If money comes and goes without good planning, you are likely to live . So it is important for you to at the beginning of a year, budgeting for daily expenditure, budgeting for education and the like. 题目和参考答案——青夏教育精英家教网—

题目内容

If money comes and goes without good planning, you are likely to live _________. So it is important for you to ______ at the beginning of a year, budgeting for daily expenditure, budgeting for education and the like.

　 A. on a tight budget; make a budget　　　　 B. in a tight budge; budget

　 C. for a tight budget; have a budget　　　　 D. by a budget; plan a budget

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There are about fifteen hundred languages in the world.

But ___1___ a few of them are very ___2___. English is one of these. Many, many people use it, not only in England and the U. S. A, but in other parts of the world. About 200, 000, 000 speak it as their own language. It is difficult to say how many people are learning it as a ___3___ language. Many millions are ___4___ to do so.

Is it easy or difficult to learn English? Different people may have different ___5___. Have you ever ___6___ the ads of this kind in the newspapers or magazines?

“Learn English in six month, or your ___7___ back ...” “Easy and funny? Our records and tapes ___8___ you master your English in a month. ___9___ the first day your ___10___ will be excellent. Just send ...” Of course, it never ___11___ quite like this.

The only language that seems easy to learn is the mother tongue. We should ___12___ that we all learned our own language well when we were ___13___. If we could learn English in the same way, it would not seem so difficult. ___14___ what a small child does. He listens to what people say. He tries what he hears. When he is using the language, talking in it, and ___15___ in it all the time, just imagine how much ___16___ that gets!

So it is ___17___ to say that learning English is easy, because a good command of English ___18___ upon a lot of practice. And practice needs great effort and ___19___ much time. Good teachers, records, tapes, books, and dictionaries will ___20___. But they cannot do the student’s work for him.

1. A. not B. quite C. only D. very

2. A. difficult B. important C. necessary D. easy

3. A. native B. foreign C. useful D. mother

4. A. learning B. enjoying C. trying D. liking

5. A. questions B. problems C. ideas D. answers

6. A. found B. watched C. noticed D. known

7. A. knowledge B. time C. money D. English

8. A. make B. help C. let D. allow

9. A. From B. On C. Since D. After

10. A. spelling B. grammar C. English D. pronunciation

11. A. happened B. know C. seemed D. felt

12. A. know B. remember C. understand D. think

13. A. students B. children C. babies D. grown-ups

14. A. Imagine B. Mind C. Do D. Think of

15. A. using B. thinking C. trying D. practicing

16. A. time B. money C. language D. practice

17. A. hard B. easy C. funny D. silly

18. A. depends B. tries C. has D. takes

19. A. uses B. takes C. gets D. costs

20. A. do B. work C. help D. master

A year ago, August, Dave Fuss lost his job driving a truck for a small company in west Michigan. His wife, Gerrie, was still working in the local school cafeteria, but it was hard for Dave to find work, and the price of everything was rising. The Fusses were at risk of joining the millions of Americans who have lost their homes in recent years. Then Dave and Gerrie received a timely gift—$7,000, a legacy(遗产) from their neighbors Ish and Arlene Hatch, who died in an accident. “It really made a difference when we were meeting difficulty .”says Dave.

But the Fusses weren’t the only folks in Alto and the neighboring town of Lowell to receive unexpected legacy from the Hatches. Dozens of other families were touched by what the Hatches had done. In some cases, it was a few thousand dollars; in others, it was more than $100,000.

It surprised nearly everyone that the Hatches had so much money, more than $3 million—they were an elderly couple who lived in an old house on what was left of the family farm.

Children of the Great Depression, Ish and Arlene were known for their habit of saving. They preferred comparison shopping and would go from store to store, checking prices before making a new purchase.

Through the years, the Hatches paid for local children to attend summer camps when their parents couldn’t afford it. “Ish and Arlene never asked if you needed anything,” says their friend Sandy Van Weelden, “They could see things they could do to make you happier, and they would do them.”

Even more extraordinary was that the Hatches gave away their farmland. It was the Hatches’ wish that their legacy—a legacy of kindness as much as one of dollars and cents—should enrich the whole community and last for generations to come.

Neighbors helping neighbors—that was Ish and Arlene Hatch’s story.

1.According to the text, the Fusses __________.

A．were employed by a truck company	B．led a difficult life
C．worked in a school cafeteria	D．lost their home

2.What can we learn about the Hatches?

A．They had their children during the Great Depression.

B．They left the old house to live on their family farm.

C．They gave away their possessions（财产）to their neighbors.

D．They helped their neighbors to find jobs.

3.Why would the Hatches go from store to store?

A．They decided to open a store.

B．They wanted to save money.

C．They couldn’t afford expensive things.

D．They wanted to buy gifts for local kids.

4.What Sandy Van Weelden said mainly tells us that the Hatches were __________.

A．understanding

B．kind

C．childlike

D．wealthy

When you think about math, you probably don’t think about breaking the law, solving mysteries or finding criminals. But a mathematician in Maryland does, and he has come up with mathematical tools to help police find criminals.

People who solve crimes look for patterns that might reveal(揭示) the identity of the criminal. It’s long been believed, for example, that criminals will break the law closer to where they live, simply because it’s easier to get around in their own neighborhood. If police see a pattern of robberies in a certain area, they may look for a suspect(嫌疑犯) who lives near the crime scenes. So, the farther away from the area a crime takes place, the less likely it is that the same criminal did it.

But Mike O’Leary, a mathematician at Towson University in Maryland, says that this kind of approach may be too simple. He says that police may get better clues to the location of a criminal’s home base by combining these patterns with a city’s layout(布局) and historical crime records.

The records of past crimes contain geographical information and can reveal easy targets — that is, the kind of stores that might be less difficult to rob. Because these stores are along roads, the locations of past crimes contain information about where major streets and intersections are. O’Leary is writing a new computer program that will quickly provide this kind of information for a given city. His program also includes information about the people who live in the city, and information about how a criminal’s patterns change with age. It’s been shown, for example, that the younger the criminal, the closer to home the crime.

Other computer programmers have worked on similar software, but O’Leary’s uses more math. The mathematician plans to make his computer program available, free of charge, to police departments around the country.

The program is just one way to use math to fight crime. O’Leary says that criminology — the study of crime and criminals — contains a lot of good math problems. “I feel like I’m in a gold mine and I’m the only one who knows what gold looks like,” he says. “It’s a lot of fun.”

To find criminals, police usually ______.

A. focus on where crimes take place B. seek help from local people

C. depend on new mathematical tools D. check who are on the crime scene

O’Leary is writing a computer program that ______.

A. uses math to increase the speed of calculation

B. tells the identity of a criminal in a certain area

C. shows changes in criminals’ patterns

D. provides the crime records of a given city

By “I’m the only one who knows what gold looks like”, O’Leary means that he ______.

A. is better at finding gold than others

B. is the only one who uses math to make money

C. knows more criminals than other mathematicians

D. knows best how to use math to help solve crimes

What is the main idea of the text?

A. Criminals live near where crimes occur.

B. Math could help police find criminals.

C. Crime records could be used to fight crime.

D. Computer software works in preventing crimes.

Do you know this girl?

I was in the park with my elder sister, Cathy, on Friday. My sister left her jacket on a chair while we talked to some friends. When we went back to the chair, a girl in a red T-shirt was sitting there. She had some money in her hand. When she saw us, she got up and walked away.

I asked my sister, "Did you have any money in your jacket?"

She said, "Yes, Anna, I did."

I said, "Look in your jacket quickly."

Cathy looked in her jacket, but her money was not there.

"That girl stole it!" I said, and we both ran after her. We caught her quickly.

My sister was very angry and she said, "Give me the money." The girl gave the money to Cathy and ran away. We both ran after her, but we lost her.

Then we went home. But before we could tell our parents, my mother said to Cathy, "You left your money at home. It's on the table in the sitting room. You must be more careful with money."

So the girl in the red T-shirt was not a thief! She probably thought we were thieves! We felt terrible.

Please telephone us if you know this girl! We are very sorry for our mistake. We would like to say sorry to her and give the money back to her.

Our number is 512667. My name is Anna.

Cathy thought the money in the girl's hand was .

A. from her jacket B. the girl's own money

C. from their home D. from the chair

The girl gave the money to Cathy because .

A. she was afraid B. Cathy asked her nicely

C. it was Cathy's money D. she wanted to help them

Hearing their mother's words, they knew that .

A. they did a good deed B. the girl was a thief

C. the money was Anna's D. they had the girl's money

The writer writes the passage to .

A. telephone the girl B. say thanks to the girl

C. say good-bye to the girl D. return the money to the girl

What should you think about when you try to find your career? You are probably better at some school subjects than others, and these may show strengths that you can use in your work. A boy who is good at mathematics can use that in engineering career. A girl who spells well and likes English may be good at office work. So it is important to know the subjects you do well in at school. On the other hand, you may not have any specially strong or weak subjects but your records show a general satisfactory standard. Although not all subjects can be used directly in a job, they may have indirect value.

　 Your school may have taught you skills, such as typing or technical drawing, which you can use in your work. You may be good at mental work or cookery and look for a job where you can improve these skills.

If you have had a part-time job on Saturdays or in summer, think what you gained from it. If nothing else, you may have learned how to get to work on time, to follow instructions and to get on with older workers. You may have learned to give correct change in a shop, for example. Just as important, you may become interested in a particular industry or career you see from the inside in a part-time job.

　 Facing your weak points is also part of knowing yourself. You may be all thumbs when you handle tools; perhaps you are a poor speller or cannot add up a column of figures. It is bitter to face any weaknesses than to pretend they do not exist. Your school records, for instance, may not be very good, yet it is an important part of your background. You should not feel sorry about it but instead recognize that you will have a chance of a fresh start at work.

1.In the writer’s opinion, for a student to have a part-time job is probably ________.

A. a good way to find out his weak points

B. one of the best ways of earning extra money

C. of great use for his work in the future

D. a waste of time he could have spent on study

2.If a student’s school record is not good, according to the passage, he ________.

A. may do well in his future work

B. won’t be able to find a suitable job

C. may be a complete failure in the future

D. will regret not having worked harder at school

3. The whole passage centers around ________.

A. looking for a part-time job

B. developing one’s abilities at school

C. gaining much knowledge by working hard at school

D. knowing yourself before trying to choose a career

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