ÌâÄ¿ÄÚÈÝ

2£®Directions£ºTranslate the following sentences into English£¬using the words given in the brackets£®
1£®ÄãΪʲô²»ÔÚÍøÉ϶©Æ±£¿£¨Why£©
2£®ÎÒ³£°ÑÍõº£ÎóÈÏΪËûµÄË«°ûÌ¥µÜµÜ£¬ÒòΪËûÃdz¤µÃÌ«ÏñÁË£®£¨mistake£©
3£®¶Ô¸¸Ä¸¶øÑÔ£¬Ã»ÓÐʲôÄÜÓ뺢×ÓµÄÉíÐĽ¡¿µÏà±È£® £¨compare£©
4£®×Ô´Ó³ö¹úÁôѧºó£¬Ëý¾Í²»ÔÙºÍÎÒÃDZ£³ÖÁªÏµÁË£® £¨No longer£©
5£®Èç¹ûÄÜÕÒµ½ÈκÎÊʺÏÄãµÄѧϰ·½·¨£¬ÄãµÄѧϰЧÂʾͿÉÄÜÃ÷ÏÔÌá¸ß£®£¨whatever£©

·ÖÎö 1£®Why not/Why don't you book tickets online/reserve the ticket£¨s£© on the Internet£¿
2£®I often mistake Wang Hai for his twin brother because they look so similar/very much alike£®
3£®As for parents£¬nothing can be compared with their children's physical and mental health£®
4£®No longer has she kept in touch with us since she went abroad for further study/education£®
5£®If you can find whatever learning method £¨that£© suits you£¬your study/learning efficiency is likely to improve remarkably£®

½â´ð 1£®ÊìϤ¾äÐÍWhy not do sth£®£¿£¬¾ÍÏ൱ÓÚWhy don't you do sth£®£¿ÍøÉ϶©Æ±¿ÉÒÔ±íÊöΪbook tickets online/reserve the ticket£¨s£© on the Internet
2£®mistake sb£®for sb£®ÒâΪ"½«Ä³ÈËÎóÈÏΪijÈË"£¬³¤µÃÏñ¿ÉÒÔ±íÊöΪlook so similar/very much alike£®
3£®as for sbÒâΪ"¶ÔÓÚijÈ˶øÑÔ"£¬be compared with ÒâΪ"Óë¡­±È½ÏÆðÀ´"£¬ÉíÐĽ¡¿µ¿ÉÒÔ±íÊöΪphysical and mental health£®
4£®No longer±íʾ"²»ÔÙ"£¬ÓÃÓÚ¾äÊ×ÒªÓõ¹×°£¬±£³ÖÁªÏµ"kept in touch with"£®
5£®±¾Ì⿼²éwhateverÒýµ¼µÄÃû´ÊÐԴӾ䣬¼´±öÓï´Ó¾ä£¬¿ÉÄÜ×öijÊÂ"be likely to do"£®

µãÆÀ ÒªÊìϤÿһ¸ö¾ä×ÓËù¿¼²éµÄ¾äÐͼ°Ïà¹Ø¶ÌÓҪעÒâ¾ä×Óʱ̬¼°ÓïÐòµÄÑ¡Óã®

Á·Ï°²áϵÁдð°¸
Ïà¹ØÌâÄ¿

I was never very neat, while my roommate Kate was extremely organized. Each of her objects had its place, but mine always hid somewhere. She even labeled (Ìù±êÇ© ) everything. I always looked for everything. Over time, Kate got neater and I got messier. She would push my dirty clothing over, and I would lay my books on her tidy desk. We both got tired of each other.

War broke out one evening. Kate came into the room. Soon, I heard her screaming, ¡°Take your shoes away! Why under my bed!¡± Deafened, I saw my shoes flying at me. I jumped to my feet and started yelling. She yelled back louder.

The room was filled with anger. We could not have stayed together for a single minute but for a phone call. Kate answered it. From her end of the conversation, I could tell right away her grandma was seriously ill. When she hung up, she quickly crawled (ÅÀ) under her covers, sobbing. Obviously, that was something she should not go through alone. All of a sudden, a warm feeling of sympathy rose up in my heart.

Slowly, I collected the pencils, took back the books, made my bed, cleaned the socks and swept the floor, even on her side. I got so into my work that I even didn¡¯t notice Kate had sat up. She was watching, her tears dried and her expression one of disbelief. Then, she reached out her hands to grasp mine. I looked up into her eyes. She smiled at me. ¡°Thanks.¡±

Kate and I stayed roommates for the rest of the year. We didn¡¯t always agree, but we learned the key to living together: giving in, cleaning up and holding on.

1.What made Kate angry one evening?

A. She couldn¡¯t find her books.

B. She got the news that her grandma was ill.

C. She heard the author shouting loud.

D. She saw the author¡¯s shoes beneath her bed.

2.The author tidied up the room most probably because_______.

A. she was scared by Kate¡¯s anger.

B. she wanted to show her care

C. she hated herself for being so messy

D. she was asked by Kate to do so

3.How is Paragraph1 mainly developed?

A. By analyzing causes. B. By describing a process.

C. By showing differences. D. By following time order.

4.What might be the best title for the story?

A. Learning to Be Roommates B. Hard Work Pays Off

C. How to Be Organized D. My Friend Kate

Make Up Your Mind to Succeed

Kind-hearted parents have unknowingly left their children defenseless against failure. The generation born between 1980 and 2001 grew up playing sports where scores and performance were played down because ¡°everyone¡¯s winner.¡± And their report cards sounded more positive (ÕýÃæµÄ) than ever before. As a result, Stanford University professor Carol Dweck, PhD, calls them ¡°the overpraised generation.¡±

Dweck has been studying how people deal with failure for 40 years. Her research has led her to find out two clearly different mind-sets that have a great effect on how we react to it. Here¡¯s how they work:

A fixed mind-set is grounded in the belief that talent (²ÅÄÜ) is genetic ¨C you¡¯re a born artist, point guard, or numbers person. The fixed mind-set believes it¡¯s sure to succeed without much effort and regards failure as personal shame. When things get difficult, it¡¯s quick to blame, lie, and even stay away from future difficulties.

On the other hand, a growth mind-set believes that no talent is entirely heaven-sent and that effort and learning make everything possible. Because the ego (×Ô×ð) isn¡¯t on the line as much, the growth mind-set sees failure as a chance rather than shame. When faced with a difficulty, it¡¯s quick to rethink, change and try again. In fact, it enjoys this experience.

We are all born with growth mind-sets. (Otherwise, we wouldn¡¯t be able to live in the world.) But parents, teachers, and instructors often push us into fixed mind-sets by encouraging certain actions and misdirecting praise. Dweck¡¯s book, Mind-set: The New Psychology of Success, and online instructional program explain this in depth. But she says there are many little things you can start doing today to make sure that your children, grandchildren and even you are never defeated by failure.

1.What does the author think about the present generation?

A. They don¡¯t do well at school.

B. They are often misunderstood.

C. They are eager to win in sports.

D. They are given too much praise.

2.A fixed mind-set person is probably one who ___ .

A. doesn¡¯t want to work hard

B. cares a lot about personal safety

C. cannot share his ideas with others

D. can succeed with the help of teachers

3.What does the growth mind-set believe?

A. Admitting failure is shameful.

B. Talent comes with one¡¯s birth.

C. Scores should be highly valued.

D. Getting over difficulties is enjoyable.

4.What should parents do for their children based on Dweck¡¯s study?

A. Encourage them to learn from failures.

B. Prevent them from making mistakes.

C. Guide them in doing little things.

D. Help them grow with praise.

7£®It has been argued by some that gifted children should be grouped in special classes£¬The £¨1£©argumentshas been on the belief that in regular classes these children are held back in their intellectual £¨ÖÇÁ¦µÄ£© growth by £¨2£©learning situation that has designed for the £¨3£©average children£®
     There can be little doubt that £¨4£©specialclasses can help the gifted children to graduate earlier and take their place in life sooner£®However£¬to take these £¨5£©childrenout of the regular classes may create serious problems£®
     I observed a number of £¨6£©intelligentchildren who were taken out of a special class and placed in a £¨7£©regular  class£®In the special class£¬they showed little ability to use their own judgment£¬relying £¨8£©slightly on their teachers'directions£®In the regular class£¬having no worry about ke£¨http://www£®unjs£®com£©eping up£¬they began to reflect £¨9£©quicklyon many problems£¬some of which were not on the school program£®
      Many are concerned that gifted children become £¨10£©boredand lose interest in learning£®However this £¨11£©concernis more often from parents and teachers than from students£¬and some of these£¨12£©adults simply conclude that special classes should be set up for those who are£¨13£©talented£®Some top students do feel bored in class£¬but why they £¨14£©feel so goes far beyond the work they have in school£®Studies have shown that to be bored is to be anxious£®The gifted child whop is bored is an £¨15£©anxiouschild£®

1£®A£®principleB£®theoryC£®argumentsD£®classification
2£®A£®designingB£®groupingC£®learningD£®living
3£®A£®smartB£®curiousC£®matureD£®average
4£®A£®regularB£®specialC£®smallD£®creative
5£®A£®childrenB£®programsC£®graduatesD£®designs
6£®A£®intelligentB£®competentC£®ordinaryD£®independent
7£®A£®separateB£®regularC£®newD£®boring
8£®A£®speciallyB£®slightlyC£®wronglyD£®heavily
9£®A£¬directlyB£®cleverlyC£®voluntarilyD£®quickly
10£®A£®doubtedB£®boredC£®worriedD£®tired
11£®A£®concernB£®conclusionC£®reflectionD£®interest
12£®A£®studentsB£®adultsC£®scholarsD£®teachers
13£®A£®talentedB£®worriedC£®learnedD£®interested
14£®A£®believeB£®thinkC£®sayD£®feel£®

Î¥·¨ºÍ²»Á¼ÐÅÏ¢¾Ù±¨µç»°£º027-86699610 ¾Ù±¨ÓÊÏ䣺58377363@163.com

¾«Ó¢¼Ò½ÌÍø