No one doubts that students should study languages, maths and science in high school, but some may object to the idea that they should study art and music as well. To them, these subjects are useless for students’ future and are not worth the time and effort. In my opinion, however, it is necessary for middle school students to study art and music.
Art and music are a precious culture legacy（遗产）, which bring us pleasure and enjoyment. Have you ever been deeply moved by Beethoven’s famous Fifth Symphony? Have you ever been fascinated by the colorful starry night produced by Vincent van Gogh in his paint? Have you ever longed for the moving love between the Butterfly Lovers when you hear this well-known Chinese melody（曲调）? Art and music are not only images and sounds, but something beyond them. They are the products of passion and human wisdom.
Art and music help make students more creative. Artists and musicians are considered the most creative people in the world. It is because art and music sharpen their senses and provide a different perspective (视角) for them to see the world. Many great scientists benefited from art and music. Einstein, the greatest physicist in the 20th century, as well as an excellent violin player, is a good example.
Enjoying art and music is also a good way to relax. Middle school students, who typically carry heavy burdens of study, will definitely benefit from it.
To sum up, art and music should absolutely be included in the middle school courses, for they can bring students pleasure and relaxation.According to the author, people who think art and music are useless for middle school students __________.
| A．don’t understand the value of art and music |
| B．don’t know the history of art and music at all |
| C．never benefit from artists and musicians |
| D．know little about the trend of future education |
In paragraph 2, the author tries to argue that __________.
| A．Beethoven is one of the greatest musicians |
| B．art and music help express people’s emotions |
| C． art and music are precious pictures and sounds |
| D． art and music bring people joy and quality life |
The example of Einstein is used to __________.
| A．show the importance of creativity |
| B．prove that scientists are creative |
| C．encourage students to study art and music |
| D．provide students with a new way to see the world |
Which of the following is an effective way for middle school students to study?
| A．Relaxing themselves regularly while studying. |
| B．Attending concerts during holidays or after school. |
| C．Avoiding too much homework by studying art and music. |
| D．Listening to music while studying language, maths or other subjects. |
Which of the following is used to support the writer’s opinion?
| A．Art and music help people become scientists. |
| B．Art and music provide people with more opportunities. |
| C．Art and music are beneficial to students in other subjects. |
| D．Art and music are helpful to make students creative learners. |
In the summer of 1978 an English farmer was driving his tractor through a field of wheat when he discovered that some of his wheat was lying flat on the ground. The flattened wheat formed a circle about six meters across. Around this circle were four smaller circles of flattened wheat. The five circles were in a formation like five dots. During the following years, farmers in England found the strange circles in their fields more and more often.
The circles are called “crop circles” because they appear in the fields of grain ― usually wheat or corn. The grain in the circles lies flat on the ground but is never broken; it continues to grow, and farmers can later harvest it. Farmers always discover the crop circles in the morning, so the circles probably form at night. They appear only in the months from May to September.
At first, people thought that the circles were a hoax. Probably young people were making them as a joke, or farmers were making them to attract tourists. To prove that the circles were a hoax, people tried to make circles exactly like the ones that farmers had found. They couldn’t do it. They couldn’t enter a field of grain without leaving tracks, and they couldn’t flatten the grain without breaking it.
Many people believe that beings from outer space are making the circles to communicate with us from far away and that the crop circles are messages from them.
Scientists who have studied the crop circles suggested several possibilities. Some scientists say that a downward rush of wind leads to the formation of the circles — the same downward lash of air that sometimes causes an airplane to crash. Other scientists say that forces within the earth cause the circles to appear. There is one problem with all these scientific explanations: crop circles often appear in formations, like the five-dot formation. It is hard to believe that any natural force could form those.In the summer of 1978, an English farmer discovered in his field that ______.
| A．some of his wheat had been damaged |
| B．some of his wheat had fallen onto the ground |
| C．his grain was growing up in circles |
| D．his grain was moved into several circles |
The underlined word "hoax" in Paragraph 3 is probably ______.
| A．an attempt made to fool people |
| B．a special way to plant crops |
| C．an experiment for the protection of crops |
| D．a research on the force of winds |
Which of the following may prove that the crop circles are not made by man?
| A．The farmers couldn’t step out of the field. |
| B．The farmers couldn’t make the circles round. |
| C．The farmers couldn’t leave without footprints. |
| D．The farmers couldn’t keep the wheat straight up. |
One explanation given by scientists for the crop circles is that they are made by _____.
| A．airplane crashes | B．air movement |
| C．unknown flying objects | D．new farming techniques |
I was walking along the main street of a small seaside town in the north of England looking for somewhere to make a phone call. My car had broken down outside the town and I wanted to contact the AA Company. Low grey clouds were gathering across the sky and there was a cold damp wind blowing off the sea which nearly threw me off my feet every time I crossed one of the side streets. It had rained in the night and water was dripping from the bare trees that lined the street. I was glad that I was wearing a thick coat.
There was no sign of a call box, nor was there anyone at that early hour whom I could ask. I had thought I might find a shop open selling the Sunday papers or a milkman doing his rounds, but the town was completely dead. The only living thing I saw was a thin frightened cat outside a small restaurant.
Then suddenly I found what I was looking for. There was a small post office, and almost hidden from sight in a dark narrow street. Next to it was the town’ s only public call box, which badly needed a coat of paint. I hurried forward, but stopped in astonishment when I saw through the dirty glass that there was a man inside. He was fat, and was wearing a cheap blue plastic raincoat. I could not see his face and he did not even raise his head at the sound of my footsteps.
Carefully, I remained standing a few feet away and lit a cigarette to wait for my turn. It was when I threw the dead match on the ground that I noticed something bright red trickling from under the call box door.At what time was the story set?
| A．An early winter morning. |
| B．A cold winter afternoon. |
| C．An early summer morning. |
| D．A windy summer afternoon. |
Which of the following words best describe the writer’s impression of the town?
| A．Cold and frightening. | B．Dirty and crowded. |
| C．Empty and dead. | D．Unusual and unpleasant. |
The underlined word “trickling” in the last paragraph probably means ______.
| A．rushing out suddenly | B．shining brightly |
| C．flowing slowly in drops | D．appearing slowly |
Why didn’t the man raise his head when the writer came near?
| A．He was annoyed at being seen by the writer. |
| B．He was angry at being disturbed by the writer. |
| C．He was probably fast asleep. |
| D．He was probably murdered. |
People from East Asia tend to have more difficulty than those from Europe in distinguishing facial expressions — and a new report published online in Current Biology explains why. Rachael Jack, University of Glasgow researcher, said that rather than scanning evenly(均匀的) across a face as Westerners do, Easterners fix their attention on the eyes.
"We show that Easterners and Westerners look at different face features to read facial expressions," Jack said. "Westerners look at the eyes and the mouth in equal measure, whereas Easterners favor the eyes and neglect (忽略) the mouth. "
According to Jack and her colleagues, the discovery shows that human communication of emotion is more complex than previously believed. As a result, facial expressions that had been considered universally recognizable cannot be used to reliably convey emotion in cross-cultural situations.
The researchers studied cultural differences in the recognition of facial expressions by recording the eye movements of 13 Western Caucasian and 13 East Asian people while they observed pictures of. expressive faces and put them into categories: happy, sad, surprised, fearful, disgusted, angry, or neutral. They compared how accurately participants read those facial expressions using their particular eye movement strategies.
It turned out that Easterners focused much greater attention on the eyes and made significantly more errors than did Westerners. "The cultural difference in eye movements that they show is probably a reflection of cultural difference in facial expressions," Jack said. "Our data suggest that, whereas Westerners use the whole face to convey emotion, Easterners use the eyes more and mouth less. "
In short, the data show that facial expressions are not universal signals of human emotion. From here on, examining how cultural factors have diversified these basic social skills will help our understanding of human emotion. Otherwise, when it comes to communicating emotions across cultures, Easterners and Westerners will find themselves lost in translation.The discovery shows that Westerners _________________.
| A．pay equal attention to the eyes and the mouth |
| B．consider facial expressions universally reliable |
| C．observe the eyes and the mouth in different ways |
| D．have more difficulty in recognizing facial expressions |
According to the fourth paragraph, what were the people asked to do in the study?
| A．To make a face at each other. |
| B．To get their faces impressive. |
| C．To classify some face pictures. |
| D．To observe the researchers' faces. |
What can be the best title for the passage?
| A．The Eye as the Window to the Soul |
| B．Cultural Differences in Reading Emotions |
| C．Effective Methods to Develop Social Skills |
| D．How to Increase Cross-cultural Understanding |
No poem should ever be discussed or “analyzed”, until it has been read aloud by someone, teacher or student. Better still, perhaps, is the practice of reading it twice, once at the beginning of the discussion and once at the end, so the sound of the poem is the last thing one hears of it.
All discussions of poetry are, in fact, preparations for reading it aloud, and the reading of the poem is, finally, the most telling “interpretation” of it, suggesting tone, rhythm, and meaning all at once. Hearing a poet read the work in his or her own voice, on records or on film, is obviously a special reward. But even those aids to teaching cannot replace the student and teacher reading it or, best of all, reciting it.
I have come to think, in fact, that time spent reading a poem aloud is much more important than “analyzing” it, if there isn’t time for both. I think one of our goals as teachers of English is to have students love poetry. Poetry is “ a criticism(批判) of life”, and “a heightening(提升) of life”. It is “an approach to the truth of feeling”, and it “can save your life”. It also deserves a place in the teaching of language and literature more central than it presently occupies.
I am not saying that every English teacher must teach poetry. Those who don’t like it should not be forced to put that dislike on anyone else. But those who do teach poetry must keep in mind a few things about its essential nature, about its sound as well as its sense, and they must make room in the classroom for hearing poetry as well as thinking about it.To have a better understanding of a poem, one should________.
| A．discuss it with others |
| B．analyze it by oneself |
| C．copy it down in a notebook |
| D．practise reading it aloud |
Which of the following is NOT mentioned as a function of poetry?
| A．Extending your life | B．Saving your life |
| C．Criticizing life | D．Heightening life |
What does the last sentence in the third paragraph mean?
| A．More stress should be laid on the teaching of poetry. |
| B．Poetry is more important than any other subject. |
| C．One cannot enjoy life fully without an understanding of poetry |
| D．Poetry is the foundation of all language and literature courses |
In the animal kingdom, weakness can bring about aggression in other animals. This sometimes happens with humans as well. But I have found that my weakness brings out the kindness in people. I see it every day when people hold doors for me, pour cream into my coffee, or help me to put on my coat. And I have discovered that it makes them happy.
From my wheelchair experience, I see the best in people, but sometimes I feel sad because those who appear independent miss the kindness I see daily. They don‘t get to see this soft side of others. Often, we try every way possible to avoid showing our weakness, which includes a lot of pretending. But only when we stop pretending we‘re brave or strong do we allow people to show the kindness that‘s in them.
Last month, when I was driving home on a busy highway, I began to feel unwell and drove more slowly than usual. People behind me began to get impatient and angry, with some speeding up alongside me, horning (按喇叭) or even shouting at me. At the moment I decided to do something I had never done in twenty-four years of driving. I put on the car flashlights and drove on at a really low speed.
No more angry shouts and no more horns!
When I put on my flashlights, I was saying to other drivers, ―I have a problem here. I am weak and doing the best I can. And everyone understood. Several times, I saw drivers who wanted to pass. They couldn’t get around me because of the stream of passing traffic. But instead of getting impatient and angry, they waited, knowing the driver in front of them was in some way weak.
Sometimes situations call for us to act strong and brave even when we don‘t feel that way. But those are few and far between. More often, it would be better if we don‘t pretend we feel strong when we feel weak or pretend that we are brave when we are scared.The author feels sad sometimes because ______.
| A．he has a soft heart |
| B．he relies much on others |
| C．some people pretend to be kind |
| D．some people fail to see the kindness in others |
What did the other drivers do when they saw the flashlights?
| A．They speed up to pass. |
| B．They waited with patience. |
| C．They tried their best to help. |
| D．They put on their flashlights too. |
In this passage, the author advises us to ______.
| A．handle problems by ourselves | B．accept help from others |
| C．admit our weakness | D．show our bravery |
What is the passage mainly about?
| A．A Wheelchair Experience. | B．Weakness and Kindness. |
| C．Weakness and Strength | D．A Driving Experience |
粤公网安备 44130202000953号