Steve, a 12-year-old boy, had been failing since first grade. He generally went ___... until he joined Miss White’s class.
“You all did pretty well,” she told the ___as she went over the test results, “ ___one boy, and it breaks my heart to tell you this, but ...” She hesitated, looking at Steve.
“The ___boy in the seventh grade is failing my class.” Steve ___his eyes and carefully examined his fingertips.
After that, Steve refused to do his ___. Miss White was very ___and tried to encourage him to study.
“Give yourself a ___! Don’t give up on your life!” Miss White told him, yet it didn’t ___.
Then one day, she said, “Steve! Please! I care about you!”
___, Steve got it. Someone cared about him.
He spent the whole afternoon thinking about what he should do. Arriving at his house after school, feeling determined, he headed to his bedroom to ___.
Monday morning, Miss White gave a ___on the weekend homework. Steve ___through the test, and was the first to hand in his paper. Miss White looked it over in total ___. The smartest boy in the seventh grade had just ___his first test.
From that moment, nothing was the same for Steve. He discovered that not only could he learn, but he was ___it.
After high school, Steve joined the Navy. During his naval career, he ___many young people who might not have believed in themselves if he hadn’t believed in them first.
Miss White saved one boy who ___changing many lives.
You see, it’s simple, really. A(n) ___can take place within the heart of one boy, all because of one teacher, who ___.
1.A. unchallenged B. unaccompanied C. unnoticed D. unpunished
2.A. class B. staff C. colleagues D. parents
3.A. in addition to B. except for C. instead of D. regardless of
4.A. laziest B. richest C. happiest D. smartest
5.A. opened B. closed C. raised D. dropped
6.A. research B. homework C. projects D. presentations
7.A. impressed B. surprised C. anxious D. embarrassed
8.A. chance B. break C. choice D. reward
9.A. stop B. work C. matter D. happen
10.A. Luckily B. Gradually C. Naturally D. Suddenly
11.A. study B. sleep C. cry D. play
12.A. question B. lesson C. quiz D. review
13.A. hurried B. lived C. broke D. saw
14.A. fear B. shock C. relief D. anger
15.A. attended B. designed C. passed D. failed
16.A. ready for B. responsible for C. tired of D. good at
17.A. persuaded B. taught C. met D. inspired
18.A. put up B. gave up C. ended up D. took up
19.A. problem B. change C. recovery D. improvement
20.A. cares B. believes C. understands D. remembers
Why do we read poetry? First obvious one: because we enjoy it. 1.But that's not why this is here.
Many of us read poetry simply because we often feel depressed and hopelessly lost, and in poetry we see how beautiful and strange everything is. 2.
There are many different kinds of poems. They are not all calming. Some poems make me anxious, angry, scared, and sad, which is why I value them.3.I want the sweet and the bitter. Often, I read poetry when I'm already relaxed. In fact, I read more when I'm not stressed out.
Here are the main reasons I respond to poetry, as far as I can tell. 4.Usually, this is done by setting up a rhythm and then violating it or almost violating it. And then returning to it again. This satisfies my desire for order and also my desire for testing boundaries.
Poetry plays with language. It often slams words together in surprising ways, which is thrilling the way food can be when the chef has paired ingredients you never thought would taste good together but somehow do.
5.Words mean two or three things at once and lots of suggestions are packed between the lines. This is intellectually inspiring and it allows me to read the same poem over and over, always finding new things in it.
And, of course, there's the subject matter. It interests me just as it would if the same subject was explored in a story or essay. Not all poems interest me in this way, but then not all stories and essays do, either.
A. Many poems are dense.
B. So in that way poetry calms our anxiety.
C. As a reader, I want a full meal, not just dessert.
D. Another reason is to appreciate the suggestions offered.
E. The only other reason seems to be for academic purposes.
F. The best part about poetry is that they are flexible in length.
G. Metrical(格律的) poems are about setting up rules and then bending them.
When it comes to gift-giving, not only must the gift giver attempt to infer the recipient's(接受者的) tastes, needs, desires, and reactions, the gift selection may also be affected by the information which it would appear to convey about the giver and the giver-recipient relationship. The ancient practice of gift-giving is still common and important in modern cultures. For instance, Lowes Turner. and Willis (1971) mention a series of British Gallup Polls from 1963-1967, in which it was found that over 90 percent of the adult population did some Christmas gift-giving each year.
Gift-giving has been treated from a variety of related theoretical aspects. A famous theoretical analysis of the gift-giving process is an essay by French anthropologist- sociologist Marcell Mauss(1923). Based on his examination of gift-giving, Mauss concluded that gift-giving is a self-perpetuating(不停的) system of reciprocity. More specifically, Mauss summarized three types of obligations (义务): the obligation to give; the obligation to receive; the obligation to repay.
The obligation to give may be based on moral or religious necessities, with the need to recognize and keep a status hierarchy(等级制度) or the need to establish or keep peaceful relations. Receiving is seen as similarly obligatory. Mauss noted however that there is a certain tension created in receiving a gift since acceptance is an implied recognition of dependence on the giver. This tension may then be reduced by meeting the third obligation, the obligation to repay. Failure to repay or failure to repay adequately results in a loss of status and self-esteem. Adequate or overly adequate repayment, on the other hand, creates an obligation to repay on the part of the original giver, and the cycle is reinitiated.
Schwartz (1967) noted that beyond the functions served by the general process of gift exchange, the characteristics of the gift itself also act as a powerful statement of the giver’s perception(洞察力) of the recipient. He also suggested that acceptance of a particular gift constitutes an acknowledgment and acceptance of the identity that the gift is seen to imply. Among children this may lead to lasting changes in self-perceptions, but probably gifts have less influence on the self- concept of an adult.
There can be little doubt that gift-giving is a common experience in human life and consumer behavior.
1.What does the author want to stress by mentioning the example in Paragraph 1?
A. The anxiety between gift-givers and receivers.
B. The recent increase in gift-giving around Christmas time.
C. The common practice of gift-giving on special occasions.
D. The differences in gift-giving between ancient and modern times.
2.We can conclude that Mauss suggests a self-perpetuating system of reciprocity ______.
A. requires equal participation in a relationship
B. functions as a form of showing different status
C. shows an increasing amount of pressure on gift-giving
D. is a form of communication between gift-givers and recipients
3.What does the underlined word “ reinitiated” in Paragraph 3 probably mean?
A. Started again. B. Prevented again. C. Examined again. D. Explained again.
4.How would Schwartz describe the gift-exchange process?
A. Stressful. B. Symbolic. C. Accidental. D. Discouraging
No one is sure how the ancient Egyptians built the pyramids near Cairo. But a new study suggests they used a little rock ‘n’ roll. Long-ago builders could have attached wooden poles to the stones and rolled them across the sand, the scientists say.
“Technically, I think what they’re proposing is possible,” physicist Daniel Bonn said.
People have long puzzled over how the Egyptians moved such huge rocks. And there’s no obvious answer. On average, each of the two million big stones weighed about as much as a large pickup truck. The Egyptians somehow moved the stone blocks to the pyramid site from about one kilometer away.
The most popular view is that Egyptian workers slid the blocks along smooth paths. Many scientists suspect workers first would have put the blocks on sleds(滑板). Then they would have dragged them along paths. To make the work easier, workers may have lubricated the paths either with wet clay or with the fat from cattle. Bonn has now tested this idea by building small sleds and dragging heavy objects over sand.
Evidence from the sand supports this idea.Researchers found small amounts of fat, as well as a large amount of stone and the remains of paths.
However, physicist Joseph West thinks there might have been a simpler way, who led the new study. West said, “I was inspired while watching a television program showing how sleds might have helped with pyramid construction. I thought, ‘Why don’t they just try rolling the things?’ ” A square could be turned into a rough sort of wheel by attaching wooden poles to its sides, he realized. That, he notes, should make a block of stone “a lot easier to roll than a square”.
So he tried it .
He and his students tied some poles to each of four sides of a 30-kilogram stone block. That action turned the block into somewhat a wheel. Then they placed the block on the ground.
They wrapped one end of a rope around the block and pulled.The researchers found they could easily roll the block along different kinds of paths. They calculated that rolling the block required about as much force as moving it along a slippery(滑的)path.
West hasn’t tested his idea on larger blocks, but he thinks rolling has clear advantages over sliding. At least, workers wouldn’t have needed to carry cattle fat or water to smooth the paths.
1.It’s widely believed that the stone blocks were moved to the pyramid site by ______.
A. rolling them on roads B. pushing them over the sand
C. dragging them on some poles D. sliding them on smooth paths
2.What does the underlined word “it” in Paragraph 7 refer to?
A. Rolling the blocks with poles attached.
B. Rolling the blocks on wooden wheels.
C. Rolling poles to move the blocks.
D. Rolling the blocks with fat.
3.Why is rolling better than sliding according to West?
A. Because more force is needed for sliding.
B. Because rolling work can be done by fewer cattle.
C. Because sliding on smooth roads is more dangerous.
D. Because less preparation on paths is needed for rolling.
4.What is the text mainly about?
A. An application of the method of moving blocks to the pyramid site.
B. An experiment on ways of moving blocks to the pyramid site.
C. An argument about different methods of moving blocks to the pyramid site.
D. An introduction to a possible new way of moving blocks to the pyramid site.
Love for language
Very few of us become fluent in another language by studying it in high school. I went to university and then moved across the country, pursued a demanding career, married and raised children.
I made an effort to maintain the little bit of French that I learned in school, but eventually realized that this was pointless.I was well aware that new languages are best learned when young, and that our abilities in that regard decline with age.However, just before my 50th birthday, I signed up for French classes.After I was tested to see which group I belonged in, I was placed at almost the introductory level.When I looked around at my first Saturday morning class, I was struck by how many of the students were learning French as a third, fourth, or even fifth language.
Contrary to my assumption that learning a new language was impossibly difficult, there were people who learned new languages as a matter of course.I found that it really was true that certain linguistic (语言的) abilities fade with age.
While I’d always thought of myself as a quick learner, that was no longer the case. I absorbed new vocabulary very slowly. What I learned one week seemed to slip away as soon as I learned the next skill. I looked up the same words and language structures over and over again.
Now, a couple of years in, I can listen to the news in French and catch 90 percent of it on the first try, read a novel if the language is not too difficult, and hold up my end of a conversation if it doesn’t go too fast.
Who knows what I might still accomplish?
I’ve learned so much beyond grammar and vocabulary. I’ve met people from around the world and all walks of life who have the courage to make fools of themselves in order to learn something new.
I’ve been taught by patient and inspirational teachers from many corners of the world, including France, Eastern Europe, the Caribbean and Africa.
Listening to the news as it is presented to the people of France, I have a renewed understanding of how something can look completely different from another perspective. I’ve learned that a language is not just a set of words, but a way of thinking. But most of all, I’ve learned that it really is never too late to learn something new.
1.When the author took her first French class, she _______.
A. was ashamed that she was learning it at such an old age
B. was afraid of being unable to learn it
C. was curious about her teachers and classmates
D. was encouraged by her classmates
2.What was the biggest challenge for the author when learning French?
A. She found the language structures puzzling.
B. She often confused French with English.
C. She couldn’t learn things as quickly as before.
D. She made a fool of herself when having conversations in French.
3.After studying French for a few years, the author ______.
A. became aware of different cultural perspectives
B. became a fluent French speaker
C. considered listening to news the best way to learn a language
D. can teach others French vocabulary and grammar
4.What message does the author want to convey with the article?
A. People’s abilities to learn languages decline with age.
B. Age is not a problem for those who are determined to learn new things.
C. It is important to hang out with different kinds of people.
D. Practice makes perfect when it comes to learning a language.
1.Which buttons directly control the movement of the Rocket Ball?
A. LAUNCH and FLIPPERS B. STAR and FLIPPERS
C. START/PAUSE and FLIPPERS D. LAUNCH and SELECT
2.The most action-packed variation would be__________.
A. Game One with a blue star B. Game Two with a black star
C. Game One with a yellow star D. Game Two with a red star
3.Rocket Ball could be best described as a game of__________.
A. space voyage B. quick response
C. skills & strength D. scientific knowledge
