A wife’s level of education positively influences both her own and her husband’s chances of having a long life, according to a new Swedish study.
In the study, researchers from the Swedish Institute for Social Research in Stockholm found that a woman’s level of education had a stronger connection to the likelihood of her husband dying over education. What’s more, they discovered that a husband’s social class, based on his occupation,  had a greater influence on his wife’s longevity（长寿）than her own class.
“Women traditionally take more responsibility for the home than men do, and, as a consequence, women’s levels of education might be more important for determining lifestyles－for example, in terms of food choices－than those of men,” say Srs. Robert Erikson and Jenny Torssander of the Swedish Institute for Social Research in Stockholm.
The results show that a husband’s level of education does not influence his longevity, but that men with partners who had quit studying after school were 25 per cent more likely to die early than men living with women hodling university degrees. In turn, those married to women with university degrees were 13 per cent more likely to die early than those whose wives had post-graduate qualifications.
According to the researchers, a woman with a good education may not marry a man who drinks and smokes too much or who drivers carelessly, and men with such habits may not prefer highly educated woman. Drs. Erikson and Torssander also suggest that better-educated woman may be more aware of what healthy eating and good health care consist of.
The findings suggest that education has a huge impact on how long and how well people live. It also reflects social factors, since educated individuals usually have better jobs, which allow them to afford healthier diets and lifestyles, as well as better health care.
68. In this passage the author intends to_______.
A. encourage women to get higher education
B. present the results of a study.
C. analyze the relationship between education and life
D. discuss why women usually live longer than men
69. A wife’s education has more effect on a family than a husband’s because______.
A. women make more sacrifices to their families than men do
B. most women have higher degrees than their husbands
C. most men marry women with higher degrees
D. women have a leading role in the home life of most families
70. A woman with higher education is likely to_____.
A. choose a husband with a higher degree than hers.
B. marry a man without many bad habits
C. earn more money than her husband
D. teach her children well
71. We learn from the passage that_______.
A. a man with a lot of education live longer than one with little.
B. a man’s longevity depends on not only his wife’s level of education but also his own.
C. educated wives tend to choose healthy lifestyles for their families.
D. highly-educated women don’t marry uneducated men.

A year after graduation, I was offered a position teaching a writing class. Teaching was a profession I had never seriously considered, though several of my stories had been published. I accepted the job without hesitation, as it would allow me to wear a tie and go by the name of Mr. Davis. My father went by the same name, and I liked to imagine people getting the two of us confused. “Wait a minute,” someone might say, “are talking about Mr. Davis the retired man, or Mr. Davis the respectable scholar?”
The position was offered at the last minute, and I was given two week to prepare, a period I spent searching for a briefcase and standing before my full-length mirror, repeating the words, “Hello, class, I’m Mr. Davis.” Sometimes I would give myself an aggressive voice. Sometimes I would sound experienced. But when the day eventually came, my nerves kicked in and the true Mr. Davis was there. I sounded not like a thoughtful professor, but rather a 12-year-old boy.
I arrived in the classroom with paper cards designed in the shape of maple leaves. I had cut them myself out of orange construction paper. I saw nine students along a long table. I handed out the cards, and the students wrote down their names and fastened them to their breast pockets as I required.
“All right then,” I said. “Okay, here we go.” Then I opened my briefcase and realized that I had never thought beyond this moment. I had been thinking that the students would be the first to talk, offering their thoughts and opinions on the events of the day. I had imagined that I would sit on the edge of the desk, overlooking a forest of raised hands. Every student would shout to be heard, and I would knock on something in order to silence them. I would yell, “Calm down, you’ll all get your turn. One at a time, one at a time!”
A terrible silence ruled the room, and seeing no other opinions, I instructed the students to pull out their notebooks and write a brief essay related to the theme of deep disappointment.
【小题1】The author took the job to teach writing because______________.

A year after graduation, I was offered a position teaching a writing class. Teaching was a profession I had never seriously considered, though several of my stories had been published. I accepted the job without hesitation, as it would allow me to wear a tie and go by the name of Mr. Davis. My father went by the same name, and I liked to imagine people getting the two of us confused. “Wait a minute,” someone might say, “are you talking about Mr. Davis the retired man, or Mr. Davis the respectable scholar?”
The position was offered at the last minute, and I was given two weeks to prepare, a period I spent searching for briefcase (公文包) and standing before my full-length mirror, repeating the words, “Hello, class. I’m Mr. Davis.” Sometimes I would give myself an aggressive voice. Sometimes I would sound experienced. But when the day eventually came, my nerves kicked in and the true Mr. Davis was there. I sounded not like a thoughtful professor, but rather a 12-year-old boy.
I arrived in the classroom with paper cards designed in the shape of maple leaves. I had cut them myself out of orange construction paper. I saw nine students along a long table. I handed out the cards, and the students wrote down their names and fastened them to their breast pockets as I required.
“All right then,” I said. “Okay, here we go.” Then I opened my briefcase and realized that I had never thought beyond this moment. I had been thinking that the students would be the first to talk, offering their thoughts and opinions on the events of the day. I had imagined that I would sit at the edge of the desk, overlooking a forests of hands. Every student would yell. “Calm down, you’ll all get your turn. One at a time, one at a time!”
A terrible silence ruled the room, and seeing no other opinions, I inspected the students to pull out their notebooks and write a brief essay related to the theme of deep disappointment.
【小题1】The author took the job to teach writing because ______.

A year after graduation, I was offered a position teaching a writing class. Teaching was a profession I had never seriously considered, though several of my stories had been published. I accepted the job without hesitation, as it would allow me to wear a tie and go by the name of Mr. Davis. My father went by the same name, and I liked to imagine people getting the two of us confused. “Wait a minute,” someone might say, “are you talking about Mr. Davis the retired man, or Mr. Davis the respectable scholar?”

   The position was offered at the last minute, and I was given two weeks to prepare, a period I spent searching for briefcase (公文包) and standing before my full-length mirror, repeating the words, “Hello, class. I’m Mr. Davis.” Sometimes I would give myself an aggressive voice. Sometimes I would sound experienced. But when the day eventually came, my nerves kicked in and the true Mr. Davis was there. I sounded not like a thoughtful professor, but rather a 12-year-old boy.

   I arrived in the classroom with paper cards designed in the shape of maple leaves. I had cut them myself out of orange construction paper. I saw nine students along a long table. I handed out the cards, and the students wrote down their names and fastened them to their breast pockets as I required.

   “All right then,” I said. “Okay, here we go.” Then I opened my briefcase and realized that I had never thought beyond this moment. I had been thinking that the students would be the first to talk, offering their thoughts and opinions on the events of the day. I had imagined that I would sit at the edge of the desk, overlooking a forests of hands. Every student would yell. “Calm down, you’ll all get your turn. One at a time, one at a time!”

   A terrible silence ruled the room, and seeing no other opinions, I inspected the students to pull out their notebooks and write a brief essay related to the theme of deep disappointment.

1.The author took the job to teach writing because ______.

   A. he wanted to be expected

   B. he had written some storied

   C. he wanted to please his father

   D. he had dreamed of being a teacher

2.What can we learn about the author from Paragraph 2 ?

   A. He would be aggressive in his first class.

   B. He was well-prepared for his first class.

   C. He got nervous upon the arrival of his first class.

   D. He waited long for the arrival of his first class.

3.Before he started his class, the author asked the students to ______.

   A. write down their suggestions on the paper cards

   B. cut maple leaves out of the construction paper

   C. cut some cards out of the construction paper

   D. write down their names on the paper cards

4.What did the students do when the author started his class?

   A. They began to talk.        B. They stayed silent.

   C. They raised their hands.     D. They shouted to be heard.

5.The author chose the composition topic probably because ______.

   A. he got disappointed with his first class

   B. he had prepared the topic before class

   C. he wanted to calm down the students

   D. he thought it was an easy topic

A wife’s level of education positively influences both her own and her husband’s chances of having a long life, according to a new Swedish study.

In the study, researchers from the Swedish Institute for Social Research in Stockholm found that a woman’s level of education had a stronger connection to the likelihood of her husband dying over education. What’s more, they discovered that a husband’s social class, based on his occupation,  had a greater influence on his wife’s longevity（长寿）than her own class.

“Women traditionally take more responsibility for the home than men do, and, as a consequence, women’s levels of education might be more important for determining lifestyles－for example, in terms of food choices－than those of men,” say Srs. Robert Erikson and Jenny Torssander of the Swedish Institute for Social Research in Stockholm.

The results show that a husband’s level of education does not influence his longevity, but that men with partners who had quit studying after school were 25 per cent more likely to die early than men living with women hodling university degrees. In turn, those married to women with university degrees were 13 per cent more likely to die early than those whose wives had post-graduate qualifications.

According to the researchers, a woman with a good education may not marry a man who drinks and smokes too much or who drivers carelessly, and men with such habits may not prefer highly educated woman. Drs. Erikson and Torssander also suggest that better-educated woman may be more aware of what healthy eating and good health care consist of.

The findings suggest that education has a huge impact on how long and how well people live. It also reflects social factors, since educated individuals usually have better jobs, which allow them to afford healthier diets and lifestyles, as well as better health care.

68. In this passage the author intends to_______.

A. encourage women to get higher education

B. present the results of a study.

C. analyze the relationship between education and life

D. discuss why women usually live longer than men

69. A wife’s education has more effect on a family than a husband’s because______.

A. women make more sacrifices to their families than men do

B. most women have higher degrees than their husbands

C. most men marry women with higher degrees

D. women have a leading role in the home life of most families

70. A woman with higher education is likely to_____.

A. choose a husband with a higher degree than hers.

B. marry a man without many bad habits

C. earn more money than her husband

D. teach her children well

71. We learn from the passage that_______.

A. a man with a lot of education live longer than one with little.

B. a man’s longevity depends on not only his wife’s level of education but also his own.

C. educated wives tend to choose healthy lifestyles for their families.

D. highly-educated women don’t marry uneducated men.