Michelle was a student at University of California, Los Angeles. She is here to tell us how she feels about the city.What were the best things about Los Angeles? One of my 题目和参考答案——青夏教育精英家教网—

题目内容

Michelle was a student at University of California, Los Angeles. She is here to tell us how she feels about the city.

What were the best things about Los Angeles?

One of my favorite things about Los Angeles is the weather. I hate the cold and it never really gets that cold there. Plus, most of the time it’s usually sunny, which is good because I love going to the beach during the summer. There’s so much to do at the beach, but my favorite thing in L.A. was having a picnic on the sand with my friends.

What were the worst things about being there?

I disliked having to drive everywhere to get around because the city is so spread out. Los Angeles has a lot of traffic and sometimes it takes a long time to get somewhere close by just because the streets are so crowded. Also, a lot of people complain about the pollution.

Did you have any problems there?

Just the normal problems of living in any city, like watching out for pickpockets (扒手). Some people think Los Angeles has a lot of crime, but I think it’s as safe as any other city. Also, many people think driving is difficult because there is a lot of traffic and road rage (路怒症), but it just takes a little practice and a lot of patience.

What are the people like in Los Angeles?

There are all types of people in Los Angeles since the city is pretty diverse. For the most part, though, most of the people are friendly, calm and relaxed. Some people say that everyone in Los Angeles is beautiful, but I think that’s just a stereotype (模式化的印象).

Would you go back to Los Angeles?

Certainly. Los Angeles is one of my favorite cities in the world. I love the fact that it has all the nightlife and shopping of a big city, but also has access to beaches, parks, mountains and other places you can’t usually find in large cities. Between the weather and the beaches and all the fun things to do, it’s a great place to be.

1.We can learn from the text that Michelle _____.

A. hates the heavy traffic in Los Angeles

B. dislikes the cold weather in Los Angeles

C. thinks Los Angeles is small and crowded

D. enjoys driving everywhere in Los Angeles

2.What’s Michelle’s impression of the people in Los Angeles?

A. They get angry easily. B. All sorts of people live there.

C. They are patient and amusing. D. Everyone is kind and beautiful.

3.How does Michelle find Los Angeles?

A. Safe but noisy. B. Relaxing but busy.

C. Polluted and dangerous. D. Diverse and interesting.

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8．__________ for two days，Steve managed to finish his report on schedule．（　　）

One of the main challenges facing many countries is how to maintain their identity in the face of globalization and the growing multi-language trend. "One of the main reasons for economic failure in many African countries is the fact that, with a few important exceptions, mother-tongue education is not practiced in any of the independent African states." said Neville Alexander, Director of the Project for the Study of Alternative Education in South Africa at the University of Cape Town.

In response to the spread of English and the increased multi-language trends arising from immigration, many countries have introduced language laws in the last decade. In some, the use of languages other than the national language is banned in public spaces such as advertising posters. One of the first such legal provisions(规定) was the 1994 "Toubon law" in France, and the idea has been copied in many countries since then. Such efforts to govern language use are often considered as futile by language experts, who are well aware of the difficulty in controlling fashions in speech and know from research that language switching among bilinguals is a natural process.

It is especially difficult for native speakers of English to understand the desire to maintain the "purity" of a language by law. Since the time of Shakespeare, English has continually absorbed foreign words into its own language. English is one of the most mixed and rapidly changing languages in the world, but that has not been a barrier to acquiring superiority and power. Another reason for the failure of many native English speakers to understand the role of the state regulation is that it has never been the Anglo-Saxon way of doing things. English has never had a state-controlled authority for the language, similar, for example, to the Academic Francaise in France.

The need to protect national languages is, for most western Europeans, a recent phenomenon-------especially the need to ensure that English does not unnecessarily take over too many fields. Public communication, education and new ways of communication promoted by technology, may be key fields to defend.

1.Neville Alexander believes that __________.

A. mother-tongue education is not practiced in all African countries

B. globalization has resulted in the economic failure of Africa

C. globalization has led to the rise of multi-language trend

D. lack of mother-tongue education can lead to economic failure

2.The underlined word "futile" (in paragraph 2) most probably means " ___________".

A. workable B. practical

C. useless D. unnecessary

3.What can we infer from the last paragraph?

A. English has taken over fields like public communication and education.

B. Many aspects of national culture are threatened by the spread of English.

C. Most language experts believe it is important to promote a national language.

D. Europeans have long realized the need to protect a national language.

4.The best title for the passage is __________.

A. Fighting against the rule of English

B. Protecting local languages and identities

C. Globalization and multi-language trend

D. To maintain the purity of language by law

Yesterday evening I was watching the evening news on TV. The news was about a prize for scientific discoveries. The ______ said something that caught my ______. “All great discoveries,” he said, “are made by people between the ages of 25 and 30.” Being a little over 30 myself, I wanted to ______ with him. Nobody wants to think that he has passed the age of making any ______. The next day I went to the public library, spending several hours, and ______ to find the ages of famous people and their discoveries. The announcer was right!

First, I looked at some of the ______ discoveries. One of the earliest, the famous one that ______that bodies of different weights ______ at the same speed, was made by Galileo when he was 26. Madam Curie started her research that led to a Nobel Prize when she was 28. Einstein was 26 when he ______ his world-changing Theory of Relativity. Well, ______ of that. Yet I wondered if those “best years” were true in other ______.

Then how about this in ______? Surely it needs the wisdom of ______ to make a good leader. Perhaps it does, but look when these people ______ their careers. Winston Churchill was elected to the House of Commons at the age of 26. Abraham Lincoln ______ the life of a country lawyer and was elected to the government at what age? Twenty-six!

But why don’t best years come after 30? After 30, I ______, most people don’t want to take risks or try new ways. Then I thought of people ______ Shakespeare and Picasso. The ______ was writing wonderful ______ at the late age of 50, _______ the latter was still trying new ways of painting when he was 90!

Perhaps there is still hope for me.

1.A. announcer B. conductor C. speaker D. hostess

2.A. mind B. care C. attention D. surprise

3.A. disagree B. talk C. meet D. advise

4.A. chance B. discovery C. research D. fortune

5.A. happened B. wanted C. succeeded D. managed

6.A. last B. scientific C. oldest D. modern

7.A. found B. proved C. doubted D. showed

8.A. disappear B. move C. drop D. fall

9.A. invented B. improved C. published D. made

10.A. plenty B. enough C. much D. all

11.A. fields B. science C. courses D. ages

12.A. election B. politics C. leaders D. society

13.A. age B. brain C. living D. leadership

14.A. finished B. won C. started D. defeated

15.A. led B. devoted C. began D. gave up

16.A. guess B. know C. believe D. agree

17.A. as B. to be C. like D. about

18.A. first B. writer C. poet D. former

19.A. painting B. idioms C. fiction D. works

20.A. when B. while C. who D. after

Everybody has dreams, but not all these dreams can come true easily. 1. Read on and you can make your dream come true.

Break your dream down into manageable “projects”. Achieving a dream can be complex and you might need to complete a number of different “projects” as you go forward. 2. Remember that you need to have all the parts and tools you need in order to be successful in achieving your dream.

Take action on each “project”. Start taking action on each part of your dream. If you can, work on all of your projects at the same time—for example, try to do something for each project each week. 3. And keeping yourself moving forward is one of the best ways to motivated toward achieving your goal.

4. Find out how others have accomplished their goal. Do some research to find out how other people have achieved the same dream. Seek out the people who have achieved their dreams and talk with them or read their stories. Find out what they learned from their journey, and what they like best about achieving their dreams. You can find out about other successful dreamers by reading their biographies, watching documentary films, or reading about people on the Internet.

Always know what’s next on your list. As you are taking action on the different projects that lead you to your dream, be sure that you always know what to do next. Being unsure of your next step is one common way that people get stuck in their progress toward a goal. 5. Be sure that you will be ready for each one.

A. Be inspired by others.

B. People give up their dreams for this or that reason.

C. Manage your lime so that there is room for your dream.

D. Each week revisit your project lists to see what tasks are coming up.

E. Achieving your dream might require you to gain new skills or knowledge.

F. Figuring out what the different “projects” arc will move you toward your dream.

G. Even if you are moving in small steps toward your goal, you are still heading in the right direction.

Sending your child to piano or violin lessons in an attempt to improve their academic achievement is a waste of money, according to scientists. 1. research has shown that youngsters who take music lessons are more likely to be top of their class, Professor Glenn Smith claims this link is 2. (mislead).

“Music may change you a bit, but it’s also the case that different children take music lessons,” said Professor Smith of the University of Toronto, 3. added that parents’ education had most influence on musicality.

“Children who take music lessons come from families with incomes 4. (high) than average. They come from families with more 5. (educate) parents, they also do more extra-curricular activities, they are more likely to learn 6. instrument, and they do better at school.”

“We 7. (motivate) by the fact that kids who take music lessons are particularly good students. In school they actually do better than you would predict from their IQ. So 8.

(obvious) something else is going on. We thought that 9. (person) might be the thing.” Professor Smith explained, “Clearly studying music changes the brain, but so does any learning. In fact, that is 10. learning is,” he added.

假定英语课上老师要求同桌之间交换修改作文，请你修改你同桌写的以下作文。文中共有10处语言错误，每句中最多有两处。每处错误仅涉及一个单词的增加，删除或修改。

增加：在缺词处加一个漏字符号（），并在其下面写出该加的词。

删除：把多余的词用斜线（\）划掉。

修改：在错的词下划一横线，并在该词下面写出修改后的词。

注意：1. 每处错误及其修改均仅限一词；

2．只允许修改10处，多者（从第11处起）不计分。

Get a good education is more important today than ever before .In Canada mostly children attend public schools. Public schools are mainly found by governments through tax income. Students in Canada taught in English and in French. The rests of Canadian children attend private schools, that are supported mainly by fees paying by parents .By law ,the children must attend the school from age 5 to 16. There are several different levels in the Canadian education system .The first was called Elementary Schools ,which includes kindergartens through grade 7 or 8.

Coming face-to-face with your inadequacies can be painful, to say the least. It challenges the way that you believe people see you and even makes you question yourself. 1.. But handling negative feedback properly will not only make you look well-behaved, but it could eventually help you grow as a person. Here’s how to do it.

Be objective about criticism

Before you jump to conclusions and begin to challenge the other person’s opinion, take a step back and look at it allsidedly. 2., don’t immediately allow your emotions to get the better of you, but rather, take a moment to consider whether the criticism is at all accurate.3..

Be open to the idea of change

4.. And it may be because of a concept called “cognitive dissonance” (认知失调) that can prevent us from changing even when that’s what we need most. “People have a view of themselves or the world that they only seek to confirm, not adjust or change,” Dr. Benn, a psychologist explains. “They may ignore criticism because they wish to avoid having to change, or because it makes them feel bad, or because they feel it is not helpful.”

Ask questions

If you’re open to using the criticism as a springboard to improvement, you will likely need more information. The initial moment you hear the criticism may not be the best time to ask for more details. Your emotions will be riding high, and you may not be particularly willing to accept extra information. 5.. “Engage with the person who criticized you, asking what you can do differently or how you can do better,” says Dr. Benn. Even if you don’t agree with their advice, thank them and promise to consider it.

A. Most of us are pretty stubborn

B. When you can’t hear clearly

C. Next time you get a bad review

D. Your immediate reaction may be to defend yourself

E. But it’s best to avoid getting into an argument

F. Give yourself a chance to really take in the information and evaluate it

G. However, when you feel ready, it could be worth revisiting the subject with the person who criticized you

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