( )1. A. pleased ( )2. A. good ( )3. A. much ( )4. A. Knowing ( )5. A. biggest ( )6. A. broken ( )7. A. playing ( )8. A. returned ( )9. A. over ( )10. A. unless ( )11. A. what ( )12. A. went on ( )13. A. spotted ( )14. A. competitor ( )15. A. found ( )16. A. event ( )17. A. one ( )18. A. praised ( )19. A. reward ( )20. A. and | B. talented B. better B. either B. Leading B. longest B. walked B. wasting B. made B. off B. if B. how B. met with B. heard B. player B. became B. team B. this B. ranked B. score B. or | C. excited C. best C. both C. Showing C. smallest C. dropped C. sparing C. kept C. in C. whether C. because C. took up C. minded C. professional C. got C. project C. that C. received C. gold C. but | D. interested D. well D. some D. Finding D. shortest D. changed D. missing D. brought D. around D. that D. why D. set out D. persuaded D. coach D. helped D. race D. it D. announced D. prize D. while |
阅读理解。 | |||
My students often tell me that they don"t have "enough time" to do all their schoolwork. My reply is often a brief "You have as much time as the president." I usually carry on a bit about there being twenty-four hours in the day for everyone, and suggest that"not enough time" is not an acceptable explanation of not getting something done. Once in graduate school, I tried to prove to one of my professors by saying that I was working hard. His answer to me was,"That"s irrelevant (无关的). What"s important is the quality of your work." Since then I have had time to think carefully about the "hard worker" dodge (诀窍), and I have come to some conclusions- all relevant to the problem of how much time we have. If you analyze the matter, you can identify two parts of the problem: There is, of course, the matter of "time", which we can think of as fixed. Then there is the problem of "work" during that time. But, as my professor suggested, it"s not how hard one works but the quality of the product that"s important. That led me to a new idea: the quality of the work. That concept is perhaps best explained by a sign I once saw on the wall in someone"s office: "Don"t work harder. Work smarter." There is a lot of sense in that idea. If you can"t get more time, and few of us can, the only solution is to improve the quality of the work. That means thinking of ways to get more out of the same time than we might otherwise get. That should lead us to an analysis of our work habits. Since"work" for students usually means "homework", the expression "work habits" should be read as"study habits". Then, as a smart student, you will seek to improve those skills that you use in study, chiefly reading and writing. If you learn to read better and write better, there are big benefits that pay off in all your studies. | |||
1. From the passage, we know that the author is probably ______. | |||
A. a poet B. an educator C. a novelist D. an engineer | |||
2. We can infer from the 2nd paragraph that we students still _____. | |||
A. have enough time B. can meet the president C. get everything done well D. should accept the explanation | |||
3. Which of the following is TRUE according to the passage? | |||
A. The author"s students make good use of their time to do all their homework. B. The author tried to tell the professor that he/she (author) had done a good job. C. You can"t improve the quality of the work if you can"t get more time. D. You"ll try to improve your skills in reading and writing if you"re a clever student. | |||
4. What"s the passage mainly about? | |||
A. Students don"t have enough time. | |||
阅读理解。 | |||
Getting your teen to think beyond his own immediate needs can be more difficult than cracking a nut | |||
1. According to Michelle Maidenberg, it"s hard to get teens to think beyond their own immediate needs partly because _____. | |||
A. they care more about their circle of friends B. they have no interest in doing anything C. they have to work hard for college D. they are facing many challenges | |||
2. The underlined phrase "buy into" in Paragraph 3 probably means ______. | |||
A. agree to join in B. spend money on C. get away from D. are interested in | |||
3. The writer mentions the benefits in the last paragraph in order to ______. | |||
A. make teens feel much better about themselves B. encourage teens to care about his own needs C. help parents reason teens into volunteering D. get parents to do more community service | |||
阅读理解。 | |||
The Japanese coined the word tsunami to mean "harbor wave." ("tsu" means harbor, and the character "nami" means wave). Japan"s most powerful earthquake since records began has struck the north-east coast, leading to a massive tsunami. Cars, ships and buildings were swept away by a wall of water after the 8.9-magnitude earthquake, which struck about 400km (250 miles) north-east of Tokyo and caused massive destruction, flattening whole cities, starting powerful fires, and killing hundreds. In the wake of the Japanese tragedy, remember these tsunami survival tips: 1. A good warning sign of an approaching tsunami is "drawback," when the ocean recedes (减弱) drastically or the water level falls unusually along the shoreline. During the 2004 Indian Ocean tsunami, a 10-year-old girl on vacation with her family in Thailand, Tilly Smith, saved the lives of dozens of tourists when she recognized the receding water and frothing bubbles on the surface of the water as a sign that a tsunami was on its way. Experts believe that a receding ocean may give people as much as five minutes" warning to evacuate the area. 2. You"re not out of danger after the first wave of a tsunami. A tsunami occurs as a series of waves known as a "wave train," and the series of surges (奔涌向前) can be five minutes or up to an hour apart. The tsunami does not usually appear on the shoreline as a gigantic breaking wave, but rather as a rapid tide or a wall of water. The worst mistake you can make is staying near the beach out of curiosity. Find higher ground and go as far inland as you can. If you can see the waves, you"re still too close. 3. A tsunami surge may be small at one point of the shore and large at another point. Move to higher ground as soon as you can and don"t assume that because there"s minimal activity in the coastal area where you are, it will be like that everywhere else. 4. Keep your ears peeled. Many witnesses have said that a tsunami sounds thunderous, like a freight train. | |||
1. The underlined word "coined" is closest to "_____" in meaning. | |||
A. invented a new word or phrase that other people then began to use B. introduced a new word into a language C. explained a new word D. gave a definition to a new word. | |||
2. What can we learn from the passage? | |||
A. You will be out of danger if thirty minutes has passed after the first tsunami wave. B. Tilly Smith must have a very good knowledge of science. C. A lot of people must have been killed in the 2004 Indian Ocean tsunami. D. If a tsunami surge is small at one point of the shore and it should be small at another point. | |||
3. Which of the following statements is not true? | |||
A. The 2011 Japanese tsunami is Japan"s most powerful earthquake since records began. B. The worst mistake you can make is staying near the beach out of curiosity after the first wave of a tsunami. C. Experts believe that a receding ocean may give people as much as five minutes" warning to escape from the area. D. A good warning sign of an approaching tsunami is "drawback," when the ocean recedes slightly or the water level falls usually along the shoreline. | |||
4. What is the best title of this passage? | |||
A. Smart Actions during Tsunami B. Signs of Tsunami identification C. Methods of Avoiding Tsunami D. Tips for Tsunami Survival |