单词拼写, 每空一词。
1.Of the two possibilities, the f___________ is more likely than the latter.
2.Our English teacher often ___________（指导）us to improve English by listening to Studio Classroom and reading English books.
3.People in that mountainous area had no a___________ to education, so few children there could go to school.
4.The frown（皱眉） on his face showed that he didn’t a_________ of the plan.
5.They were in a ___________ (尤其地，特别地) good mood because all their efforts had paid off.
6.Flying across the Atlantic for the first time was an ___________ (令人钦佩的) achievement for such a young man.
7.It suddenly o___________ to me that we could use computers to do this task.
8.I feel deep ___________ (同情) for those who lost their lives in the tsunami (海啸) in Indonesia.
9.People find that the ___________（简化）application forms are less complicated and much easier to fill in.
10.The police are expecting w___________ of the accident to come forward to provide more information.
If you don’t have a college degree, you’re at greater risk of developing memory problems or even Alzheimer’s (老年痴呆). Education plays a key role in lifelong memory performance and risk for mental disorder, and it's well documented that those with a college degree possess a cognitive（认知的） advantage over their less educated counterparts in middle and old age.
Now, a large national study from Brandeis University published in the American Journal of Geriatric Psychiatry shows that those with less schooling can significantly make up for poorer education by frequently engaging in mental exercises such as word games, puzzles, reading, and lectures.
“The lifelong benefits of higher education for memory in later life are quite impressive, but we do not clearly understand how and why these effects last so long,” said lead author Margie Lachman, a psychologist. She suggested that higher education may encourage lifelong interest in cognitive efforts, while those with less education may not engage as frequently in mental exercises that help keep the memory agile (敏捷地).
But education early in adulthood does not appear to be the only route to maintain your memory. The study found that intellectual activities undertaken regularly made a difference. “Among individuals with low education, those who are engaged in reading, writing, attending lectures, doing word games or puzzles once a week or more had memory scores similar to people with more education,” said Lachman.
The study, called Midlife in the United States, assessed 3,343 men and women between the ages of 32 and 84 with a mean age of 56 years. Almost 40 percent of the participants had at least a 4-year college degree. The researchers evaluated how the participants performed in two cognitive areas, verbal memory and executive function --- brain processes involved in planning, abstract thinking and cognitive flexibility. Participants were given a battery of tests, including tests of verbal fluency, word recall, and backward counting.
As expected, those with higher education said they engaged in cognitive activities more often and also did better on the memory tests, but some with lower education also did well, explained Lachman.
“The findings are promising because they suggest there may be ways to level the playing field for those with lower educational achievement, and protect those at greatest risk for memory declines,” said Lachman. “Although we can not rule out the possibility that those who have better memories are the ones who take on more activities, the evidence is consistent with cognitive plasticity (可塑性), and suggests some degree of personal control over cognitive functioning in adulthood by adopting an intellectually active lifestyle.”
1.What is the text mainly about?
A. Higher education has a better cognitive advantage.
B. Better memories result from college degree.
C. Cognitive activity does a mind good.
D. Poor education has more risk of memory declines.
2.According to the result of Margie Lachman’s study, we can conclude that ________.
A. education is responsible for the lifelong memory performance and risk for mental disorder
B. education early in adulthood can be the only route to maintain your memory
C. those with higher education did better on the memory tests than those with lower education
D. an intellectually active lifestyle does help to maintain your memory
3.What do we know about the study called Midlife?
A. Participants each were given a battery to test their memory.
B. The average age of the participants are 56 years old.
C. Participants had to perform in one of the two cognitive areas.
D. One in four of the participants had a 4-year college degree.
4.Why are the findings of the Lachman’s study promising?
A. The lower educated may have the same opportunities to keep up memory.
B. We may have ways to cure the people who have memory declines.
C. Adopting a different lifestyle can control over cognitive functioning.
D. We can find out the possibility to have better memories.
As we drove along, my spirits went up again, and I turned, with pleasure, to the thought of the new life which I was entering. But though it was not far past the middle of September, the heavy clouds and strong north-easterly wind combined to make the day extremely cold; and the journey seemed a very long one, so that it was nearly one o’clock before we reached the place of our destination. Yet when we entered the gateway, my heart failed me, and I wished it were a mile or two farther off. For the first time in my life I must stand alone: there was no retreating now. I must enter that house, and introduce myself among its strange people. But how was it to be done? True, I was near nineteen; but, thanks to the protecting care of my mother and sister, I well knew that many a girl of fifteen, or under, was gifted with a more womanly address, and greater ease and self-possession, than I was. Yet, anyway. I would do very well, after all; and the children, of course, I should soon be at ease with them.
"Be calm, be calm, whatever happens," I said within myself; and truly I was so fully occupied in steadying my nerves and keeping down the rebellious beat of my heart that when I was admitted into the hall and into the presence of Mrs. Bloomfield, I almost forgot to answer her polite greeting; and it afterwards struck me that the little I did say was spoken in the tone of one half-dead or half-asleep.
With due politeness, however, she showed me my bedroom, and left me there to take a little refreshment for a little while and led me into the dining-room. Some beefsteaks and potatoes were set before me; and while I dined upon these, she sat opposite, watching me (as I thought) and trying to keep something like a conversation— consisting chiefly of commonplace remarks. In fact, my attention was almost wholly absorbed in my dinner: not from appetite, but from the toughness of the beefsteaks, and the numbness of my hands.
“I have had so little time to attend to their education myself, but I think they are clever children, and very willing to learn, especially the little boy; he is, I think, the flower of the flock— a generous, noble-spirited boy, one to be led, but not driven, and remarkable for always speaking the truth.” “His sister Mary Ann will require watching,” continued she, “but she is a very good girl on the whole, though I wish her to be kept out of the nursery as much as possible, as she is now almost six years old, and might acquire bad habits from the nurses. I have ordered her bed to be placed in your room, and if you will be so kind as to look after her washing and dressing, and take charge of her clothes, she needs to have nothing further to do with the nursery maid.”
I replied I was quite willing to do so; and at that moment the children entered the room. Tom Bloomfield was a well-grown boy of seven. Mary was a tall girl, for her age of six, somewhat dark like her mother. The second sister was Fanny, a very pretty little girl, looking little younger than Mary. The remaining one was Harriet, a little broad, fat, merry, playful thing of scarcely two, whom I had more desire for than all the rest — but with her I had nothing to do.
1.Which of the following statements best describes how the writer felt when she entered Mrs. Bloomfield's home?
A. She was nervous, dissatisfied with her manners but still confident.
B. She was cold, hungry but eager to see all the children in the family.
C. She was frightened, nervous and regretful about her decision.
D. She was calm, confident and very happy with all the family.
2.What job would the writer take in Mrs. Bloomfield's home?
A. A nursery maid. B. A house cleaner.
C. A home cook. D. A family teacher.
3.Which of the following was TRUE according to the passage?
A. The writer had some difficulty with her lunch because of the tough food and the cold.
B. The delicious food took the writer's attention away from Mrs. Bloomfield’s words.
C. All the children were well educated before the writer came to the family.
D. All the children in the family were looked after by Mrs. Bloomfield herself.
4.From the passage, we can infer that ______.
A. Mrs. Bloomfield would treat the writer kindly and help her a lot
B. the youngest girl Harriet would be the writer’s favorite student
C. the writer would take on more responsibilities than she should
D. Tom Bloomfield would be the cleverest of all the children
Latrice Brown was excited about starting her junior year. She had volunteered to take part in the Lincoln High School Friendship Program. As an upperclassman, she would be assigned a “freshman(新生) friend”. Her duties would include helping her friend get used to high school life by offering friendship. Latrice thought it was important to have someone with whom to talk and share concerns. She knew that the friendship program was likely to make the freshman year of high school a positive experience. On August 2nd Latrice received a notice in the mail about the schedule of events for the freshman orientation (适应指导).
Freshman Orientation
TO: Latrice Brown
FROM: Mrs. Gomez, Guidance Counselor, 555-7295
DATE: August 1st
SUBJECT: Freshman Friendship Program
FRESHMAN FRIEND: Susan Brooks , 555-2168
TO: Latrice Brown
FROM: Mrs. Gomez, Guidance Counselor, 555-7295
DATE: August 1st
SUBJECT: Freshman Friendship Program
FRESHMAN FRIEND: Susan Brooks , 555-2168
Please call your freshman friend and introduce yourself over the telephone.
Confirm that he or she will be attending the orientation.
SCHEDULE OF EVENTS FOR ORIENTATION
Wednesday, August 13—9:30 A.M. to 1:00 P.M
9:30 A.M. to 10:30 A. M
Upperclassmen and freshmen will gather for a gathering in the hall. Student Council president Sarah Wilke will give a speech titled “What It Means to Be in High School”.
Mr. Reick, the principal, will welcome everyone to Lincoln High School and formally introduce each upperclassman to his or her freshman friend. After being introduced, please go to the café. At this time pick up your friend’s class schedule and locker number at the guidance counselors’ (顾问) table.
10:30 A.M to 11:30 A. M
Start your school tour at your friend’s locker to ensure it works. If there is a problem, report it to Mr. Mulholland, the assistant principal. Then walk to the classrooms on the class schedule in the order in which they are listed. This will help familiarize your freshman friend with the schedule and the layout(布局) of the school. Discuss high school life but try not to supply your freshman friend with too much information. High school is confusing and frightening when you’re just starting and everything is new.
11:30A.M to 1: 30 P.M
Return to the café to enjoy pizza and to take part in a question-and-answer meeting.
Monday, August 18 ( The First Day of School)—All Lunch Periods
Meet your freshman friend in the café during lunch and discuss the morning of the first day. After lunch take your friend to the courtyard between the gym and the art rooms. Each club will have a table set up with information about its activities after class and a sign-up sheet for students who wish to join. Club officers will be available to answer questions and to encourage freshmen to take part.
SCHEDULE OF EVENTS FOR ORIENTATION
Wednesday, August 13—9:30 A.M. to 1:00 P.M
9:30 A.M. to 10:30 A. M
Upperclassmen and freshmen will gather for a gathering in the hall. Student Council president Sarah Wilke will give a speech titled “What It Means to Be in High School”.
Mr. Reick, the principal, will welcome everyone to Lincoln High School and formally introduce each upperclassman to his or her freshman friend. After being introduced, please go to the café. At this time pick up your friend’s class schedule and locker number at the guidance counselors’ (顾问) table.
10:30 A.M to 11:30 A. M
Start your school tour at your friend’s locker to ensure it works. If there is a problem, report it to Mr. Mulholland, the assistant principal. Then walk to the classrooms on the class schedule in the order in which they are listed. This will help familiarize your freshman friend with the schedule and the layout(布局) of the school. Discuss high school life but try not to supply your freshman friend with too much information. High school is confusing and frightening when you’re just starting and everything is new.
11:30A.M to 1: 30 P.M
Return to the café to enjoy pizza and to take part in a question-and-answer meeting.
Monday, August 18 ( The First Day of School)—All Lunch Periods
Meet your freshman friend in the café during lunch and discuss the morning of the first day. After lunch take your friend to the courtyard between the gym and the art rooms. Each club will have a table set up with information about its activities after class and a sign-up sheet for students who wish to join. Club officers will be available to answer questions and to encourage freshmen to take part.
1.According to the notice, Latrice will help Susan ______.
A. visit the school after lunch during August 13 to 18.
B. get a timetable after 10:30A.M. on August 13.
C. get to know where to have different classes.
D. sign up for after-class activities in the gym.
2.During her first day in high school, Susan will most likely _____.
A. share a locker with Latrice .
B. join an art club with Latrice.
C. have the same class schedule as Latrice.
D. ask Latrice information on school activities.
3.The notice is written to ______.
A. inform upperclassmen of their role in the program.
B. offer many activities for new students after class.
C. welcome new students to Lincoln High School.
D. put forward a freshman orientation program.
From Disappointment to Purpose
I’m known for my determination. If I want something, I ________ for it; I refuse to give up until I succeed. Over the years this attitude has worked well for me and helped me achieve my goals. ________, when I wanted to be on the dance team at school, I learned all the dances and practiced until I could hardly _______. And when I wanted money for a new computer, I washed cars, babysat, and walked dogs for all my neighbors.
_____ this year everything changed. I had set my sights on a summer _____ that I was determined to get at the Water Zone, because the employees there could go on the water rides after their work and get free food at the snack bar. It was the ________ job to have on hot summer vacations. So just as I had achieved every goal in the past, I set out to ________ the job. I completed the application in my neatest handwriting, carefully prepared for my interview, and gathered a pack of recommendation letters. I was certain that nothing ________ keep me from my dream job.
But after my ________, the manager of the Water Zone told me that he could hire only those with experience in water safety. I was _______. I felt like a failure.
On the last weekend before school ended, my teacher, Mrs. Keller, asked me _____ I would be interested in the kids’ summer day camp. I decided that I had nothing to ________, so I called the manager and ________ an interview. She was ________ by my babysitting experience and employed me. In less than a week, I had completely ________ about wanting to work at the water park. Each time I comforted a little boy who missed his mother or a little girl who needed to help tying her shoes, I felt I was doing something ________. I realized that I had discovered my life’s _______: to work with children. I now have a new goal. I’m going to study to become an elementary school teacher.
Sometimes in life we don’t get ________ what we want. Our dream guy or girl may not be interested in us. The coach may not select us for the team. A certain employer may not choose to hire us. It’s natural to feel _______; I sure did. But I also learned an important lesson. Occasionally, when we don’t get what we want, something even ________ is waiting for us around the corner!
1.A. go B. apply C. cheer D. wait
2.A. In addition B. For example C. Before long D. As a result
3.A. smile B. speak C. think D. move
4.A. Otherwise B. So C. But D. Therefore
5.A. day B. course C. job D. camp
6.A. perfect B. tough C. regular D. potential
7.A. land B. give C. change D. keep
8.A. should B. must C. need D. could
9.A. practice B. interview C. expectation D. experiment
10.A. promoted B. punished C. selected D. refused
11.A. how B. whether C. what D. why
12.A. save B. learn C. lose D. regret
13.A. scheduled B. cancelled C. mentioned D. gave
14.A. inspired B. impressed C. touched D. puzzled
15.A. doubted B. complained C. forgotten D. known
16.A. challenging B. reasonable C. traditional D. significant
17.A. track B. motto C. belief D. purpose
18.A. only B. exactly C. properly D. immediately
19.A. curious B. nervous C. disappointed D. interested
20.A. better B. easier C. higher D. crazier
The house is old, but it is_____ great emotional value to my father who spent all his childhood here.
A. for B. of
C. with D. by
