What are you arguing the teacher? A. about B. with C. about with D. with about——青夏教育精英家教网—

Alice，what are you arguing________the teacher？You should think highly of the teacher’s opinions.

A．about B．with C．with about D．about with

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　　“But what if I break my arm again?” my 5-year-old daughter asked．I knew how much she wanted to learn to ride．Yet ever since she’d fallen off her bike and broken her arm, she’d been afraid．

　　“Oh honey,” I said．“I don’t think you’ll break another arm．”

　　“But I could, couldn’t I?”

　　“Yes,” I admitted, and found myself struggling for the right thing to say．“I don’t think I want to ride,” she said and got off her bike．

　　We walked away and sat down beside a tree．

　　“Don’t you want to ride with your friends?” I asked．“And I thought you were hoping to start riding your bike to school next year,” I added．

　　“I was,” she said in a low voice．

　　“You know, honey,” I said．“Most everything you do comes with dangers．You could break your arm at gymnastics．Do you want to stop going to the gym?” “No, of course not!” she replied．And with a determined spirit, she stood up and agreed to try again．I held on to the back of her bike until she found the courage to say, “Let’s go!”

　　I spent the rest of the afternoon at the park watching a very brave little girl overcome a fear, and congratulating myself for being an independent single parent．

　　As we walked home, pushing the bike as we made our way along the sidewalk, she asked me about a conversation she’d overheard me having with my mother the night before．

　　“Why were you and Grandma arguing last night?”

　　“It’s nothing．” I told her．

　　She shrugged(耸肩)．“Grandma said she just wanted you to find someone to love．”

　　“What Grandma wants is for some guy to break my heart again,” I snapped．

　　“But Mom…”

　　“You’re too young to understand．” I told her．

　　She was quiet for the next few minutes．Then she looked up and in a small voice said, “So I guess love isn’t like a broken arm．”

　　Unable to answer, we walked the rest of the way in silence．When I got home, I let go and agreed to meet a man called Steve．

　　Steve was the man for me．We married less than a year later．It turned out my mother and my daughter were right．

(1)

What happened to the author’s daughter according to the beginning of the passage?
[　　]
A．	She fell down beside a tree．
B．	She broke her arm at gymnastics．
C．	She fell off her bike and broke her arm．
D．	She broke her leg while learning to ride．

(2)

What can we infer from the passage?
[　　]
A．	The author was once deeply hurt by her first husband．
B．	The author’s daughter preferred to go to the gym with her．
C．	The author’s daughter is a brave girl who likes to meet challenges．
D．	The author was angry for her daughter’s hearing her conversation by chance．

(3)

According to the passage, which of the following statements is TRUE?
[　　]
A．	The author didn’t get along well with her mother．
B．	The author’s daughter believed love isn’t like a broken arm．
C．	The author’s daughter tried to stop her mom from going to meet Steve．
D．	The author came to understand her own fear with the help of her daughter．

(4)

What does the story want to tell?
[　　]
A．	Mother is the best teacher to the children．
B．	Life is full of adventures as well as choices．
C．	Parents’ divorces are harmful to young children．
D．	Don’t be upset about the past unpleasant experiences．

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A teacher teaching Maths to seven-year-old Laiq asked him, " If I give you one apple and one apple and one apple, how many apples will you have?"

Within a few seconds Laiq 31 confidently, " Four!"

The confused teacher was expecting a（n） 32 correct answer, three．She was disappointed． "Maybe the child did not listen 33 " she thought． She 34 , "Laiq, listen carefully． If I give you one apple and one apple and one apple, how many apples will you have?"

Laiq had seen the 35 on his teacher' s face． He 36 again on his fingers． But within him he was also 37 the answer that would make the teacher happy． This time hesitatingly he replied, "Four． "

The disappointment stayed on the teacher' s face． Suddenly she 38 that Laiq liked strawberries．She thought maybe he didn’t like apples and that was why he couldn’t answer the question．This time with an excitement in her 39 she asked, " If I give you one strawberry and one strawberry and one strawberry, then how many you will have?"

Seeing the teacher 40 , young Laiq calculated on his fingers again． There was no pressure on him, but a little on the teacher． She wanted her new 41 to succeed． 42 a hesitating smile young Laiq replied, "Three?"

The teacher now had a 43 smile． Her approach had succeeded． She wanted to 44 herself．But one last thing remained． 45 she asked him, "Now if I give you one apple and one apple and one more apple how many will you have?"

Confidently Laiq answered, "Four!" The teacher was 46 "How Laiq, how?" she demanded in a little annoyed voice．

In a voice that was 47 and hesitating young Laiq replied, " Because I already have one 48 in my bag． "

The story tells us: 49 someone gives you an answer that is 50 from what you expect, don' t think they are wrong． There shall be an angle that you may not have thought about yet．

1.A．told B．added C．replied D．wrote

2.A．worthless B．effortless C．careless D．selfless

3.A．possibly B．actively C．properly D．strictly

4.A．repeated B．ordered C.whispered D．complained

5.A．satisfaction B．disappointment C．punishment D．determination

6.A．recognized B．discovered C．calculated D．insisted

7.A．searching for B．waiting for C．arguing about D．talking about

8.A．decided B．noticed C．expressed D．remembered

9.A．eyes B．hands C．mouth D．nose

10.A．sad B．happy C．pitiful D．lovely

11.A．invention B．system C．reform D．approach

12.A．On B．In C．With D．By

13.A．victorious B．precious C．lasting D．appealing

14.A．thank B．congratulate C．help D．enjoy

15.A．Above all B．In vain C．On purpose D．Once again

16.A．astonished B．concerned C．amused D．relaxed

17.A．high B．low C．easy D．clear

18.A．strawberry B．apple C．coin D．box

19.A．Before B．After C．Until D．When

20.A．absent B．free C．different D．safe

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It was a party. I was 18 and it was fresher(大一新生) week. I was at the beginning of a course in English Literature and full of enthusiasm for my subject. She was also 18 and enrolled in a course in physics.

“Your major is of no use to society. What will you do with it when you graduate, other than teach? Plus, you’re going to be poor your whole life,” she said. “You have no soul and your degree is boring. I don’t care how much money you’re going to earn. I’d rather be poor and don’t mind being a teacher. If I love my work I’ll have something far more meaningful than a big bank account!” came the reply.

And so it went, back and forth, neither of us giving the other an inch, each of us stubbornly committed to our prejudice. We were both ignorant, but our ignorance was also society’s ignorance. It had always been that way. Scientists mocked(嘲笑) humanists; humanists laughed at scientists. Back in the 1960s, the physicist-turned novelist C. P. Snow labeled the sciences-humanities divide “a problem of ‘the two cultures’” . He said it was bad for society. The modern world needed well-rounded people.

I think I know better now, but it would have helped if we had been encouraged to think a little more outside our science and arts “boxes”.

That’s why I believe it is healthy that China is beginning a debate on whether it’s wise for young people to have to choose which direction their careers – and lives – will take at such an early age. At the moment, in their second year of high school, students must choose either the sciences or the humanities. After making the choice, they focus their energies on passing the appropriate college entrance exam.

But now, people in China are asking: Is this forced, early decision good for young people or society? Young people need time to explore, to discover where their real talents and interests lie. There are more than just a few middle-aged people out there, stuck in jobs they hate because they made the wrong choice at the wrong time.

And from the point of view of society, isn’t it better for students to delay a while before they decide what to study? Scientists can benefit from learning to develop the critical skills associated with the humanities; students in the humanities, surely, only stand to gain by finding out a little more about science and technology, which are so important to the future of a developing country like China.

With any luck, in the future young people fresh to college will be better informed about the possibilities of education than people of my generation.

The author describes what happened at a fresher party to ________.

A. show that he was ready to defend the subject he enjoyed

B. lead up his argument that the sciences-humanities divide is harmful

C. prove that doing something meaningful is better than having a lot of money

D. describe how fierce students of different majors can be when arguing with each other

What was C. P. Snow’s attitude towards the sciences-humanities divide?

A. Indifferent. B. Uncertain. C. Positive. D. Negative.

In the sixth paragraph, an example mentioning middle-aged people is used to show that ________.

A. students should not make decisions too early

B. not all people have a talent for or are interested in the sciences

C. these people did not have the chance to make a choice earlier in life

D. the earlier young people make a decision, the better it will be for them

According to the text, it is safe to say that ________.

A. sciences are more practical in the modern world

B. C. P. Snow was a novelist who became a physicist

C. future generations will be able to get more out of education

D. a command of both the sciences and humanities is important to society

What’s the best title for the article?

A. The sciences or the humanities, which to choose?

B. High school education in China

C. Isn’t it better to delay the choice of the career direction?

D. A better time to decide what to study

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It was a party. I was 18 and it was fresher(大一新生) week. I was at the beginning of a course in English Literature and full of enthusiasm for my subject. She was also 18 and enrolled in a course in physics.
“Your major is of no use to society. What will you do with it when you graduate, other than teach? Plus, you’re going to be poor your whole life,” she said. “You have no soul and your degree is boring. I don’t care how much money you’re going to earn. I’d rather be poor and don’t mind being a teacher. If I love my work I’ll have something far more meaningful than a big bank account!” came the reply.
And so it went, back and forth, neither of us giving the other an inch, each of us stubbornly committed to our prejudice. We were both ignorant, but our ignorance was also society’s ignorance. It had always been that way. Scientists mocked(嘲笑) humanists; humanists laughed at scientists. Back in the 1960s, the physicist-turned novelist C. P. Snow labeled the sciences-humanities divide “a problem of ‘the two cultures’” . He said it was bad for society. The modern world needed well-rounded people.
I think I know better now, but it would have helped if we had been encouraged to think a little more outside our science and arts “boxes”.
That’s why I believe it is healthy that China is beginning a debate on whether it’s wise for young people to have to choose which direction their careers – and lives – will take at such an early age. At the moment, in their second year of high school, students must choose either the sciences or the humanities. After making the choice, they focus their energies on passing the appropriate college entrance exam.
But now, people in China are asking: Is this forced, early decision good for young people or society? Young people need time to explore, to discover where their real talents and interests lie. There are more than just a few middle-aged people out there, stuck in jobs they hate because they made the wrong choice at the wrong time.
And from the point of view of society, isn’t it better for students to delay a while before they decide what to study? Scientists can benefit from learning to develop the critical skills associated with the humanities; students in the humanities, surely, only stand to gain by finding out a little more about science and technology, which are so important to the future of a developing country like China.
With any luck, in the future young people fresh to college will be better informed about the possibilities of education than people of my generation.
【小题1】The author describes what happened at a fresher party to ________.

A．show that he was ready to defend the subject he enjoyed

B．lead up his argument that the sciences-humanities divide is harmful

C．prove that doing something meaningful is better than having a lot of money

D．describe how fierce students of different majors can be when arguing with each other

【小题2】What was C. P. Snow’s attitude towards the sciences-humanities divide?
A. Indifferent. B. Unce