Anyone who cares about what schools and colleges teach and how their students learn will be interested in the memoir（回忆录）of Ralph W. Tyler, who is one of the most famous men in American education.

Born in Chicago in 1902, brought up and schooled in Nebraska, the 19-year-old college graduate Ralph Tyler became hooked on teaching while teaching as a science teacher in South Dakota and changed his major from medicine to education.

Graduate work at the University of Chicago found him connected with honorable educators Charles Judd and W. W. Charters, whose ideas of teaching and testing had an effect on his later work. In 1927, he became a teacher of Ohio State University where he further developed a new method of testing.

Tyler became well-known nationality in 1938, when he carried his work with the Eight-Year Study from Ohio State University to the University of Chicago at the invitation of Robert Hutchins.

Tyler was the first director of the Center for Advanced Study in the Behavioral Sciences at Stanford, a position he held for fourteen years. There, he firmly believed that researchers should be free to seek an independent（独立的）spirit in their work.

Although Tyler officially retired in 1967, he never actually retired. He served on a long list of educational organizations in the United States and abroad. Even in his 80s he traveled across the country to advise teachers and management people on how to set objectives（目标）that develop the best teaching and learning within their schools.

68. Who are most probably interested in Ralph W. Tyler’s memoir?

   A. Top managers.                    B. Language learners.

   C. Serious educators.                 D. Science organizations.

69. The words “hooked oh teaching” underlined in Paragraph 2 probably mean ________.

   A. attracted to teaching               B. tired of teaching

   C. satisfied with teaching             D. unhappy about teaching

70. Where did Tyler work as the leader of a research center for over 10 years?

   A. The University of Chicago.         B. Stanford University.

   C. Ohio State University.             D. Nebraska University.

71. Tyler is said to have never actually retired because ____________.

A. he developed a new method of testing    B. he called for free spirit in research

C. he was still active in giving advice       D. he still led the Eight-Year Study

Anyone who cares about what schools and colleges teach and how their students learn will be interested in the memoir（回忆录）of Ralph W. Tyler, who is one of the most famous men in American education.

Born in Chicago in 1902, brought up and schooled in Nebraska, the 19-year-old college graduate Ralph Tyler became hooked on teaching while teaching as a science teacher in South Dakota and changed his major from medicine to education.

Graduate work at the University of Chicago found him connected with honorable educators Charles Judd and W. W. Charters, whose ideas of teaching and testing had an effect on his later work. In 1927, he became a teacher of Ohio State University where he further developed a new method of testing.

Tyler became well-known nationality in 1938, when he carried his work with the Eight-Year Study from Ohio State University to the University of Chicago at the invitation of Robert Hutchins.

Tyler was the first director of the Center for Advanced Study in the Behavioral Sciences at Stanford, a position he held for fourteen years. There, he firmly believed that researchers should be free to seek an independent（独立的）spirit in their work.

Although Tyler officially retired in 1967, he never actually retired. He served on a long list of educational organizations in the United States and abroad. Even in his 80s he traveled across the country to advise teachers and management people on how to set objectives（目标）that develop the best teaching and learning within their schools.

1.Who are most probably interested in Ralph W. Tyler’s memoir?

   A. Top managers.                    B. Language learners.

   C. Serious educators.                 D. Science organizations.

2.The words “hooked oh teaching” underlined in Paragraph 2 probably mean ________.

   A. attracted to teaching               B. tired of teaching

   C. satisfied with teaching             D. unhappy about teaching

3.Where did Tyler work as the leader of a research center for over 10 years?

   A. The University of Chicago.         B. Stanford University.

   C. Ohio State University.             D. Nebraska University.

4.Tyler is said to have never actually retired because ____________.

   A. he developed a new method of testing    B. he called for free spirit in research

   C. he was still active in giving advice       D. he still led the Eight-Year Study

The oldest and hardest cow beef may be made as tender and tasty as young and choice met. ”This declaration was made by the French physicist Denis Papin in book published in 1681, which described his “New Digester” or pressure cooker.  It was a cast iron pot with an air-tight lid, which allowed liquids to boil at a higher temperature than usual, and so it cooked food in a quarter of the time.  The food was cooked by pressurized steam being forced through it at about 121℃.  All pressure cookers were made of cast iron until 1905,  when the first aluminum model was made in America. In 1938, Alfred Vischer, a man from Chicago, U. S. A., designed a simple interlocking pan and lid, and an improved pressure-tight seal（密封）—a replaceable rubber sealing ring. When Vischer’s patent（专利）expired in 1954,  many companies entered the field,  and the rapid pressure cooker became popular with people with people who had little time to cook or had to supply food for unexpected guests.

From the passage we can learn pressure cooker made of cast iron lasted at least ____years.

A. 300           B. 200            C. 90            D. 60

Which of the following shows the correct order?

Denis Papin called his invention “New Digester”.  

It began to be widely used by common families.

Instead of cast iron,  it was first made of aluminum. 

The first pressure cooker was invented in France.

Alfred Vischer greatly improved its design.          

Vischer’s patent came to an end.

g.  Many other companies began to produce it.

A. d,  a,  e,  c,  g,  f,  b                 B. a,  d,  c,  b,  e,  f,  g

C. d,  a,  c,  e,  f,  g,  b                 D. g,  e,  a,  e,  d,  f,  b

In the writer’s opinion, the best advantage of a pressure cooker is that_______.

A. the oldest and hardest cow beef can be made tender and tasty

B. it allows liquids to boil at a higher temperature than usual

C. it can help people to supply food for unexpected guests

D. it helps people to spend much less time in cooking

The best title of this passage may possibly be _______.

A. New Digester       B. Pressure Cooker   C. Favorite Cook       D. The History of Cooker

Norman Bethune is one of China’s most famous heroes, but he wasn’t Chinese—he was Canadian. He gave his life to helping the Chinese people Norman Bethune 51    born in 1890. He became a 52    in 1916, and he went to the front to look after injured soldiers in the First World War. He saw many soldiers die in the war. Later he invented new treatments to  53   soldiers, and medical tools to use outside hospital.

In 1938 he came to treat the Chinese soldiers in the mountains north of Yan’an. There were 54  doctors, so he had to work very hard. He opened hospitals to give treatment to local people and soldiers, and to train doctors and nurses. He also wrote books so that doctors could learn about new treatments.

Dr Bethune worked very hard without stopping to 55   . Once, he preformed operations   56   69 hours without stopping, and saved 112people. He   57   working in spite of cutting his hand during an operation. In the end, he died because he did not take care of his   58  .

Dr Bethune’s work with the Chinese soldiers made 59    a hero in China. There are books and films about him, and he is 60    remembered in both Canada and China.

1.A. is         B. was       C. has been    D. be

2.A. doctor     B. nurse     C. teacher     D. worker

3.A. understand B. believe   C. help        D. count

4.A. little     B. few       C. much        D. many

5.A. rest       B. act       C. agree       D. think

6.A. from       B. since     C. with        D. for

7.A. allowed   B. continued  C. forgot     D. stopped

8.A. face      B. leg        C. foot       D. hand

9.A. his       B. he         C. him        D. one

10.A. still     B. never      C. hardly     D. Regularly