A traveller was staying in an Egyptian village. One day, she held up her camera to take pictures of the children. Suddenly the young ones began to shout at her. The traveller's face turned red and she apologized to the head for what she was doing, and told him she had forgotten that people in some places believed a person would lose his soul(灵魂) if his picture was taken. She explained to him the operation of a camera for a long time. Several times the head tried to say something, but he couldn't. When she believed that the head didn't fear any longer, the traveller then let him speak. With a smile, he said, "The children were trying to tell you that you forgot to take off the lens(镜头) cap!" The children shouted when the traveller was taking pictures of them because _______.
| A．they didn't want to stop playing |
| B．the traveller forgot to take off the cap on her head |
| C．they didn't want to have their pictures taken |
| D．the traveller was not doing well with her camera |
The traveller made an apology to (向……道歉) the head because _______.
| A．she thought it was not right to take people's pictures without telling them beforehand(事先) |
| B．the children would lose their souls |
| C．she had stayed in the village too long |
| D．she didn't take a picture of the head first |
The traveller explained how to use a camera to the head because _______.
| A．the head was very interested in her camera |
| B．the head wanted to learn to take pictures |
| C．she was afraid of the head |
| D．she wanted the head not to worry about what she was doing |
When the head smiled, it's clear that _______ .
| A．the children wanted to play with her |
| B．the traveller didn't know what the children meant |
| C．he wanted the traveller to tell him something else |
| D．the traveller didn't let him speak |
When a child is told he is “uncool”, it can be very painful. He may say he doesn’t care, and even act in ways that are opposite of cool on purpose. But these are simple ways to handle sadness by pretending it’s not there.
Helping a child feel better in school had to be careful. If you say, “Why are you worried about what other children think about you? It doesn’t matter!” Children know that it does matter. Instead, an active way may be best. You could say, “I’m going to do a couple of things for you to help you feel better in school.”
If a boy is having trouble making friends, the teacher can help him. The teacher can arrange things so that he has chances to use his abilities to contribute to class projects. This is how the other children learn how to value his good qualities and to like him. A teacher can also raise a child’s popularity in the group by showing that he values that child. It even helps to put him in a seat next to a very popular child, or let him be a partner with that child in activities, etc.
There are things that parents can do at home, too. Be friendly when your child brings others home to play. Encourage him to invite friends to meals and then serve the dishes they consider “super” .When you plan trips, picnics, movies, and other shows, invite another child with whom your child wants to be friends.
What you can do is to give him a chance to join a group that may be shutting him out. Then, if he has good qualities, he can start to build real friendship of his own.A child who has been informed of being “ uncool” may .
| A．care nothing about it | B．do something uncool on purpose |
| C．develop a sense of anger | D．pretend to get hurt very much |
A teacher can help an unpopular child by .
| A．seeing the child as the teacher’s favorite |
| B．asking the child to do something for partners |
| C．forcing other children to make friends with the child |
| D．offering the child chances to show his good qualities |
How can parents help their child fit in better?
| A．By cooking delicious food for him. |
| B．By being kind to his schoolmates. |
| C．By forcing him to invite friends home. |
| D．By taking him to have picnics in the park. |
Which of the following is TRUE?
| A．Children don’t care others’ comments on them. |
| B．It’s only teacher’s work to make children popular. |
| C．Parents should take their children out for picnic and shows more often. |
| D．Inviting children’s friends to family activities is good for them to make friends. |
Which is the best title of the text?
| A．How an Unpopular Child can be Helped |
| B．Why Some Children are Unpopular |
| C．What Good Qualities Unpopular Children Have |
| D．Who Care about Unpopular Children |
When you make a mistake, big or small, cherish it like it’s the most precious thing in the world. Because in some ways, it is.
Most of us feel bad when we make mistakes, beat ourselves up about it, feel like failures, get mad at ourselves.
And that’s only natural: most of us have been taught from a young age that mistakes are bad, that we should try to avoid mistakes. We’ve been scolded when we make mistakes—at home, school and work. Maybe not always, but probably enough times to make feeling bad about mistakes an unconscious reaction.
Yet without mistakes, we could not learn or grow. If you think about it that way, mistakes should be cherished and celebrated for being one of the most amazing things in the world: they make learning possible; they make growth and improvement possible.
By trial and error—trying things, making mistakes, and learning from those mistakes—we have figured out how to make electric light, to paint the ceiling of the Sistine Chapel, to fly.
Mistakes make walking possible for the smallest toddler, make speech possible, make works of genius possible.
Think about how we learn: we don’t just consume information about something and instantly know it or know how to do it. You don’t just read about painting, or writing, or computer programming, or baking, or playing the piano, and know how to do them right away. Instead, you get information about something, from reading or from another person or from observing, then you make mistakes and repeat, making mistakes, learning from those mistakes, until you’ve pretty much learned how to do something. That’s how we learn as babies and toddlers, and how we learn as adults. Mistakes are how we learn to do something new—because if you succeed at something, it’s probably something you already knew how to do. You haven’t really grown much from that success—at most it’s the last step on your journey, not the whole journey. Most of the journey was made up of mistakes, if it’s a good journey.
So if you value learning, if you value growing and improving, then you should value mistakes. They are amazing things that make a world of brilliance possible.Why do most of us feel bad about making mistakes?
| A．Because mistakes make us suffer a lot. |
| B．Because it’s a natural part in our life. |
| C．Because we’ve been taught so from a young age. |
| D．Because mistakes have ruined many people’s careers. |
According to the passage, what is the right attitude to mistakes?
| A．We should try to avoid making mistakes. |
| B．We should owe great inventions mainly to mistakes. |
| C．We should treat mistakes as good chances to learn. |
| D．We should make feeling bad about mistakes an unconscious reaction. |
The underlined word “toddler” in Paragraph 6 probably means .
| A．a small child learning to walk |
| B．a kindergarten child learning to draw |
| C．a primary pupil learning to read |
| D．a school teenager learning to write |
We can learn from the passage that .
| A．most of us can really grow from success |
| B．growing and improving are based on mistakes |
| C．we learn to make mistakes by trial and error |
| D．we read about something and know how to do it right away |
Guide to Stockholm University Library
Our library offers different types of studying places and provides a good studying environment.
Zones
The library is divided into different zones. The upper floor is a quiet zone with over a thousand places for silent reading, and places where you can sit and work with your own computer. The reading places consist mostly of tables and chairs. The ground floor is the zone where you can talk. Here you can find sofas and armchairs for group work.
Computers
You can use your own computer to connect to the wi-fi specially prepared for notebook computers, you can also use library computers, which contain the most commonly used applications, such as Microsoft Office. They are situated in the area known as the Experimental Field on the ground floor.
Group-study places
If you want to discuss freely without disturbing others, you can book a study room or sit at a table on the ground floor. Some study rooms are for 2-3 people and others can hold up to 6-8 people. All rooms are marked on the library maps.
There are 40 group-study rooms that must be booked via the website. To book, you need an active University account and a valid University card. You can use a room three hours per day, nine hours at most per week.
Storage of Study Material
The library has lockers for students to store course literature. When you have obtained at least 40 credits(学分), you may rent a locker and pay 400 SEK for a year’s rental period.
Rules to be Followed
Mobile phone conversations are not permitted anywhere in the library. Keep your phone on silent as if you were in a lecture and exit the library if you need to receive calls.
Please note that food and fruit are forbidden in the library, but you are allowed to have drinks and sweets with you.The library’s upper floor is mainly for students to .
| A．read in a quiet place |
| B．have group discussions |
| C．take comfortable seats |
| D．get their computers fixed |
Library computers on the ground floor __________.
| A．help students with their field experiments |
| B．are for those who want to access the wi-fi |
| C．contain software necessary for schoolwork |
| D．are mostly used for filling out application forms |
What condition should be met to book a group-study room?
| A．Group must consist of 8 people. |
| B．One should have an active University account. |
| C．Three-hour use per day is the minimum. |
| D．Applicants must mark the room on the map. |
A student can rent a locker in the library if he ____________.
| A．has earned the required credits |
| B．attends certain course |
| C．has nowhere to put his books |
| D．can afford the rental fee |
What should NOT be brought into the library?
| A．Mobile phones. | B．Orange juice. |
| C．Candy. | D．Sandwiches. |
Another cultural aspect of nonverbal communication is one that you might not think about: space. Every person perceives himself to have a sort of invisible shield surrounding his physical body. When someone comes too close, he feels uncomfortable. When he bumps onto someone, he feels obligated to apologize. But the size of a person’s “comfort zone” depends on his cultural ethnic origin. For example, in casual conversation, many Americans stand about four feet apart. In other words, they like to keep each other “at arm’s length”, people in Latin or Arab cultures, in contrast, stand very close to each other, and touch each other often. If someone from one of those cultures stands too close to an American while in conversation, the American may feel uncomfortable and back away.
When Americans are talking, they expect others to respond to what they are saying. To Americans, polite conversationalists empathize by displaying expressions of excitement or disgust, shock or sadness. People with a “poker face”, whose emotions are hidden by a deadpan expression, are looked upon with suspicion. Americans also indicate their attentiveness in a conversation by raising their eyebrows, nodding, smiling politely and maintaining good eye contact. Whereas some cultures view direct eye contact as impolite or threatening, Americans see it as a sign of genuineness and honesty. If a person doesn’t look you in the eye, American might say, you should question his motives—or assume that he doesn’t like you. Yet with all the concern for eye contact, Americans still consider staring—especially at strangers—to be rude. What the author discussed in the previous section is most probably about __________.
| A．classification of nonverbal communication |
| B．the reasons why people should think about space |
| C．the relationship between communication and space |
| D．some other cultural aspects of nonverbal communication |
How far people keep to each other while talking is closely associated with their ______.
| A．origin | B．culture | C．custom | D．nationality |
When an Italian talks to an Arabian on informal occasions, ______.
| A．he stands about four feet away |
| B．"comfort zone" does not exist |
| C．keeping close enough is preferred |
| D．communication barriers may emerge |
A "poker face" (Line 3, Para. 2) refers to a face which is ______.
| A．attentive | B．emotional |
| C．suspicious | D．expressionless |
In a conversation between friends, Americans regard it as sincere and truthful to ______.
| A．maintain direct eye contact |
| B．hide emotions with a deadpan expression |
| C．display excitement or disgust, shock or sadness |
| D．raise their eyebrows, nod and smile politely |
The predictability of our death rates is something that has long puzzled social scientists. After all, there is no natural reason why 2,500 people should accidentally shoot themselves each year or why 7,000 should drown or 55,000 die in their cars. No one establishes a quota (定额) for each type of death. It just happens that they follow a consistent pattern year after year.
A few years ago a Canadian psychologist named Gerald Wilde became interested in this phenomenon. He noticed that mortality rates for violent and accidental deaths throughout the Western world have remained strangely static throughout the whole of the century, despite all the technological advances and increases in safety standards that have happened in that time. Wilde developed an interesting theory called “risk homeostasis”. According to this theory, people naturally live with a certain level of risk. When something is made safer, people will get around the measure in some way to get back to the original level of danger. If, for instance, they are required to wear seat belts, they will feel safer and thus will drive a little faster and a little more recklessly, thereby statistically canceling out the benefits that the seat belt offers. Other studies have shown that where a crossing is made safer, the accident rate invariably falls there but rises elsewhere along the same stretch of road as if making up for the drop. It appears, then, that we have an inborn need for danger. In all events, it is becoming clearer and clearer to scientists that the factors influencing our lifespan are far more subtle and complex than had been previously thought. It now appears that if you wish to live a long life, it isn’t simply a matter of paying attention to certain precautions such as eating the right foods, not smoking, and driving with care. You must also have the right attitude. Scientists at the Duke University Medical Center made a 15-year study of 500 persons personalities and found, somewhat to their surprise, that people with a suspicious or mistrustful nature die prematurely far more often than people with a sunny disposition. Looking on the bright side, it seems, can add years to your life span.What social scientists have long felt puzzled about is why __________.
| A．the death rate can not be predicted |
| B．the death toll remained stable year after year |
| C．a quota for each type of death has not come into being |
| D．people lost their lives every year for this or that reason |
In his research, Gerald Wilde finds that technological advances and increases in safety standards __________.
| A．have helped solve the problem of so high death rate |
| B．have oddly accounted for death rates in the past century |
| C．have reduced death rates for violent and accidental deaths |
| D．have achieved no effect in bringing down the number of deaths |
According to the theory of “risk homeostasis”, some traffic accidents result from ___________.
| A．our inborn desire for risk |
| B．our fast and reckless driving |
| C．our ignorance of seat belt benefits |
| D．our instinctive interest in speeding |
By saying “statistically canceling out the benefits that the seat belt offers” (Para. 2), the author means __________.
| A．wearing seat belts does not have any benefits from the statistic point of view |
| B．deaths from wearing seat belts are the same as those from not wearing them |
| C．deaths from other reasons counterbalance the benefits of wearing seat belts |
| D．wearing seat belts does not necessarily reduce deaths from traffic accidents |
Which of the following may contribute to a longer life span?
| A．Showing adequate trust instead of suspicion of others |
| B．Eating the food low in fat and driving with great care |
| C．Cultivating an optimistic personality and never losing heart |
| D．Looking on the bright side and developing a balanced level of risk |
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