题目内容
E
A year after graduation, I was offered a position teaching a writing class. Teaching was a profession I had never seriously considered, though several of my stories had been published. I accepted the job without hesitation, as it would allow me to wear a tie and go by the name of Mr. Davis. My father went by the same name, and I liked to imagine people getting the two of us confused. “Wait a minute” someone might say, “are you talking about Mr. Davis the retired man, or Mr. Davis the respectable scholar?”
The position was offered at the last minute, and I was given two weeks to prepare, a period I spent searching for briefcase (公文包) and standing before my full-length mirror, repeating the words, “Hello, class. I’m Mr. Davis.” Sometimes I would give myself an aggressive voice. Sometimes I would sound experienced. But when the day eventually came, my nerves kicked in and the true Mr. Davis was there. I sounded not like a thoughtful professor, but rather a 12-year-old boy.
I arrived in the classroom with paper cards designed in the shape of maple leaves. I had cut them myself out of orange construction paper. I saw nine students along a long table. I handed out the cards, and the students wrote down their names and fastened them to their breast pockets as I required.
“All right then,” I said. “Okey, here we go.” Then I opened my briefcase and realized that I had never thought beyond this moment. I had been thinking that the students would be the first to talk, offering their thoughts and opinions on the events of the day. I had imagined that I would sit at the edge of the desk, overlooking a forest of hands. Every student would yell. “Calm down, you’ll all get your turn. Once at a time, once at a time!”
A terrible silence ruled the room, and seeing no other opinions, I inspected the students to pull out their notebooks and write a brief essay related to the theme of deep disappointment.
1.The author took the job to teach writing because ______.
A．he had written some stories B．he wanted to be expected
C．he wanted to please his father D．he had dreamed of being a teacher
2.Before he started his class, the author asked the students to ______.
A．write down their suggestions on the paper cards
B．cut maple leaves out of the construction paper
C．cut some cards out of the construction paper
D．write down their names on the paper cards
3.What did the students do when the author started his class?
A．They began to talk. B．They stayed silent.
C．They raised their hands. D．They shouted to be heard.
4.The author chose the composition topic probably because ______.
A．he got disappointed with his first class B．he had prepared the topic before class
C．he wanted to calm down the students D．he thought it was an easy topic
Babies are not just passing idle time when they stare goggle-eyed at the television—they are actually learning about the world, U.S. researchers said. Parents may want t limit what their babies see on television , based on the study, said Donna Mumme, assistant professor of psychology at Tufts University in Boston, who led the research. “Children as young as 12 months are making decisions based n the emotional(情感的)reactions of adults around them,” Mumme said in a statement. “It turns out they can also use emotional information they pick up from television. This means that adults might want to think twice before they speak in a loud and harsh voice or let a baby see television programs meant for information about the world. A mother urging her baby to eat some “yummy” soup on a brother crying in fear when a dog approaches can influence a baby’s reaction. Mumme’s team tested babies to determine. If television has the same influence, showing actors reacting on a videotape to objects such as red spiral letter holder, a blue humpy ball, and a yellow garden hose attachment. Babies aged 10 months or 12 months were later given the same objects to play with. Ten-month-olds did not seem to e influenced by the video buy the 1-year-olds were. When the actors acted neutrally or positively to an object, the babies happily played with them. But if the actor had seemed afraid or disgusted, the babies would avoid the object.
72．Psychology is the study of .
A．human’s society and its growth
B．human’s hopes had dreams
C．human’s mind and behaviors
D．human’s languages and cultures
73．Which of the following is Mumme’s conclusion?
A．Small babies should not be allowed to watch television programs.
B．Adults need to think twice before they act in front of small babies.
C．TV programs provide small babies with all the information they need.
D．One-year-olds can be emotionally influenced by TV programs.
74．Mumme reached his conclusion by .
A．measuring the time babies spent in front of TV.
B．making TV programs and advertisements for kids.
C．showing actors how to react to blue bumpy balls
D．observing small babies’ reactions to TV programs
75．Which of the following may the study lead to according to the researchers?
A．Parents may want to limit what their babies see on television.
B．Actors may try to behave themselves well in front of babies.
C．Babies may be allowed to choose what they see on TV.
D．Scientists may stop ignoring babies’ emotional world.
阅读下列应用文及相关信息，并按照要求匹配信息。请在答题卡上将对应题号的相应选项字母涂黑。
下面是一篇有关书籍介绍的应用文，请阅读下列应用文和相关信息，并按照要求匹配信息。
首先请阅读下列应用文：
A
I Am a Pencil
Sam Swope's job was teaching writing to third-graders in New York City. His students were from 21 countries, speaking 11 languages, with different backgrounds. But there were a few things they had in common. Family troubles, for one. Money struggles. And poetry. Every single student, with the help of this creative teacher, came forth with awesome writing. Swope leaves the reader with the inspiring conviction (坚信) that deep within each of us lives a poet.
B
Between a Rock and a Hard Place
Aron Ralston, 28, went hiking in a remote Utah canyon without telling anyone. An unexpected catastrophe struck. With enough supplies only for a day, Ralston knew his situation was full of danger. Sure enough, after five days he was in a fight against death. That was when he carried out a courageous plan - using a pocket knife to cut off his trapped arm. His amazing survival story rests at a place among the classics of the genre (体裁).
C
Our Brother's Keeper
Author Jedwin Smith spent 30 years trying to repress (克制) all memories of his brother, Jeff, who was killed in Vietnam. But in Our Brother's Keeper he tells what happens when the Internet brings him into contact with several of his brother's old Marine friends, including the guy who held Jeff in his arms as he died. First via e-mail, and then in person, Smith gets to know these men.
D
The All Americans
With his graduation from West Point, Henry Romanek sailed toward Omaha Beach on the eve of Dday. It was June 1944, and he was about to face the bloodiest battle of his life. Just yesterday, it seemed, he was a standout soldier on the Army team. Now, he was a leader of youngsters in battle, fighting, quite literally, for his country and the future of the free world. In this book, Lars Anderson retraces Romanek's life and that of three other soldiers.
Copies in Seconds
With the push of a button, anyone can make copies of almost anything - unlike the old days, when papers had to be rewritten long-hand, carbon-copied out of fussy mimeograph machines (蜡纸油印机). In Copies in Seconds, David Owen showed how a shy engineer named Chester Carlson perfected his xerography machine （静电复印机） and shopped it around until finally hooking up with the Haloid Corporation. That partnership led to the Xerox copier and changed the face of work forever.
F
State of Grace
Back in the late 1950s and early 1960s, the Lynvets was just a football team in a sandy New York City neighborhood. But to most of its members - the author, Robert Timberg, included - the team was their only experience of a happy family, their only chance to rise above terrible everyday circumstances, their only shot at being heroes. The friendships these men formed sustained (维持) them throughout their lives.
请阅读以下求书者的信息，然后匹配他们所要寻找的书籍：
1. Tom is looking for a book about the hiking stories to help him in his following outdoor activities.
2. Kate wants to find a book about the stories of the soldiers during World War II. .
3. Mark wants to research into the history of technological development.
4. Jack is researching into education in a college. He is especially interested in the teaching methods. He wants to find a book which can tell him something about how to teach students from different backgrounds.
5. John wants to find some materials about the soldiers in Vietnam War to carry on his new research.
求书者 书籍
1. Tom A. I Am a Pencil
2. Kate B. Between a Rock and a Hard Place
3. Mark C. Our Brother's Keeper
4.Jack D. The All Americans
5. John E. Copies in Seconds
F. State of Grace
Teens don’t understand the big fuss. As the first generation to grow up in a wired world, they hardly know a time when computers weren’t around, and they eagerly catch the chance to spend hours online, chatting with friends. So what?
But researchers nationwide are increasingly worried that teens are becoming isolated, less skillful at person-to-person relationships, and perhaps numb to the cheatings that are so much a part of the e-mail world. “and a teen’s sense of self and values may be changed in a world where personal connections can be limitless,” said Sherry Turkle.
Another researcher, Robert Kraut, said he’s worried about the “opportunity costs” of so much online time for youths. He found that teens who used computers, even just a few hours a week, showed increased signs of loneliness and social isolation. “Chatting onine may be better than watching television, but it’s worse than hanging out with real friends,” he said.
Today’s teens, however, don’t see anything strange in the fact that the computer takes up a central place in their social lives, “School is busy and full of pressure. There’s almost no time to just hang out.” said Parker Rice, 17. “Talking online is just catch up time.”
Teens say they feel good about what they say online or taking the time to think about a reply. Some teens admit that asking someone for a date, or breaking up, can be easier in message form, though they don’t want to do so. But they insist there’s no harm.
1.She researchers argue that___．
A．teens may develop a different sense of values
B．nothing is wrong with teens' chatting online
C．teens can manage their social connections
D．spending hours online does much good to teens
2.Teens think that talking online can help them ____．
A．use computers properly B．improve their school work
C．develop an interest in social skills D．reduce their mental pressures
3.The text mainly deals with __ _．
A．teens' pleasant online experience
B．teens' computer skills and school work
C．the effects of the computer world on teens
D．different opinions on teens' chatting online
4.The purpose of the text is to ____．
A．describe computer research results
B．draw attention to teens' computer habits
C．suggest ways to deal with problem teens
D．discuss problems teens have
