Students who are going to study in America must . A. buy their own textbooks themselves B. prove that they can pay for their study C. find a living place with a kitchen D. find someone to pay for thei 题目和参考答案——青夏教育精英家教网—

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41. Students who are going to study in America must __________.

A. buy their own textbooks themselves

B. prove that they can pay for their study

C. find a living place with a kitchen

D. find someone to pay for their college fees

42. Who is this speech probably given to?

A. Students who are going to graduate from colleges.

B. Students who are going to college in the US.

C. Students who are going to apply for room-and-board.

D. Students who can’t pay for their college study by themselves.

43. The University of Washington __________________.

A. has the highest fees of any college

B. has the most foreign students of any college in the US

C. is a key university in the Northwest of the US

D. charges less than other colleges in the Northwest of the US

44. What is NOT a must if you, a foreign student, apply for the university in the US?

A. Apply eighteen months before you want to start.

B. A signed Statement of Financial Responsibility.

C. People who will help you pay for the study should provide a bank proof.

D. A bank letter from within the past six months.

45. What is the speaker’s purpose in this speech?

A. To tell foreign students that money is the most important thing in the US.

B. To advise foreign students to apply as soon as possible so as to have more chances.

C. To state some requirements that foreign students should pay attention to when applying for colleges.

D. To tell people about the present situation of foreign students in the US.

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A.two score B.two scores C.two scores of D.two?score of

A higher reading rate, with no loss of comprehension, will help you in other subjects as well as in English, and the general principles apply to any language. Naturally, you will not read every book at the same speed. You would expect to read a newspaper, for example, much more rapidly than a physics or economics textbook-but you can raise your average reading speed over the whole range of materials you wish to cover so that the percentage gained will be the same whatever kind of reading you are concerned with.

The reading passages which follow are all of an average level of difficulty for your stage of instruction. They are all about five hundred words long. They are about topics of general interest which do not require a great deal of specialized knowledge. Thus they fall between the kind of reading you might find in your textbooks and the much less demanding kind you will find in a newspaper or light novel. If you read this kind of English, with understanding at four hundred words per minute, you might skim (浏览) through a newspaper at perhaps 650-700, while with a difficult textbook you might drop to two hundred or two hundred and fifty.

Perhaps you would like to know what reading speeds are common among native English-speaking university students and how those speeds can be improved. Tests in Minnesota, USA, for example, have shown that students without special training can read English of average difficulty, for example, Tolstoy's War and Peace in translation, at speeds of between 240 and 250 words per minute with about seventy percent comprehension. Students in Minnesota claim that after twelve half-hour lessons, once a week, the reading speed can be increased, with no loss of comprehension, to around five hundred words per minute.

According to the passage, the purpose of effective reading with higher speed is most likely to help you ________.

A. only in your reading of a physics textbook

B. improve your understanding of an economics textbook

C. not only in your language study but also in other subjects

D. choose the suitable materials to read

Which of the following does not describe the types of reading materials mentioned in the second paragraph?

A. Those beyond one's reading comprehension.

B. Those concerned with common knowledge.

C. Those without much demand for specialized knowledge.

D. Those with the length of about five hundred words.

The average speed of untrained native speakers in the University of Minnesota is ________.

A. about 300 words per minute

B. about 245 words per minute

C. about 650-700 words per minute

D. about 500 words per minute

According to the passage, how fast can you expect to read after you have attended twelve half-hour lessons in the University of Minnesota?

A. You can increase your reading speed by three times.

B. No real increase in reading speed can be achieved.

C. Yon can increase your reading speed by four times.

D. You can double your reading speed.

About_________of the students in the class are girl students.?

A.three-fives B.three-fifth

C.three-fifths D.third-fifths?

请认真阅读下列短文，并根据所读内容在文章后表格中的空格里填人最恰当的单词。

注意：每空格1个单词。

Quality after-school programs are designed to improve academic performance, decrease youth crimes and other high-risk behaviors, and help young people grow into healthy, successful adults.

The effect of quality after-school programs on academic performance is clear. Studies show that students who take part in such programs show better work habits, higher rates of homework completion, improved grades, and higher scores on achievement tests. They also have fewer absences and are less likely to blame. After-school programs also influence high-risk teen behavior. Various studies show decreased rates of crime, drug-taking, and teen sex among youth who join in well-run after-school programs when compared to similar youth who do not. Finally, after-school programs play an important role in supporting different kinds of fields of development: physical development, mental development and social development. Thus, one can safely say that after-school programming is an effective method to help young people become contributing members of society.

Although there is enough proof from both small and large assessments that after-school programs can make a positive difference, it is important to note that not all programs are equal. First, dosage matters -- young people who attend the most hours over the most years benefit more than members who attend less often or over a shorter period of time. Next, after-school programs make a bigger difference for those students who need help most and have the fewest choices. Finally, program qualities matter. After-school programs work best when they create unique opportunities for youth. They should provide opportunities, skill building meaningful involvement, expression, suggestion, service, and work. Staff characteristics make an important difference in the quality of a program. The adults should treat youth as partners, create safe and fair environment, encourage personalized involvement, and actively create learning opportunities. In short, although after-school programs have a promising future, how they are designed and run matters.

Title: Quality After-school Programs

Purpose	1. academic performance 2. Decreasing youth crimes and other high-risk behaviors 3. Helping young people grow into healthy, successful adults
Effects	1. Improved academic performance ● better work ● higher rates of homework completion ● improved grades and higher scores ● fewer absences and blame	Helping young people become members making a contribution to
	2. Decreased high-risk teen behaviors ● decreased rates of crime ●drug ● teen sex among youth
	3. Various development ● development ● mental development ● social development
Factor	1. Dosage matters. 2. matter. 3. Qualities matter.
	The future of after-school programs is promising, how to design and run the programs is very .

All students in the class_______ a loud laugh when the professor told them a joke.

A． let up B． let down C．let off D．let out

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