Some people make you feel comfortable when they are around. You spend an hour with them and feel as if you have known them half your life. These people have something in common. And once we know what it is, we can try to do it ourselves.

　　How is it done? Here are several skills that good talkers have. If you follow the skills, they’ll help you put people at their ease, and make friends with them quickly.

　　First of all, good talkers ask questions. Almost anyone, no matter how shy he is, will answer a question. One well-known businesswoman says, “At business lunches, I always ask people what they did that morning. It’s a common question, but it will get things going.” From there you can move on to other matters--sometimes to really personal questions. And how he answers will let you know how far you can go.

　　In addition, once good talkers have asked questions, they listen to the answers. This point seems clear, but it isn’t. Your questions should have a point and help to tell what sort of person you are talking to. And to find out, you really have to listen carefully and attentively.

　　Real listening at least means some things. First it means not to change the subject of conversation. If someone sticks to one topic, you can take it as a fact that he’s really interested in it. Real listening also means not just listening to words, but to tones of voice. If the voice sounds dull, then, it’s time for you to change the subject.

　　Last but not least, good talkers know well how to deal with the occasion of parting. If you’re saying good-bye, you may give him a firm handshake and say, “I’ve really enjoyed meeting you.” If you want to see that person again, don’t keep it a secret. Let people know what you feel, and they may walk away feeling as if they’ve known you half their life.

1. Which of the following is NOT the reason why good talkers ask questions?

A．To get the conversation going smoothly.

B．To continue the conversation with other matters.

C．To make more new friends.

D．To know how far the conversation can go.

2. How many skills does the author give us to be good talkers?

A．Three.            B．Four.             C．Five.             D．Six.

3. In general, good talkers are persons who __________.

A．can keep the conversation interesting

B．never talk too much or too little

C．always keep the conversation a secret

D．can change the topic of the conversation properly

4. If you are willing to meet someone again, __________.

A．you’d better let him know it

B．you’d better shake his hand firmly

C．you’d better keep it a secret

D．you’d better understand him further

You’d sound a lot more polite if you make a request ______ a question.

A. in search of                      B. in the form of

C. in need of                        D. in the direction of

A high school history teacher once told us, “If you make one close friend in school, you will be most fortunate. A true friend is someone who stays with you for life."_26_ teaches that he was right. Good friendship is just not easily _27_.

It is possible that we simply do not stay in one place long enough for_28_friendship to _29_. However, there can be_30_disagreement on the need for each of us to think carefully about the kind of friendship we want.

To most of us, friendships are considered very important, but we need to have it clear in our _31_ what kinds of friendship we want. Are they to be close or _32_ at arm's length? Do we want to _33_ourselves or do we want to walk on the surface? For some people, many friendships on the surface are _34_enough—and that' s all right. But at some point we need to 35 that our expectations are the same as our friends' expectations. The sharing of_36_experience _37_ our tears as well as our dark dreams is the surest way to deepen friendships. But it _38_be undertaken(进行) slowly and carried on only if there are _39_of interest and action in return.

　　What are some of the _40_of friendship? The greatest is the attraction to expect too much too soon. Deep relationships _41_time. Another “major difficulty" is the selfishness to think one “possesses" the other, including his time and attention. Similarly, friendships _42_ actions in return. In 43 words, you must give as much as you take. Finally there is a question of taking care of. Unless you spend _44_time together, talking on the phone, writing letters, doing things together, friendships will die _45_?.

1.                A．Knowledge      B．Teachers        C．Experience    D．Parents

2.                A．understood     B．formed         C．realized  D．produced

3.                A．true           B．common        C．deeply   D．actual

4.                A．design          B．intend          C．develop  D．appear

5.                A．no             B．some           C．any  D．none

6.                A．hearts          B．thoughts        C．actions   D．minds

7.                A．remained       B．left            C．kept D．stayed

8.                A．own           B．owe            C．Share    D．spare

9.                A．that            B．very           C．quite     D．not

10.               A．make sure      B．remember      C．expect    D．check out

11.               A．social          B．ordinary        C．good D．personal

12.               A．includes        B．to include       C．including D．included

13.               A．can            B．need           C．will   D．must

14.               A．marks          B．sights          C．sence D．signs

15.               A．difficulties      B．differences      C．advantages     D．things

16.               A．cost           B．spend          C．ask   D．take

17.               A．require         B．request        C．depend   D．suggest

18.               A．some          B．many          C．other     D．different

19.               A．reasonable      B．comfortable     C．less   D．a lot

20.               A．for            B．away           C．out   D．from

It still remains a question _____ life exists on any other planet in the solar system.

A．why              B．whether           C．how              D．where

请认真阅读下列短文，并根据所读内容在文章后表格中的空格里填入一个最恰当的单词。注意：每个空格只填1个单词。

    Guiding students through open-ended discussions can help students develop their understanding of the nature of science.

    One useful practice in classroom discussions involves developing a discussion map. A discussion map is a graphic timeline created by the teacher on which a discussion is recorded --- who initially states the idea and who adds to or refuses the idea.

    Discussion maps let teachers gain a deep understanding of students’ level of participation, the origins of ideas, and the claims that seem meaningful, useful, and/or reasonable to students. They also give the teacher an idea of students’ science thoughts of phenomena and ideas.

    To make a discussion map, the teacher needs to do a couple of things. First, the teacher needs to keep informed of the ideas that are shared and who shared the idea. The teacher does this as the children talk, making quick notes of the ideas and thoughts. It can be helpful to record the discussion, but it isn’t required. Then, after the discussion is over, the teacher reflectively creates the discussion map to clarify the understanding of the ideas and connections that students were making in their talk.

    Educators have identified discussions as consistent with reform recommendations in that they help children learn about the nature science and are useful in combining literacy and science. It is suggested that discussions can be useful for teachers in evaluating students’ ideas and building excitement as science. Discussions offer windows on students’ thinking, provide students who struggle in reading and writing with a chance to participate more actively in class, and create situations where students can express their ideas differently than in traditional schools tasks.

    However, I suggest that there are additional reasons for having reasoned discussions in classrooms. First, discussions like this allow students to use their own vocabulary --- the words and terms that make sense to them and their classmates --- to drive the intellectual and academic work of understand phenomena. Many times learning science can become focused on learning terms but not necessarily understanding and explaining phenomena. Second, discussions allow students to think about their experiences and the things that they know and try to reconcile these with science ideas. This is challenging, but working together with classmates can help. Finally, reasoned discussions are fundamentally scientific because they offer an open forum that allows all students to be heard, and students’ ideas can be evaluated and connected to their experiences with scientific explanations of those phenomena. For example, during the children’s reasoned discussion about plants, the group came to the agreement that seeds grow into plants. The students understood that most seeds get buried in the ground, the seeds get wet, and then plants grow. This led to a question about whether the seed was still in the ground when the plant had grown into an adult plant. The students came up with several ideas about where the seeds were. During this conversation, the teacher took careful notes so that later investigations could respond to the questions that children were asking. Thus the students were working together using their ideas and understandings and realized something as a group that they didn’t understand as individuals.