Years ago a farmer owned land along the Atlantic. He constantly advertised for hired hands. Most people were not willing to work on farms along the Atlantic because they worried about the terrible storms that destroy buildings and crops. The farmer received a steady stream of refusals at the interview for a farmhand
Finally, a short, thin man approached the farmer. “Are you a good farmhand?” the farmer asked him.
“Well, I can sleep when the wind blows. ” answered the little man.
Although puzzled by this answer ，the farmer, desperate for help, hired him. The little man worked well around the farm ，busy from dawn to dusk, and the farmer felt satisfied with the man's work.
Then one night the wind howled loudly from offshore. Jumping out of bed，the farmer grabbed a lantern and rushed next door to the hired hand’s sleeping quarters. He shook the little man and yelled， “ Get up! A storm is coming! Tie things down before they are blown away! ”
The little man rolled over in bed and said firmly, “No sir. I told you, I can sleep when the wind blows. ”
Enraged (激怒）by the response, the farmer was tempted to fire him on the spot ,Instead, he hurried outside to prepare for the storm. To his amazement，he discovered that all of the hay had been covered. The cows were in the bam，the chickens were in the coops，and the doors were barred The shutters were tightly secured. Everything was tied down, Nothing could be blown away.
The farmer then understood what his hired hand meant, so he also returned to his bed to sleep while the wind was still blowing.Why did the farmer constantly advertise for hired hands?
| A．Because he needed hired hands all. the year round. |
| B．Because there was too much work to do on the farm. |
| C．Because he could hardly hire a farmhand. |
| D．Because he offered poor conditions for the hired hands. |
The farmer felt amazed because _______
| A．the Little man was sleeping | B．everything was in safety |
| C．the wind was too strong | D．he could not open the doors |
What did the man mean by saying “I can sleep when the wind blows. ” ?
| A．He needed much sleep after working hard on the farm. |
| B．He was very brave and not afraid of wind |
| C．He enjoyed sleeping when the wind blew. |
| D．He would get everything done before the wind blew. |
Which of the following statements about the Little man is TRUE?
| A．He was not afraid of storms. |
| B．He was a heavy sleeper under any condition |
| C．He was hard-working and devoted to his work. |
| D．He was fired shortly after he tied everything down. |
| Brief Introduction |
 Virginia Woolf (née Stephen; 25 January 1882 – 28 March 1941) |
| (Adeline) Virginia Woolf was an English novelist and essayist, regarded as one of the foremost modernist literary figures of the twentieth century.During the interwar period, Woolf was a significant figure in London literary society and a member of the Bloomsbury Group. Her most famous works include the novels Mrs Dalloway (1925), To the Lighthouse (1927) and Orlando (1928), and the book-length essay A Room of One's Own (1929), with its famous dictum, "a woman must have money and a room of her own if she is to write fiction." |
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| Reading （A litter writen by her） |
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| My dear， 'Dearest, I feel certain I am going mad again. I feel we can't go through another of those terrible times. And I shan't recover this time. I begin to hear voices, and I can't concentrate. So I am doing what seems the best thing to do. You have given me the greatest possible happiness. You have been in every way all that anyone could be. I don't think two people could have been happier till this terrible disease came. I can't fight any longer. I know that I am spoiling your life, that without me you could work. And you will I know. You see I can't even write this properly. I can't read. What I want to say is I owe all the happiness of my life to you. You have been entirely patient with me and incredibly good. I want to say that - everybody knows it. If anybody could have saved me it would have been you. Everything has gone from me but the certainty of your goodness. I can't go on spoiling your life any longer. I don't think two people could have been happier than we have been ...........................from the last letter of virginia woolf |
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| Background of litter |
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| During this period, Virginia Woolf wrote his masterpiece, it can be said that this period of her creation of the harvest season. But this does not relieve her illness, her symptoms of schizophrenia is more and more serious, especially in the second world wars, the German Air Force bombing the UK for some time. Wolf created a printing factory was destroyed, then he lived in London for the villa was blown out. These two events left not resolve the shadow in the heart of Woolf, shorten（缩短） her embrace death. In March 28, 1941, she came to the ouse River, in the clothing pocket filled with stones, step by step toward the middle of the river walk, over his short life, has left us with a large number of magnificent; ornate; fascinating（美轮美奂的） works of art. |
According to the first paragraph we can infer that
| A．During the interwar period，virginia woolf was important for London people. |
| B．She has been living for 55 years |
| C．Her first the novels Mrs Dalloway in 1925 |
| D．She regarded as one of the foremost romanticism literary figures of the twentieth century |
What is form of The main body？
| A．Letter of resignation | B．Letter of condolence |
| C．Letter of suicide | D．Letters of apologies |
Where can we see this article？
| A．newspaper | B．testbook | C．German Literature | D．television |
According to the reading, which of the following is not the reason of her Dutch act（自杀）？
| A．She can't go on spoiling your life any longer. |
| B．She feels certain she is going mad again. |
| C．She cannot bear her husband's interference. |
| D．The approach of war makes her psychological problems aggravated. |
What can we know about virginia woolf’s character？
| A．Optimistic | B．Complex | C．Ordinary | D．Lonely |
They say that "seeing is believing", but when it comes to TV commercials, this is not always the case.
The world's leading mobile phone maker, Nokia, released its latest model Lumia 920 on Sept. 5. The smart phone was supposed to possess an advanced camera, which let customers shoot better pictures at night and record stabilized videos. To show how well these features work, the Finnish company released an ad showing a man and a woman riding bicycles side by side, with the man taking a video of the woman on the phone. However, several hours later, technology website The Verge uncovered that the video was neither shot with the new product, nor shot from someone riding a bicycle. Instead, someone in a lorry next to the woman took the video using a professional video camera.
The next day Nokia apologized, "In an effort to demonstrate the benefits of visual image stabilization, we produced a video that simulates（看起来像）what we will be able to deliver." Indeed, what we have seen in ads is more or less a simulation——a practice called "advertising photography".
McDonald's video in June explained the "art". It showed how its burgers get dolled up（装扮）before going on camera. Like models preparing for a magazine cover shoot, burgers also get designed in a photography studio. They are prepared for hours and put together with absolute precision so they look their best before photo shoots. Each ingredient, such as onions and sauce, is carefully put into place to make the burger look much juicier, bigger and tastier. Computer software Photoshop is also used to add visual effects.
So don't feel ____________________when you get a burger that never looks like what you see in ads. What do the underlined words "the case" in Paragraph l refer to? （within 5 words）
For what purpose did Nokia create the video? （within 8 words）
Why did Nokia apologize based on the text? （within 10 words）
Why does the author give the example of McDonald's video in Paragraph 4? （within 10 words）
Fill in the blank in Paragraph 5 with proper words.（within 2 words）
Summer school is something a kid will never forget. For some, it's a way to advance past their classmates. For most, summer school is a requirement in order to graduate with their classmates. I can remember being forced into taking a summer school course. It was not the school that forced me into this awkward situation, it was my mother.
I was a 16-year-old kid in a new school. My school did not offer summer courses so I had to take my course at an alternative school in the city. It was an experience I will never forget. I was not concerned with making friends. I was there to get credit（学分）for a course that I should have received for the previous semester. It was my doing that landed me in the situation and it was important that I understood this.
The fees were the lowest but the experience was amazing. I enjoyed I didn’t miss the day. The course was from Monday to Friday for an entire month. I passed the course with an A. I was thrown into an awkward situation but actually enjoyed it. My friends didn't even know I took the course. Most of them were still sleeping by the time my course ended each day.
Awkward situations are so important for personal growth. This situation made me feel more independent. I made friends. I finally understood what sacrifice and hard work were all about. While attending college, I remembered how much I enjoyed summer school and I chose to take summer school in my first three years of college. Some kids get pushed too much but some don't get pushed enough. I was never pushed enough.
Enable your children to struggle for success. If your child needs summer school you explain to them why it's important. Some parents are surprised by the situation and may want to be more involved in their children’s education. Follow through and follow up. Most students go to the summer school in order to ____.
| A．find good jobs |
| B．become top students in their class |
| C．have a chance to make more friends |
| D．graduate successfully on time |
What made the author go to summer school for the first time?
| A．What he had done. | B．His mother's wish. |
| C．His own requirement. | D．Study competition. |
Which of the following was NOT the benefit got by the author through attending summer school?
| A．It helped him get rid of bad habits. |
| B．It helped him make new friends. |
| C．It helped him understand what sacrifice and hard work were. |
| D．It increased his independence. |
From the last paragraph we can learn that the author _______.
| A．does not like summer school at all even though it is useful |
| B．thinks summer school is unnecessary for children |
| C．encourages parents to make their children attend summer school |
| D．is against forcing children to attend summer school |
Face masks are commonly used in ceremonies and performances. They not only hide the real face of the mask wearer but they often evoke powerful emotions in the audience—danger, fear, sadness, joy. You might think, because so many things vary cross-culturally, that the ways in which emotions are displayed and recognized in the face vary too. Apparently they do not. Recent research on masks from different cultures supports the conclusion that masks, like faces, tend to represent certain emotions in the same ways. We now have some evidence that the symbolism used in masks is often universal.
The research on masks builds on work done by anthropologists, who used photographs of individuals experiencing various emotions. These photographs were shown to members of different cultural groups who were asked to identify the emotions displayed in the photographs. Emotions were identified correctly by most viewers, whatever the viewer’s native culture.
Coding schemes were developed to enable researchers to compare the detailed facial positions of individual portions of die face (eyebrows, mouth, etc.) for different emotions. What exactly do we do when we scowl? We contract the eyebrows and lower the corners of the mouth; in geometric terms, we make angles and diagonals (斜线) on our faces. When we smile, we raise the corners of the mouth; we make it curved.
Psychologist Joel Arnoff and his colleagues compared two types of wooden face masks from many different societies—masks described as threatening versus masks associated with nonthreatening functions. As suspected, the two sets of masks had significant differences in certain facial elements. The threatening masks had eyebrows and eyes facing inward and downward and a downward-facing mouth. In more abstract or geometrical terms, threatening features generally tend to be angular or diagonal and nonthreatening features tend to be curved or rounded, a face with a pointed beard is threatening; a baby's face is not. The theory is that humans express and recognize basic emotions in uniform (一致的) ways because all human faces are quite similar, skeletally and muscularly.What does the passage mainly discuss?
| A．The techniques for comparing facial expressions across cultures. |
| B．The photography of faces. |
| C．Cultural variations in mask. |
| D．The uniformity of facial expressions in revealing emotions. |
According to the passage, masks are used in performances to _______.
| A．disguise the real emotions of the performers |
| B．cause members of the audience to have strong emotions |
| C．remind the audience that an illusion is being created |
| D．identify the cultural background of the performers |
What does the author mean by stating, "the symbolism used in masks is often universal"?
| A．Masks are sometimes used to hide emotions. |
| B．Performers often need help conveying emotions to an audience. |
| C．Not all societies use masks in their rituals. |
| D．People from different cultures generally express certain emotions in similar ways. |
The passage mentions "baby’s face" in the last paragraph as an example of a _______.
| A．typical human face |
| B．source of inspiration in the creation of masks |
| C．nonthreatening face |
| D．face that expresses few emotions |
The French word renaissance means rebirth. It was first used in 1855 by the historian Jules Michelet in his History of France, and then adopted by historians of culture, by art historians, and eventually by music historians, all of whom applied it to European culture during the 150 years spanning 1450-1600. The concept of rebirth was appropriate to this period of European history because of the renewed interest in ancient Greek and Roman culture that began in Italy and then spread throughout Europe. Scholars and artists of the fifteenth and sixteenth centuries wanted to restore the learning and ideals of the classical civilizations of Greece and Rome. To these scholars this meant a return to human—as opposed to spiritual-values. Fulfillment in life—as opposed to concern about an afterlife—became a desirable goal, and expressing the entire range of human emotions and enjoying the pleasures of the senses were no longer frowned on (不赞同). Artists and writers now turned to secular (非宗教的) as well as religious subject matter and sought to make their works understandable and appealing.
These changes in outlook deeply affected the musical culture of the Renaissance period—how people thought about music as well as the way music was composed, experienced, discussed, and disseminated. They could see the architectural monuments, sculptures, plays, and poems that were being rediscovered, but they could not actually hear ancient music—although they could read the writings of classical philosophers, poets, essayists, and music theorists that were becoming available in translation. They learned about the power of ancient music to move the listener and wondered why modern music did not have the same effect. For example, the influential religious leader Bernardino Cirillo expressed disappointment with the learned music of his time. He urged musicians to follow the example of the sculptors, painters, architects, and scholars who had rediscovered ancient art and literature. The musical Renaissance in Europe was more a general cultural movement and state of mind than a specific set of musical techniques. Furthermore, music changed so rapidly during this century and a half—though at different rates in different countries—that we cannot define a single Renaissance style.What is the passage mainly about?
| A．The musical compositions that best illustrate the developments during the European Renaissance. |
| B．The musical techniques that were in use during the European Renaissance. |
| C．The European Renaissance as a cultural development that included changes in musical style. |
| D．The ancient Greek and Roman musical practices used during the European Renaissance. |
According to the passage, Renaissance artists and writers had all of the following intentions EXCEPT _______.
| A．to use religious themes |
| B．to express only the pleasant parts of human experience |
| C．to produce art that people would find attractive |
| D．to create works that were easily understood |
The word "disseminated" in paragraph 2 is closest in meaning to _______.
| A．played | B．documented | C．spread | D．ignored |
What can be inferred about the music of ancient Greece and Rome?
| A．It expressed different ideals than classical sculpture, painting and poetry. |
| B．It was played on instruments that are familiar to modern audiences. |
| C．It had the same effect on Renaissance audiences as it had when originally performed. |
| D．Its effect on listeners was described in a number of classical texts. |
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