Many college students have after-school jobs. Students both go to school and have a job at the same time. Every student has his or her own reason for having an after-school job. The most common reason is to help pay for college. In the US, going to a college or university may be very expensive. Not only must students pay for classes, they must also pay for a place to live, food, and other expenses. Buying books for classes can also be very expensive. Students spend as much as five hundred US dollars on books. Many parents do not have enough money to pay all of these expenses, so the students must get an after-school job to help pay for his or her education.?

Other students have after-school jobs not to pay for college, but to make and save a little money. Even after all of the school fees are paid, students often have many other expenses. Also, students like to go out and have fun. They may want to do anything from shopping to going to music concerts, to going out to bars and drinking with friends. Though it can be a lot of fun to do all of these things, you can not participate if you do not have money. Because of this, many students try to find jobs so that they can have fun as well as study.?

Some students get after-school jobs simply to gain more experience. If a student has never worked before, he or she can have the opportunity to have his or her first job. If a student is interested in banking, he or she may spend a few hours every week working at a ?local? bank. If a student is interested in working in a library after he or she graduates from college, the student can often find a job at the college library. There are many job opportunities for students who are interested in gaining experience in the area his or her choice.?

Though some people feel that after-school jobs take away from a student's time to do his or her homework, working is a great learning experience that happens outside of the ?classroom, and can provide many new opportunities for the students.

After reading the passage, we know that, besides paying for college education, American students have after-class jobs to _______.

A. make or save a little money and gain some experience?

B. simply earn some money?

C. support his or her family?

D. have fun only?

In the third paragraph the purpose of giving examples is _______.

A. to say that they have no choice but to do some jobs in college?

B. to show that the students are interested in working in banks and libraries?

C. to show that working in a bank or a library is the best way to earn money?

D. to explain how the students gain experience from after-school jobs ?

The best title for this passage is _______.

A. To Get an After-school Job for Fun

B. Getting an After-school Job for Your Education?

C. After-school Jobs

D. Experience Is Very Important for Your Job??

Many college students have after-school jobs. Students both go to school and have a job at the same time. Every student has his or her own reason for having an after-school job. The most common reason is to help pay for college. In the US, going to a college or university may be very expensive. Not only must students pay for classes, they must also pay for a place to live, food, and other expenses. Buying books for classes can also be very expensive. Students spend as much as five hundred US dollars on books. Many parents do not have enough money to pay all of these expenses, so the students must get an after-school job to help pay for his or her education.?

Other students have after-school jobs not to pay for college, but to make and save a little money. Even after all of the school fees are paid, students often have many other expenses. Also, students like to go out and have fun. They may want to do anything from shopping to going to music concerts, to going out to bars and drinking with friends. Though it can be a lot of fun to do all of these things, you can not participate if you do not have money. Because of this, many students try to find jobs so that they can have fun as well as study.?

Some students get after-school jobs simply to gain more experience. If a student has never worked before, he or she can have the opportunity to have his or her first job. If a student is interested in banking, he or she may spend a few hours every week working at a ?local? bank. If a student is interested in working in a library after he or she graduates from college, the student can often find a job at the college library. There are many job opportunities for students who are interested in gaining experience in the area his or her choice.?

Though some people feel that after-school jobs take away from a student's time to do his or her homework, working is a great learning experience that happens outside of the ?classroom, and can provide many new opportunities for the students.

After reading the passage, we know that, besides paying for college education, American students have after-class jobs to _______.

A. make or save a little money and gain some experience?

B. simply earn some money?

C. support his or her family?

D. have fun only?

In the third paragraph the purpose of giving examples is _______.

A. to say that they have no choice but to do some jobs in college?

B. to show that the students are interested in working in banks and libraries?

C. to show that working in a bank or a library is the best way to earn money?

D. to explain how the students gain experience from after-school jobs ?

The best title for this passage is _______.

A. To Get an After-school Job for Fun

B. Getting an After-school Job for Your Education?

C. After-school Jobs

D. Experience Is Very Important for Your Job??

It wasn’t too long ago that I was in high school trying to balance hours of homework, dance team practice three days a week, taking voice lessons an hour a week, rehearsals for the drama show, holding down a weekend job and at the same time trying to have a social life. Colleges and employers have put an emphasis on the importance of being involved in school activities, most kids these days are trying to do more than they can. If it doesn’t seem possible, trust me, even though I learned the hard way, I somehow managed to make it due to serious Time Management.

When I was a freshman in high school I tried to do it all without making sure that I had time for myself. Well, I learned quickly that it was impossible to do everything and remain the same. I was rushing everywhere; I was skipping lunches to have meetings and do homework; I barely saw my family, much less to talk to them; I accidentally made dates to hang out with separate groups of friends on the same night; and, as if it couldn’t be any worse, I was barely sleeping. Getting sick was out of the question for me because it would mess up my schedule. This seemed to work until I noticed that I was falling asleep in class, arriving late to school, and calling in sick to work more often than not. I realized that I needed to brush up on my Time Management skills and work fast.

So I sat down with my mom and organized all the activities that I wanted to be involved in, next I prioritized; I decided what activities were most important to me. Schoolwork came first, second time with friends, and then my after – school activities. By doing this I even realized that I wasn’t enjoying playing a sport; I much preferred to spend that time hanging out with my friends. All of a sudden I saw what was important to me and time went to doing that rather than wasting it on activities that just sounded good to me.

1．Many high school students are quite active in different activities mainly because        .

       A．they have a lot of free time

       B．they want to have a good record for college

       C．they are required by their schools

       D．their parents wish them to do so

2．How did the writer solve the problem?

       A．She scheduled all her activities with her mother’s help.

       B．she asked her mother to organize everything for her.

       C．She cut out some activities so as to get involved in those she enjoys.

       D．She gave up everything except school work and being with friends.

3．From the passage we can infer that the writer is a (n)       person.

       A．determined but disorganized                  B．very intelligent and capable

       C．organized but weak – minded                D．active and organized

4．What would be the best title for the passage?

       A．Involving in School Activities.               B．Time Management

       C．Time Management   D．Getting Ready for Jobs

If you ask people to name one person who had the greatest effect on the English language, you will get answers like “Shakespeare,” “Samuel Johnson,” and “Webster,” but none of these men had any effect at all compared to a man who didn’t even speak English—William the Conqueror.

Before 1066, in the land we now call Great Britain lived peoples belonging to two major language groups. In the west-central region lived the Welsh, who spoke a Celtic language, and in the north lived the Scots, whose language, though not the same as Welsh, was also Celtic. In the rest of the country lived the Saxons, actually a mixture of Anglos, Saxons, and other Germanic and Nordic peoples, who spoke what we now call Anglo-Saxon (or Old English), a Germanic language. If this state of affairs had lasted, English today would be close to German.

But this state of affairs did not last. In 1066 the Normans led by William defeated the Saxons and began their rule over England. For about a century, French became the official language of England while Old English became the language of peasants. As a result, English words of politics and the law come from French rather than German. In some cases, modern English even shows a distinction (区别) between upper-class French and lower-class Anglo-Saxon in its words. We even have different words for some foods, meat in particular, depending on whether it is still out in the fields or at home ready to be cooked, which shows the fact that the Saxon peasants were doing the farming, while the upper-class Normans were doing most of the eating.

When Americans visit Europe for the first time, they usually find Germany more “foreign” than France because the German they see on signs and advertisements seems much more different from English than French does. Few realize that the English language is actually Germanic in its beginning and that the French influences are all the result of one man’s ambition.

1. The two major languages spoken in what is now called Great Britain before 1066 were

 ________.

A. Welsh and Scottish              B. Nordic and Germanic

C. Celtic and Old English            D. Anglo-Saxon and Germanic

2. Which of the following groups of words are, by inference, rooted in French?

A. president, lawyer, beef            B. president, bread, water

C. bread, field, sheep            D. folk, field, cow

3.Why does France appear less foreign than Germany to Americans on their first visit to

 Europe?

A. Most advertisements in France appear in English.

B. They know little of the history of the English language.

C. Many French words are similar to English ones.

D. They know French better than German.

4.What is the subject discussed in the text?

A. The history of Great Britain.   

B. The similarity between English and French.

C. The rule of England by William the Conqueror.     

D. The French influences on the English language.

If you ask people to name one person who had the greatest effect on the English language, you will get answers like “Shakespeare,” “Samuel Johnson,” and “Webster,” but none of these men had any effect at all compared to a man who didn’t even speak English—William the Conqueror.

Before 1066, in the land we now call Great Britain lived peoples belonging to two major language groups. In the west-central region lived the Welsh, who spoke a Celtic language, and in the north lived the Scots, whose language, though not the same as Welsh, was also Celtic. In the rest of the country lived the Saxons, actually a mixture of Anglos, Saxons, and other Germanic and Nordic peoples, who spoke what we now call Anglo-Saxon (or Old English), a Germanic language. If this state of affairs had lasted, English today would be close to German.

But this state of affairs did not last. In 1066 the Normans led by William defeated the Saxons and began their rule over England. For about a century, French became the official language of England while Old English became the language of peasants. As a result, English words of politics and the law come from French rather than German. In some cases, modern English even shows a distinction (区别) between upper-class French and lower-class Anglo-Saxon in its words. We even have different words for some foods, meat in particular, depending on whether it is still out in the fields or at home ready to be cooked, which shows the fact that the Saxon peasants were doing the farming, while the upper-class Normans were doing most of the eating.

When Americans visit Europe for the first time, they usually find Germany more “foreign” than France because the German they see on signs and advertisements seems much more different from English than French does. Few realize that the English language is actually Germanic in its beginning and that the French influences are all the result of one man’s ambition.

70. The two major languages spoken in what is now called Great Britain before 1066 were

 ________.

A. Welsh and Scottish          B. Nordic and Germanic

C. Celtic and Old English            D. Anglo-Saxon and Germanic

71. Which of the following groups of words are, by inference, rooted in French?

A. president, lawyer, beef            B. president, bread, water

C. bread, field, sheep        D. folk, field, cow

72. Why does France appear less foreign than Germany to Americans on their first visit to

 Europe?

A. Most advertisements in France appear in English.

B. They know little of the history of the English language.

C. Many French words are similar to English ones.

D. They know French better than German.

73. What is the subject discussed in the text?

A. The history of Great Britain.   

B. The similarity between English and French.

C. The rule of England by William the Conqueror.     

D. The French influences on the English language.