The other day my aunt paid me a visit. She was overjoyed. “I got the highest mark in the mid-term examination!” She said. Don’t be surprised! My aunt is indeed a student, exactly, a college student at the age of 45.
“Compared with the late 70s,” she says, “now college students have many doors.” I was shocked when she first told me how she had had no choice in her major. Look at us today! So many doors are open to us! I believe there have never been such abundant opportunities for self-development as we have today. And my aunt told me that we should reach our goals by grasping all these opportunities.
The first door is the opportunity to study different subjects that interest us. My aunt was happy to study management, but she could also attend lectures on ancient Chinese poetry and on Shakespearean drama. As for myself, I am an English major, but I may also go to lectures on history.
The second door is the door to the outside world. Learning goes beyond classrooms and national boundaries. I have many fellow international classmates, and I am applying to an exchange program with a university abroad. As for my aunt, she is planning to get an MBA degree in the U.K.
The third door is the door to life-long learning. Many of my aunt’s contemporaries say she’s amazingly up-to-date for a middle-aged woman. She simply responds, “Age doesn’t matter. What matters is your attitude. I don’t think I’m too old to learn.” Yes, she is right. Since the government removed the age limit for college admissions, there are already some untraditional students, sitting with us in the same classrooms. Like them, my aunt is old but young in spirit with incredible energy and determination.
The doors open to us also pose challenges. For instance, we are faced with the challenge of a balanced learning, the challenge of preserving our fine tradition while learning from the West, and the challenge of learning continuously while carrying heavy responsibilities to our work and family. So, each door is a test of our courage, ability and judgment, but with the support of my teachers, parents, friends and my aunt, I believe I can meet the challenge head on. Which of the following words can best replace the “door” in the passage?
| A．challenge | B．knowledge | C．learning | D．opportunity |
What made the writher’s aunt overjoyed?
| A．Having a chance to visit the writer |
| B．Having lots of choices in subjects |
| C．Getting the highest score in her exam |
| D．Getting admission to a university |
Which of the following statements will the writer’s aunt agree with?
| A．No pains, no gains. |
| B．Failure is the mother of success. |
| C．One is never too old to learn. |
| D．Rome isn’t built in a day. |
The following word can be used to describe the writer’s aunt EXCEPT __________.
| A．fashionable | B．traditional | C．energetic | D．determined |
Which chart shows the correct structure of the passage?
I went to a nearby car factory today with my uncle, who works there. One thing I noticed was that most of the work was done by robots. Welding (焊接), painting, testing and many other jobs are performed by robots. The whole dashboard (仪表板) is put into a car by a robot. It would have taken two men to do so in the past, and it would have hurt their backs quite a bit.
It got me thinking: Is it a good thing that robots are replacing factory workers? On the one hand, robots generally do a more accurate job than people. They are not likely to make many mistakes. If something goes wrong with one car, an alarm goes off. They do exactly the same thing every time, but a human worker is unable to do so. On the other hand, robots reduce costs for companies. Companies don’t have to pay robots wages or injury compensation (补偿) if they’re broken. If something in a robot does go wrong, it won’t have to take time off work for a year, or even forever, as could happen to a real person if he breaks his back or burns himself while welding.
The obvious downside is that robots increase unemployment rate, which in turn increases taxes. We don’t want to pay for those who are out of work just because a company has replaced them with robots.We can learn from the first paragraph that _______.
| A．all the workers have been replaced by robots |
| B．robots do most of the work in the car factory |
| C．there are no workers with back strain now |
| D．the author’s uncle designs robots in the factory |
The second paragraph is mainly about ________.
| A．the author’s experience in a car factory |
| B．the advantages of robots over human workers |
| C．the advantages of human workers over robots |
| D．the management of factory workers |
The underlined word “downside” in the last paragraph means _______.
| A．weakness | B．favor |
| C．assistance | D．Advantage |
It can be inferred from the passage that________.
| A．companies refuse to pay for workers. |
| B．robots have completely replaced workers. |
| C．robots can help solve the problem of unemployment. |
| D．people have to pay more taxes for unemployment. |
One day, when I was working as a psychologist in England，an adolescent boy showed up in my office. It was David. He kept walking up and down restlessly, his face pale, and his hands shaking slightly. His head teacher had referred him to me. “This boy has lost his family，” he wrote. “He is understandably very sad and refuses to talk to others, and I'm very worried about him. Can you help？”
I looked at David and showed him to a chair. How could I help him? There are problems psychology doesn't have the answer to, and which no words can describe. Sometimes the best thing one can do is to listen openly and sympathetically.
The first two times we met, David didn't say a word. He sat there, only looking up to look at the children's drawings on the wall behind me. I suggested we play a game of chess. He nodded. After that he played chess with me every Wednesday afternoon—in complete silence and without looking at me. It's not easy to cheat in chess, but I admit I made sure David won once or twice.
Usually, he arrived earlier than agreed, took the chess board and pieces from the shelf and began setting them up before I even got a chance to sit down. It seemed as if he enjoyed my company. But why did he never look at me?
“Perhaps he simply needs someone to share his pain with，” I thought. “Perhaps he senses that I respect his suffering.” Some months later, when we were playing chess, he looked up at me suddenly.
“It's your turn,” he said.
After that day, David started talking. He got friends in school and joined a bicycle club. He wrote to me a few times, about his biking with some friends, and about his plan to get into university. Now he had really started to live his own life.
Maybe I gave David something. But I also learned that one—without any words—can reach out to another person. All it takes is a hug, a shoulder to cry on, a friendly touch, and an ear that listens.When he first met the author, David ________．
| A．felt a little excited | B．walked energetically |
| C．looked a little nervous | D．showed up with his teacher |
As a psychologist, the author ________．
| A．was ready to listen to David |
| B．was skeptical about psychology |
| C．was able to describe David's problem |
| D．was sure of handling David's problem |
David enjoyed being with the author because he________．
| A．wanted to ask the author for advice |
| B．needed to share sorrow with the author |
| C．liked the children's drawings in the office |
| D．beat the author many times in the chess game |
What can be inferred about David?
| A．He recovered after months of treatment. |
| B．He liked biking before he lost his family. |
| C．He went into university soon after starting to talk. |
| D．He got friends in school before he met the author. |
Teaching is more than leadership. Some of the teacher’s time and effort is directed toward instruction, some toward evaluation. But it is the teacher as a group leader who creates an effective organizational structure (结构) and good working environment so that instruction and evaluation activities can take place. A group that is totally disorganized, unclear about its goals, or constantly fighting among its members will not be a good learning group. The leadership pattern includes helping to form and maintain a positive learning environment so that instruction and evaluation activities can take place.
On the first day of class, the teacher faces a room filled with individuals (个体). Perhaps a few closely united groups and friendships already exist. But there is no sense of group unity, no set of rules for conduct in the group, no feeling of belonging. If teachers are successful leaders, they will help students develop a system of relationships that encourages working together.
Standards and rules must be set to keep order, make sure of justice and protect individual rights, but do not contradict school policy. What happens when one student hurts another’s individual rights? Without clear regulations agreeable to the students and teachers, the classroom can become chaotic. Students may break rules they did not know existed. If standards are set without participation from the class, students may spend a great deal of creative energy in destroying the class environment or finding ways to break rules.
No matter how skillful the teacher is in uniting students and creating a positive atmosphere, the task is never complete. Regular maintenance is necessary. Conflicts arise. The needs of individual members change. A new kind of learning task requires a new organizational structure. Sometimes outside pressures such as holidays, upcoming tests or sport competitions, or family troubles cause stress in the classroom. One task for the teacher is to recreate a positive environment by helping students deal with conflict, change, and stress.The underlined word “maintain” in Para.1 probably means_______.
| A．conserve | B．build | C．recreate | D．evaluate |
According to the author, the teacher should _______.
| A．free students from outside pressures |
| B．set the standards and rules on his own |
| C．be responsible for a well-organized class |
| D．focus more on instruction and evaluation |
From the passage we can learn that ______.
| A．rules cannot be changed once they’re formed |
| B．outside pressures may not cause tension among students |
| C．if the teacher well unites his students, he then will finish his task |
| D．if rules are not acceptable both to students and teachers, the classroom can be a mess |
What is the author’s main purpose of writing the passage?
| A．To provide information for teaching. |
| B．To show the importance of teaching a class. |
| C．To study the teacher’s behavior in the classroom. |
| D．To compare the teacher’s behavior with the students’ in class. |
Once I invited a group of friends round to my house, telling them that I was going to record their speech. I said I was interested in their regional accents, and that it would take only a few minutes. Thus, on one evening, three people turned up at my house and were shown into my front room. When they saw the room they were a bit alarmed, for it was laid out as a studio. In front of each easy chair there was a microphone at head height, with wires leading to a tape-recorder in the middle of the floor. I explained that all I wanted was for them to count from one to twenty. Then we could relax and have a drink.
I turned on the tape-recorder and each in turn seriously counted from one to twenty in their best accent. When it was over, I turned the tape-recorder off and brought round the drinks, and for the rest of the evening there was general cheerful conversation—interrupted only by the fact that I had to take a telephone call in another room, which unfortunately lasted some time.
Or at least that was how it would appear. For, of course, the microphones were not connected to the tape-recorder in the middle of the room at all but to another one, which was turning happily away in the kitchen. The participants, having seen the visible tape-recorder turned off, paid no more attention to the microphones which stayed in front of their chairs, only a few inches from their mouths, thus giving excellent sound quality. And my lengthy absence meant that I was able to obtain as natural a piece of conversation as it would be possible to find.
I should add, perhaps, that I did tell my friends what had happened to them, after the event was over, and gave them the choice of destroying the tape. None of them wanted to—though for some years afterwards it always seemed to be my round when it came to the buying of drinks. Linguistic research can be a very expensive business.The writer asked his friends to count from one to twenty because _______.
| A．he wanted to record the numbers for his research |
| B．he wanted to find out whether the tape recorder was working |
| C．he wanted to make his friends relax before real recording started |
| D．he wanted his friends to think that was all he wanted to record |
The writer went into another room to ________.
| A．get a natural recording of his friends’ conversation |
| B．stay away from too much drinking with his friends |
| C．bring a telephone into the front room |
| D．answer a long distance phone call |
The writer turned off the tape-recorder because _______.
| A．he had to answer a phone call |
| B．he wanted his friends to enjoy some drinks |
| C．he thought the tape-recorder might bother his friends |
| D．he wanted to make his friends believe he had finished the recording |
Which one is true according to the passage?
| A．The writer destroyed the tape. |
| B．The writer’s friends destroyed the tape. |
| C．The writer did tell his friends what had happened. |
| D．The writer’s friends like to drink. |
Oprah Winfrey, born in 1954, is all American talk show host, best known for her multi-award-winning talk show. She is also, according to some assessments, the most influential woman in the world. It's no surprise that her endorsement(认可)can bring overnight sales fortune that defeats most, if not all, marketing campaigns. The star features about 20 products each year On her “Favorite Things” show. There’s even a term for it: the Oprah Effect.
Her television career began unexpectedly. When she was 16 year old, she had the idea of being a journalist to tell other people’s stories in a way that made a difference in their lives and the world. She was on television by the time she was 19 years old. And in 1986 she started her own television show with a continuous determination to succeed at first.
TIME magazine wrote, “People would have doubted Oprah Winfrey’s swift rise to host of the most popular talk show on TV. In a field dominated by white males, she is a black female of big size. As interviewers go, she is no match for Phil Donahue. What she lacks in journalistic toughness, she makes up for in plainspoken curiosity, rich humor and, above all understanding. Guests with sad[stories to tell tend to bring out a tear in Oprah’s eye. They, in turn, often find themselves exposing things they would not imagine telling anyone, much less a national TV audience.”
“I was nervous about the competition and then I became my own competition raising the bar every year, pushing, pushing, pushing myself as hard as I knew. It doesn't matter how far you might rise. At some point you are bound to fall if you’re constantly doing what we do, raising the bar. If you're constantly pushing yourself higher, higher the law of averages, you will at some point fall. And when you do, I want you to know this, remember this: there is no such thing as failure. Failure is just life trying to move us in another direction” as Oprah addressed graduates at Harvard on May 30, 2013.The Oprah Effect refers to _______
| A．the effect on a business |
| B．the power of Oprah’s opinions |
| C．the impact on talkshows |
| D．the assessment of Oprah’s talk show |
What can be inferred about Oprah’s television career?
| A．She once gave up on her choice |
| B．Her swift success has been expected. |
| C．It lives up to her parents’ expectation. |
| D．She must have been challenged by white males. |
The message from Oprah to graduates at Harvard is that _______.
| A．success comes after failure |
| B．failure is nothing to fear |
| C．there is no need to set goals too high |
| D．pushing physical limits makes no sense |
Which of the following best describes Oprah Winfrey?
| A．Dull and pushy. | B．Honest but tough. |
| C．Caring and determined. | D．Curious but weak. |
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