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| "He looks normal." That's what everybody says when I tell them my son was just diagnosed as autism (孤 独症). They all say it without 1 . It's true. Alejandro does look like every other 2 boy. He plays, he smiles, and he runs around with the two-year-old boy's boundless 3 until he is too tired. He laughs when you move your fingers 4 on a sensitive part of his body. And he often 5 his toys like every other young child at his age. But most of the time, Alejandro 6 in his own little world playing with his toys all by himself 7 in a group of kids and 8 you when you talk to him loudly. At that time he's alone, no matter how hard you try to 9 him. My wife and I get 10 . We ask for "nose kisses" or hugs and many times he doesn't 11 us. It's extremely anxious when your child's face is right in front of you and he won't admit your 12 . He regularly doesn't eat. The food often 13 him when he puts it in his mouth. He is very small 14 his age. We are told that it's another 15 of the autism. Because autism isn't like some other 16 , there is no set treatment. Each child needs to be treated 17 ; what works for one probably doesn't work for another. Try a treatment. If it doesn't work, you have to try another 18 you hopefully find something that does work. The future is cloudy, but we will try everything we can do to reach him, because we love him and we know he's a(n) 19 little boy. And we believe with the help of love, we can 20 any difficulty. | ||||
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Next, the test taker should read the directions 8 the questions or items carefully to be sure of 9 they say. The student should not assume anything, 10 should read the entire question or item before 11 a response. The very last word in an item can be a(n) 12 word.
If the test taker finds an item 13 which the answer is not known, it may be advisable to 14 it blank and go on with the test. A 15 look at the item at a later time may 16 the student to choose the correct response. 17 is a difference of opinion among testing authorities 18 the wisdom of changing a response, 19 it is marked. Some research indicates that the first 20 is more likely to be correct.
1. A. While B. Though C. If D. As
2. A. try B. item C. test D. effort
3. A. at B. for C. to D. over
4. A. to B. in C. over D. on
5. A. thus B. yet C. so D. ever
6. A. done B. set C. concerned D. called
7. A. roughly B. immediately C. later D. merely
8. A. but B. or C. and D. for
9. A. what B. whom C. which D. when
10. A. or 3 B. but C. and D. then
11. A. revealing B. reaching C. making D. selecting
12. A. essential B. key C. puzzling D. appropriate
13. A. to B. on C. by D. from
14. A. put B. leave C. have D. free
15. A. careful B. fresh C. simple D. heavy
16. A. let B. ask C. help D. force
17. A. That B. It C. There D. Such
18. A. gaining B. dealing C. concerning D. requiring
19. A. once B. since C. before D. unless
20. A. response B. sight C. impression D. job
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At the outset, it is important to find out if, when the test is scored, there will be a penalty for guessing. 1 not, the student may well attempt every 2 It is also a good idea to look 3 the entire test before starting to answer any questions 4 it. This will help the student to budget the time, 5 keeping within the time limit (if one is 6 ). The student can select easy sections to get started on 7.
Next, the test taker should read the directions 8 the questions or items carefully to be sure of 9 they say. The student should not assume anything, 10 should read the entire question or item before 11 a response. The very last word in an item can be a(n) 12 word.
If the test taker finds an item 13 which the answer is not known, it may be advisable to 14 it blank and go on with the test. A 15 look at the item at a later time may 16 the student to choose the correct response. 17 is a difference of opinion among testing authorities 18 the wisdom of changing a response, 19 it is marked. Some research indicates that the first 20 is more likely to be correct.
1. A. While B. Though C. If D. As
2. A. try B. item C. test D. effort
3. A. at B. for C. to D. over
4. A. to B. in C. over D. on
5. A. thus B. yet C. so D. ever
6. A. done B. set C. concerned D. called
7. A. roughly B. immediately C. later D. merely
8. A. but B. or C. and D. for
9. A. what B. whom C. which D. when
10. A. or B. but C. and D. then
11. A. revealing B. reaching C. making D. selecting
12. A. essential B. key C. puzzling D. appropriate
13. A. to B. on C. by D. from
14. A. put B. leave C. have D. free
15. A. careful B. fresh C. simple D. heavy
16. A. let B. ask C. help D. force
17. A. That B. It C. There D. Such
18. A. gaining B. dealing C. concerning D. requiring
19. A. once B. since C. before D. unless
20. A. response B. sight C. impression D. job
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of: a warm bottle, songs, gentle rocking. Nothing would settle him. Guessing that I had a long night ahead
of me, I brought a portable TV into his room, thinking that watching the late movie was as good a way as
any to kill off the hours until dawn. To my surprise, as soon as the TV lit up, the baby quieted right down,
his little eyes focused brightly on the tube. Not to waste an opportunity for sleep, I then tip-toed out of
the room, leaving him to watch the actors celebrate John Bellushi's forty-fifth birthday.
My wife and I heard no more of the baby that night, and the next morning when I went into his room,
I found him still watching TV himself.
I found in my baby's behaviour a metaphor（隐喻，暗喻）for the new generation. My wife and I
had given him some books to examine, but he merely spit（吐液）upon them. When we read to him,
he did not feel comfortable. And so it is in the schools. We find that our students don't read, that they
look down upon reading and scold those of us who teach it. All they want to do is watch TV. After this
experience with the baby, however, I have reached a conclusion: "Let them watch it!" If television is that
much more attractive to children than books, why should we fight it? Let them watch it all they want!
B. editor
C. writer
D. teacher
B. To entertain himself
C. To enjoy a celebration
D. To help fall asleep
B. To show a new function of TV
C. To advise people to let children watch TV.
D. To show the bad influence of TV on children.
B. It is not necessary for people to force children to read.
C. People have to take action to protect children from the bad influence of TV.
D. People should try to develop children's interest in reading from an early age.
police station wearing a toga (长袍) as punishment.
His crime? He was charged with underage drinking, illegal possession of alcohol and too much noise
while holding a party.
This shaming punishment has increased in the US in recent years, mostly imposed (强加) by local
judges for less－serious cri
mes, such as drunk driving and theft.They believe shame is the best petty crime deterrent (威慑). For example, in Tennessee, Judge James McKenzie has made shoplifters stand outside Wal－Mart with signs that read, "I am a
thief put here by order of Judge McKenzie."
"Alternative punishments like community service and fines don't convey moral condemnation of the
criminal," said Dan Kahan, a University of Chicago Law School professor, in an article published on the
university's website. "They aren't shameful enough."
Supporters of shaming punishment argue that public shaming is a good way of expressing community
values. Some judges say shamed offenders seldom repeat their crimes.
Others aren't so sure. "There is little evidence to suggest that shaming punishments are successful in
preventing people from committing specific crimes. And a shamed criminal may face a hard battle to
regain trust in society," said Hosmanek. "So, a shaming punishment may force the offender into more
crimes to support himself."
B. shame
C. duty
D. crime
B. drunk driving
C. serious crimes
D. petty crimes
B. Apologizing to the police for one's wrongdoing.
C. Holding a sign in public that announces one’s own crime.
D. Being forced to work for the community without being paid.
B. they no longer have a sense of shame
C. there's too much fighting in society
D. they do not want to do any work
B. alternative punishments
C. shaming punishment
D. community values