题目内容

A normal conversation between strangers involves more than talk. It also involves the dynamics of space interaction. If one person gets too close, the other person will back up. If the first person invades the other’s space again, the other person will back up again. The person who finds himself or herself backing up is trying to increase the distance of the comfort zone. The person closing in is trying to decrease that distance. Most likely neither person is fully aware of what is going on.

In the 1960s, American anthropologist(人类学家)Edward T. Hall was a pioneer in the study of human behavioral use of space. His field of study became known as proxemics. Hall said that personal space for people in the United States can be defined as having four distinct zones: the intimate zone within 18 inches of your body, for whispering and embracing; the personal zone of 18 inches to four feet, for talking with close friends; the social zone of four to 10 feet, for conversing with acquaintances; and the public zone of 10 to 25 feet, for interacting with strangers or talking to a group.

Historians say that our standards of personal space began with the Industrial Revolution in the 18th century. In cities such as London and New York, people of different social and economic classes were suddenly crammed together, so they unconsciously developed a commonly understood code of courtesy(谦恭有理)to restrict the space around them.

People exhibit nonverbal messages of discomfort when their zones are violated. Invaded people might tap their toes, pull at their hair, become completely rigid, or even become angry. As hall noted in his landmark work, a comfortable conversation needs to include the parameters of human personal space.

71. This passage is mostly about______.

A. what nonverbal communication is

B. human conversation

C. the life of Edward T. Hall

D. human behavioral use of space

72. Edward T. Hall identified ＿.

   A. interactions between strangers

   B. angry people

   C. four zones of personal space

   D. the Industrial Revolution

73. If you and a close friend began talking when you were eight feet apart, you would probably soon ＿.

   A. move closer together

   B. move farther apart

   C. begin talking more softly

   D. ask another friend to join the conversation

74. The third paragraph provides ＿.

   A. a historical perspective on personal space

   B. an economic reason for personal space

   C. an overview of Edward T. Hall’s field of study

   D. a definition of personal space

   75. The underlined word “dynamics” in paragraph 1 means ＿.

   A. difficulties

   B. forces or influences that produce change

   C. largeness

   D. explosion so large they are beyond belief

DCAAB

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Kids who receive special education are, without doubt, the hardest working children in any school. When they are having difficulty learning basic literacy and number concepts, when they break rules, when they need more services, support and adult attention than their peers, then they are struggling the hardest. In psychology, we are trained to think that if we are feeling angry or confused when sitting with a patient, then we are probably feeling just what our patient is feeling. The same is true for students with disabilities. Whatever we feel when we work with them, they are probably feeling as they work with us.
If you have a disability that affects your education, then you have a brain disorder. Because education, even in mathematics, is largely verbal（用言辞）, most brain disorders responsible for educational disabilities affect language, and how you process words and ideas in written and oral form. To imagine how much effort a child with a language disability spends each school day, imagine yourself attending a school today taught in a language you had a basic understanding of. Imagine though, that while you seem fluent to others, you have trouble when people talk too fast, use idioms or expressions.
When adults and classmates blame, or criticize kids who receive special education, they are struggling with their own confusion. It is difficult to imagine the world as it is lived by someone with an educational disability. It is difficult to understand how someone who can be so "normal" can have so many problems. It is so easy to imagine that if they just tried harder... without understanding that just to do the ordinary, kids with disabilities are making an extraordinary effort.
【小题1】What is the purpose of the author by writing the passage?

A．to introduce how hard to be a special education teacher.
B．to think highly of the children with disabilities.
C．to show the disabled have much trouble in understanding.
D．to call on the society to care for the disabled.
【小题2】 If a disabled kid learns number concepts, he __________.
A．won’t work as hard as a normal.
B．will work double as hard as a normal.
C．will be as patient as the normal.
D．will think of his disability first.
【小题3】If a kid has a disability affecting his education, he will ________.
A．have a hard time using the language.
B．be too foolish to learn maths .
C．not understand what others are saying.
D．have a lot of trouble in remembering words.
【小题4】Before you intend to blame a kid receiving special education, __________.
A．you should try to understand what he is saying.
B．you should imagine the world he lives in.
C．you should imagine yourself in his shoes.
D．you should think of the education he has received.

  It had been a difficult move. I’d left my family and friends in Indiana, the beloved state where I’d lived most of my life. My new home in Florida was thousands of miles away from anything I knew. It was hot—all the time. Jobs were hard to come by, but I was up for almost any challenge.

At last, I taught in a special school where students have severe learning and behavioral difficulties.

Another teacher and I had spent weeks teaching the children appropriate behavior for public outings. Unexpectedly, only a few students, including Kyle, had not earned the privilege of going. He was determined to make his disappointment known.

In the corridor(走廊) between classrooms, he began screaming, cursing, spitting, and swinging at anything within striking distance. Once his outburst died down, he did what he’d done when he was angry at all his other schools, at home, even once at a juvenile detention(拘留)center. He ran.

People watched in disbelief as Kyle dashed straight into the heavy morning traffic in front of the school.

I heard someone shout, “Call the police!”

But I ran after him.

Kyle was at least a foot taller than me. And he was fast. His older brothers were track stars at the nearby high school. But I could run long distances without tiring. I would at least be able to keep him in my sight and know he was alive.

After several blocks of running directly into oncoming traffic, Kyle slowed his pace.

He took a sharp left. Standing next to a trash bin, Kyle bent over with his hands on his knees. I must have looked ridiculous. But his was not a look of fear. I saw his body relax. He did not attempt to run again. Kyle stood still and watched me approach. I had no idea what I was going to say or do, but I kept walking closer.

He opened his mouth to speak when a police car pulled up, abruptly filling the space between Kyle and me. The school principal and an officer got out. They spoke calmly to Kyle, who willingly climbed into the back of the vehicle. I couldn’t hear what was said, but I didn’t take my eyes off Kyle’s face, even as they drove away.

I couldn’t help but feel that I had failed him, that I should have done or said more, that I should have fixed the situation.

I shared my feelings with a speech therapist who was familiar with Kyle’s history. “No one ever ran after him before, Rachel,” she said. “No one. They just let him go.”

Things changed the day he ran and I ran after him, even though I didn’t have the right words, even though I wasn’t able to save him from the mess he was in. It was the day I didn’t throw my hands in the air and decide he was too fast, a waste of time and effort , a lost cause. It was the day my mere presence was enough to make a profound difference.

1.From the passage we know that _____.

A. the author left her family to Florida because jobs were hard to come by in Indiana.

B. students were allowed to go out after they passed some specific tests.

C. the author worked in a school where students were excellent.

D. no teacher had ever run after Kyle before except the author .

2.Which of the following description about Kyle is not true?

A. He had some behavioral difficulties and once moved from one detention to another.

B. He used to run out to let out his anger when he was in school,home or juvenile detention.

C. Different from his brothers, he learned in a special school while not a normal high school.

D. He was moved by his teacher who treated him with more patience and understanding.

3.Which is the correct order of the trace?

①He burst out when he knew he couldn’t go out.    

②I decided to run after him.

③Kyle stoppped beside a trash bin.

④A police car came and Kyle left with it.

⑤He rushed into the heavy morning traffic.     

⑥Kyle slowed his pace.

⑦I walked toward Kyle.

A. ①⑤②⑥③⑦④                 B. ①⑤②④⑥⑦③       

C. ⑤④②⑥③⑦①            D. ①②⑥⑦③④⑤

4.What is the best title of the passage?

A. Kyle, a Boy with Learning and Behavior Difficulties.

B. The Teacher Who Ran.

C. A School with Special Students.    

D. A Terrible Conflict.

 

Adults usually do not remember most of the things that are taught by their teachers at school. But this story is one such lesson that I will never forget. Every time I drift off course, I think of this story.

It was a normal Monday morning, and my teacher was teaching us on important things in life and about devoting ourselves to what is important to us. This is how the story went:

An old man lived in a certain part of London, and he would wake up every morning and go to the subway. He would get onto the train right to Central London, and then sit at the street corner and beg. He would do this every single day of his life. He sat at the same street corner and begged for almost 20 years.

His house was dirty, and a stench (恶臭) came out of the house and it smelled terrible. The neighbors could not stand the smell any more, so they called for the police officers to clear the place. The officers knocked down the door and cleaned the house. There were small bags of money all over the house that he had collected over the years.

The police counted the money, and they soon realized that the old man was a millionaire (百万富翁). They waited outside his house expecting to share the good news with him. When the old man arrived home that evening, one of the officers told him that there was no need for him to beg any more as he was a rich man now, a millionaire.

But the old man said nothing at all; he went into his house and locked the door. The next morning he woke up as usual, went to the subway, sat at the street corner and continued to beg.

Clearly, this old man had no great plans, dreams or anything significant (有意义的) for his life. We learn nothing from this story other than staying focused on the things we enjoy doing.

1.The neighbor called the police because ______.

A．the old man kept begging money from them every day

B．there was something dangerous in the old man’s house

C．the old man wouldn’t buy tickets for the train

D．they couldn’t bear the smell from the old man’s house

2.When the old man knew he was a millionaire, he ______.

A．remained calm                         B．became excited

C．felt worried                            D．became nervous

3.What lesson do we learn from the story?

A．Make great plans for your life.

B．Keep on doing what you like.

C．Do something that is good to society.

D．Depend on yourself rather than others.

 

Kids who receive special education are, without doubt, the hardest working children in any school. When they are having difficulty learning basic literacy and number concepts, when they break rules, when they need more services, support and adult attention than their peers, then they are struggling the hardest. In psychology, we are trained to think that if we are feeling angry or confused when sitting with a patient, then we are probably feeling just what our patient is feeling. The same is true for students with disabilities. Whatever we feel when we work with them, they are probably feeling as they work with us.

    If you have a disability that affects your education, then you have a brain disorder. Because education, even in mathematics, is largely verbal（用言辞）, most brain disorders responsible for educational disabilities affect language, and how you process words and ideas in written and oral form. To imagine how much effort a child with a language disability spends each school day, imagine yourself attending a school today taught in a language you had a basic understanding of. Imagine though, that while you seem fluent to others, you have trouble when people talk too fast, use idioms or expressions.

   When adults and classmates blame, or criticize kids who receive special education, they are struggling with their own confusion. It is difficult to imagine the world as it is lived by someone with an educational disability. It is difficult to understand how someone who can be so "normal" can have so many problems. It is so easy to imagine that if they just tried harder... without understanding that just to do the ordinary, kids with disabilities are making an extraordinary effort.

1.What is the purpose of the author by writing the passage?

A. to introduce how hard to be a special education teacher.

B. to think highly of the children with disabilities.

C. to show the disabled have much trouble in understanding.

D. to call on the society to care for the disabled.

2. If a disabled kid learns number concepts, he __________.

A. won’t work as hard as a normal.

B. will work double as hard as a normal.

C. will be as patient as the normal.

D. will think of his disability first.

3.If a kid has a disability affecting his education, he will ________.

A. have a hard time using the language.

B. be too foolish to learn maths .

C. not understand what others are saying.

D. have a lot of trouble in remembering words.

4.Before you intend to blame a kid receiving special education, __________.

A. you should try to understand what he is saying.

B. you should imagine the world he lives in.

C. you should imagine yourself in his shoes.

D. you should think of the education he has received.

 
阅读理解。
     Kids who receive special education are, without doubt, the hardest working children in any school.
When they are having difficulty learning basic literacy and number concepts, when they break rules,
when they need more services, support and adult attention than their peers, then they are struggling the
hardest. In psychology, we are trained to think that if we are feeling angry or confused when sitting with
a patient, then we are probably feeling just what our patient is feeling.The same is true for students with
disabilities. Whatever we feel when we work with them, they are probably feeling as they work with us.
     If you have a disability that affects your education, then you have a brain disorder.Because education,
even in mathematics, is largely verbal (用言辞), most brain disorders responsible for educational disabilities
affect language, and how you process words and ideas in written and oral form. To imagine how much
effort a child with a language disability spends each school day, imagine yourself attending a school today
taught in a language you had a basic understanding of. Imagine though, that while you seem fluent to others,
you have trouble when people talk too fast, use idioms or expressions.
     When adults and classmates blame, or criticize kids who receive special education, they are struggling
with their own confusion.It is difficult to imagine the world as it is lived by someone with an educational
disability. It is difficult to understand how someone who can be so "normal" can have so many problems.
It is so easy to imagine that if they just tried harder...without understanding that just to do the ordinary, kids
with disabilities are making an extraordinary effort.
1. What is the purpose of the author by writing the passage?
A. to introduce how hard to be a special education teacher.
B. to think highly of the children with disabilities.
C. to show the disabled have much trouble in understanding.
D. to call on the society to care for the disabled.
2. If a disabled kid learns number concepts, he ______.
A. won't work as hard as a normal.
B. will work double as hard as a normal.
C. will be as patient as the normal.
D. will think of his disability first.
3. If a kid has a disability affecting his education, he will ______.
A. have a hard time using the language.
B. be too foolish to learn maths.
C. not understand what others are saying.
D. have a lot of trouble in remembering words.
4. Before you intend to blame a kid receiving special education, _______.
A. you should try to understand what he is saying.
B. you should imagine the world he lives in.
C. you should imagine yourself in his shoes.
D. you should think of the education he has received.

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