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¡¾ÌâÄ¿¡¿My friends, Emma Daniels, spent the summer of 1974 traveling in Israel. During her monthlong stay in Jerusalem she often went to a caf¨¦ called Chocolate Soup. It was run by two men, one of whom ¨C Alex ¨C used to live in Montreal. One morning when Emma went in for coffee, while chatting with her new friend Alex, she mentioned that she had just finished the book she was reading and had nothing else to read. Alex said he had a wonderful book she might like, and that he¡¯d be happy to lend it to her. As he lived just above the caf¨¦, he quickly ran up to get it. The book he handed to Emma just minutes later was Markings, a book by a former Secrctary-General of the United Nations (UN).

Emma had never read it, nor had she ever bought a copy. But, when she opened it up, she was floored to see her own name and address inside the cover in her own handwriting£¨±Ê¼££©.It turned out that the summer before, at a concert back in Montreal, Emma had met a Californian who was in town visiting friends. They decided to exchange£¨½»»»£©addresses, but neither of them had any paper. The man opened up a book he was carrying in his backpack(±³°ü) and asked Emma to write her name and address inside. When he returned to California, he left the book behind in Montreal, and his friend Alex kept it. When Alex later moved to Jerusalcm, he took the book along.

¡¾1¡¿Alex lent Emma the book, Markings, .

A. to show his friendliness to her

B. to show his interest in reading

C. to tell her about the importance of UN

D. to let her write her name and address inside

¡¾2¡¿How did Emma feel the moment she opened the book?

A. Pleased. B. Satisfied.

C. Worried. D. Surprised.

¡¾3¡¿We can learn from the text, the Californian .

A. met Emma at a concert

B. invited Emma to a concert

C. introduced Emma to his friend

D. left Emma his backpack

¡¾4¡¿Who was supposed to be the first owner of the book?

A. An official of the UN.

B. A coffee shop owner.

C. A friend of the author¡¯s.

D. Alex¡¯s friend form California.

¡¾´ð°¸¡¿

¡¾1¡¿A

¡¾2¡¿D

¡¾3¡¿A

¡¾4¡¿D

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¡¾1¡¿A ÍÆÀíÅжÏÌâ¡£¸ù¾ÝµÚÒ»¶Î¡°Alex said he had a wonderful book she might like, and he¡¯d be happy to lend it to her¡±¿ÉÖªÕâ±¾ÊéÊÇAlexÖ÷¶¯½è¸ø×÷Õߵģ¬ÎªÁ˱í´ïÓÑÇé¡£¹ÊÑ¡A¡£

¡¾2¡¿Dϸ½ÚÀí½âÌâ¡£¸ù¾Ý¡°But, when she opened it up, she was floored to see her own name and address inside the cover, in her own handwriting¡±, flooredµÄÒâ˼ÊÇÊ®·Ö³Ô¾ªµÄ£¬Ñ¡ÏîÖÐsurpriseÒâ˼×î½Ó½ü£¬¹ÊÑ¡D¡£

¡¾3¡¿A ϸ½ÚÀí½âÌâ¡£¸ù¾ÝµÚ¶þ¶Î¡°It turned out that the summer before, at a concert back in Montreal, Emma had met a Californian who was in town visiting friends.¡±¿ÉÖªthe Californian met Emma in a concert.£¬¹ÊÑ¡A¡£

¡¾4¡¿D Ö÷Ö¼´óÒâÌâ¡£¸ù¾Ý¶ÌÎÄ¿É֪ȥÄêÏÄÌìThe CalifornianÔÚ½»»»µØַʱÈÃEmma°ÑµØַдÔÚÊéÉÏ£¬È»ºóÓÖ°ÑÊéÂäÔÚMontreal±»Alex±£´æÆðÀ´ÁË£¬ËùÒÔÊéµÄ×îÔçÖ÷ÈËÊÇthe Californian¡£¹ÊÑ¡D¡£

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No matter what happens, please don¡¯t ________ _______.

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As we all know, an olive wreath _______ __________ peace.

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On hearing the funny story, they all _______ _______ __________.

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The book, Who Moved My Cheese, is _______ _______ __________.

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The leaders _______ _______ __________ what Tom had done for the company.

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_______ _______ __________ ________ our neighb our, we have quickly got used

to the life here.

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If we don¡¯t do anything, there will be more species which are _______ _______ __________ ________ _______

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I failed again in the exam and only then _______ _______ __________ how much time had been wasted.

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Only athletes who have reached the agreed standard for their event __________ _______ __________as competitors.

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Over time my memory has developed so much that, like an elephant, I never

forget anything_______ _______ __________ ________.

¡¾ÌâÄ¿¡¿As you grow older, you¡¯ll be faced with some challenging decisions¡ªlike whether to cut class or try cigarettes. Making decisions on your own is hard enough, but when other people get involved and try to pressure you one way or another it can be even harder. People who are your age, like your classmates, are called peers. When they try to influence how you act, to get you to do something, it¡¯s called peer pressure.

Peers can have a positive influence on each other. Maybe another student in your science class taught you an easy way to remember the planets in the solar system. Maybe you got others excited about your new favorite book, and now everyone¡¯s reading it. These are examples of how peers positively influence each other.

Sometimes peers influence each other in negative ways. For example, a few kids in school might try to get you to cut class with them; your soccer friend might try to convince you to be mean to another player and never pass him the ball.

It is tough to be the only one who says ¡°no¡± to peer pressure, but you can do it. Paying attention to your own feelings and beliefs about what is right and wrong can help you know the right thing to do.

You¡¯ve probably had a parent or teacher advising you to ¡°choose your friends wisely.¡± Peer pressure is a big reason why they say this. If you choose friends who don¡¯t cut class, smoke cigarettes, or lie to their parents, then you probably won¡¯t do these things either, even if other kids do.

If you continue to face peer pressure and you¡¯re finding it difficult to handle, talk to someone you trust. Don¡¯t feel guilty if you¡¯ve made a mistake or two.

¡¾1¡¿For whom is the passage most probably written?

A. Teachers. B. Students. C. Parents. D. Doctors.

¡¾2¡¿In the last three paragraphs, the author mainly_____.

A. gives advice on how to deal with peer pressure

B. discusses how peers influence us

C. shows how to make more good friends

D. explains why friendship is so important

¡¾3¡¿Which of the following may help handle peer pressure?

A. Spending more time with classmates.

B. Taking up more relaxing hobbies.

C. Choosing friends with no bad habits.

D. Helping others who are in trouble.

¡¾4¡¿What is the topic of the passage?

A. Self-confidence B. Friendship.

C. Making decisions D. Peer pressure

¡¾ÌâÄ¿¡¿It is difficult for parents of nearly every family to teach their children to be responsible for housework, but with one of the following suggestions, you really can get your children to help at home.

If you give your children the impression that they can never do anything quite right, then they will regard themselves as unfit or unable persons. Unless children believe they can succeed, they will never become totally independent.

My daughter Carla's fifth-grade teacher made every child in her class feel special. When students received less than a perfect test score, she would point out what they had mastered and declared firmly they could learn what they had missed.

You can use the same technique when you evaluate(ÆÀ¼Û)your child's work at home. Don't always scold and give lots of praise instead. Talk about what he has done right, not about what he hasn't done. If your child completes a difficult task, promise him a Sunday trip or a ball game with Dad.

Learning is a process of trying and failing and trying and succeeding. If you teach your children not to fear a mistake of failure, they will learn faster and achieve success at last.

¡¾1¡¿The whole passage deals with_______.

A. social education B. school education

C. family education D. pre-school education

¡¾2¡¿The author thinks that_____.

A. there is no way to get children to help at home

B. the more encouragement and praise you give, the more responsible and helpful children will become

C. it is very difficult to make children/span> responsible for housework

D. children can be forced to help with housework

¡¾3¡¿The article gives us a good suggestion about how to evaluate your child's work at home. That is to_____.

A. praise his success

B. promise him a trip

C. give him a punishment

D. promise him a ball game

¡¾4¡¿ The author advises readers to_______.

A. learn from himself, for he has a good way of teaching

B. take pride in Carla's fifth-grade teacher

C. do as what Carla's teacher did in educating children

D. follow Carla's example because she never fails in the test

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People know the dangers of fires. It's good for a family to learn how to prepare for a fire. Here are some suggestions:

Put a smoke alarm in the house. Smoke from a fire causes the alarm to go off. ¡¾1¡¿ The sound tells everyone to leave the house at once.

Make escape plans. You should know all the ways out of the house. If there is fire, everyone follows the plan to get out. Part of the plan is to check all the windows to make sure they can be opened easily.

Buy fire extinguishers in the house¡¾2¡¿

Practice for a fire at home now and then because it can teach children about fire safety. Everyone in the family should know the following fire rules:

¡ï¡¾3¡¿ The fire can grow more quickly if you open the door.

¡ïStay close to the floor! ¡¾4¡¿ The best air is near the floor because smoke rises.

¡ïWhat will you do if your hair or clothes start to burn? First, stop! ¡¾5¡¿ The fire burns faster because of more air. Drop! Fall to the floor. Then roll! Turning over and over will make the fire go out. Put a blanket around you to keep air away from the fire that may still be on you.

There are many possible causes for fires. A wise family is ready all the time. If there is a fire, don¡¯t forget to call 119 for help.

A£®Don't run!

B£®Everyone in the family should know how to use them.

C£®Everyone should follow your plan.

D£®Smoke can be more dangerous than fire.

E£®The alarm makes a loud sound.

F£®Open the windows!

G£®Don't open a hot door!

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