My students often tell me that they don’t have “enough time” to do all their schoolwork.
My reply is often a brief “You have as much time as the president.” I usually carry on a bit about there being twenty-four hours in the day for everyone, and suggest that “not enough time” is not an acceptable explanation of not getting something done.
Once in graduate school, I tried to prove to one of my professors by 
say
ing that I was working hard. His answer to me was, “That’s irrelevant (无关的). What’s important is the quality of your work.” Since then I have had time to think carefully about the “hard worker” dodge (诀窍), and I have come to some conclusions — all relevant to the problem of how much time we have.
If you analyze the matter, you can identify two parts of the problem: There is, of course, the matter of “time”, which we can think of as fixed. Then there is the problem of “work” during that time. But, as my professor suggested, it’s not how hard one works but the quality of the product that’s important.
That led me to a new idea: the quality of the work. That concept is perhaps best explained by a sign I once saw on the wall in someone’s office: “Don’t work harder. Work smarter.” There is a lot of sense in that idea.
If you can’t get more time, and few of us can, the only solution is to improve the quality of the work. That means thinking of ways to get more out of the same time than we might otherwise get. That should lead us to an analysis of our work habits. Since “work” for students usually means “homework”, the expression “work habits” should be read as “study habits”.
Then, as a smart student, you will seek to improve those skills that you use in study, chiefly reading and writing. If you learn to read better and write better, there are big benefits that pay off in all your studies..
From the passage, we know that the author is probably ______ .
| A．a poet | B．an educator | C．a novelist | D．an engineer |
.
We can infer from the 2nd paragraph that we students still _____ .
| A．have enough time | B．can meet the president |
| C．get everything done well | D．should accept the explanation |
.
Which of the following is TRUE according to the passage?
| A．The author’s students make good use of their time to do all their homework. |
| B．The author tried to tell the professor that he/she (author) had done a good job. |
| C．You can’t improve the quality of the work if you can’t get more time. |
| D．You’ll try to improve your skills in reading and writing if you’re a clever student. |
.
What’s the passage mainly about?
| A．Students don’t have enough time. | B．Don’t work harder; work smarter. |
| C．No one can get more time. | D．Read better and write better. |
Taste is such a subjective matter that we don’t usually conduct preference tests for food. The most you can say about anyone’s preference is that it’s one person’s opinion. But because the two big cola companies—Coca-Cola and Pepsi Cola—are marketed so aggressively, we’ve wondered how big a role taste preference actually plays in brand loyalty. We set up a taste test that challenged people who identified themselves as either Coca-cola or Pepsi fans: Find your brand in a blind tasting.
We invited staff volunteers who had a strong liking for either Coca-Cola Classic or Pepsi, Diet Coke, or Diet Pepsi. These were people who thought they’d have no trouble telling their brand from the other brand.
We eventually located 19 regular cola drinkers and 27 diet cola drinkers. Then we fed them with four unidentified samples of cola one at a time, regular colas for the one group, diet versions for the other. We asked them to tell us whether each sample was Coke or Pepsi; then we analyzed the records statistically to compare the participants’ choices with what mere guesswork could have accomplished.
Getting all four samples right was a tough test, but not too tough, we thought, for people who believed they could recognize their brand. In the end, only 7 out of 19 regular cola drinkers correctly identified their brand of choice in all four trials. The diet-cola drinkers did a little worse—only 7 out of 27 identified all four samples correctly.
Both groups did better than chance would predict, but nearly half the participants in each group made the wrong choice two or more times. Two people got all four samples wrong. Overall, half the participants did about as well on the last round of tasting as on the first, so tiredness, or taste burnout, was not a factor. Our preference test results suggest that only a few Pepsi participants and Coke fans may really be able to tell their favorite brand by taste and price.
71. According to the passage the preference test was conducted in order to ________.
A. show that a person’s opinion about taste is mere guesswork
B. compare the ability of the participants in choosing their drinks
C. find out the role taste preference plays in a person’s drinking
D. reveal which cola is more to the liking of the drinkers
72. The statistics recorded in the preference tests show that________.
A. there is not much difference in taste between Coca-Cola and Pepsi
B. few people had trouble telling Coca-Cola from Pepsi
C. people’s tastes differ from one another
D. Coca-Cola and Pepsi are people’s two most favorite drinks
73. It is implied in the first paragraph that________.
A. the competition between the two colas is very strong
B. blind tasting is necessary for identifying fans
C. the purpose of taste test is to promote the sale of colas
D. the improvement of quality is the chief concern of the two cola companies
74. The underlined word “burnout” here refers to the state of________.
A. being seriously burnt in the skin
B. being badly damaged by fire
C. being unable to burn for lack of fuel
D. being unable to function because of too much use
75. The author’s purpose in writing this passage is to________.
A. emphasize that taste and price are closely related to each other
B. recommend that blind tasting be introduced in the quality control of colas
C. show that taste preference is highly subjective
D. argue that taste testing is an important marketing strategy
A 17-year-old boy, caught sending text messages in class, was recently sent to the vice principal's office. The vice principal, Steve Gallagher, told the boy he needed to focus on the teacher, not his cellphone. The boy listened politely and nodded, and that's when Mr. Gallagher noticed the student's fingers moving on his lap. He was texting while being scolded for texting. “It was a subconscious act,” says Mr. Gallagher, who took the phone away. “Young people today are connected socially from the moment they open their eyes in the morning until they close their eyes at night. It's compulsive.”
A study this year by psychology students at Covenant College in Lookout Mountain, Ga., found that the more time young people spend on Facebook, the more likely they are to have lower grades and weaker study habits. Heavy Facebook users show signs of being more sociable, but they are also more likely to be anxious, hostile or depressed.
Almost a quarter of today's teens check Facebook more than 10 times a day, according to a 2009 survey by Common Sense Media, a nonprofit group that monitors media's impact on families. Will these young people get rid of this habit once they enter the work force, or will employers come to see texting and 'social-network checking' as accepted parts of the workday?
Think back. When today's older workers were in their 20s, they might have taken a break on the job to call friends and make after-work plans. In those earlier eras, companies discouraged non-business-related calls, and someone who made personal calls all day risked being fired. It was impossible to imagine the constant back-and-forth texting that defines interactions among young people today.
Educators are also being asked by parents, students and educational strategists to reconsider their rules. “In past generations, students got in trouble for passing notes in class. Now students are good at texting with their phones still in their pockets,” says 40-year-old Mr. Gallagher, the vice principal, “and they're able to communicate with someone one floor down and three rows over. Students are just fundamentally different today. They will take suspensions rather than give up their phones.”
66. The underlined word “a subconscious act” in the first paragraph refers to an act __________.
A. on purpose B. without realization C. in secret D. with care
67. Young people addicted to the use of Facebook _________.
A. are good at dealing with the social relationships and concentrate on their study
B. have high spirits and positive attitudes towards their life and work
C. have been influenced mentally in the aspects of behaviors and habits
D. are always in bad mood and have poor performance in every respect
68. Through the situation of today’s older workers in their 20s, it can be inferred that _________.
A. the employers will not accept young people’s sending text messages
B. a cellphone is a must for today’s older workers instead of young people
C. the employers prefer older workers to young people
D. the employers will find it hard to control the interaction among young people
69. Mr. Gallagher reminds us that the students in the past and those today _________.
A. like to break rules and have the same means of sending messages
B. are always the big problem for the educators and their parents
C. like sending text messages but those today do it in a more secret and skillful way
D. cannot live without a cellphone
70. What’s the best title of the passage?
A. Teenagers and Cellphones B. Teenagers’ Texting Addiction
C. Employers and Teenagers D. Teenagers’ Education
Edinburgh Zoo makes plans to bring a pair of giant pandas from China to Scotland. Representatives from Edinburgh Zoo have recently returned from China, where they signed a letter of intent (意向书) making a promise to bring giant pandas to the zoo.
It has been suggested that the breeding pair should be rented to the Royal Zoological Society of Scotland (RZSS) for 10 years and it is hoped they would give birth to babies during that time. Edinburgh Zoo would be the eighth zoo in the West to care for the species if the project goes ahead.
Zoo chiefs said that looking after the endangered animals could benefit conservation. David Windmill, chief of RZSS, said, “It is an opportunity to work on a global level
with other conservati
onists to gain a better understanding of the giant panda, the threats they face, and what we can do to ensure their survival.”
At present, there are currently only around 1,500 giant pandas in the wild. RZSS has been working on the project for almost a year, and hopes to have giant pandas at Edinburgh Zoo by 2011, the year of the society’s centenary.
Mr. Windmill said that the project has received strong support from the UK and Scottish Governments and that this must continue if the zoo is to reach an agreement with the Chinese. As part of the proposed agreement with the Chinese government, Edinburgh Zoo will cooperate on research projects benefiting conservation in the wild.
RZSS will also provide considerable money to support giant panda conservation projects in the wild. Giant pandas live in a few mountain ranges in central China and feed almost wholly on bamboo, which makes up 99% of the their diet.
61. What result did zoo representatives get f
rom China?
A. A breeding pair is on loan to RZSS for ten years.
B. China promised to sell two giant pandas before 2011.
C. They signed a letter of intent about giant pandas to be loaned to Edinburgh Zoo.
D. China promised to offer the money but not the experts for research into giant pandas.
62. If Edinburgh Zoo can borrow giant pandas, what will happen?
A. RZSS will celebrate its centenary in 2011.
B. Scotland will be the eighth country to have giant pandas.
C. RZSS will have a better understanding of living habits of giant pandas.
D. Edinburgh Zoo will be the eighth zoo to have Chinese pandas in the world.
63. The underlined part “the project” in Paragraph 4 refers to “__________”.
A. the celebration of RZSS’s centenary
B. introducing giant pandas to RZSS’s collection
C. the Royal Zoological Society of Scotland itself
D. borrowing giant pandas from China for conservation
64. At present what seems to be the key factor for giant pandas to successfully go to Edinburgh Zoo?
A. RZSS’s attitude. B. The Chinese government’s attitude.
C. Edinburgh Zoo’s support. D. The Scottish government’ attitude.
65. The best title for this passage would be “___________”.
A. Edinburgh Zoo expects giant pandas from China
B. Edinburgh Zoo does research into giant pandas
C. Scotland supports giant panda conservation
D. Giant pandas live happily at Edinburgh Zoo
第三部分 阅读理解（共20小题，每题2分，满分40分）
阅读下列短文，从每题所给的A、B、C、D四个选项中，选出一个最佳选项，并在答题卡上将该项涂黑。
The key to happiness is how quickly you can get back your focus on what’s important.
----Anonymous
Sixteen years ago I learned this lesson in the back of a New York City taxi cab. Here's what happened. I hopped in a taxi, and we took off for Grand Central Station. We were driving in the right lane when, all of a sudden, a black car jumped out of a parking space right in front of us. My taxi driver slammed on his brakes, skidded, and missed the other car’s back end by just inches!
The driver of the other car, who almost caused a big accident, started yelling bad words at us. My taxi driver just smiled and waved at the guy. And I mean, he was friendly. So, I said, "Why did you just do that? This guy almost ruined your car and sent us to the hospital!" And this is when my taxi driver told me what I now call "The Law of the Garbage Truck."
Many people are like garbage (rubbish) trucks. They run around full of garbage, full of frustration, full of anger, and full of disappointment. As their garbage piles up, they need a 
place to dump it. And if you let them, they'll dump it on you. When someone wants to dump on you, don't take it personally. You just smile, wave, wish them well, and move on. You'll be happy with what you did.
I started thinking, how often do I let Garbage Trucks run right over me? And how often do I take their garbage and spread it to other people at work, at home, or on the streets? It was that day I said, "I'm not going to do anymore."
Successful people do not let Garbage Trucks take over their day. What about you? If you let more garbage trucks pass you by, you'll be happier. Life's too short to wake up in the morning with regrets. So, Love the people who treat you right. Forget about the ones who don't.
56. What happened one day when the author was taking a taxi?
A. The taxi almost hit another car.
B. The taxi driver was injured.
C. The author scolded the driver of the other car.
D. The author learned a lesson from the driver of the garbage truck.
57. How did the taxi driver respond to the behaviour of the driver of the black car?
A. He yelled back at the driver.
B. He sent the driver to the hospital.
C. He was friendly towards the driver.
D. He dumped some garbage in front of his car.
58. What does the taxi driver think of people according to Paragraph 3?
A. Many people like to drive garbage trucks.
B. Many people dump garbage wherever they like.
C. Many people are warm-hearted to make others happy.
D. Many people tend to be very much depressed.
59. What can we infer from Paragraph 4?
A. The author used to have a lot of garbage trucks.
B. The author used to complain a lot.
C. The author used to have a lot of money.
D. The author used to be a good manager.
60. According to the passage, what should you do if people “dump garbage” on you?
A. Ignore them and go on with our own work.
B. Try our best to persuade them not to do that again.
C. Tell them to dump the garbage in the right place.
D. Take over their work and carry the garbage to somewhere else.
Section One
The city is an accumulation of human civilization. Just as the American social philosopher (哲学家) Lewis Mumford put it, it is a special system which, fine and compact, has been designed to preserve the fruits of human civilization. Many Western languages have developed their versions of the term “civilization” from the same Latin (拉丁语的) word “civitas”(meaning “city” ), and it is by no means a coincidence. The city has played a significant role in the perfection of order in human society.
Section Two
The emblem, showing the ima
ge of three people ― you, me, him/her holding hands together, symbolizes the big family of mankind. Inspired by the shape of the Chinese character “世” (meaning the world), the design conveys the organizers' wish to host an Expo which is of global scale and which showcases the various urban cultures of the world.
Section Three
Created from the inspiration of Chinese character “人”, the design roots deeply in Chinese culture. It tells the world the eternal core (永恒的核心) and theme of Shanghai World Expo will be always human. The mascot “Haibao” will become the messenger for the theme of World Expo 2010 Shanghai China “Better City, Better Life”.
The basic structure of the Chinese character “人” in which each stroke supports each other also shows the concept that the beautiful life should depends on mutual-help. If the human are willing to support one another, the harmony among human, nature, and society will be available. Such an urban life will be nice.
Haibao’s confident smile is expressing his sincere greeting from China ― “World Expo 2010 Shanghai China welcomes you!”
71. Section One mainly tells about ______.
A. the part cities play in human civilization B. the development of the 
word “city”
C. why the Expo is held in Shanghai D. where human civilization originated
72. The underlined word “it” in Section One refers to ______.
A. the civilization B. the philosopher C. the word D. the city
73. Which correctly matches the sections with the pictures they describe?
| Pictures |
 |
 |
 |
| A. |
Section One |
Section Two |
Section Three |
| B. |
Section Two |
Section Three |
Section One |
| C. |
Section Three |
Section Two |
Section One |
| D. |
Section Three |
Section One |
Section Two |
74. In Section Three, the second paragraph explains how the creation is connected with the _____ of the Chinese word “人”.
A. story B. meaning C. shape D. usage
75. The underlined word “stroke” in the second paragraph of Section Three means ______.
A. one of the ideas a word has B. a line made by a writing tool
C. a member of a family or the society D. a person who has met with trouble
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