Steve was a seventh grader, a big boy, looking more like a teenager than a 12-year-old. Yet, he went unnoticed — he had been ____ every examination since first grade—until Miss Wilma.
In the middle of the first semester of school, the entire seventh grade was ____ for basic skills.
“You all did pretty well,” Miss Wilma told the class after going over the ____, “except for one boy. And it _____my heart to tell you this, but…” she ___ , “the smartest boy in the seventh grade is failing my class.” Steve ____ his eyes and carefully examined his fingertips.
After that, Steve still wouldn’t do his homework. Even if Miss Wilma ____punished him, he remained ___ .
“Steve, please! I care about you!”
____, Steve got it! “Someone CARES ABOUT ME?!”
One Monday a couple of weeks later, Miss Wilma gave a ____ on the weekend homework. Steve ____ through the test and was the first to hand in his paper. With a look of ____, Miss Wilma took his paper and began to look it over.
Miss Wilma’s face was in ____ shock! She glanced up at Steve, then ____, then up. The smartest boy in the seventh grade had just passed his first test!
From that moment, nothing was the same for Steve. He discovered that not only could he remember and understand_____, but he could translate what he learned into his life. He became______.
After high school, Steve enlisted in the Navy, and he had a(n)_____military career. During his naval years, he inspired many young people who might not have _____themselves without him.
A _____took place within the heart of a boy all because of one teacher, who ____.
1.A.missing B.failing C.passing D.skipping
2.A.tested B.classified C.separated D.reflected
3.A.questions B.effects C.lessons D.results
4.A.fills B.presses C.breaks D.destroys
5.A.stopped B.hesitated C.interrupted D.shouted
6.A.dropped B.raised C.covered D.closed
7.A.strangely B.steadily C.severely D.secretly
8.A.helpless B.stubborn C.flexible D.clumsy
9.A.Commonly B.Unwillingly C.Particularly D.Suddenly
10.A.quiz B.chance C.speech D.presentation
11.A.slept B.looked C.lived D.hurried
12.A.disappointment B.surprise C.satisfaction D.encouragement
13.A.adequate B.total C.precious D.absurd
14.A.down B.away C.out D.back
15.A.homework B.grades C.knowledge D.subjects
16.A.talented B.lazy C.outstanding D.rough
17.A.tiring B.ordinary C.hardworking D.successful
18.A.relied on B.looked after C.turned to D.believed in
19.A.competition B.choice C.change D.campaign
20.A.waited B.listened C.desired D.cared
Do you think you’ve lost your inspiration? Maybe the ups and downs of life and work have affected you. You're not alone. The majority of people across the world are trying newer and easier ways to get inspired. 1.They start thinking to themselves that they are no good. And only a handful of people can stay inspired for life. You can get inspired for life anytime you want. That's the potential of being human.
Alone time is just as important as socializing time. It is important to stay alone for you to understand your thoughts and emotions at a deeper level. 2.It's always inside of you, waiting to be used.
Do you have goals? If you don't, now is the time to write them down. A person without goals has no direction. And he or she can never know if he or she is making progress or not. Create your life goals and then break them down to yearly goals, monthly goals, weekly goals and daily goals, You can even go deeper to hourly goals.3.
When socializing, listen to the stories of other people, You’ll be happy to realize how fortunate you really are. Most of the people around you have gone through things you might never imagine. 4. Listen to their stories and how they settled their problems. You can also read an inspiring book or watch a movie to get the inspiration you need to move forward.
5. If you’re lost your inspiration, you can put to practice these tips any time. It's time to start living with passion.
A. Inspiration comes from inside.
B. Inspiration also comes from your success.
C. But they give up along the way gradually.
D. And there they are standing in front of you.
E. Everyone needs inspiration to succeed in life.
F. But they always keep their experiences a secret.
G. Having a sense of direction will keep you inspired.
In the classic marriage vow (誓约), couples promise to stay together in sickness and in health. But a new study finds that the risk of divorce among older couples rises when the wife- not the husband –becomes seriously ill.
“Married women diagnosed with a serious health condition may find themselves struggling with the impact of their disease while also experiencing the stress of divorce, " said researcher Amelia Karraker.
Karraker and co-author Kenzie Latham analyzed 20 years of data on 2, 717 marriages from a study conducted by Indiana University since 1992. At the time of the first interview, at least one of the partners was over the age of 50.
The researchers examined how the onset (发生) of four serious physical illnesses affected marriages. They found that, overall, 31% of marriages ended in divorce over the period studied. The incidence of new chronic ( 慢性的) illness onset increased over time as well, with more husbands than wives developing serious health problems.
“We found that women are doubly vulnerable to marital break-up in the face of illness,” Karraker said, "They’re more likely to be widowed, and if they’re the ones who become ill, they’re more likely to get divorced.
While the study didn't assess why divorce is more likely when wives but not husbands become seriously ill. Karraker offers a few possible reasons. “Gender norms and social expectations about caregiving may make it more difficult for men to provide care to sick spouses(配偶),” Karraker said. "And because of the imbalance in marriage markets, especially in older ages, divorced men have more choices among prospective partners than divorced women.”
Given the increasing concern about health care costs for the aging population, Karraker believes policymakers should be aware of the relationship between disease and risk of divorce.
“Offering support services to spouses caring for their other halves may reduce marital stress and prevent divorce at older ages.” she said. “But it's also important to recognize that the pressure to divorce may be health-related and that sick ex-wives may need additional care and services to prevent worsening health and increased health costs.”
1.What can we learn about marriage vows from the passage?
A.They may not guarantee a lasting marriage.
B.They are not taken seriously any more.
C.They are as binding as they used to be.
D.They may help couples tide over hard times.
2.What did Karraker and co-author Kenzie Latham find about elderly husbands?
A.They are generally not good at taking care of themselves.
B.They can become increasingly vulnerable to serious illnesses.
C.They can develop different kinds of illnesses just like their wives.
D.They are more likely to contract serious illnesses than their wives.
3.Why is it more difficult for men to take care of their sick spouses according to Karraker?
A.They are more accustomed to receiving care.
B.They find it more important to make money for the family.
C.They think it more urgent to fulfill their social obligations.
D.They expect society to do more of the job.
4.What does Karraker think is also important?
A.Reducing marital stress on wives.
B.Stabilizing old couples' relations.
C.Providing extra care for divorced women.
D.Making men pay for their wives’ health costs.
When she first started learning about the climate change from one of her elders, Fawn Sharp was invited on a helicopter flight over the the Olympic Mountains to survey the Mount Anderson glacier. But the glacier was gone, melted by the warming climate. Sharp had a deep sense of loss when she discovered the glacier wasn't there anymore.
Loss is a growing issue for people working and living on the front lines of climate change. And that gave Jennifer Wren Atkinson, a full-time lecturer at the university of Washionton Bothell, US, an idea for a class.
This term, she taught students on the Bothell campus about the emotional burdens of environmental studies. She used the experiences of Native American tribes(部落), scientists and activists, and asked her 24 students to face the reality that there is no easy fix--that “this is such an intractable problem that they're going to be dealing with it for the rest of their lives.”
Student Cody Dillon used to be a climate science skeptic(怀疑论者)， Then he did his own reading and research，and changed his mind.
Dillon wasn't going into environmental work- he was a computer-science major. Yet, the potential for a worldwide environmental catastrophe seemed so real to him five years ago that he quit his job and became a full-time volunteer for an environmental group that worked on restoration projects.
Six months into the work he decided that Atkinson’s class was just what he was looking for--a place where he could discuss his concerns about a changing climate.
Atkinson said she hopes the class helped her students prepare themselves for the amount of environmental loss that will happen over their lifetimes .
“We are already changing the planet--so many species are going to be lost, displaced or massively impacted, "she said, “The future isn't going to be what they imagined.”
1.Why did the author mention the case of Fawn Sharp?
A.To lay a basis for Fawn Sharp’s further research.
B.To prove Fawn Sharp's work is similar to Atkinson's.
C.To lead into the issue of loss caused by climate change.
D.To show scientists’ concern about the Mount Anderson glacier.
2.What's the main purpose of Atkinson’s class?
A.To explore how different people deal with climate change.
B.To get students more concemed about the environmental Issue.
C.To find solutions to the environmental issue of Olympic Mountains.
D.To teach students how to conduct research about environment.
3.Which of the following best explains "intractable" underlined in Paragraph Three?
A.Simple. B.Difficult.
C.Common. D.Interesting.
4.How did Atkinsons class influence Dillon?
A.It made him work as a part-time volunteer for restoration Projects.
B.It made him realize a planet-wide climate disaster would happen.
C.It encouraged him to be more involved in environmental protection.
D.It discouraged him from protecting the environment.
For a generation now, school reform has meant what students must be taught and carried out by standardized（标准化的）tests.
Here’s a thought experiment. Suppose that next year almost every student passed the tests. What would the reaction be from people? Would they shake their heads in respect and say, “Damn, those teachers must be good!”?
Of course not. Such remarkable success would be used as evidence that the tests were too easy and it needs to raise standards. “High standards” really means “standards that all students will never be able to meet”. My little thought experiment uncovers a truth that we have been taught to respond with doubt whenever all members of any group are successful. In America, success doesn’t count unless it is got by only a few.
Consider widespread complaints about “grade inflation（膨胀）” in higher education. Many people don’t even bother to stress that grades have risen over time. They simply point to how many students get A’s right now. The goal, in other words, isn’t to do well but to defeat other people who are also trying to do well. Grades in testing should be used to announce who’s beating whom. A school’s final task, apparently, is not to help everyone learn but to prepare the game so that there will always be losers.
This makes no sense in any situation. Perhaps, for example, we can defend rating states or nations based on the quality of their air, health care or schools, but ranking them is foolish. School testing ranking doesn’t lead to improvements in performance but tends to hold us back from doing our best. It makes productive teamwork less likely and leads all concerned to focus not on meaningful improvements but on trying to beat everyone else.
Most of all, it encourages the false belief that excellence is a zero-sum game. It would be more reasonable to rescue the spirit of the concept: Everyone may not succeed, but at least in theory all of us could.
1.What did the writer’s thought experiment prove?
A.Good teachers represent higher test scores.
B.Excellence is regarded as a rare thing.
C.American tests are usually too easy.
D.Students don’t meet the test standards.
2.What does the writer think American schools seem to do?
A.Promote teachers to teach better. B.Remove the belief of beating others.
C.Help all students do well at school. D.Ensure the existence of failures.
3.What is the writer’s attitude towards schools testing ranking?
A.Disapproving. B.Optimistic.
C.Sympathetic. D.Unconcerned.
4.What is the best title for the text?
A.How Can Students Succeed? B.Why Can’t Everyone Get A’s?
C.What Standards Do Schools Set? D.Who Get Best Grades at School?
Shakespeare’s Globe Exhibition & Theatre Tour is a unique international resource to explore Shakespeare’s works. Open all year round, it gives you an opportunity to learn more about the most famous playwright(剧作家)，Shakespeare, and helps you seek to further the experience and international understanding of him.
Group Visits to the Exhibition &Theatre Tour
Opening Hours
Exhibition: Monday—Sunday 9:00a.m.-5:.0p.m
Theatre Tours:
November-February 9:30a.m.-4:30p.m
March-October Monday: 9:30a.m.-5:00p.m
Tuesday-Saturday 9:30a.m.-12:30p.m Sunday 9:30a.m.-11:30a.m
Groups of 15 people or more are required to pre-book their visit, and each group will have its own guide for free. To make a reservation, please fill in a group request form and return it to us via email.
Exhibition and Theatre Tour Prices
Adult:£15.00 Senior(60+)£13.50 Student( with valid ID)£11.50 Child(5-15) £8.00
Complimentary: Every 16th person is free
• Getting here
Shakespeare’s Globe, 21 New Globe Walk, London SE19DT,UK
We have currently improved security, with all bags being checked. Please arrive in good time, and do not bring any large bags and check the calendar before your visit or call 44(0)20 7902 1500 to find out about our latest opening times.
Visitors are advised to arrive by public transport or by taxi. There is a car park on Thames Exchange on the north side of Southwark Bridge ( open 24 hours, seven days a week). Cabs may be found all year round on Southwark Bridge. It may also be possible to pick one up from outside the entrance hall on New Globe Walk.
Where to eat
Swan at Shakespeare's Globe serves modern British seasonal food for dinner, afternoon tea or drinks, which is a beautiful bar and restaurant set over two floors, available for pre- and post-theatre dining.
Swan Restaurant
Monday-Friday 12noon-2:30p.m.& 6:00p.m-10:30p.m
Saturday: 12noon-3:30p.m.&6:00p.m
Sunday: 12noon-9:00p.m.
1.If a group of 20 children visit the Exhibition &Theatre Tour , what is required for them to do?
A.They need to hire a guide themselves.
B.They must be accompanied by an adult.
C.They have to pay £ 160 for tickets in total.
D.They need to make a reservation in advance.
2.Which of the following applies to visitors?
A.They're able to get a taxi near Southwark Bridge.
B.They can park on the south side of Southwark Bridge.
C.They are required to deposit their bags before entering.
D.It's more convenient to drive there than taking public transport.
3.What can we know about Swan Restaurant?
A.Afternoon tea is not served on Sunday.
B.It serves traditional seasonal food for dinner.
C.It is closed from 3 p. m. to 5 P. m. on workdays.
D.It serves three meals, drinks and afternoon tea.
