During his life Dr James Naismith worked as a doctor, taught P.E and wrote several books. While he never thought it very important, Dr Naismith is today best known for one thing. He was the inventor of basketball.
Dr James Naismith was born in Canada in 1861 and his first job was at a special sports school in the USA. One day the school principal told James he was having a problem with the students. Because of heavy snow, the students could not go outside. He told James that they needed a sport the boys could play indoors and gave the teacher two weeks to think of something.
It was on the very last day that James came up with his idea. The “birth of basketball” is said to be on December 21, 1891, when two teams from the school played the first game. It was quite different from the basketball games of today. It had 9 players on each team and footballs were used instead of basketballs. Soon after, the game changed to 5 players on each side, using special “basketballs” through nets.
Although Dr Naismith did not live to see basketball become the worldwide game it is today, in 1936, just three years before his death, basketball became an Olympic sport at the Games in Berlin.
1.
Which of the following things did Dr James Naismith NOT do?
A. Teach P.E in school. B. Write some books.
C. Work at a hospital. D. Take part in the Olympic Games.
2.
In which season did Dr Naismith invent basketball?
A. Summer. B. Winter. C. Spring. D. Autumn.
3.
Why is December 21 thought to be the birthday of basketball?
A. It was on this day that Dr Naismith came up with his idea for basketball.
B. It was the day on which Dr Naismith was born.
C. It was the day on which Dr Naismith was asked by his boss to invent a new game.
D. It was on this day that the first game of basketball was played.
4.
At the time of Dr Naismith’s death, which of the following was true?
A. Basketball was already a worldwide game.
B. Basketball was played with 9 players on each side.
C. Basketball was an Olympic sport.
D. Basketball was still played using footballs.
Why should I teach my children history? That sounds like a stupid question to even ask. But, as I hear different home schooling teachers discuss history, I get the idea that there may be different reasons for teaching history. Let me briefly explain the three good reasons for studying history and two bad reasons for studying history.
The major reason I see for studying history is that we can learn from the past. I am convinced that the world would be a much better place if more people understood the successes and failures of the past and the things that made these successes and failures. However, as the unfortunately true statement goes "the one thing we seem to learn from history is that we don't seem to learn from history." Perhaps at least in teaching history to my children I can do a small part in changing this.
A second major reason for studying history is that it is hard to understand the current political climate in the absence of an understanding of its historical context. We cannot even understand why we are and where we are without history, much less (更不必说) try to figure out where we are going or how we should get where we want to be.
I teach my children history, for one more reason. I purchased a set of historical audio (录音机) tapes for our children. My seven-year-old son listened to them over and over. It was my hope that he would become inspired by the accomplishments of people like the Wright brothers to accomplish things by himself. I think that it is good that we celebrate the accomplishments of people like Martin Luther King Jr. if, in doing so, young people are called on to stand for the principles that he stood for and accomplish what he accomplished. I also think that by studying people like Adolph Hitler, people can learn to stand against the things that he stood for.
1.
What message can we get from the underlined sentence in Paragraph 2?
A. Many people aren't clever enough to learn well from the past.
B. Many people fail to make good use of history and make the same mistakes.
C. Many people feel it hard to understand history.
D. Many people have no interest in studying history.
2.
In Paragraph 3, the author shows that history is useful because ___________.
A. it makes the current political situation go smoothly
B. it helps us realize the importance of historical events
C. it helps us understand why things are the way they are
D. it helps people accept the present situation where they live
3.
What would be talked about in the following paragraph?
A. How to teach history effectively.
B. Some negative reasons for studying history.
C. How to get more people to study history.
D. Some bad historical figures.
4.
The main purpose of this passage is to ____________.
A. inspire the parents to teach their children history
B. show the importance of history in politics
C. explain the reasons why children study history
D. introduce the writer’s own way of teaching history
Once upon a time there was a wise man that used to go to the ocean to do his writing. He had a habit of walking on the beach before he began his work.
One day he was walking along the shore. As he looked down the beach, he saw a human figure moving like a dancer. He smiled to himself at the thought that someone would dance on the beach. So he began to walk faster to catch up.
As he got closer, he saw that it was a young man and the young man wasn’t dancing, but instead he was reaching down to the shore, picking up something and very gently throwing it into the ocean.
As he got closer he called out, “Good morning! What are you doing?”
The young man paused, looked up and replied, “Throwing starfish in the ocean.” “I guess I should have asked, why are you throwing starfish in the ocean?” “The sun is up and the tide is going out, and if I don’t throw them in they’ll die.”
“But, young man, don’t you realize that there are miles and miles of beach and starfish all along it. You can’t possibly make a difference!”
The young man listened politely, then he bent down, picked another starfish and threw it into the sea, past the breaking waves and said, “It made a difference for that one.”
There is something very special in each and every one of us. We have all been gifted with the ability to make a difference. And if we can know that gift, we will gain through the strength of our visions the power to shape the future.
We must each find our starfish. And if we throw our starfish wisely and well, the world will be better.
1.
One day, the wise man saw the young man .
A. dancing along the beach B. walking with a dancer
C. picking up starfish for sale D. trying to save as many starfish as possible
2.
Near the end of the passage, “something very special” refers to .
A. the gifts from friends B. the strength of making decision
C. our own starfish D. the ability of shaping one’s own future
3.
From the last two paragraphs, we can learn that .
A. the wise man realized something new and important
B. the wise man thought it was foolish of the young man to throw starfish into the ocean
C. the young man had the ability to make a difference
D. it is necessary for us to save starfish on the beach
4.
The writer told this story in order to show us .
A. how and where we can write a good article
B. everyone can do something for the future
C. wise men are sometimes stupid
D. young people are actually wiser than old people
Hello, Shanghai!
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Shanghai is hosting the 2010 World Expo with the theme: “Better City, Better Life.” The Expo is a window to the world. Haibao, the mascot, will guide you around the Expo Park. |
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The World Has Come to You. Join the Trip to the Pavilions! (场馆) |
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Pavilions |
What’s inside? |
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China Pavilion |
Coloring the Future Red The first stop is the China Pavilion. As the largest national pavilion, it has three floors. There are three parts. Footprint in the East on the top floor shows the changes in Chinese cities. Journey of Wisdom on the second floor shows the China’s four great inventions. Blossoming（绽放的）City on the ground floor shows what future cities will look like. The China Pavilion is painted in seven different red colors. It makes the pavilion look red at different times of day. |
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UK Pavilion |
Life Begins Here You will see a “World Bank” of seeds: There are 60,000 seeds in the UK Pavilion. They are from seed banks in the UK and Kunming in China. If you can’t go to Shanghai, you can find out all about the UK Pavilion at its website online at: http://ukshanghaiexpo. com/ home. php. |
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Norway Pavilion |
A Green Pavilion Norway is the best country for living in the world. At the Shanghai World Expo, you’ll find out what it means to be “powered by nature”. When the sun shines, the roof collects solar energy. The Norway Pavilion uses this energy for electricity. You can also learn about how green energy like the sun, wind and wave power is used to make air cleaner in cities. |
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Visit Expo from Your Home Don’t have enough time or money to visit the World Expo in Shanghai? Check the official website Expo Online, at www. Expo 2010. cn. It has two main parts. One is a site tour. The other is Expo Carnival（嘉年华）. You will feel like you’re enjoying the real Expo Park. Why not check it out? |
1.
Which part of the China Pavilion should people go to if they are interested in the four great inventions?
A. The ground floor. B. The second floor. C. The third floor. D. The top floor.
2.
What is the typical feature of the UK Pavilion?
A. People can see it on line. B. It is the largest national pavilion.
C. People can see 60,000 seeds here. D. All the seeds are from the UK.
3.
Which of the following can best explain the meaning of “a green pavilion”?
A. A pavilion using green energy. B.A pavilion painted in green.
C. A pavilion with more sunshine. D. A pavilion with cleaner air.
阅读下面短文，掌握其大意，然后从各题所给的A、B、C、D四个选项中，选出最佳选项。
阅读下面短文，掌握其大意，然后从36-55各题所给的四个选项（A,B,C和D）中，选出最佳选项。
My friend Monty Roberts told me a story about a young boy. One day at school, the boy was asked to write a paper 36 what he wanted to be and do when he grew up.
That night he wrote a seven – paper 37 his dream of owning a farm. He put a great deal of his 38 into the paper and the next day he handed it in to his 39 . Two days later he received his paper back. On the 40 page was a large red F with a 41 that read, “See me after class.” The boy went to see the teacher after class and asked, “ 42 did I receive an F?” The teacher said, “This is an unrealistic dream for a young boy like 43 . Owning a farm requires a lot of money. There’s no 44 a young man could ever do it.” Then the teacher added, “ 45 you will rewrite this paper, I will reconsider your 46 .”
The boy went home and 47 about it long and hard. Finally, after a week, he turned in the 48 paper, making no changes.
Monty then said, “I tell you this story because you are sitting in my farm. I 49 have that school paper over fireplace.” He added, “The 50 part of the story is that two summers ago the same schoolteacher 51 30 kids to camp out on my farm. When the teacher was 52 , he said, ‘Look Monty, I can tell you this now. When I was your teacher, I was something of a dream 53 . During those years I stole a lot of kids’ dreams. 54 you had enough courage not to 55 yours.”
Don’t let anyone steal your dreams. Follow your heart, no matter what…
1.
A. in B. at C. for D. about
2.
A. giving B. taking C. describing D. making
3.
A. opinion B. thought C. soul D. heart
4.
A. classmate B. teacher C. father D. writer
5.
A. front B. middle C. back D. last
6.
A. word B. note C. paper D. letter
7.
A. What B. Where C. Why D. How
8.
A. you B. me C. him D. them
9.
A. road B. way C. method D. idea
10.
A. Now B. Although C. Since D. If
11.
A. work B. idea C. grade D. advice
12.
A. thought B. write C. spoke D. read
13.
A. new B. same C. different D. second
14.
A. never B. again C. even D. still
15.
A. first B. biggest C. best D. most
16.
A. brought B. took C. carried D. found
17.
A. arriving B. leaving C. moving D. reaching
18.
A. stealer B. maker C. lover D. leader
19.
A. Unluckily B. Generally C. Finally D. Fortunately
20.
A. take up B. make up C. give up D. break up
Mary couldn’t remember when she first met Mr. Anderson, but she was sure it was _____ Sunday because everybody was at _______ church.
A. /; the B. the; / C. a; / D. /; a
