The ways of narration (讲述) in novels are various. Wuthering Heights has a difficult narrative structure. The story begins in 1801. It is first narrated by Lockwood, a visitor staying in Thrushcross Grange, one of the two houses, where we can meet different characters in the novel. Lockwood is a narrow, dull man and also a bad man who lives emotionally through a dirty interest in the lives of others. It is this side of his character that leads into the main narrative stream of the novel. His interest in what he sees and experiences on his visits to Wuthering Heights leads him to encourage Nelly Dean, the house-keeper at the Grange, to provide him with the information concerning the people that he has met: Heathcliff, Cathy, Hareton, Joseph and, of course, the ghost of Catherine.
Nelly Dean’s story forms the major part of the narrative. While Nelly is meant to be an objective narrator, she has a lot to do with what has happened over the past twenty-five years that have led to the present state of affairs. Therefore, as readers, we need to realize how Nelly presents events and characters and her own role in determining the course of events.
The final part of the novel concerns the immediate future and provides us with the results of Lockwood’s visit to the Heights and the appearance of Catherine’s ghost. It is narrated by both Lockwood and Nelly.
Finally, Isabella, the wife of Heathcliff, through a letter, narrates one middle part of the novel. Although this narrative structure may, at first, be very difficult, it is necessary because in the world of the novel, time order of the years is not so important.
1.From the first paragraph, we can know the first narrator is ______.
A.Lockwood B.Thrushcross
C.Heathcliff D.Nelly Dean
2.What is special about the middle part of the novel?
A.One part of it is written in the form of a letter.
B.It describes how Isabella and Heathcliff got separated.
C.It is the most difficult part in the novel.
D.One part of it suggests Catherine has been dead
3.This passage is quite probably ______.
A.a piece of news B.a part of a novel
C.a writing instruction D.a reading guide
Last week my youngest son and I visited my father at his new home in Tucson, Arizona. He moved there a few years ago, and I was eager to see his new place and meet his friends. My earliest memories of my father are of a tall, handsome, successful man devoted to his work and family, but uncomfortable with his children. As a child I loved him, as a school girl and young adult I feared him and felt bitter about him. He seemed unhappy with me unless I got straight A’s and unhappy with my boyfriends if their fathers were not as “successful” as he was. Whenever I went out with him on weekends, I used to struggle to think up things to say, feeling on guard.
On the first day of my visit, we went out with one of my father’s friends for lunch at an outdoor café. We walked along that afternoon, did some shopping, ate on the street table, and laughed over my son’s funny facial expressions. Gone was my father’s critical (挑剔的) air and strict rules. Who was this person I knew as my father, who seemed so friendly and interesting to be around? What had held him back before?
The next day，my dad pulled out his childhood pictures and told me quite a few stories about his own childhood. Although our times together became easier over the years, I never felt closer to him at that moment. After so many years, I’m at last seeing another side of my father. And in so doing, I’m delighted with my new friend. My dad, in his new home in Arizona, is back to me from where he was.
1.Why did the author feel bitter about her father as a young adult?
A.He was silent most of the time. B.He expected too much of her.
C.He did not love his children. D.He was too proud of himself.
2.When the author went out with her father on weekends, she would feel_______.
A.longing B.nervous C.tired D.safe
3.What does the author think of her father after her visit to Tucson?
A.More critical. B.More talkative.
C.Gentle and friendly. D.Strict and hard-working.
请阅读下面文字，并按照要求用英语写一篇150词左右的文章。
Lots of kids count athletes among their heroes. Kids have posted of their favorite. stars on their bedroom walls. They collect their player cards and wear their game shirts. They view athletes as heroes because athletes can perform some amazing feats.
However, it is good for kids, and their parents, to remember that while athletes can do almost magical things, this does not automatically make them good friends or nice people. The last few years have given us some sad reminders of this truth.
Lance Armstrong was called a hero. He almost died of cancer, but he recovered to win seven Tour de France titles in a row, inspiring millions who have cancer to “live strong.”
Now it is clear Armstrong cheated to win his championships. He took drugs and lied for years about drug use. He bullied anyone who said he had cheated. Armstrong was a great athlete, but that did not make him a good person.
The same was true with several star baseball players, Roger Clemens, Barry Bonds, and Sammy Sosa. They have not been voted into the sport's Hall of Fame because they have been accused of cheating to achieve their incredible records. Apparently, there is more to this honor than just records and statistics.
In a word, even if a player is the hero of the game, that doesn't make him a hero in lift.
（写作内容）
1.用约30个单词概述上述文字所描述的内容；
2.分析文中提到的体育明星不适合作为偶像的原因(不少于两点);
3.就偶像与榜样教育给家长们提出建议(不少于两点).
（写作要求）
1.写作过程中不能直接引用原文语句；
2.作文中不能岀现真实姓名和学校名称；
3.不必写标题。
[评分标准]
内客完整，语言规范.语篇连贯，词数适当。
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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一个最恰当的单词。
How Hard Is It to Become an Expert at Something
Expertise is what separates the amateur from the true master in almost any field, from medicine to science, sports or artistic performance. What exactly is expertise? Is it about how much you know? Is it about being able to perform an action well? “Expertise is generally defined as peak, or exceptionally high levels of performance on a particular task or within a given field,” explained researcher Lyle E. Bourne, Jr. of the University of Colorado Boulder and his colleagues. “One who achieves this status is called an expert, or some related terms, such as master, or genius. These terms are meant to label someone whose performance is at the top of the game?'
Some of the critical components of expertise are knowledge, skill, and achievement. People who become experts tend to acquire a body of knowledge that makes them one of the most informed individuals in their field. They also possess the skills that they need to determine when and how to use their knowledge. Such skills are often learned, but they can also be influenced by natural talent and ability. Finally, people who possess expertise also tend to excel in their field and achieve far above and beyond what the average person does.
Can anyone become an expert? Anders Ericsson of the University of Florida, a world-famous expert on peak performance, believes that what separates the amateur from the expert is what is referred to as deliberate practice. Ordinary practice can help people become skilled at a task, but gaining true expertise involves practicing in a way that pushes the boundaries of current skill levels and knowledge. Such practice is highly concentrated and involves working on things that are outside of your current skill level, setting goals, and receiving training and instruction from a qualified teacher.
So what does it really take to gain true expertise? Firstly, it takes work. People who become experts in any field spend a tremendous amount of time, energy, and hard work on learning. Secondly, it takes deliberate practice. The more you practice, the better you will perform in your area of interest. Finally, it takes continuous challenges. Practice is essential for developing a skill, but becoming an expert requires constantly challenging yourself to do better, learn more, and acquire new knowledge and skills. Simply practising the same skills over and over again will make you better in those areas, but it won't lead to true expertise. Even if you become very good at a skill within a particular field, this doesn't mean that even greater expertise is out of reach. More learning, more knowledge, and better performance arc still possible with further challenges and practice.
Researchers continue to debate exactly what it takes to become an expert, There is no doubt, however, that it requires time, practice, and commitment.
How Hard Is It to Become an Expert at Something | |
The 1.of expertise and an expert | Expertise refers to outstanding skills or knowledge in a particular field. An expert is one with expertise. |
Critical components of expertise | •The 2.of a body of special knowledge enables experts to be among the most informed in their field. •The possession of the skills acquired by nurture and influenced by 3.helps experts determine when and how to apply their knowledge. •Their much greater achievement in their fields is attributed to expertise. |
A professional4.on gaining true expertise | According to Anders Ericsson, the 5. to becoming an expert is deliberate and highly concentrated practice, featuring self-challenges. goals, training and instruction. Thus, you are able to extend your current skills and knowledge beyond your 6. |
Tips on acquiring true expertise | •Becoming an expert involves 7. masses of time T energy and effort in learning. • Deliberate practice counts. •8.practice at the same skills isn't enough to make a true expert. Instead, you have 9.to .yourself to learn smiting new and practise more. •Even if you excel in your field, you still have the 10. for improvement. |
If you had asked me then if I would accept a job as a restaurant critic for The New York Times. or any establishment publication, I would have replied, without a second thought, “Of course not!” And not just because I did not want to think of myself as an ambitious sort Working in restaurants was honest labor, anyone could see that. Writing about them for the mainstream press was not; it felt like joining the enemy.
But renewing was fun. so much fun that when mainstream publishers started paying me for my opinions, I didn't do the decent thing. Before I knew it, I had stopped cooking Professionally.
Then I stopped cooking altogether. “She's joined the leisure class.” my friend said.
I disarmed (消解怒气)) my critics by inviting them along; nobody I knew could afford to eat out and nobody refused. We went with equal amounts of guilt and pleasure, with a feeling that we were trespassing (侵入))on the playgrounds of the rich.
We didn't belong in starchy restaurants. We knew it, and when we climbed out of my rent - a - wreck, splendid in years from the Salvation Army, everybody else knew it, too. We always got the worst table. And then, because I didn't own a credit card, I had to pay in cash. The year turned into two and three, and more. I got a credit card. I got good clothes. I was writing for increasingly prestigious (声誉高的)publications. Meanwhile, a voice inside me kept whispering, “How could you?”
The voice is still there, yakking (喋喋不休)away. When I receive weekly letters from people who think it is indecent to write about $100 meals while half the world is hungry, the voice yaks right along, “They're absolutely right, you elitist pig is hisses”. And when it asks. “When are you going to grow up and get a real job?” it sounds a lot like my mother.
And just about then is when I tell the voice to shut up. Because when my mother starts idling me that all I'm doing with my life is telling rich people where to eat, I realize how much the world has changed.
Yes, there are still restaurants where rich people go to remind themselves that they are different from you and me. But there are fewer and fewer of them. As American food has come of age. American restaurants have changed. Going out to eat used to be like going to the opera; today, it is more like going to the movies.
And so everyone has become a critic. I couldn't be happier. The more people pay attention to what and how they eat, the more accustomed they become to their own senses and the world around them.
When I remember that conversation with M. F. K. Fisher, I wish I had not been quite so gentle. When I rerun the loop in my mind, I turn to her and say this: “No, you are wrong. A. J. Liebling had it right. All it really takes to be a restaurant critic is a good appetite.”
1.How did the author feel about the job as a restaurant critic at the very beginning?
A.She didn't think much of it
B.She was the ambitious one for it.
C.It was not suitable for a cook like her.
D.It was not easy to work for the mainstream press.
2.What does the third paragraph talk about?
A.A strong desire to be invited to eat out like the rich.
B.A mixed feeling of guilt and pleasure about eating out.
C.A mixed feeling of guilt and pleasure going into private property.
D.A special treat to be able to go into private property for fun.
3.What does the underlined sentence “The year turned into two, and three, and more.” In paragraph 4 mean?
A.She stayed in the career as a cook for years.
B.She kept on writing as a restaurant critic for years.
C.It was years before she quit the career as a cook.
D.It was years before her application for a credit card got approved.
4.The underlined word ''indecent'' in paragraph 5 most probably means .
A.worthwhile B.critical C.unacceptable D.imperfect
5.What changes have taken place to American restaurants?
A.They have places for both the rich and the poor.
B.They have varieties of means for entertainment.
C.They have become too expensive to be available.
D.They have become affordable to common people,
6.Which of the following statements will the author most probably agree with?
A.The writer is getting tired of the job.
B.good appetite makes a good critic.
C.There is no need for restaurant critics at all.
D.Eating out is no longer a privilege the rich have.
Every year, thousands of teenagers participate in programs at their local art museums. But do any of them remember their time at museum events later in life? A new report suggests that the answer is yes - and finds that alumni (毕业生)of arts-based museum programs credit them with changing the course of their lives, even years after the fact.
The Whitney Museum of American Art, the Walker Art Center and the Museum of Contemporary Art, Los Angeles recently asked researchers to conduct a study to find out how effective their long-standing teen art programs really are. They involved over 300 former participants of four programs for teens that have been in existence since the 1990s. Alumni, whose current ages range from 18 to 36, were invited to find out how they viewed their participation years after the fact.
Among the alumni surveyed, 75 percent of alumni rated die teen program experience as the most favorable impact on their own lives, beating family, school and their neighborhoods. Nearly 55 percent thought that it was one of the most important experiences they'd ever had, regardless of age and two-thirds said that they were often in situations where then experience in museums affected their actions or thoughts.
It turns out that participating in art programs also helps keep teens enthusiastic about arts even after they reach adulthood: 96 percent of participants had visited an art museum within the last two years, and 68 percent had visited an art museum five or more times within the last two years. Thirty-two percent of program alumni work in the arts as adults.
Though the study is the first of its kind to explore the impact of teen-specific art programs in museums, it reflects other research on the important benefits of engaging with the arts. A decade of surveys the National Endowment for the Arts found that childhood experience with the arts have linked arts education to everything from lower drop-out rates to improvement in critical thinking skills.
1.What does the underlined phrase “the fact” in Paragraph 1 refer to?
A.Changing the course of children's life.
B.Participating in childhood art programs
C.Organizing arts-based museum programs.
D.Remembering the time at museum events.
2.What does Paragraph 2 mainly tell us?
A.The result of the study.
B.The process of the study.
C.The approach to the study.
D.The object and content of the study.
3.What can be inferred of the study mentioned in the text?
A.Passion for arts may remain long in kids' whole life.
B.No other studies exist concerning the benefits of arts.
C.Age matters in how people view their art experiences.
D.Most children taking part in art programs will work in arts.
4.Which of the following can be the best title for the text?
A.How is Art Connected to Our Life?
B.Can Art Education Affect Our Income?
C.What Should Art Museums do for Kids?
D.Should Children Walk into Art Museums?
