Most people feel lonely sometimes, but it usually only lasts between a few minutes and a few hours. This kind of loneliness is not serious. In fact, it is quite normal. For some people, though, loneliness can last for years. Now researchers say there are three different types of loneliness.
The first kind of loneliness is temporary. This is the most common type. It usually disappears quickly and does not require any special attention. The second kind, situational loneliness, is a natural result of a particular situation — for example, family problem, the death of a loved one, or moving to a new place. Although this kind of loneliness can cause physical problems, such as headaches and sleeplessness, it usually does not last for more than a year.
The third kind of loneliness is the most severe. Unlike the second type, habitual loneliness usually lasts more than two years and has no specific cause. People who experience habitual loneliness have problems socializing and becoming close to others. Unfortunately, many chronically lonely people think there is little or nothing they can do to improve their condition.
Psychologists agree that one important factor in loneliness is a person's social contacts, e.g. friends, family members, co-workers, etc. We depend on various people for different reasons. For instance, our families give us emotional support, our parents and teachers give us guidance, and our friends share similar interests and activities. However, psychologists have found that, though lonely people may have many social contacts, they sometimes feel they should have more. They question their popularity.
Psychologists are trying to find ways to help habitually lonely people for two reasons: they are unhappy and unable to socialize and there is a connection between habitual loneliness and serious illness such as heart disease. While temporary and situational loneliness can be a normal, healthy part of life, habitual loneliness can be a sad and sometimes dangerous condition.How would you treat temporary loneliness according to the passage?
| A．Talk to friends. |
| B．Just ignore it. |
| C．Go to see a doctor. |
| D．Ask your teachers for guidance. |
"It" in the last sentence of the second paragraph refers to _____.
| A．a physical problem | B．sleeplessness |
| C．temporary loneliness | D．situational loneliness |
The topic of the 4th paragraph is that____.
| A．lonely people don't have many social problems |
| B．we depend on various persons for different reasons |
| C．one problem of loneliness is a person's social contacts |
| D．lonely people don't have many friends |
What is the best title for the passage?
| A．How to Get Rid of Loneliness |
| B．Loneliness and Diseases |
| C．Loneliness and Social Contacts |
| D．Three Types of Loneliness |
Among the four skills in learning English，which one of these is the “odd-man-out”? The answer is speaking．The other three you can do alone on your own．But you can’t really speak alone! Speaking to yourself can be “dangerous” because men in white coats may come and take you away!
Where can you find people to speak English? And how can you practise speaking when you are alone?
At school If you pay to go to a language school, you should use the opportunity to speak．If your teacher asks you to speak in pairs or groups with other students, try to say as much as possible．Don’t worry about your mistakes．Just speak!
Conversation Clubs Many cities around the world have conversation clubs where people can exchange one language for another．Look in your local newspaper to find a conversation club near you．They are usually free although some may charge a small entrance fee．
Shopping Even if you don’t want to buy anything，you can ask questions about products that interest you in a shop．“How much does this cost?” ‘‘Can I pay by cheque?” Often you can start a real conversation-and it costs you nothing!
Café and Bars There are often American，Britain，Irish and Australlan bars in many large cities．If you can find one，you’ll probably meet many people speaking English as a first or second language．
Language ia all aroundyou Everywhere you go，you find language．Shop names，street names，advertisements，notices，and car numbers—When you walk down the street，practise reading the words and numbers that you see．Say them to yourself. It’s not exactly a conversation, but it will help you to“think” in English．But don’t speak too loud!
Songs and Video Repeat the words of an English—language song singing with the music until it becomes automatic．It’s good practice for your memory and for the mouth muscles that you need for English．
Above all, speak as much as possible! Make as many mistakes as possible! When you know that you have made a mistake，you know that you have made progress!What does “odd-man-out” probably mean according to the passage?
| A．Someone or something appearing different from the others． |
| B．Someone or something standing out of the group． |
| C．Someone or something arranged in pairs． |
| D．Someone or something that can be easily mistaken for another． |
What might happen if you speak to yourself loudly in public?
| A．The police will take you away and punish you． |
| B．The doctors will force you to stay in hospital． |
| C．You will have to pay to escape being punished． |
| D．You will be forbidden to be member of the club． |
In which places can you learn English NOT free of charge?
| A．At school, in conversation clubs and café and bars． |
| B．At school, in shops and café bars． |
| C．In conversation clubs，shops，songs and video． |
| D．In conversation clubs and in the streets． |
Why does the writer say “Make as many mistakes as possible”? Because ．
| A．everyone will make mistakes in learning English |
| B．everyone will meet people speaking English with some mistakes |
| C．making mistakes is a must in making progress in learning English |
| D．making mistakes can make one realize the importance of speaking |
According to the passage，which way is NOT likely to be accepted by English beginners?
| A．Recite poems loudly along the riverside． |
| B．Listen to some English fashion songs and video． |
| C．Find an Englishman to speak English with． |
| D．In class, try to practise in groups or pairs． |
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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