Last week, President Barack Obama gave a back- to-school speech to students at the Julia R. Masterman Laboratory and Demonstration School in Philadelphia, Pennsylvania. Students in schools across the country also tuned in to watch the President's speech on TV. He stressed the importance of trying new things, working hard and believing in yourself.
While admitting that times are tough for families across the country, Obama reminded students that hard work now can mean big success later. “Nobody gets to write your destiny(命运）but you,” he said. “Your future is in your hands. Your life is what you make of it. And nothing—absolutely nothing—is beyond your reach."
Obama spoke about his own life, and lessons he learned from his mother, who had to remind him to stay focused on his studies. He told students the recipe (诀窍) for success: “Showing up to school on time. Paying attention in class. Doing your homework. Studying for exams. Staying out of trouble. ”
Obama encouraged students to embrace(欣然接受)what makes them different. “We shouldn't be embarrassed by the things that make us different,” he said. “We should be proud of them.”
He also suggested taking advantage of all of the opportunities at your school, and always being open to trying new things. “Just because you’re not the best at something today doesn't mean you can't be tomorrow,” he said. “Even if you don't think of yourself as a math person or as a science person—you can still excel in those subjects if you're willing to make the effort. And you may find out you have talents you’d never dreamed of.”What does Obama mainly want to tell the students in Paragraph 2?
| A．Some families are experiencing a hard time. |
| B．Different people have different destinies. |
| C．They can create their own future. |
| D．Those who don't study hard will achieve nothing. |
In Paragraph 3, Obama tried to encourage the students by _______.
| A．telling an interesting story |
| B．sharing the secret to success |
| C．telling his own life experience |
| D．referring to some famous people |
Obama suggested the students should _________ .
| A．not study hard for high marks |
| B．accept things that make them different |
| C．do what they are really interested in |
| D．not do things which are difficult for them |
The underlined phrase “excel in” in the last paragraph means “_________”.
| A．be careful with | B．be attracted to |
| C．be interested in | D．be good at |
As a contestant on The X Factor, 13-year-old Rachel Crow seemed to have exactly what it took to win: strong praise from judges, a beautiful voice, and a lovable personality. Then she was voted off.
When the results were read, Rachel broke down, sobbing and screaming for her mom, who had to rush onstage to comfort her.
It was a humiliating moment for Rachel, but a great moment for The X Factor — just the kind of drama TV audiences love.
Some fans said Rachel’s breakdown proved she was too young to be on the show. And though there was nothing exceptional about someone Rachel’s age being on reality TV — children and teens appear in everything from Dance Moms to The Biggest Loser — Rachel’s meltdown did raise an important question: Should kids be on reality TV at all? Many psychologists are saying “No”.
It’s well known that early fame can be harmful and that many former child stars struggle as adults. Being followed by photographers 24/7 and having everything they do reported in newspapers and blogs can be hard for young people to deal with. It can make them feel as though their worth depends on what others say. Reality TV takes the pressure of early fame to a whole new level. Kids on reality TV don’t play characters. They play themselves. Cameras expose their most private moments for our entertainment.
Laws exist that protect child actors, making sure they go to school and limiting the hours they can work. In many states, though, these laws do not apply to kids on reality TV, because they are not considered actors.
Dangers aside, there’s no doubt that reality shows do offer exciting opportunities and the potential to make money. A 7-year-old girl who attends a TV show earns about $36,000 per season. After competing on The X Factor, One Direction went on to become international stars. Even Rachel made out OK. She released an album and voices a character in the movie Rio 2. And she showed resilience (适应力). “I’m not feeling great, but I’ll be fine,” she told reporters after breakdown. “I’m Rachel still.”The underlined word “humiliating” in Paragraph 3 is closest in meaning to “ _______”.
| A．exciting | B．precious |
| C．important | D．embarrassing |
We can learn from Paragraph 4 that some of Rachel’s fans thought that she _______.
| A．was not good enough |
| B．deserved better results |
| C．should have been much stronger |
| D．shouldn’t have been on the show |
Paragraph 5 is mainly about _______.
| A．how kids should deal with pressure |
| B．why early fame can be harmful to kids |
| C．the importance of kids being themselves |
| D．what some former child stars have achieved |
What can we infer from the last paragraph?
| A．Kids should look for more challenges. |
| B．Reality shows may change a kid forever. |
| C．Reality shows can benefit kids in some ways. |
| D．Kids can earn little money from reality shows. |
Can food be free, fresh and easily accessible? That’s the bold (大胆) question that the city of Seattle is hoping to answer with a new experimental farm not far from the city’s downtown area that will have fruits and vegetables for anyone to harvest this fall.
On Beacon Hill, just south of central Seattle, landscape developers and a few affordable-food advocates are building an eatable food forest. Everything grown in the area will be eatable. And it’ll be open around the clock to anyone who wants to come and pick some fresh blueberries or pears.
Organizers shared with National Geographic a list of the crop offerings. Many are expected: apples, berries and tomatoes. But others are pretty far-out. A large Asian community in the area suggested things like Asian pears and honeyberries. A European influence led to the planting of medlar trees.
The concept is modeled on permaculture, a design system and school of thought emphasizing the use of renewable nature resources and the enrichment of local ecosystems. Offering people free, fresh food is one motivation, but making the land useful and ecologically enriched is the larger goal.
That being said, some potential problems come to mind. What if all of one fruit is gone the first weekend when it’s ripe? What if people pick things too early and spoil the potential for everyone?
Organizers aren’t concerned about those questions. “We’ve had many discussions about what would happen if someone comes and picks all the blueberries,” says Margarett Harrison, the landscape architect designing the project.” But that’s been considered as a good thing. We’ll just plant more.”
Anything related to agriculture and good food — in large quantities — takes time. Most of the trees won’t be mature enough for a few more years. But a few decades could make the area impressively productive.
Idealistic? Perhaps. But it’s the kind of idealism that anyone who likes to eat fresh things from time to time can get behind. And that’s the type of motivation that organizers hope will keep going. Paragraph 3 is mainly about _______.
| A．the crops that will be harvested this fall |
| B．people’s attitude towards the project |
| C．which communities live in the area |
| D．how the food selection was made |
What’s Margarett Hrrison’s attitude towards the potential problems the forest may face?
| A．Concerned. | B．Cautious. |
| C．Optimistic. | D．Uninterested |
The text is mainly about ______.
| A．Seattle’s free food experiment |
| B．what the future of forests will be |
| C．agricultural development in Seattle |
| D．how to keep in harmony with nature |
One evening last summer, when I asked my 17-year-old son, Ray, for help with dinner, his response surprised me, “What’s a colander (漏勺)?” he asked.
I could only blame myself. Nobody’s hands went in the sauce except my own. But that night, as I explained with a touch of panic that a colander is the thing with holes in it, I wondered what else I hadn’t prepared Ray for.
As parents, while we focus on our child’s confidence and character, we perhaps don’t always consider that we are also raising someone’s future roommate, boyfriend, husband, or father. I wanted to know that I’d raised a boy who would never ask the woman in his life, “What’s for dinner?” So I came up with a plan: I would offer Ray a private home economics course. I was delighted to find that he didn’t say no.
For two hours, three days a week, Ray was all mine. One day, as his tomato sauce reduced on the stove, he washed and seasoned a chicken for roasting. Then he rolled out the piecrust (馅饼) and filled it with apples, all while listening to my explanation on the importance of preheating an oven.
I knew that he would rather have been shooting hoops I the driveway than learning to mend socks with his mother — he tried to beg off sewing lessons, even though I insisted that one day, someone would find the sight of him fixing his own shirt very attractive — but it couldn’t be denied that he was learning, and more than just housekeeping. “I appreciate more what you do as a mom,” he told me one day.
Ray now understands the finer points of cooking, and more important, he realizes there’s nothing masculine (男子气的) about being helpless. Not only can he make his own dinner, he can make it for his family, too. That’s what I call a man.Hearing her son’s question, the author felt _______.
| A．shocked | B．angry |
| C．disappointed | D．calm |
We can learn from the text that Ray ________.
| A．preferred sewing to cooking |
| B．made great progress in cooking |
| C．was unwilling to take the course at first |
| D．always thought it attractive to do housework |
The underlined part “more than just housekeeping” shows that Ray ______.
| A．fell in love with house work |
| B．did other work in the house |
| C．began to be more important |
| D．acknowledged the author’s efforts |
What would be the best title for the text?
| A．Should boys be involved in housework? |
| B．Present for my future daughter-in-law. |
| C．I’m proud I’ve raised a curious son. |
| D．Dependent or independent. |
Making the announcement, Peter Englund, permanent secretary of the Swedish Academy, called Alice Munro a “master of the contemporary short story”.
“She has taken an art form, the short story, which has tended to live a little bit in the shadow of the novel, and she has cultivated it almost to perfection,” he said.
The 82-year-old, whose books include Dear Life and dance of the Happy Shades, is only the 13th woman to win the Nobel Prize for literature since its start in 1901.
“I knew I was in the running, yes, but I never thought I would win,” Munro told Canadian media.
Alice Munro: “I would really hope that this would make people see the short story as an important art form.”
Munro, who began writing in her teenage years, published her first story, The Dimensions of a Shadow, in 1950.
Dance of the Happy Shades, published in 1968, was Munro’s first collection, and it went on to win Canada’s highest literary prize, the Governor General’s Award.
In 2009, she won the Man Booker International Prize for her entire body of work — but she downplayed her achievements.
“I think maybe I was successful in doing this because I didn’t have any other talents,” she once said in an interview.
BBC Arts Editor Will Gompertz said Munro had been “at the very top of her game since she started”.
“Very few writers are her equal,” he said, adding “She gets to the heart of what it is to be human”.
The award “probably won’t make a commercial difference” to the author, he added, but it “makes a huge difference to how her work will be viewed in historical terms”.
“If she hadn’t won it before she died, I think it would have been a terrible, terrible omission (遗漏).”
Often compared to Anton Chekhov, she is known for writing about the human spirit and a regular theme of her work is the dilemma faced by young girls growing up and coming to terms with living in a small town.
Several of her stories have also been adapted for the screen, including The Bear Came over the Mountain.According to the text, Alice Munro ________.
| A．is very good at writing short stories |
| B．had her first story published in 1968 |
| C．is the first woman to win the Nobel Prize for literature |
| D．was confident of winning the Nobel Prize for literature |
What does Will Gompertz think of Alice Munro?
| A．He thinks very highly of her. |
| B．He thinks she’s a productive writer. |
| C．He is amazed by her different skills. |
| D．He compares her to Anton Chekhov. |
Which words can best describe Alice Munro?
| A．Honest and responsible. |
| B．Cautious and friendly. |
| C．Caring and determined. |
| D．Talented and modest. |
What’s the best title for the text?
| A．Short story — an important art form. |
| B．A master of the contemporary short story. |
| C．Alice Munro’s novel adapted for the screen. |
| D．Alice Munro wins Nobel Prize for Literature. |
If we are to help students develop reading skills in a foreign language, it is important to understand what is involved in the reading process itself. If we have a clear idea of how “good readers” read, either in their own or a foreign language, this will enable us to decide whether particular reading techniques are likely to help learners or not.
In considering the reading process, it is important to distinguish between two quite separate activities: reading for meaning (or “silent reading”) and reading aloud. Reading for meaning is the activity we normally engage in when we read books, newspapers, road signs, etc.; it is what you are doing as you read this text. It involves looking at sentences and understanding the message they convey, in other words “making sense” of a written text. It doesn’t normally involve saying the words we read, not even silently inside our heads.
Reading aloud is a completely different activity; its purpose is not just to understand a text but to convey the information to someone else. It is not an activity we engage in very often outside the classroom; common examples are reading out parts of a newspaper article to a friend, or reading a notice to other people who can’t see it. Obviously, reading aloud involves looking at a text, understanding it and also saying it. Because our attention is divided between reading and speaking, it is a much more difficult activity than reading silently; we often stumble and make mistakes when reading aloud in our own language, and reading aloud in a foreign language is even more difficult.
When we read for meaning, we do not need to read every letter or every word, nor even every word in each sentence. This is because, if the text makes sense, we can guess much of what it says as we read it.The passage is mainly about ____________.
| A．reading skills | B．silent reading |
| C．reading processes | D．reading aloud |
The underlined word “stumble” in Paragraph 3 means ____________.
| A．step over something and fall |
| B．repeat something or pause for too long |
| C．walk with heavy movements |
| D．speak in a fluent and confident way |
We can infer from the passage that the author will continue to ____________.
| A．discuss in detail how to read aloud |
| B．introduce some more reading activities |
| C．tell how good readers read in their own language |
| D．explain why we needn’t say the words when reading for meaning |
We can conclude that ____________.
| A．reading silently is easier than reading aloud |
| B．to understand a sentence, you have to read all the words in it |
| C．silent reading involves looking at a text and saying the words silently to yourself |
| D．there’s no difference between reading in one’s own language and in a foreign one |
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