Tom appeared on the sidewalk with a bucket of whitewash and a long-handled brush. He stopped by the fence in front of the house where he lived with his aunt Polly. He looked at it, and all joy left him. The fence was long and high. He put the brush into the whitewash and moved it along the top of the fence. He repeated the operation. He felt he could not continue and sat down.
He knew that his friends would arrive soon with all kinds of interesting plans for the day. They would walk past him and laugh. They would make jokes about his having to work on a beautiful summer Saturday. The thought burned him like fire.
He put his hand into his pockets and took out all that he owned. Perhaps he could find something to pay someone to do the whitewashing for him. But there was nothing of value in his pockets. So he put the bits of toys back into his pockets and gave up the idea.
At this dark and hopeless moment, a wonderful idea came to him. It filled his mind with a great, bright light. Calmly he picked up the brush and started again to whitewash.
While Tom was working, Ben Rogers appeared. Ben was eating an apple as he walked along the street. When he came close to Tom, he stopped.
Tom went on whitewashing. He did not look at Ben. Ben stared a moment and then said: “Hello! I’m going swimming, but you can’t go, can you?”
No answer. Tom moved his brush carefully along the fence and looked at the result with the eye of an artist. Ben came nearer. Tom’s mouth watered for the apple, but he kept on working.
Ben said, “Hello, old fellow, you’ve got to work, hey?”
Tom turned suddenly and said, “Why, it’s you, Ben! I wasn’t noticing.”
“I’m going swimming. Don’t you wish you could? But of course you’d rather work. You seem to like it very much.”
“Like it? Well, I don’t see why I shouldn’t like it. Does a boy get a chance to whitewash a fence every day?”
Ben stopped eating his apple. Tom moved his brush back and forth, stepped back to look at the result, added a touch here and there, and stepped back again. Ben watched every move and got more and more interested. Soon he said,
“Tom, let me whitewash a little.”
Tom thought for a moment, was about to agree; but he changed his mind.
“No, no, it won’t do, Ben. You see, Aunt Polly wants this fence to be perfect. It has got to be done very carefully. I don’t think there is one boy in a thousand, maybe two thousand, that can do it well enough.”
“No — is that so? Oh come, let me just try. Only just a little.”
“Ben, I’d like to, but if it isn’t done right, I’m afraid Aunt Polly ...”
“Oh, I’ll be careful. Now let me try. I’ll give you half of my apple.”
“Well, here — No, Ben, now don’t. I’m afraid ...”
“I’ll give you all of it.”
Tom gave up the brush with unwillingness on his face, but joy in his heart. And while Ben worked at the fence in the hot sun, Tom sat under a tree, eating the apple, and planning how to get more help. There were enough boys. Each one came to laugh, but remained to whitewash. And when the middle of the afternoon came, Tom had won many treasures. The fence had been whitewashed three times. If he hadn’t run out of whitewash, Tom would have owned everything belonging to his friends.
He had discovered a great law of human action that in order to make a man or a boy want a thing, it is only necessary to make the thing difficult to get.
1.Why did Tom take all his bits of toys out of his pockets?
A. Because he was tired and wanted to play with his toys.
B. Because he wanted to exchange his toys with his friends.
C. Because he wanted to give his toys to his friends.
D. Because he wanted to know if he could buy help with his toys.
2. Tom was about to agree to let Ben whitewash when he changed his mind because ______.
A. Tom wanted to do the whitewashing himself
B. Tom planned to make Ben give up his apple first
C. Tom was unwilling to let Ben do the whitewashing
D. Tom was afraid Ben couldn’t do the whitewashing well.
3.We can learn from the passage that ______.
A. Tom was fond of whitewashing the fence
B. Tom had a lot of friends who were ready to help him
C. Tom managed to let other boys do the whitewashing for him
D. Tom was better at whitewashing the fence than others
4.Which of the following is the most suitable title for this passage?
A. The Happy Whitewasher
B. Tom And His Fellows
C. Whitewashing A Fence
D. How To Make Things Difficult To Get
Are you still troubled by a disease called overactive bladder(膀胱)? Why not try TOVIAZ, a medicine used to treat adults 18 years older facing such a condition?
You are strongly advised not to take TOVIZ if you have following symptoms:
★ Your stomach empties slowly.
★ You are suffering from eye problems.
★ You’re allergic to any ingredients of TOVIAZ.
Remember the possible side effects of TOVIAZ
★ Dry mouth.
★ Constipation(便秘)
★ Dry eyes.
★ Trouble empting the bladder
Remember to ask your doctor for a complete list, since these aren’t all possible side effects of TOVIAZ.
More Detailed Instructions to take TOVIAZ:
★ Your doctor may give you the lower 4mg dose of TOVIAZ if you have severe kidney problem.
★ Take TOVIAZ with liquid and swallow the tablet whole. Do not chew, divide or crush the tablet.
★ You can take either TOVIAZ with or without food.
★ If you miss a dose of TOVIAZ, start taking it again the next day.
★ Decreased sweating and severe heat illness can occur when TOVIAZ is used in hot environments.
★ Drinking alcohol while taking TOVIAZ may cause increased sleepiness.
1.What is the main purpose of the passage?
A. To present a discovery on a scientific research.
B. To give information about a kind of medicine.
C. To teach patients ways of recovery from illness.
D. To show the importance of taking proper medicine.
2.What can be inferred from the passage?
A. There are only four possible side effects of TOVIAZ.
B. Don’t take TOVIAZ if you are allergic to its ingredient.
C. It’s unwise for people under 18 years old to use TOVIAZ
D. You may feel excited while eating TOVIAZ with alcohol.
3.Which of the statements about taking TOVIAZ is TRUE?
A. It’s OK to take it with food or without food.
B. Chew the tablet well before you swallow it.
C. Use TOVIAZ in hot environment to cure heat illness.
D. If you miss a dose, do take it right away on the same day.
Charles Dickens is often thought of as one of the greatest British writers. February 7 marked the 200th anniversary of his birthday. Yet for many, his language is old-fashioned and his stories often improbable. So why do so many people know and read Dickens today?
One reason is the British government’s insistence that every child studies a Dickens novel at school. Alongside William Shakespeare, Dickens is on every English literature school reading list.
His stories, though often long by today’s standards, are great moral tales. They are filled with colorful characters.
Earlier this month, a ceremony was held in Portsmouth, where Dickens was born. Prince Charles said at the ceremony, “Dickens used his creative genius to campaign passionately for social justice… His characterization (人物刻画) is as fresh today as on the day it was written.”
His books stand out from many other writers because of his insight into human nature. Dickens, like Shakespeare, tells us truths about human behavior. They are as true in the 21st century as they were to his readers in the 19th century.
Readers have returned to Dickens’ books again and again over the years to see what he has to say about their own times.
No surprise then that it was Dickens whom Britons turned to during the economic crisis in the last couple of years. Dickens helped them make sense of a world that was rapidly falling apart. The BBC adapted one of his less well-known novels, Little Dorrit, into a popular television drama that introduced many Brits to the novel for the first time. A dark story about greed and money, it was the perfect illustration of bad times.
As long as Dickens’s novels have something to say to modern audiences, it seems likely that he will remain one of Britain’s best-loved writers.
1. In the article, the author intends to tell us ______.
A. why Dickens’ novels still appeal to readers in modern times
B. that Dickens’ works are no longer popular among young people
C. why the British government puts Dickens on school reading lists
D. that Dickens and Shakespeare’s works are required for study at school
2.In Britain, people still read Dickens because of ______.
a) romance in his books
b) moral value in his books
c) his colorful characters
d) his insight into human nature
e) government education requirement
f) his prediction of the current economic crisis
A. abdf B. bcde C. bdef D. abed
3.We can infer from the article that ______.
A. it’s better to read Dickens in time of difficulty
B. Dickens was a great social observer of his time
C. human nature seems worse during bad times
D. Dickens’s novels are short and easy to read
4.Which of the following statements is TRUE?
A. Little Dorrit is one of Dickens’ best-known novels.
B. Dickens’ novels are of greater value during economic crisis.
C. Dickens’ works have gained more popularity than Shakespeare’s
D. Dickens’ novels are still of realistic significance to today’s world.
书面表达
This is a picture of a ballet dancer whose left foot looks shockingly different from the right one. Some even jokes that the left foot represents how elegant ballet dancers look. On the contrary, the right one reveals the nature of those dancers’ life. One can hardly imagine how much time and effort have been devoted to endless practice.
【写作内容】
请根据你对所示图片及文字的理解，写一篇150词左右的文章，要点如下：
1. 以约30个词简要描述图片的内容；
2. 以约120个词谈谈你的看法，内容包括：
（1） 图片给你的启示，并举例说明；
（2） 你最想对图片的芭蕾舞者说什么？为什么？
【写作要求】
1. 可以参照阅读材料的内容，但不得直接引用原文的句子；
2. 作文中不能出现真实的姓名和学校的名称
3. 不必写标题
【评分标准】
内容完整，语言规范，语篇连贯，词数适当
任务型阅读,请认真阅读下列短文，并根据所读内容在文章后表格中的空格里填入最恰当的单词。
注意：每个空格只填1个单词。请将答案写在答题纸上相应的横线上。
The emotional bond a child secures with its parents has a greater impact on its education than previously thought, a report suggests. The Sutton Trust study says children’s early attachment to parents has far-reaching consequences for their ability to speak, learn and think. Parents who are insecure themselves find it harder to provide children with security, it says. And the report calls for more help so parents can develop such crucial bonds. The study focuses on the application of the theory of attachment—a key theory in child developement and psychology. This says the degree to which children are secure and resilient as they grow up depends on their own early experiences with their mothers and fathers and how they have bonded.
The report from the Sutton Trust education charity, entitled Baby Bonds, makes the case that it has an important impact on children’s future educational chances as well as their emotional well-being. It is based on an analysis of more than 100 studies on the issue, including home visits and assessments and observations of children in a range of countries. The trust argues that although psychologists have been aware of attachment theory, it has not been seen by policy makers as a key influence on educational attainment. And it asks them to take this into account. The report says when babies and toddlers do not form these strong parental bonds—known as secure attachment—they are more likely to exhibit poor language and poor behavior before they reach school.
And it cites international studies which suggest this continues late into life, with insecure children more likely to leave school early or duck out of employment or training. They are also more likely to suffer from aggression, defiance and hyperactivity later in life.
The Sutton Trust says its analysis of the research suggests that about 40% of children in the UK lack a secure attachment with their parents. Lead author Sophie Moullin said that when her team looked at large scale representative studies in a number of countries they all found, from their observations, that between 38% and 42% of children suffered from poor attachment in all the different study locations. She added: “Secure attachment really helps children with emotional and social development and at school it really helps them to manage their behavior. Shouting, looking out of the window, hitting each other…These are the things that teachers will tell you that are stopping children from learning. It’s really only as we understand more about these behavior problems that we have decided that a lot of it goes back to this early bonding with parents. ”
Research director at the trust Conor Ryan said: “Better bonding between parents and babies could lead to more social mobility, as there is such a clear link to education, behavior and future employment. The educational divide emerges early in life, with a 19—month school readiness gap between the most and least advantaged children by the age of five.
This report clearly identifies the fundamental role secure attachment could have in narrowing that school readiness gap and improving children’s life chances. “More support from health visitors, children’s centers together with local authorities in helping parents improve how they bond with young children could play a role in narrowing the education gap. ”
The Sutton Trust study | |
Introduction | The study reveals children’s early attachment to parents 1._______ affects their ability to speak, learn and think. |
Method of the study | Researchers2._______ more than 100 case studies on the issue through visiting homes, assessing children and 3.________children. |
Statistics of the study | ·In the UK, only about 60% of children have a secure attachment with their parents.
·In other countries where the studies were carried out, the numbers are quite4.________. |
Negative effects of insecure 5._______ | ·A6.________ of secure parental bonding may lead to poor language and behavior for preschool children. At the age of five, the7._______ school readiness gap between children can be 19 months.
·Without secure attachment, future life difficulties such as quitting school, 8._________ from work and other emotional issues would emerge.
|
The significance of parental attachment | Better bonding between parents and babies could lead to a change in people’s social 9.________ because it narrows children’s school readiness gap and it improves children’s life chances. |
Suggestion | A10._____ effort is needed for strong parent-child bonding. |
ELMONT, N. Y. (AP)---Elmont High School senior Harold Ekeh had a plan—he would apply to 13 colleges , including all eight Ivy League schools, figuring it would help his chances of getting into at least one great school.
It worked, And then some, The teenager from Long Island was accepted at all 13 schools, and now faces his next big test: deciding where to go.
“I was stunned, I was really shocked, ”Ekeh told The Associated Press during an interview Tuesday at his home near the Belmont Park racetrack, his four younger brothers running around.
He found out last week he had been accepted to Princeton University. That made him eight for eight in the Ivy League—he had already been accepted to Yale University , Brown University, Columbia University , Cornell University , Dartmouth College, Harvard University and University of Pennsylvania. His other acceptances came from Johns Hopkins University, Massachusetts Institute of Technology, New York University, Stony Brook University and Vanderbilt University.
“We are so proud of him, ” said his mother , Roseline Ekeh.“Hard work, dedication, prayer brought him to where he is today. ”
Born in Nigeria, Harold was eight years old when his parents brought the family to the United States.
“It was kind of difficult adjusting to the new environment and the new culture, ” he said. But he saw his parents working hard, “and I took their example and decides to apply myself”
He referenced that effort in his college essay, writing, “Like a tree, uprooted and replanted, I could have withered in a new country surrounded by people and languages I did not understand. Yet, I witnessed my parents persevere despite the potential to give in. I faced my challenges with newfound zeal; I risked insults, spending my break talking to unfamiliar faces, ignoring their sarcastic remarks. ”
Harold “is tremendously focused in everything he does.” said John Capozzi, the school’s principal, “He’s a great role model. All the students and faculty are so proud of him. ”
Harold is the second Long Island student in as many years to get into all eight Ivies. Last year, William Floyd High School’s Kwasi Enim chose to go to Yale.
Harold, who has a 100. 51 grade-point average and wants to be a neurosurgeon, said he was leaning toward Yale, and had heard from Enin, offering congratulations. Like Enin, he’s likely to announce his college choice at a press conference later this month. The deadline to decide is May 1.
1.Which is closest in meaning to the underlined phrase“apply myself”?
A. Word hard. B. Write to the college.
C. Make a formal request. D. Make an adjustment.
2.Which of the following is true about Harold?
A. He was born into a Nigerian family in the US.
B. He planted a tree once he moved to the US,
C. He was always welcome and popular in his schools.
D. He paid a lot to make his way to offeres from all Ivies.
3.Harold is probably going to
A. Harvard B. Princeton C. Yale D. MIT
4.What can we infer from this passage?
A. Too many cooks spoil the soup.
B. He who laughs last laughs best.
C. One can kill two birds with one stone.
D. Chance favors only the prepared mind.
