Coming from the Bronx, Jennifer Lopez knew from an early age it would be tough to achieve her dream. In an interview in 2002 she remembered, “I had such a will in me. I had such a passion in me. I could overcome my situation. But a lot of people will get beaten down and be held back by that.” Lopez was not beaten by her situation. She worked hard dancing, singing, and acting in theaters and her hard work paid off with small roles in television and films.

Lopez’s big breakthrough came in 1996 when she played the main role in the movie Selena. For this movie, Lopez got paid $1 million and became the highest paid Latin actress of all time. Since then, she has had starring roles in several successful movies, including Out of Slight(1998) with George Clooney.

Then, Lopez turned her attention toward music. In 1999, she released first album, On the 6. Two songs from the album, “If You Had My Love” and “Waiting for Tonight,” both reached number one on the Billboard music charts. The album sold more than three million copies around the world.

After starring in The Cell (2000), Lopez released her second album, J. Lo, in 2001. The album went straight to the top of the Billboard chart. At the same time that her album came out, Lopez’s new movie, The Wedding Planner, opened in theaters. It became the number one movie at the box office. This meant that Lopez was the first entertainer to ever have a number one album and a number one movie at the same time! Like her first album, J. Lo went tripe-platinum.

But her entertainment career was not the only thing Lopez focused on that year. 2001 was also the year Lopez started her own line of clothing, called J.Lo, and she married Cris Judd, a dancer who performed in her videos. The marriage did not last long, and Lopez and Judd divorced nine months later.

In 2002, Lopez starred in the films Enough and Maid in Manhattan. Maid in Manhattan became Lopez’s biggest movie yet, earning $19 million during its first weekend in theaters. Lopez also put her third album, This Is Me… Then, and the single “Jenny from the Block” hit number one for a week. To go with her line of clothing, Lopez introduced her own perfume.

In an interview, Lopez was asked if she planned to do more acting, singing, designing, or something new. She answered, “Yes, yes, yes, and yes! All of those things. I love making music, I love doing movies and all the other things. I think that everyone should do everything that they have a passion for.”

1.What is the main idea of the passage?

A. Lopez is better at singing than acting.     

B. Lopez has done many things in her career.  

C. Lopez grew up in a poor family.

D. Lopez has had many problems in her personal life.

2.Which of the following was most important in helping her career take off?

A. acting in the movie Selena       B. getting married to a dancer

C. releasing a second album        D. starring with George Clooney

3.Which is NOT true about Lopez?

A. She has had several number one songs.

B. She was a famous singer before she started acting.

C. She wants to do other things besides acting and singing.

D. She wanted to be an entertainer when she was young.

4.“… J. Lo went triple-platinum.” What does this mean about the album?

A. It was made by an actor or actress.

B. It sold more than three million copies.

C. It had songs from a movie on it.

D. It sold most of its copies outside the United States.

　　Exchange a glance with someone, and then look away. Do you realize that you have made a statement? Hold the glance for a second longer and you have made a different statement. Hold it for 3 seconds, and the meaning has changed again. For every social situation, there is a permissible time that you can hold a person’s stare without being friendly, rude, or aggressive. If you are on a lift, what stare-time are you permitted? To answer this question, consider what you typically do. You very likely give other passengers a quick glance to size them up and to assure them that you mean no harm. Since being close to another person signals the possibility of interaction, you need to send out a signal telling others you want to be left alone. So you cut off eye contacts. That is what sociologist Erving Goffiman calls “a dimming of the lights”. You look down at the floor, at the indicator lights, anywhere but into another passenger’s eyes. Should you break the rule against staring at a stranger on a lift, you will make the other person extremely uncomfortable, and you are likely to feel a bit strange yourself.

　　If you hold eye contacts for more than 3 seconds, what are you telling another person? Much depends on the person and the situation. For instance, a man and a woman communicate interest in this manner. They stare at each other for about 3 seconds at a time, and then drop their eyes down for 3 seconds, before letting their eyes meet again. But if one man gives another man a 3-second-plus stare, he signals, “I know you”, “I am interested in you” or “You look peculiar and I am curious about you.” This type of stare often produces hostile feelings.

　　60. It can be inferred from the first paragraph that ______.

　　A. every glance has its significance

　　B. a glance carries more meaning than words

　　C. a stare longer than 3 seconds is unacceptable

　　D. staring at a person is an expression of interest

　　61. If you want to be left alone on a lift the best thing to do is ______.

　　A. to look into another passenger’s eyes

　　B. to keep a distance from other passengers

　　C. to avoid eye contacts with other passengers

　　D. to signal you don’t mean to do harm to anyone

　　62. By “a dimming of the lights”, Erving Goffiman means ______.

　　A. closing one’s eyes 　　　　　　　　B. turning off the lights

　　C. stopping glancing at others 　　　　D. reducing stare-time to the minimum

　　63. The passage mainly discusses ______.

　　A. the limitations of eye contacts

　　B. the exchange of ideas through eye contacts

　　C. proper behavior in different situations in people’s daily life

　　D. the role of eye contacts in communication between people

 ____You hurt her ,Mike.

 _____Yes, but I didn’t _________.

A. mean to do   B. mean to     C. mean not to    D. mean to it

The new automobile fuel economy standards formally adopted by the Obama administration on Thursday will produce a series of benefits: reduced dependence on foreign oil, fewer greenhouse gas emissions(排放), and consumer savings at the pump.

This was truly a moment to celebrate. But it was tempered by the fact that some in Congress are trying to cancel the laws that made the new standards possible.

The standards will require automakers to build passenger cars, sport-utility vehicles and minivans that average 35.5 miles per gallon by 2016 — a 30 percent increase over today’s cars, and the biggest single jump in fuel economy since the original standards were adopted in the 1970s. Cars will cost more, but the government estimates that consumers will save an average of $3,000 in fuel over the life of a new vehicle.

The standards will also place the first-ever limits on automobile greenhouse gas emissions, and are expected to reduce emissions by 21 percent by 2030 compared with what the output would have been without the standards. Because emissions from passenger vehicles represent about one-fifth of America’s greenhouse gases, this is a step forward for the planet.

The automakers, who fought the rules until they went broke（破产）, have come to accept this as a step forward as well. A single national standard provides regulatory certainty, and they’ve got to get more efficient to survive.

However, some in Congress seemed determined to roll back the laws that got us here. Senator Lisa Murkowski, a Republican from Alaska, and several other senators have added a challenge to the federal government’s authority to regulate greenhouse gases under the Clean Air Act — not just from automobiles but from other sources. The Supreme Court gave the Environmental Protection Agency that authority three years ago, and the new emissions standards would have been impossible without it.

There has also been talk in the Senate of eliminating California’s special authority under the Clean Air Act to set more aggressive motor vehicle standards than the federal limits. California used that authority to pass a law in 2002 setting greenhouse gas emissions limits for cars sold there. It was the first law of its kind in this country, and it provided the drive and the foundation for the new nationwide standards.

What all of these opponents mean to do is to roll back history and the hard-won environmental protections it has produced. That would be a huge mistake.

66. The following are the benefits of the new automobile economy standards EXCEPT ________.

A. reduced dependence on foreign oil

B. cancelling some of the laws

C. fewer greenhouse gas emissions

D. consumer savings at the pump

67. What goal is set for the year 2016?

A. Cars will cost more so fewer people will buy them.

B. There is a 30 percent increase in car manufacturing.

C. An average vehicle can go 35.5 miles with one gallon of gas.

D. Consumers will save an average of $3,000 in fuel per car.

68. The underlined word “it” in paragraph six refers to ________.

A. The Clean Air Act

B. The Supreme Court

C. The Environment Protection Agency

D. The federal government’s authority

69. What seems to be the root of the new automobile fuel economy standards?

A. California’s motor vehicle standards.

B. The Environment Protection Agency.

C. Some Senators, like Lisa Murkowski.

D. Greenhouse gas emissions.

70. According to the writer, the new automobile fuel economy standards will probably lead to the result that ________.

A. everyone wins

B. more cars will be sold

C. it would be a big mistake

D. nobody agrees

LIKE many teachers, Cristi Derow and Jennifer Bradley have spent most of their careers giving classroom lectures to students who sat passively in their seats.

   The Lewisvillle, Texas, school teachers were aware that the hours they spent on preparing lessons were too often wasted on many students. So Forestwood High School, Texas, used the “flipped (翻转的) classroom” method of instruction. “We’ve completely done away with our lecture,” Derow said. And homework assignments “are all done in class,” Bradley said.

   With the flipped concept, a student’s usual homework assignment is to watch pre-recorded lectures on their computers or smart phones.They walk into class ready to discuss the topic, collaborate(合作) with other students and work on assignments based on what they learned from the video. Free from lecturing, the teachers can use class time to look deeper into the subject and focus on difficult concept. As students change from a passive to an active role, they learn critical thinking skills, learn to collaborate and become independent learners.

Instead of doing homework assignments alone at home, students are now “working together, talking about it,” Bradley said. “If they don’t agree on an answer, they debate it and have to justify their answers. It’s a higher level of learning.”

Her students give the flipped classroom high marks.

Sarah Lee, 14, watches the 30-minute videos on a home computer. She likes the ability to rewind the tapes if she doesn't understand a concept. She also likes being able to watch the lessons on her own schedule.

 One of her classmates, Dawson Depperschmidt has the same idea and thinks the time she spends in the classroom is more productive. “It gives us more time to learn at school,” Dawson said. “You get more in-depth in class.

1.What can we conclude from the first two paragraphs?

A. Teachers in Lewisville enjoyed giving classroom lectures.

B. It takes time for students to concentrate and understand in class.

C. Many students took an inactive part in lecture-style classes.

D. Teachers in Lewisville found that there was no need to prepare lessons.

2.What difference does the “flipped classroom”method make to students?

A. They have more arguments with classmates.

B. They have to be independent and cooperative.

C. They need to do more homework at home.

D. They have to prepare lectures by themselves.

3.What does the underlined word “productive” mean?

A. reducing difficulties         B. trying new methods

C. achieving a lot              D. causing troubles

4.What are the benefits of the “flipped classroom” method?

a. Teachers have time to solve deeper problems

b. Students are engaged in a higher level of learning.

c. Students study according to their own schedule.

d. Teachers don’t have to design homework for students

A. a, b, c,    B. a, c, d     C. b, c, d    D. a, b, d