In many ways, our society doesn’t simply prepare for the kinds of lives that the elderly must lead. We have made medical advances that allow people to live longer than ever before, but we do not seem to know what to do with them after we have saved their lives. Too little allowance is made for the person who is no longer earning a living, who can not walk long distances or drive a car, or who may have physical or mental disabilities that keep him from communicating with others. The institutional (慈善机构的) care we give our older people is a good reflection of the overall attitude of our society toward the aged.
In the past few years, nursing homes have received wide attention as boring, meaningless places where old people often have little else to do but wait for the end of their lives. Elderly wards in mental hospitals are even worse. One of the most shocking things abort nursing homes has been the unwillingness of people on the outside to show real concern for what happens in these institutions. Even people who are entrusting (委托) a parent to the care of a home rarely ask about the nurse-parent ratio (比率), about the kinds of creative facilities or physical treatment equipment available, or about the frequency of doctors’ visits.
And the government has provided federal money without enforcing high standards of care. In fact federal standards were lowered in 1974. Therefore, in some sense our concern for the aged seems to be moving backwards, not forwards. This picture is in striking contrast to the treatment of respectable patriarchs (男长者) and matriarchs (女长者) in many societies.What would be the most suitable title for this passage?
| A．Failure of Care for the Elderly | B．The Elderly |
| C．Institutional Care | D．A National Shame |
We can conclude from this passage that the writer feels ____.
| A．nursing homes should be got rid of |
| B．a country that can help people live longer should also be able to care for them better |
| C．people have no thanks toward their parents |
| D．our society’s institutions need to be reformed |
The writer believes that people who place a parent in a nursing home should ____.
| A．demand higher federal standards |
| B．consider the example set in other countries |
| C．be ashamed of not keeping the parents in their own homes |
| D．investigate it first |
The writer complains ____.
| A．about the indifference of some people towards nursing homes |
| B．about the shortage of equipment in nursing home |
| C．that nursing homes keep the aged from communicating with others |
| D．both A and B |
According to the Code, visitors should act _______ .
| A．with care and respect |
| B．with relief and pleasure |
| C．with caution and calmness |
| D．with attention and observation |
What are you encouraged to do when travelling in New Zealand?
| A．Take your own camping facilities. |
| B．Bury glass far away from rivers. |
| C．Follow the track for the sake of plants. |
| D．Observe signs to approach nesting birds. |
Not long ago, people thought babies were not able to learn things until they were five or six months old. Yet doctors in the United States say babies begin learning on their first day of life. Scientists note that babies are strongly influenced by their environment. They say a baby will smile if her mother does something the baby likes. A baby learns to get the best care possible by smiling to please her mother or other caregiver. This is how babies learn to connect and communicate with other human beings.
One study shows that babies can learn before they are born. The researchers placed a tape recorder on the stomach of a pregnant (怀孕的)woman. Then, they played a recording of a short story. On the day the baby was born, the researchers attempted to find if he knew the sounds of the story repeated while in his mother. They did this by placing a device in the mouth of the newborn baby.
The baby would hear the story if he moved his mouth one way. If the baby moved his mouth the other way, he would hear a different story. The researchers say the baby clearly liked the story he heard before he was born. They say the baby would move his mouth so he could hear the story again and again.
Another study shows how mothers can strongly influence social development and language skills in their children. Researchers studied the children from the age of one month to three years. The researchers attempted to measure the sensitivity of the mothers. The women were considered sensitive if they supported their children’s activities and did not interfere ( 干预）unnecessarily. They tested the children for thinking and language development when they were three years old. Also, the researchers observed the women for signs of depression.The children of depressed women did not do as well in tests as the children of women who did not suffer
from depression. The children of depressed women did poorly in tests of language skills and understanding what they hear.
These children also were less cooperative and had more problems dealing with other people. The researchers noted that the sensitivity of the mothers was important to the intelligence development of their children. Children did better when their mothers were caring, even when they suffered from depression.According to the passage, which of the following is NOT the factor that influences intelligence development in babies?
| A．The environment. |
| B．Mother's sensitivity. |
| C．Their peers (同龄人) |
| D．Education before birth. |
What is the purpose of the experiment in which newborn babies heard the stories?
| A．To prove that babies can learn before they are born. |
| B．To prove that babies can learn on the first day they are born. |
| C．To show mothers can strongly influence intelligence development in their babies. |
| D．To indicate early education has a deep effect on the babies' language skills. |
Which group of children did the worst in tests of language skills?
| A．The children of depressed mothers who cared little for their children. |
| B．The children of women who did not suffer from depression. |
| C．The children of depressed but caring mothers. |
| D．Children with high communication abilities. |
What is the main idea of the passage?
| A．Scientific findings about how babies develop before birth. |
| B．Scientific findings about how time has an effect on babies' intelligence. |
| C．A study shows babies are not able to learn things until they are rice or six months old. |
| D．Scientific findings about how intelligence develops in babies. |
Moral（道德的）science is taught as a subject in most schools but with little effect. Perhaps part of the problem lies in the fact that morality is not a science, strictly speaking. It is too much of a social phenomenon, and also has too much of the personal and subjective things mixed within. Besides, morality itself changes with generations. So it is impossible to be defined in a textbook.
I remember sitting through forty minutes of moral lessons, which told stories about little children who never told lies and were rewarded for their goodness. It had little effect and left no impression on me, though.
If moral science has to be taught as a subject in schools, it needs a participatory(参与其中的) approach. When you tell a child about morals, you also have to deal with social norms（规范）and cultural differences. You have to explain that morality can be subjective, and be able to co-exist in society. You will probably have to refer to the morals of the present time.
The best way to tell a child how to live is to show him what is valued. If a child likes his friend, you have to make the child think about why. Once the child notices and recognizes goodness in others, he or she is likely to develop it as well.
In fact, children learn most of their morals by watching people around them. They absorb behavior patterns from teachers and older students. They watch to see what is rewarded and who is punished. They learn on the sports field and through social work. Moral science lessons should simply consist of letting them live and interact, and watch you support correct values and reward good behavior. Which is NOT the reason that moral science is taught in schools but with little effect?
| A．Morality doesn’t strictly belong to a science. |
| B．Morality is more like a social phenomenon. |
| C．Different generations have different moral ideas. |
| D．Morality can’t be written down in textbooks. |
The author describes his own experience of having moral lessons in order to _____.
| A．explain telling lies is not moral for little children. |
| B．advise people should be rewarded for their goodness. |
| C．show he has no opinions about moral science. |
| D．prove moral lessons in schools have little effect. |
When you tell a child about morals, you should________.
| A．tell him about social norms and cultural differences. |
| B．teach him to share personal moral ideas with others. |
| C．explain that nobody can influence his moral ideas. |
| D．say that the present morals are likely to be changed. |
What is the last paragraph mainly about?
| A．The value of teachers’ setting a good example. |
| B．The best way of teaching children about morals. |
| C．The influence of people’s behavior on morals. |
| D．The importance of rewarding good behavior. |
It’s great fun to explore new places—it feels like an adventure，even when you know you’re not the first to have been there. But make sure not to get lost or waste time going round in circles.
● Do the map reading if you’re being driven somewhere. It’ll be easier if you keep turning the map so it follows the direction you’re traveling in. Keep looking ahead so that you can give the driver lots of warning before having to make a turn or you’ll have to move to the back seat.
● Get a group of friends together and go exploring. You'll need a good map, a compass , a raincoat, a cell phone to call for help in case you get lost, and a bit of spare cash for emergencies . Tell someone where you’re going before you set out and let them know what time you expect to be back. The test is in not getting lost, not in seeing how fast you can go, so always stick together, waiting for slower friends to catch up.
● See if your school or a club organizes orienteering activities, in which you need a map and a compass to find your way. This can be done as a sport, with teams trying to find the way from A to B (and B to C, etc.)in the fastest time, or simply as a spare-time activity. Either way, its not only good fun, but a great way to keep fit. Sitting beside the driver, you should___________.
| A．look ahead to see where there’s a turn |
| B．direct the driver when necessary |
| C．move to the back seat if feeling uncomfortable |
| D．keep looking at the map to find a place to go to |
Why do you need to tell someone your exploration plan before setting out?
| A．To be saved in case of an accident. |
| B．To get information when in danger. |
| C．To share the fun with him/her in exploration. |
| D．To tell him/her what’s going on with the group members. |
Orienteering activities can______________.
| A．make people work fast |
| B．help people organize other activities |
| C．help people stay healthy |
| D．make people get prepared for sports |
The text mainly talks about____________.
| A．the fun of exploration |
| B．what to bring for exploration |
| C．the way to use a map in exploration |
| D．how to prevent getting lost in exploration |
On October 19, 1959, the first Special English program was broadcast on the Voice of America. It was an experiment. The goal was to communicate by radio in clear and simple English with people whose native language is not English. Experts said the goal was admirable, but the method would not work. They were proved wrong. The Special English programs quickly became some of the most popular on VOA. And they still are.
Forty years later, Special English continues to communicate with people who are not fluent in English. But during the years its role has expanded. It also helps people learn American English. And it provides listeners, even those who are native English speakers, with information they cannot find elsewhere.
Today, Special English broadcasts around the world seven days a week, five times a day. Each half-hour broadcast begins with ten minutes of the latest news followed by 20 minutes of feature programming. There is a different short feature every weekday about science, development, agriculture and environment, and on the weekend, about news events and American idioms.
Three elements make Special English unique. It has a limited vocabulary of 1500 words. Most are simple words that describe objects, actions or emotions. Some are more difficult. They are used for reporting world events and describing discoveries in medicine and science. Special English is written in short, simple sentences that contain only one idea. No idioms are used. And Special English is spoken at a slower pace, about two-thirds the speed of Standard English. This helps people learning English hear each word clearly. It also helps people who are English speakers understand complex subjects.
Through the years, Special English has become a very popular tool for teaching English, even though it was not designed as teaching program. It succeeds in helping people learn English in a non-traditional way. Individuals record the programs and play them over and over to practice their listening skills. In countries around the world, English teachers assign Special English to their students. They praise it for improving their students' ability to understand American English and for the content of the programs. Universities and private companies in many countries produce packages of Special English materials for student use.
At the beginning, Special English program was .
| A．well received |
| B．rejected by native people |
| C．doubted by some professionals |
| D．intended for teaching English |
What kind of English is spoken on Special English?
| A．British English. |
| B．American English. |
| C．Both British and American English. |
| D．Not certain. |
Which of the following are the elements that make Special English unique?
a. limited vocabulary
b. short simple sentences
c. good communication method
d. slow speed
e. interesting feature programming
| A．a, b, c | B．a, c, d |
| C．a, b, d | D．b, d, e |
From the last paragraph we can infer that .
| A．listening to Special English can be a student’s homework |
| B．listening to Special English can improve the content of the program |
| C．some student record the Special English material for sale |
| D．learning English from VOA is a traditional way for English learner. |
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