Americans are proud of their variety and individuality, yet they love and respect few things more than a uniform, whether it is the uniform of an elevator operator or the uniform of a five-star general．Why are uniforms so popular in the United States?
Among the arguments for uniforms, one of the first is that in the eyes of most people they look more professional than civilian（百姓的）clothes．People have become conditioned to expect superior quality from a man who wears a uniform．The television repairman who wears uniform tends to inspire more trust than one who appears in civilian clothes．Faith in the skill of a garage mechanic is increased by a uniform．What easier way is there for a nurse, a policeman, a barber, or a waiter to lose professional identity（身份）than to step out of uniform?
Uniforms also have many practical benefits．They save on other clothes．They save on laundry bills．They are tax-deductible（可减税的）．They are often more comfortable and more durable than civilian clothes.
Primary among the arguments against uniforms is their lack of variety and the consequent loss of individuality experienced by people who must wear them．Though there are many types of uniforms, the wearer of any particular type is generally stuck with it, without change, until retirement．When people look alike, they tend to think, speak, and act similarly, on the job at least.
Uniforms also give rise to some practical problems．Though they are long-lasting, often their initial expense is greater than the cost of civilian clothes．Some uniforms are also expensive to maintain, requiring professional dry cleaning rather than the home laundering possible with many types of civilian clothes.It is surprising that Americans who worship variety and individuality _______.
| A．still judge a man by his clothes |
B．hold the uniform in such high regard |
C．enjoy having a professional identity |
D．will respect an elevator operator as much as a general in uniform |
People are accustomed to think that a man in uniform _______.
| A．suggests quality work |
B．discards his social identity |
C．appears to be more practical |
D．looks superior to a person in civilian clothes |
The chief function of a uniform is to _______.
| A．provide practical benefits to the wearer |
B．make the wearer catch the public eye |
| C．inspire the wearer’s confidence in himself |
D．provide the wearer with a professional identity |
The best title for this passage would be _______.
| A．Uniforms and Society |
B．The Importance of Wearing a Uniform |
C．Practical Benefits of Wearing a Uniform |
D．Advantages and Disadvantages of Uniforms |
A
Mona Lisa, the mysterious woman in Leonardo da Vinci’s 16th century masterpiece, had just given birth to her second son when she sat for the painting, a French art expert said.
The discovery was made by a team of Canadian scientists who used special infrared and three-dimensional technology to look through paint layers on the work, which now sits in the Louvre Museum in Paris.
Bruno Mottin of the French Museums’ Center for Research and Restoration said that on very close examination of the painting, it became clear that Mona Lisa’s dress was covered in a thin transparent gauze dress.
“This type of gauze dress was typical of the kind worn in the early 16th century in Italy by women who were pregnant or who had just given birth. This is something that has never been seen up to now because the painting was always judged to be dark and difficult to examine,” he told a news conference. “We can now say that this painting by Leonardo da Vinci was painted to commemorate the birth of the second son of Mona Lisa, which helps us to date it more precisely to around 1503. The young woman with the half smile has been identified as Lisa Gherardini, the wife of Florentine merchant Francesco de Giocondo. She had five children.”
Mottin also said that, contrary to popular belief, the subject had not let her hair hang freely, but in fact she had worn a bonnet from which only a few curls had managed to escape.
"People always wrote that the Mona Lisa had allowed her hair to hang freely over her shoulders. This greatly surprised historians because letting your hair hang freely during the Renaissance was typical of young girls and women of poor virtue," he said.
The team had hoped to discover more details about Leonardo's "sfumato " technique of subtly blending one tone into another, which the artist used to create a special effect. But scientist John Taylor said the team had been frustrated by the lack of brush stroke detail on the painting.This passage mainly discusses___________..
| A．a new discovery about Leonardo da Vinci |
| B．a new discovery of Mona Lisa |
| C．the way Leonardo da Vinci painted Mona Lisa |
| D．the relationship between Mona Lisa and Leonardo da Vinci |
Which of the following is true according to the passage?
| A．Mona Lisa was in fact the wife of Lisa Gherardini. |
| B．The painting is in French now. |
| C．Mona Lisa lived in the 1500s in Canada. |
| D．Leonardo da Vinci painted the masterpiece in memory of the birth of his second son. |
What did people think of the hair of Mona Lisa?
| A．People thought her hair was in fashion. |
| B．People thought she had her hair curled. |
| C．People thought she had let her hair hang freely over her shoulders. |
| D．People thought she wore fake hair. |
Why didn’t people find Mona Lisa’s dress was covered in a thin transparent gauze dress at first ?
| A．Because they didn’t look carefully. |
| B．Because the painting was in bad condition. |
| C．Because Leonardo da Vinci fooled people. |
| D．Because the color of the painting was dark. |
From the last two paragraphs we can know the scientists felt a little_________.
| A．discouraged | B．satisfied |
| C．hopeful | D．surprised |
A few minutes later she got up and went to the phone. She knew the number of the police station, and when the man at the other end answered, she cried to him. “Quick! Come quick! Patrick’s dead!”
“Who’s speaking?”
“Mrs Maloney. Mrs Patrick Maloney.”
“You mean Patrick Maloney’s dead?”
“I think so,” she sobbed. “He’s lying on the floor and I think he’s dead.”
“Be right over,” the man said.
The car came very quickly, and when she opened the front door, two policemen walked in. She knew them both—she knew nearly all the men at that precinct. Briefly, she told her story about going out to the grocer and coming back to find him on the floor. While she was talking, crying and talking, Noonan discovered a small patch of congealed blood on the dead man’s head. He showed it to O’Malley who got up at once and hurried to the phone.
Later, one of the detectives came up and sat beside her. Did she know, he asked, of anything in the house that could’ve been used as the weapon? Would she mind having a look around to see if anything was missing—a very big spanner, for example, or a heavy metal vase.
They didn’t have any heavy metal vases, she said.
“Or a big spanner (扳手)?”
She didn’t think they had a big spanner. But there might be some things like that in the garage.
The search went on. She knew that there were other policemen in the garden all around the house. She could hear their footsteps on the gravel outside, and sometimes she saw the flash of a torchlight through a chink in the curtains.
Then one by one they came in and were persuaded to take a little nip of whisky. They stood around rather awkwardly with the drinks in their hands, uncomfortable in her presence, trying to say consoling things to her. Sergeant Noonan wandered into the kitchen, came out quickly and said. “Look, Mrs Maloney. You know that oven of yours is still on, and the meat still inside…I better turn it off for you, hadn’t I?”
“Will you do that, Jack. Thank you so much.”
When the sergeant returned the second time, she looked at him with her large, dark, tearful eyes.
“Would you do me a small favour—you and these others?” She said.
“We can try, Mrs Maloney.”
“Well,” she said. “You must be terribly hungry by now because it’s long past your supper time. Why don’t you eat up that lamb that’s in the oven? It’ll be cooked just right by now.”
“Wouldn’t dream of it,” Sergeant Noonan said.
“Please,” she begged. “Please eat it.”
The four policemen vacillated, but they were clearly hungry, and in the end they were persuaded to go into the kitchen and help themselves. The woman stayed where she was, listening to them through the open door, and she could hear them speaking among themselves, their voices thick and sloppy because their mouths were full of meat.
“The guy must’ve used a big thing to hit Patrick,” one of them was saying. “The doctor says his skull was smashed all to pieces.”
“That’s why it ought to be easy to find.”
“Exactly what I say.”
“The murderer’s not going to carrying a thing like that around with him longer than he needs.”
One of them belched.
“Personally, I think it’s right here on the premises.”
“Probably right under our very noses. What you think, Jack?”
And in the other room, Mary Maloney began to giggle.Which of the following is incorrect according to the passage?
| A．The policemen searched around the house until night. |
| B．The policemen were dealing with the murder of Mary’s brother. |
| C．The Maloney’s didn’t have a big spanner. |
| D．Patrick died because of a critical damage to his head. |
What is the meaning of the underlined word “vacillate”?
| A．discuss | B．refuse | C．hesitate | D．agree |
What could you learn about Mrs Maloney from the passage?
| A．She is a careless person who may not notice subtle sound. |
| B．She was in the kitchen when the officers enjoyed the lamb. |
| C．She was very familiar with the policemen and the officers. |
| D．She put the lamb into the oven before her husband died. |
Why do you think Mary giggled at the end?
| A．She was happy that they finished the real weapon without noticing. |
| B．She was glad that the policemen had a supper after working hard. |
| C．She was amused by the way they spoke with meat filled in their mouths. |
| D．She was pleased that they ate the lamb which she could not finish alone. |
When I was walking down a path through some woods, I saw a small pool of water ahead on the path. I angled my direction to go around it on the part of the path that wasn't covered by water or mud. As I reached the pool, I was suddenly attacked! Yet I did nothing for the attack. It was so unpredictable and from somewhere totally unexpected. I was surprised as well as unhurt though I had been struck four or five times. I backed up a foot and my attacker stopped attacking me. Had I been hurt I wouldn't have found it amusing. And I was laughing. After all, I was being attacked by a butterfly!
Having stopped, laughing, I took a step forward. My attacker rushed me again. He charged towards me at full speed, attempting to hurt me but in vain. For a second time, I took a step backwards while my attacker paused. I wasn't sure what to do. After all, it's just not everyday that one is attacked by a butterfly. I stepped back to look the situation over. My attacker moved back to land on the ground. That's when I discovered why my attacker was charging me only moments earlier. He had a mate and she was dying.
Sitting close beside her, he opened and closed his wings as if to fan her. I could only admire the love and courage of that butterfly in his concern for his mate. He had taken it up on himself to attack me for his mate's sake （缘故）, even though she was clearly dying and I was so large. He did so just to give her those extra few precious moments of life, should I have been careless enough to step on her. His courage in attacking something thousands of times larger and heavier than himself just for his mate's safety seemed admirable. I couldn't do anything other than reward him by walking on the more difficult side of the pool. He had truly earned those moments to be with her, undisturbed.
Since then, I've always tried to remember the courage of that butterfly whenever I see huge barriers facing me.What does the underlined world “angled” in the first passage mean?
| A．reached | B．changed | C．checked | D．noticed |
The writer feel funny because he________?
| A．make the attacker pause. |
| B．was attacked by a butterfly. |
| C．was stepped on by his mate. |
| D．discover the energetic butterfly. |
The writer learned from this experience.
| A．what he should do when faced with trouble |
| B．people should show sympathy to the weak |
| C．how he should deal with attacks |
| D．people should protect butterflies |
What does the writer think of the butterfly?
| A．Careless. | B．Amusing. |
| C．Courageous. | D．Aggressive. |
One suicide and three attempted ones that left two seriously injured, all by middle school students in Shanghai last week, cast a gloom (忧郁) over an otherwise happy beginning of a new term there. The terrible things took place even as the Ministry of Education and China Central Television organized the first lesson on TV about personal safety for students last Monday, the first day of the new semester. Such things suggest that this first lesson is more than necessary. Not only should kids be taught how to protect themselves in times of emergency, they should also be made aware of the value of life. One student was prevented from killing himself from his school building. He said he just could not accept the fact of not being able to go tip to a higher grade with his classmates, and thus considered life meaningless. Another 12-year-old boy who jumped off a building to his death was said to have been a good student, and no one could say why he chose to end his life. Obviously, their inner worlds were seriously affected. But when they chose to take their own lives, their irresponsible choice was clearly the result of a lack of adequate understanding of the value of life.
Undoubtedly, those kids who chose to take their own lives were faced only with their own sadness that they could not overcome. If they had a little concern for their parents, for their parents' expectations of them or for their own potential contributions to this world in the future, they would not have gone that far. Difficulties or sufferings are supposed to help kids develop their sense of responsibility and thus help them better understand the value of life.
Too much attention and care from their parents and grandparents have made most of the only children self-centered. Many think it is natural that they deserve to be taken care of by others in whatever way they want. They expect to have their problems solved by their parents or someone else. With such a false sense, they fail to grasp the tough reality of life. They suffer from the illusion (幻觉) that their life should be nothing but plain sailing, Whenever the illusion is broken, they can hardly gather enough courage to face life as it is. So a hotline is indeed necessary to help those kids who find it hard to accept the tough reality of life. But parents and teachers also need to take lessons from the things. They need to know that life should not always be sugar-coated for kids; they should be made to taste the bitter side too as early as possible.Why is the first lesson on TV necessary according to passage?
| A．It will make students prepared for the new term. |
| B．It is published by the Ministry of Education and China Central Television. |
| C．It will increase the students’ awareness of the value of life. |
| D．It will keep the students away from danger. |
From the passage we know that _________.
| A．four students took their lives in Shanghai last week |
| B．being unable to catch up with other classmates led to the 12-year-old boy killing himself |
| C．the importance of life lies in the sense of responsibility for parents |
| D．parents are supposed to tell the kids the bitter side of life as well as the sweet side |
The main reason why those kids took their own lives is that _________.
| A．they are worried that they may fall behind others in studies |
| B．they lack the respect for their parents |
| C．they may be physically healthy, but mentally unhealthy |
| D．their parents expect too much from them |
What may be the best title of the passage?
| A．An irresponsible choice. | B．The value of life. |
| C．Weak-minded generation. | D．The reality of life. |
Students perform better and achieve more in 3D classes, research suggests. They are quicker to learn and absorb new concepts, and display higher levels of concentration.
Professor Anne Bamford, of the University of the Arts, London, studied the effectiveness of 3D content in 15 schools across seven countries, including the UK. Pupils in 3D classes could remember more than those in the 2D classes after four weeks, improving test scores by an average 17 percent compared with eight percent for 2D lessons. They gave more detailed answers to the tasks and were more likely to think in 3D, using hand gestures and mime (模仿动作) to answer the test questions successfully.
The teachers commented that the pupils in the 3D groups had deeper understanding, increased attention span, more motivation and higher engagement in the lessons.
Children are used to 3D with the rise of computer games that use the technology—90 percent of those in the study had seen a 3D film. Schools would need 3D-enabled projectors（投影仪）, laptops with good picture capabilities, 3D software and glasses for children to introduce animations (动作) into classrooms.
But Danny Nicholson, an educationist, said the technology would be impractical to use in schools and could be costly. He said, “While I think the idea of 3D technology is very interesting, I worry that 3D is a bit of an expensive gimmick (小玩意儿). There are a few cases where a true 3D image might help, but most of the time, good 2D models that can be moved , would be just so effective.”
In Colorado, the US, one school district is already in the process of having 1,000 3D projectors fixed in classrooms. And the University of Caledonia, which carries out scientific research into the Lake Tabon Basin, has used 3D presentations with Grade Six pupils. Those who watched the 3D presentations were more engaged and reported a general increase in their interest in science compared with students who watched the 2D version.What will Danny agree with?
| A．Many pupils prefer 2D models. |
| B．3D is a bit expensive for some schools |
| C．True 3D images would not help in classes |
| D．3D technology has a bright future in classes |
What is TRUE in the passage?
| A．Danny Nicholson thinks the pupils in the 3D groups pay more attention to the lessons. |
| B．Pupils in 3D classes could improve test scores by an average 8 percent. |
| C．The teachers think highly of the 3D classes. |
| D．Compared to 3D images, 2D models are not effective in the classes. |
What can we learn from the last paragraph?
| A．3D classes will soon be given in one school district in Colorado. |
| B．Teachers will use the 3D technology through specific training. |
| C．Many pupils are now more interested in science than before. |
| D．3D technology will replace 2D models in the future. |
What is the main idea of the passage?
| A．2D models are always more effective than 3D images. |
| B．The differences between 3D and 2D images. |
| C．How schools can make full use of 3D technology. |
| D．Pupils behave better when 3D images are used in classes. |
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