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Failure is annoying, but what failure can teach us may never be taught in other ways£®

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No one can ever achieve any success without failure, as failure can usually help us learn what our strengths and weaknesses are.

When I was in Junior High School, most of my teachers and students thought it better to study science, saying that it promised a better future. I tried to follow this trend despite the fact that I was not good at Physics. It was only two months later, when I failed an extremely important Physics exam, that I realized my talent lay in subjects like Chinese, English as well as History. I switched for arts immediately.

The following years witnessed my excellent school performance then. So failure is not as terrible as we have expected as long as we can learn something from it.

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¡¾ÌâÄ¿¡¿In the mid-1950s, I was a somewhat bored early-adolescent male student who believed that doing any more than necessary was wasted effort. One day, this approach threw me into embarrassment

In Mrs. Totten¡¯s eighth-grade math class at Central Avenue School in Anderson, Indiana, we were learning to add and subtract decimals (СÊý).

Our teacher typically assigned daily homework, which would be recited in class the following day. On most days, our grades were based on our oral answer to homework questions.

Mrs. Totten usually walked up and down the rows of desks requesting answers from student after student in the order the questions had apeared on our homework sheets. She would start either at the front or the back of the classroom and work toward the other end.

Since I was seated near the middle of about 35 students, it was easy to figure out which questions I might have to answer. This particular time, I had completed my usual two or three problems according to my calculations.

What I failed to expect was that several students were absent, which threw off my estimate. As Mrs. Totten made her way from the beginning of the class£¬I desperately tried to determine which math problem I would get. I tried to work it out before she got to me, but I had brain freeze and couldn¡¯t function.

When Mrs. Totten reached my desk£¬she asked what answer I¡¯d got for problem No. 14. ¡°I¡­I didn¡¯t get anything,¡± I answered£¬and my face felt warm.

¡°Correct,¡± she said.

It turned out that the correct answer was zero.

What did I learn that day? First, always do all your homework. Second, in real life it isn¡¯t always what you say but how you say it that matters. Third£¬I would never make it as a mathematician.

If I could choose one school day that taught me the most, it would be that one.

¡¾1¡¿ What does the underlined part in Paragraph 1 indicate?

A. It is wise to value one¡¯s time.

B. It is important to make an effort

C. It is right to stick to one¡¯s belief.

D. It is enough to do the necessary.

¡¾2¡¿ Usually, Mrs. Totten asked her students to _______.

A. recite their homework together

B. grade their homework themselves

C. answer their homework questions orally

D. check the answers to their homework questions

¡¾3¡¿ The author could work out which questions to answer since the teacher always _______.

A. asked questions in a regular way

B. walked up and down when asking questions

C. chose two or three questions for the students

D. requested her students to finish their usual questions

¡¾4¡¿The author failed to get the questions he had expected because _______.

A. the class didn¡¯t begin as usual

B. several students didn¡¯t come to school

C. he didn¡¯t try hard to make his estimate

D. Mrs. Totten didn¡¯t start from the back of the class

¡¾5¡¿Which of the following can be the best title for the passage?

A. An Unforgettable Teacher

B. A Future Mathematician

C. An Effective Approach

D. A Valuable Lesson

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Tornadoes are nature¡¯s most violent storms, which can cause deaths and destroy a neighborhood in seconds. A tornado appears as a funnel-shaped (©¶·×´) cloud from a thunderstorm to the ground with whirling (·É¿ìÒƶ¯) winds that can reach 300 miles per hour. Damage paths can be over one mile wide and 50 miles long. Every state is at some risk from this disaster.

Some tornadoes can be seen clearly, while rain or nearby low-hanging clouds obscure others. At many times, tornadoes develop so rapidly that little, if any, advance warning is possible.

Before a tornado hits, the air may become very still. A cloud of debris (ɢƬ) can mark the location of a tornado even if a funnel can not be seen. Tornadoes generally occur near the edge of a thunderstorm, when the strong wind may die down. It is not uncommon to see clear, sunlit skies behind a tornado.

The following are facts about tornadoes:

¡îThe average forward speed of a tornado is 30 MPH, but may also vary from still to 70 MPH. Debris is picked up or a cloud forms in the funnel.

¡îThe average tornado moves from southwest to northeast, but tornadoes have been known to move in any direction. Tornadoes are most often reported east of the Rocky Mountains during spring and summer months.

¡îTornadoes can happen together with tropical storms and hurricanes as they move onto land. Waterspouts are tornadoes that form over water.

¡îThe tornado season in the southern states of America is March through May; in the northern states, it is late spring through early summer. Tornadoes are most likely to occur between 3 p.m. and 9 p.m., but can occur at any time.

¡¾1¡¿From the passage, where may tornadoes come from?

A. Hurricanes. B. Great heat.

C. Thunderstorms. D. Sandstorms.

¡¾2¡¿What does the underlined word ¡°obscure¡± probably mean?

A. Hide. B. Reduce. C. Produce. D. Raise.

¡¾3¡¿ When a tornado happens, ________.

A. it often reaches the speed of 70 MPH

B. it can only be seen in the late of the day

C. it may form on the surface of sea water

D. it only moves from southwest to northeast

¡¾4¡¿ The passage makes us believe that ________.

A. tornadoes are mostly seen in the southern states of America

B. warnings about tornadoes are well developed in many countries

C. of all the natural disasters, tornadoes often cause the biggest damage

D. tornadoes may strike so quickly that there is often little or no warning

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Everywhere I look outside my home I see people busy on their high-tech devices, while driving, walking, shopping, even sitting in toilets. When connected electronically, they are away from physical reality.

People have been influenced to become technology addicted. One survey reported that ¡°addicted¡± was the word most commonly used by people to describe their relationship to iPad and similar devices. One study found that people had a harder time resisting the allure of social media than they did for sleep, cigarettes and alcohol.

The main goal of technology companies is to get people to spend more money and time on their products, not to actually improve our quality of life. They have successfully created a cultural disease. Consumers willingly give up their freedom, money and time to catch up on the latest information, to keep pace with their peers or to appear modern.

I see people trapped in a pathological£¨²¡Ì¬µÄ£©relationship with time-sucking technology, where they serve technology more than technology serves them. I call this technology servitude. I am referring to a loss of personal freedom and independence because of uncontrolled consumption of many kinds of devices that eat up time and money.

What is a healthy use of technology devices? That is the vital question. Who is really in charge of my life? That is what people need to ask themselves if we are to have any chance of breaking up false beliefs about their use of technology. When we can live happily without using so much technology for a day or a week, then we can regain control and personal freedom, become the master of technology and discover what there is to enjoy in life free of technology. Mae West is famous for proclaiming the wisdom that ¡°too much of a good thing is wonderful.¡± But it¡¯s time to discover that it does not work for technology.

Richard Fernandez, an executive coach at Google acknowledged that ¡°we can be swept away by our technologies.¡± To break the grand digital connection people must consider how life long ago could be fantastic without today¡¯s overused technology.

¡¾1¡¿ The underlined word ¡°allure¡± in Paragraph 2 probably means ______.

A. advantage

B. attraction

C. adaption

D. attempt

¡¾2¡¿From the passage, technology companies aim to ______.

A. attract people to buy their products

B. provide the latest information

C. improve people¡¯s quality of life

D. deal with cultural diseases

¡¾3¡¿It can be inferred from this passage that people ______.

A. consider too much technology wonderful

B. have realized the harm of high-tech devices

C. can regain freedom without high-tech devices

D. may enjoy life better without overused technology

¡¾4¡¿ What¡¯s the author¡¯s attitude towards the overusing of high-tech devices?

A. Neutral.

B. Sceptical.

C. Disapproving.

D. Sympathetic.

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