以下提示给他写封回信。
1. 中医有着悠久的历史，经过了数千年的实践和发展；
2. 中医也是一门科学，它的优点正得到越来越广泛的认可；
3. 你自己对中医的看法。
注意：词数不少于 50。
参考词汇：“中医” Traditional Chinese Medicine （TCM）
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Tips for Successful Gift Giving
Good gift giving is an art. The perfect present can lift a mood or improve a relationship. Whatever the occasion, gift giving is a social ritual that requires careful thought and consideration.1. We spoke to some experts to help us craft a simple guide to gifting.
Don’t add a small gift to a big gift. When we receive gifts in a bundle, we tend to unconsciously average out their value, so a small gift tacked onto a big one will hurt the latter’s impact. 2.
3. A dream vacation or seeing your favorite artist in concert will give you memories that last forever. Experiences often have more thought gone into them, and they create more vivid memories. We might remember the tablet that a friend or a loved one has bought us, but not as much as a two-week holiday to Florida—the memories and the emotional attachment to experiences are greater than to physical objects.
Think like the receiver. 4. That might seem obvious, but it happens far less than we'd like. People tend to use gifts as jokes, encouragements to change one’s ways, or to signal something about themselves rather than providing utility or happiness to the receiver.
Remember there’s a reason why we say that it’s the thought that counts. 5. Most people don’t want lots of money spent on them — they just want you to think about them, and that can be done in lots of easy ways.
A.Gift things you like best.
B.So there are a set of rules to follow.
C.Gift experiences rather than things.
D.Don’t forget why you are giving gifts.
E.Buy things your receiver would buy for themselves.
F.When you give others gifts, never forget to choose the expensive things.
G.When it comes to gift giving, remember that sometimes less is more.
Most people hold the belief that young people from poor families whose socio-economic backgrounds are not in bad conditions tend to do less well in the education system. In an attempt to help the children of poor families, a nationwide program called “Headstart” was started in the US in 1965. A lot of money was poured into it. It took children into pre-school institutions at the age of three and it was expected to help them succeed in education. However, the results have been disappointing, because the program began too late. Many children who entered it at three were already behind their peers in language and intelligence and the parents were not willing to get involved in the process.
To improve the results, another program was started in Missouri that concentrated on parents as the child’s first teachers. This program was based on researches showing that working with the family is the most effective way of helping children get the best possible start in life. The four-year study included 380 families who were about to have their first child and represented different social-economic status, age and family structure. The program invited many trained educators visiting and working with the parent or parents and the child. The program also gave the parents some guidance to communicate with their children, and useful skills on child development.
At the age of three, the children involved in the “Missouri” program were evaluated with the children selected from the same socio-economic background and family situations. The results were obvious. The children in the program were more advanced in language development, problem solving and other intellectual skills than their peers. They performed equally well regardless of socio-economic backgrounds or family structures. What they found through the program was that one of the most important factors that affected the child’s development was the poor quality of parent-child interaction. That interaction was not necessarily bad in poorer families.
The “Missouri” program is quite different from “Headstart” program. From what they did we can draw a conclusion: Without a similar focus on parent education and on the vital importance of the first three years, some evidence indicates that it will not be enough to overcome educational unfairness.
1.What can we learn about the “Headstart” program?
A.It helped many children from poor families to make progress.
B.It failed because the children they helped had already fallen behind.
C.It helped the children involved succeed in their education soon.
D.It succeeded in improving the intelligence of all the children.
2.We can learn from the second paragraph that the “Missouri” program ______.
A.focused on the children’s first school teachers.
B.helped the children return to the same home.
C.made the children improved in many aspects.
D.gave the parents advice on their development.
3.What does the underlined word “interaction” in Paragraph 3 probably mean?
A.Intelligence. B.Performance.
C.Education. D.Communication.
4.The last paragraph tells us that ______.
A.parents play an important role in children’s education.
B.it is impossible to overcome educational unfairness.
C.poor families cannot change the fate of their children.
D.The “Missouri” program pay more attention to the ages.
