Americans can travel almost anywhere they choose. But to protect its people, the government lists a few dangerous places where Americans cannot go. These places are unfriendly countries or countries at war. There, the travelers might not be safe. These countries are listed in a small book called a passport(护照).
This passport is a government request for the safety of its traveling people. It is also a government’s pledge(保证) that the people will obey the rules of the host country. To receive a passport from the government, a traveler must prove that he is an American citizen. An American cannot go abroad without a passport. Only certain close countries such as Canada and Mexico do not ask for passports
Stuck(贴) inside the passport is the traveler’s picture. Children traveling with their parents are included in one parent’s book.
Thousands of people from the United States visit other countries every year. An American traveler might carry plane tickets, money, clothing and many other things. But the most important thing that he carries in another country is his passport.Why does a traveler need a passport?
| A．It helps the country to protect the people |
| B．It helps the traveler to know where he will go |
| C．He needs to have his picture taken more often |
| D．He needs something more to carry when he travels |
A passport is not needed when an American goes to_____.
| A．European countries | B．Dangerous areas |
| C．Canada or Mexico | D．Russia and China |
It can be inferred from the text that_____.
| A．Americans abroad need nothing except a passport |
| B．children can’t travel to foreign countries |
| C．a traveler is not safe in most countries |
| D．Americans travel abroad a lot |
Which is best supported by the text?
| A．A passport is needed whenever an American is traveling |
| B．Everyone in American can get a passport from the American government |
| C．The American travelers abroad must obey the rules of foreign countries |
| D．The American government allows its people to work in dangerous countries |
Using too much water or throwing rubbish into our rivers are clear ways that humans can
Put our water supply in danger ,but we also affect our water supply in less obvious ways .
You may wonder how paving(铺砌) a road can lead to less useable fresh water . A major
Part of the water we use every day is groundwater . Groundwater does not come from lakes or rivers .It come from underground . The more roads and parking lots we pave ,the less water can
Flow into the ground to become groundwater .
Human activity is not responsible for all water shortages(短缺). Driver climates are of course more likely to have droughts(干旱) than areas with more rainfall ,but in any case, good management can help to make sure there is enough water to meet our basic needs .
Thinking about the way we use water every day can make a big difference ,too In the United States ,a family of four can use 1.5tons of water a day ! This shows how much we depend on water to live ,but there’s a lot we can do to lower the number .
You can take steps to save water in your home .To start with ,use the same glass for your drinking water all day .Wash it only once a day .Run your dishwasher (洗碗机)only when it is full 。Help your parents fix any leaks in your home . You can even help to keep our water supply clean by recycling batteries instead of throwing them away .Which of the following is most likely to lead to less groundwater ?
| A．Using river water | B．Throwing batteries away . |
| C．paving parking lots | D．Throwing rubbish into lakes . |
What can be inferred from the text ?
| A．All water shortages are due to human behavior . |
| B．It takes a lot of effort to meet our water needs . |
| C．There is much we can do to reduce family size . |
| D．The average family in America makes proper use of water . |
The last paragraph is intended to .
| A．show us how to fix leaks at home |
| B．tell us how to run a dishwasher |
| C．prove what drinking glass is best for us |
| D．suggest what we do to save water at home |
The text is mainly about .
| A．Why paving roads reduces our water |
| B．how much we depend on water to live |
| C．why droughts occur more in dry climates |
| D．how human activity affects our water supply |
The behaviour of a building’s users may be at least as important as its design when it comes to energy use, according to new research from the UK Energy Research Centre (UKERC). The UK promises to reduce its carbon emissions (排放）by 80 percent by 2050, part of which will be achieved by all new homes being zero-carbon by 2016. But this report shows that sustainable building design on its own — though extremely important- is not enough to achieve such reductions: the behaviour of the people using the building has to change too.
The study suggests that the ways that people use and live in their homes have been largely ignored by existing efforts to improve energy efficiency (效率)，which instead focus on architectural and technological developments.
‘Technology is going to assist but it is not going to do everything,’explains Katy Janda, a UKERC senior researcher，‘consumption patterns of building users can defeat the most careful design. ’In other words，old habits die hard, even in the best-designed eco-home.
Another part of the problem is information. Households and bill-payers don’t have the knowledge they need to change their energy-use habits. Without specific information，it’s hard to estimate the costs and benefits of making different choices. Feedback (反馈） facilities, like smart meters and energy monitors，could help bridge this information gap by helping people see how changing their behaviour directly affects their energy use; some studies have shown that households can achieve up to 15 percent energy savings using smart meters.
Social science research has added a further dimension (方面），suggesting that individuals’behaviour in the home can be personal and cannot be predicted 一 whether people throw open their windows rather than turn down the thermostat (恒温器) , for example. Janda argues that education is the key. She calls for a focused programme to teach people about buildings and their own behaviour in them.As to energy use, the new research from UKERC stresses the importance of________.
| A．zero-carbon homes |
| B．the behaviour of building users |
| C．sustainable building design |
| D．the reduction of carbon emissions |
The underlined word “which” in Paragraph 2 refers to”________.”
| A．the ways | B．their homes | C．developments | D．existing efforts |
What are Katy Janda’s words mainly about?
| A．The importance of changing building users, habits. |
| B．The necessity of making a careful building design. |
| C．The variety of consumption patterns of building users. |
| D．The role of technology in improving energy efficiency. |
The information gap in energy use _______.
| A．can be bridged by feedback facilities |
| B．affects the study on energy monitors |
| C．brings about problems for smart meters |
| D．will be caused by building users’ old habits |
What does the dimension added by social science research suggest?
| A．The social science research is to be furthered. |
| B．The education programme is under discussion. |
| C．The behaviour of building users is unpredictable. |
| D．The behaviour preference of building users is similar. |
“A very destructive seven-year old child kicked my legs and scratched at my hand,” said one teacher. “I broke up a fight and was kicked,” said another. Many people have heard stories like this. But the situation is more worrying still and it involves parents.
Every child, regardless of the circumstances into which they are born, has the right to achieve their potential, regardless of their parents’ wealth and class. And we recognize that, as a nation, it is a long way to achieve this goal. But rights come with responsibilities and what worries people is that we are in danger of neglecting the latter.
Far too many children are behaving badly at school, even to the point of being violent to staff. This is terrible enough，but it is hard to be surprised since many children are just mirroring the behavior of their parents. Too many are starting school unable to hold a knife and fork, unused to eating at a table，and unable to use the lavatory properly.
We are in danger of becoming a nation of families living separate lives under one roof. The bedroom, once a place to sleep, has become the living space for the young. Spending hours in front of computer screens, on social networking sites or being immersed in computer games, children and young people spend little time with their parents. Parents are unable to monitor just what their children are watching.
Schools cannot right the wrongs of society and teachers cannot become substitute parents. Both parties need to work together. Parents must be helped and given confidence to take back control. They are responsible for setting boundaries for their children’s behavior and sticking to those boundaries when the going gets tough. They are responsible for setting a good example to their children and for devoting that most precious of resources---time---so that children come to school ready and willing to learn. What problem do people ignore in the writer’s opinion?
| A．The school violence. |
| B．The pressure of students’ learning. |
| C．The right to achieve students’ potential. |
| D．Students’ responsibilities. |
The writer’s attitude to the behaviors of parents may be that of .
| A．dissatisfaction | B．sympathy | C．understanding | D．tolerance |
The underlined part in Paragraph 4 may mean .
| A．children don’t live with their parents in the same room |
| B．parents care little about children’s life at home |
| C．children spend little time with their parents at home |
| D．parents attempt to establish a good relationship with their children |
From the last paragraph,we can infer that .
| A．school can’t correct the wrongs that society does to teachers |
| B．teachers have no responsibility for playing the role of parents |
| C．parents should spend time with children making them ready to learn |
| D．students are responsible for making themselves known in society |
What is the main idea of the passage?
| A．Children’s behavior at school is worrying people |
| B．Parents expect schools to correct their children’s bad habit |
| C．There is no point in parents’teaching children at home |
| D．Don’t blame teachers when it’s parents who are failing |
Back in the fifteenth century, in a tiny village near Nuremberg, lived a family with eighteen children．In spite of the hopeless condition, two of the children, Albrecht Durer and Albert, had a dream．They both wanted to pursue their talent for art．After many long discussions, the two boys finally worked out an agreement．They would toss a coin．The loser would go down into the nearby mines and, with his earnings, support his brother who attended the academy．Then, when that brother who won the toss completed his studies, in four years, he would support the other brother at the academy．
Tossing a coin, Albrecht Durer won and went off to Nuremberg．Albert went down into the dangerous mines and, for the next four years, supported his brother, whose work at the academy was almost an immediate sensation（轰动）．By the time he graduated, he had earned considerable fees for his outstanding works．
When the young artist returned to his village, the Durer family held a festive dinner to celebrate Albrecht’s triumphant（胜利的）homecoming．Albrecht drank a toast to his beloved brother for the years of sacrifice that had enabled him to complete his dream．“And now, Albert, blessed brother of mine, now it is your turn．Now you can go to Nuremberg to look for your dream, and I will take care of you．”
Tears streaming down his pale face, Albert sobbed, “No．．．no．．．It is too late for me．Look．．．look at what four years in the mines have done to my hands！The bones in every finger have been broken at least once, and lately I have been suffering from arthritis（关节炎）so badly in my right hand that I cannot even hold a glass to return your toast, much less draw delicate lines with a pen or a brush．”
To show thanks to Albert for all that he had sacrificed, Albrecht Durer painstakingly drew his brother’s injured hands with palms together and thin fingers stretched skyward．He called his powerful drawing simply “Hands”, but the entire world almost immediately opened their hearts to his great masterpiece and renamed it “The Praying Hands”．The next time you see a copy of that touching creation, let it be your reminder—no one ever makes any success alone！Why did the two brothers work out the agreement？
| A．They were so curious as to make a joke． |
| B．Their family couldn’t afford the academy． |
| C．One of the brothers was supposed to go into mines． |
| D．They wanted to support the other sisters and brothers． |
The underlined word “whose” in Para．2 refers to _____ ．
| A．the Durer family’s | B．the miners |
| C．Albert’s | D．Albrecht’s |
Which of the following statements is NOT true about Albrecht Durer？
| A．He began to earn his living after graduation． |
| B．He did perfectly well at the academy． |
| C．He wanted his brother to go to the academy． |
| D．He created great masterpieces． |
Which of the following is the correct order of the story？
a．Albrecht went to Nuremberg．
b．Albert supported his brother．
c．The Durer family held a festive dinner．
d．Albrecht drew his brother’s injured hands．
e．The brothers tossed a coin．
| A．b, a, c, d, e | B．a, e, c, d, b |
| C．e, a, c, b, d | D．e, a, b, c, d |
What can we learn from the story？
| A．One can achieve success simply on his own． |
| B．Any success requires the help of others． |
| C．It’s other people who contribute to one’s success． |
| D．Nobody could succeed without good guidance． |
Before I had my son, I spent two years working with children with disabilities. I learned that shouting and threats of punishment would result in a disaster. Coming up against their behaviour could only make the job harder and their behaviour more extreme. I found something that worked, though.
There was a very naughty boy in the nursery and a teacher who was generally very confident with the children was asked to take charge of him. One day the boy joined a session in the room next to mine. His appearance created an atmosphere of tension. He spent the entire session running around, hitting and kicking, and destroying property.
I was in the craft room working with some other children when my co-worker told me that this boy’s teacher was in tears, and could not get control of the situation. As we were talking, the boy ran in. I told my co-worker that I would take care of him.
I closed the door. He was full of energy, throwing things around and making a huge mess. But I could see that he was doing all these to annoy me. He needed connection, and this was the only way he knew how to ask for it. So I sat back down and kept quiet. Then he slowed down and began making a rocket. I talked to him about it. We continued like this for a few minutes before I slipped into the conversation:
“So what happened today?”
It was purely a question, no blame or anger in my tone. I believe that if I had criticized him, the gate that was slowly opening would have shut firmly closed. He told me that the teacher didn’t let him do what he knew well due to safety but asked him to do what he disliked. He also admitted that he had enjoyed making her run around and saw it as a game. I explained that his teacher had not seen it as a game and was very upset. This again was stated simply as a fact. I suggested that next time he had a session, he talk about what he hoped to do at the start, which might be easier for everyone. He agreed and was quiet for a moment. Then he looked at me with tears in his eyes before quietly asking if he could go to find his teacher to apologize. The boy made trouble for his teacher because he ______.
| A．was accused of destroying property |
| B．was told not to yell at other children |
| C．was made to do things against his will |
| D．was blamed for creating an air of tension |
Why didn’t the author do anything about the boy’s bad behavior at first?
| A．She didn’t want to make it worse. |
| B．She didn’t mind the huge mess at all. |
| C．She was tired of shouting and threats. |
| D．She hadn’t thought of a coping strategy. |
The author managed to get the boy to talk to her by ______.
| A．playing games with him |
| B．giving him a good suggestion |
| C．describing his teacher’s feelings |
| D．avoiding making critical remarks |
Why did the boy have tears in his eyes in the end?
| A．He was sorry about his reputation. |
| B．He was regretful about his behavior. |
| C．He was fearful of the author’s warning. |
| D．He was sad for the author’s misunderstanding. |
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