He left ________any of his friends _________ him _________.
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A．with; seeing; of |
B．without; seeing; off |
C．without; see; / |
D．with; see; out |
COLUMBUS, Ohio—The heart operation taking place in the pale-green operating room at the Ohio State University Medical Center was unusual. The patient, a 62-year-old man, was made to sleep, tied with blue drapes（消毒帷帘）and lying face up on a narrow table. But no one was touching him.
Instead, the operation was being performed by a robot, whose three metal arms went through pencil-sized holes in the man’s chest. At the ends of the robot’s arms were tiny metal fingers, with turning wrists, which held a tiny instrument, a light and a camera. The robot’s arms and fingers were controlled by Dr. Randall K. Wolf, sitting at a computer in a corner of the operating room about 20 feet away.
This sort of operation, heart surgeons say, is the start of what may be the biggest change in their profession since heart bypass surgery（心脏搭桥手术）began nearly 30 years ago. “The reason we make cuts is that we have big hands,” said Dr. Wolf, the director of the surgery at Ohio State. The robot’s dainty fingers, no longer than a nail on the small finger, at the end of the long sticks could work better.
Eventually, surgeons believe, most heart surgery will be done by robots whose arms are put in through pencil-sized holes punched in patients’ chests. Instead of directly staring into a patient’s body, surgeons will view magnified images of the operation on computer screens. In theory, the doctor would not have to be in the same room, or even the same country, as the patient.
1.In this passage, the underlined word “dainty” means ______.
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A．weak |
B．small |
C．fat |
D．quick |
2.According to the passage, the reason that most operations require large cuts is that ______.
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A．patients have large organs |
B．surgeons have large hands |
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C．large cuts take less time |
D．large cuts cost less money |
3.The main idea of this passage is that heart surgery by robots ______.
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A．is quicker than surgery done by doctors |
B．may replace surgery done by doctors |
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C．is a new and risky procedure |
D．was developed at Ohio State University |
4.Based on the information in this passage, all of the following conclusions are true EXCEPT ______.
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A．Robot surgery is being developed at Ohio State |
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B．Robot surgery will be used on many patients in the near future |
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C．All doctors at Ohio Sate develop new surgical techniques |
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D．Many hospitals will eventually offer robot surgery to patients |
Recently a group of children in America poured some gasoline on a sleeping man and set him on fire. When caught, the children said they had done what they’d seen on TV.
The incidents make people angry who believe that American children are harmed by watching too much TV. They claim children can’t tell between the fiction of TV and reality, and TV distracts them from learning and makes them violent.
To estimate the impact of TV on young people, “Life” magazine hires a company to interview hundreds of school children in Nora Springs, Iowa and in Dallas, Texas. Although the two cities are very different, the company finds children in each city watch the same TV shows.
Many Iowa children, who watch an average of three hours of TV a day, recognizing that life on TV is rosier than what they experience. Their favourite shows are situation comedies about American families in trouble. Many boys like violent shows about police detectives or heroes, girls particularly soap operas-stories about families and friends.
On the whole, children find real violence on news programs hard to take. “If you see a bus crash on the news, it’s frightening,” one fifth grader says. By and large, the Iowa children agree that the best thing about TV is it makes you laugh.
Children in Dallas are savvier about programs of drug use on TV. “They don’t really show them doing it right. On TV they are not real.” A fifth grader says.
“Life” agrees with a 1988 study by the U. S Department of education that finds children are none the worse for watching TV. The study finds TV doesn’t have lasting effect on children. On the contrary, kids show good judgment about what they watch. “There are very few good shows on TV anymore,” a 10-year-old boy says.
While the debate about TV is so heated, the “Life” survey gives hope that American kids aren’t wasting three or four hours a day (what is worse, by the time young people enter college today, they will have devoted more time to watching television than they will spend in college). However, a child watching TV isn’t reading a good book or joining in healthful sports.
1.The main idea of the passage is .
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A．children who watch more TV are smarter than those who watch only one hour a day |
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B．children learn about drugs from watching TV |
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C．watching too much TV can cause children to go out and kill people |
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D．children learn from TV and can tell reality from what they see on it |
2.Children who see real violence on TV news programs .
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A．change the channel to watch other programs |
B．live in Iowa or Texas |
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C．are sometimes upset and scared |
D．think TV gives a very positive image of friendship |
3.Children who enter college today .
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A．usually cause the satisfaction of the society |
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B．think life on TV is happier than their life at home |
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C．have spent more time watching TV than they will spend in college |
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D．watch most the same TV shows as children in Dallas |
4.The “Life” survey of children’s TV habits .
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A．concludes that watching up to seven hours a day of TV is good for children |
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B．agrees with the U.S. Department of Education study that finds few negative effects from watching TV |
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C．concludes that there aren’t any good shows on TV any more |
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D．concludes that children shouldn’t pour gasoline on sleeping man |
This year some twenty-three hundred teenagers (young people aged from 13-19) from all over the world will spend about ten months in U. S. homes. They will attend U.S. schools, meet U.S. teenagers, and form impressions of the real America. At the same time, about thirteen hundred American teenagers will go to other countries to learn new languages and gain a new understanding of the rest of the world.
Here is a two-way student exchange in action. Fred, nineteen, spent last year in Germany with George’s family. In turn, George’s son Mike spent a year in Fred’s home in America.
Fred, a lively young man, knew little German when he arrived, but after two months’ study, the language began to come to him. School was completely different from what he had expected-much harder. Students rose respectfully when the teacher entered the room. They took fourteen subjects instead of the six that are usual in the United States. There were almost no outside activities.
Family life, too, was different. The father’s word was law, and all activities were around the family rather than the individual(个人). Fred found the food too simple at first. Also, he missed having a car. “Back home, you pick up some friends in a car and go out and have a good time. In Germany, you walk, but you soon learn to like it.”
At the same time, in America, Mike, a friendly German boy, was also forming his idea. “I suppose I should criticize (批评) American schools”, he says. “It is far too easy by our level. But I have to say that I like it very much. In Germany we do nothing but study. Here we take part in many outside activities. I think that maybe you schools are better in training for citizens. There ought to be some middle ground between the two.”
1.This year _____ teenagers will take part in the exchange programme between America and other countries.
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A．over three thousand |
B．thirteen hundred |
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C．twenty three hundred |
D．less than two thousand |
2.The whole exchange programme is mainly to _____.
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A．have teen-agers learn new languages |
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B．send students in America to travel in Germany |
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C．help teen-agers in other countries know the real America |
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D．let students learn something about other countries |
3.Fred and Mike agreed that _____.
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A．American food tasted better than German food |
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B．Americans and Germans were both friendly |
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C．German schools were harder than American schools |
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D．There were more cars on the streets in America |
4.What is particular in American schools is that _____.
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A．students go outside to enjoy themselves in a car |
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B．there are a lot of after-school activities |
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C．students usually take fourteen subjects in all |
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D．there is some middle ground between the two teaching buildings |
5.After experiencing the American school life, Mike thought _____.
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A．German schools trained students to be better citizens |
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B．a better education should include something good from both America and Germany |
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C．American schools were not as good as German schools |
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D．the easy life in the American school was more helpful to students |
Reading to oneself is modern activity which was almost unknown to the learned in the early days of the history, while during the fifteenth century the term “reading” undoubtedly meant reading aloud. Only during the nineteenth century did silent reading become popular.
One should be careful, however, of supposing that silent reading came about simply because reading aloud is distraction（分散注意力）to others. Examination of reasons connected with the historical development of silent reading shows that it became the usual mode of reading for most adult reading tasks mainly because the tasks themselves changed in character.
The last century saw a gradual increase in literacy（读写能力）and thus in the number of readers. As readers increased, so the number of listeners dropped, and thus there was some reduction in the need to read aloud. As reading for the benefit of listeners grew less common, so came the popularity of reading as a private activity in such public places as libraries, trains and offices, where reading aloud would disturb other readers in a way.
Towards the end of the century there was still heated argument over whether books should be used for information or treated respectfully, and over whether the reading of material such as newspapers was in some way mentally weakening. Indeed this argument remains with us still in education. However, whatever its advantages, the old shared literacy culture had gone and was replaced by the printed mass media on the one hand and by books and magazines for a specialized readership on the other.
By the end of the century students were being advised to have some new ideas of books and to use skill in reading them which were not proper, if not impossible, for the oral reader. The social, cultural, and technological developments in the century had greatly changed what the term “reading” referred to.
1.Why was reading aloud common before the nineteenth century?
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A．Because silent reading had not been discovered. |
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B．Because few people could read for themselves. |
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C．Because there were few places for private reading. |
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D．Because people depended on reading for enjoyment. |
2.The development of silent reading during the nineteenth century showed .
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A．a change in the nature of reading |
B．a change in the position of literate people |
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C．an increase in the number of books |
D．an increase in the average age of readers |
3. Educations are still arguing about .
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A．the amount of information provided by books and newspapers |
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B．the importance of silent reading |
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C．the value of different types of reading material |
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D．the effects of reading on health |
4.What is the writer of this passage attempting to do?
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A．To show how reading methods have improved. |
B．To encourage the growth of reading. |
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C．To change people’s way to read. |
D．To explain how present-day reading habits developed. |
In the city of Fujisawa, Japan, lives a woman named Atsuko Saeki. When she was a teenager, she 36 of going to the United States. Most of what she knew about American 37 was from the textbooks she had read. “I had a 38 in mind: Daddy watching TV in the living room, Mummy 39 cakes and their teenage daughter off to the cinema with her boyfriend.”
Atsuko 40 to attend college in California. When she arrived, however, she found it was not her 41 world. “People were struggling with problems and often seemed 42 ,” she said. “I felt very alone.”
One of her hardest 43 was physical education. “We played volleyball.” she said. “The other students were 44 it, but I wasn’t.”
One afternoon, the instructor asked Atsuko to 45 the ball to her teammates so they could knock it 46 the net. No problem for most people, but it terrified Atsuko. She was afraid of losing face 47 she failed.
A young man on her team 48 what she was going through. He walked up to her and 49 , “Come on. You can do that”
“You will never understand how those words of 50 made me feel…Four words: You can do that. I felt like crying with happiness.”
She made it through the class. Perhaps she thanked the young man; she is not 51 .
Six years have passed. Atsuko is back in Japan, working as a salesclerk. “I have 52 forgotten the words.” she said. “When things are not going so well, I think of them.”
She is sure the young man had no idea how much his kindness 53 to her. “He probably doesn’t even remember it,” she said. That may be the lesson. Whenever you say something to a person cruel or kind—you have no idea how long the words will 54 . She’s all the way over in Japan, but still she hears those four 55 words: You can do that.
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