题目内容

they are discussing now is they should let Tom know that．

A.
What；that
B.
What；what
C.
What；whether
D.
That；what

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Odland remembers like it was yesterday working in an expensive French restaurant in Denver. The ice cream he was serving fell onto the white dress of a rich and important woman.

Thirty years have passed, but Odland can’t get the memory out of his mind, nor the woman’s kind reaction (反应) . She was shocked, regained calmness and, in a kind voice, told the young Odland. “It’s OK. It wasn’t your fault.” When she left the restaurant, she also left the future Fortune 500 CEO (总裁) with a life lesson: You can tell a lot about a person by the way he or she treats the waiter.

Odland isn’t the only CEO to have made this discovery. Rather, it seems to be one of those few laws of the land that every CEO learns on the way up. It’s hard to get a dozen CEO’s to agree about anything, but most agree with the Waiter Rule. They say how others treat the CEO says nothing. But how others treat the waiter is like a window into the soul.

Watch out for anyone who pulls out the power card to say something like, “I could but this place and fire you,” or“I know the owner and I could have you fired.” Those who say such things have shown more about their character(人品) than about their wealth and Power.

The CEO who came up with it, or at least first wrote it down, is Raytheon CEO Bill Swanson. He wrote a best-selling book called, Swanson’s Unwritten Rules of Management.

“A person who is nice to you but rude to the waiter, or to others, is not a nice person,” Swanson says. “I will never offer a job to the person who is sweet to the boss but turns rode to someone cleaning the tables.”

49. What happened after Odland dropped the ice cream onto the woman’s dress?

A. He was fired. B. He was blamed.

C. The woman comforted him. D. The woman left the restaurant at once.

50. Odland leaned one of his life lessons from ________.

A. his experience as a waiter. B. the advice given by the CEOs

C. an article in Fortune D. an interesting best-selling book

51. According to the text, most CEOs have the same opinion about __________.

A. Fortune 500 companies B. the Management Rules

C. Swanson’s book D. the Waiter Rule

52. From the text can learn that __________.

A. one should be nicer to important people

B. CEOs often show their power before others

C. one should respect others no matter who they are

D. CEOs often have meals in expensive restaurants

Why should I teach my children history? That sounds like a stupid question to even ask. But, as I hear different home schooling teachers discuss history, I get the idea that there may be different reasons for teaching history. Let me briefly explain the three good reasons for studying history and two bad reasons for studying history.
The major reason I see for studying history is that we can learn from the past. I am convinced that the world would be a much better place if more people understood the successes and failures of the past and the thifigs that made these successes and failures. However, as the unfortunately true statement goes "the one thing we seem to learn from history is that we don't seem to learn from history." Perhaps at least in teaching history, to my children I can do a small part in changing this.
A second major reason for studying history is that it is hard to understand the current political climate in the absence of an understanding of its historical context. We can- not even understand why we are and where we are without history, much less (更不必说) try to figure out where we are going or how we should get where we want to be.
I teach my children history, for one more reason. I purchased a set of historical audio (录音机) tapes for our children. My seven-year-old son listened to them over and over. It was my hope that he would become inspired by the accomplishments of people like the Wright brothers to accomplish things by himself. I think that it is good that we celebrate the accomplishments of people like Martin Luther King Jr. if, in doing so, young people are called on to stand for the principles that he stood for and accomplish what he accomplished. I also think that by studying people like Adolph Hitler, people can learn to stand against the things that he stood for.
1. What message can we get from the underlined sentence in Paragraph 2 ?
A. Many people aren't clever enough to learn well from the past.
B. Many people fail to make good use of history and make the same mistakes.
C. Many people feel it hard to understand history.
D. Many people have no interest in studying history.
2. In Paragraph 3, the author shows that history is useful because _______________.
A. it makes the current political situation go smoothly
B. it helps us realize the importance of historical events
C. it helps us understand why things are the way they are
D. it helps people accept the present situation where they live
3. Some historical figures are mentioned in the last paragraph to show ______________.
A. people can be inspired to do good, while also learning to fight against evil
B. people may also learn from bad historical figures
C. more celebrations should be held to honor their achievements
D. today’s people can also achieve what they achieved
4. What would be talked about in the following paragraph?
A. How to teach history effectively.
B. Some negative reasons for studying history.
C. How to get more people to study history.
D. Some bad historical figures.
5. The main purpose of this passage is to ____________.
A. ins[me the parents to teach their children history
B. show the importance of history in politics
C. explain the reasons why children study history
D. introduce the writer' s own way of teaching history

Psychologists(心理学家) have known that what's going on inside our head affects our senses. For example, poorer children think coins are larger than they are, and hungry people think pictures of food are brighter. Professor Remi Radel wanted to investigate(look into) how this happens -- whether it's right away, as the brain receives signals from the eyes, or a little later, as the brain's higher-level thinking processes get involved.

Radel chose 42 students and each student was told to arrive at the lab at noon after three or four hours of not eating on the day of the test. Then they were told there was a delay. Some were told to come back in 10 minutes; others were given an hour to get lunch. So half the students were hungry when they did the experiment and the other half had just eaten.

For the experiment, the participant looked at a computer screen. One by one, 80 words flashed on the screen. A quarter of the words were food-related. After each word, the person was asked how bright the word was and asked to choose which of two words they'd seen -- a food-related word like gateau (cake) or a neutral (中性的) word like bateau (boat).

Hungry people saw the food-related words as brighter and were better at identifying food-related words. Because the word appeared too quickly for them to be reliably seen, this means that the difference is in perception (直觉), Radel says—it's not because of some kind of processing happening in the brain after you've already figured out what you're looking at.

"This is something great to me, that humans can really realize what they need or what they hope for, to know that our brain can really arrange for our motives and needs," Radel says. "There is something inside us that selects information in the world to make life easier.”

1.The purpose of Radel's research is to let us know ____.

A．how our thinking has effect on our senses happens

B．what it is the good time for students to have lunch

C．whether poorer children think coins are larger than they are

D．whether hungry people think pictures of food are brighter

2.In the experiment 20 words that flashed on the screen had something to do with “____”.

A．boat

B．food

C．mind

D．weather

3.Which of the following is true about the experiment?

A．The students should stare at the words in the book.

B．Each word appeared slowly in order that the participant could read it exactly.

C．After each word flashed on the screen, the person was asked to finish two tasks.

D．On the day of the test, all the students were very hungry because of the delay of their lunch.

4.What does the new study find?

A．Actually our brain can arrange for our motives and needs.

B．In the experiment the brain was totally controlled by the senses.

C．People who had just eaten saw all the words more clearly than hungry people.

D．The participants saw the words look different long after the brain dealt with the information.

Very few people were coming to eat at the White Rose Restaurant and its owner did not know what to do . The food in its restaurant was cheap and good , but nobody seem to want to eat there .Then he did something that changed all that , and in a few weeks his restaurant was always full of men with their lady friends .Whenever a gentleman came in with a lady , a smiling waiter gave each of them a beautiful menu . The menu looked exactly the same on the outside , but there was an important difference inside . The menu that the waiter gave to the men gave the correct price for each dish and each bottle of wine , while the menu that he gave to the lady gave a much higher price . So when the man calmly ordered dish after dish and wine after wine , the lady thought he was much more generous than he really was .

1. How was the food in the White Rose Restaurant ?___________ .

A. Its quality had always been good and its price low

B. It was poor and expensive at first and became much better and less expensive later

C. It was cheap and good at the beginning but became more expensive later

D. It looked beautiful on the outside but it was became more different inside

2. How did the restaurant attract so many people ?______________ .

A. By lowering the price of its food

B. By improving the quality of its food

C. With waiters smiling at the guests when they came into the restaurant and giving them better service while they are

D. By showing men and women menus with different price on them

3. According to this passage , when a man and a woman ate at the restaurant the food was paid by whom ?_____________ .

A. Usually by the man and sometimes by the woman

B. Always by the man only

C. Sometimes by the man only and sometimes by both of the man and the woman

D. Normally by the woman

4. The White Rose succeeded because__________ .

A. women liked their men friends to be generous

B. men liked their women friends to be generous

C. men were more generous than women

D. women were more generous than men

5. People who came to eat at this restaurant were often_________ .

A. men and their old friends B. husbands and wives

C. women and their best friends D. men and their women friends

, the dancers practice hard to make their dreams come true.

A．Being disabled as they B．Although disabled they are

C．Disabled though they are D．As they are disabled

________ they are discussing now is ________ they should let Tom know that．

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they are discussing now is they should let Tom know that．