Mary Quant was born in 1934. When she was young, there were no teenage fashions （时尚）.Young women were dressed like grown-ups or little girls. At thirteen, she designed （设计）her own school uniform（制服）.She wore short dresses and long socks. After school. Mary went to Goldsmith’s College in London. She didn’t enter the college gate but she met her future husband, Alexander Plunkett-Green Like Mary he wore unusual clothes, such as purple velvet trousers and pajama jackets.
In 1955 Mary left college and worked for a hat-maker in London’s West End. But soon they opened their own shop. It was called Bazaar and it was the first small shop for women in the King’s Road in Chelsea Mary designed all the clothes and made them on her old sewing machine.
The 1960s are often called the “Swinging Sixties”.During these years Mary’s designs became very popular. Everyone loved her mini-skirts（迷你裙）and coloured tights（紧身衣）.Thanks to Mary, London became the fashion capital of the world.
Mary’s fashion shows were quite different from what they had been before. Mary’s models（模特）didn’t walk-they danced to pop music.
Soon Mary’s clothes became popular in America,too.
At the age of 37, Mary had a son, Orlando. She said:“Becoming a mother is quite the most important thing that ever happened to me.”
In 1966, Mary was awarded（获奖）the O.B.E.（a special medal given by the Queen）.She went to Buckingham Palace in a mini-skirt to collect the medal.
Later on Mary started her own cosmetics（化妆品）company.
She designed smart black, white and silver packagings（包装）for it,with the Quant daisy symbol（菊花标志）that is still the same today.
Today, Mary’s business is worth 100 million pounds. She is still designing-not just only clothes,but also a perfume（香水）called“Havoc”and some other things.
She has now opened the Mary Quant Colour Shop in London’s Carnaby Street.
45．When Mary was thirteen, ____________.
A．she dressed like a little girl     B．she designed her school uniform
C．she dressed like a grown-up    D．she became a popular designer
46．In 1960s London became the fashion capital of the world because_______.
A．Mary’s designs became very popular. Everyone loved her clothes.
B．Mary changed fashion shows greatly.
C．of Mary’s business, which was worth 100 million pounds
D．May’s husband also helped to make unusual clothes.
47．Mary’s still designing_______ .
A．just clothes     
B．not just only clothes, but also a perfume called “Havoc”and some other things
C．packaging for cosmetics     
D．beautiful hats
48．The Quants’symbol is _______.
A．a daisy     B．a mini-skirt      C．a sewing machine    D．a hat

Mary Quant was born in 1934. When she was young, there were no teenage fashions （时尚）.Young women were dressed like grown-ups or little girls. At thirteen, she designed （设计）her own school uniform（制服）.She wore short dresses and long socks. After school. Mary went to Goldsmith’s College in London. She didn’t enter the college gate but she met her future husband, Alexander Plunkett-Green Like Mary he wore unusual clothes, such as purple velvet trousers and pajama jackets.

In 1955 Mary left college and worked for a hat-maker in London’s West End. But soon they opened their own shop. It was called Bazaar and it was the first small shop for women in the King’s Road in Chelsea Mary designed all the clothes and made them on her old sewing machine.

The 1960s are often called the “Swinging Sixties”.During these years Mary’s designs became very popular. Everyone loved her mini-skirts（迷你裙）and coloured tights（紧身衣）.Thanks to Mary, London became the fashion capital of the world.

Mary’s fashion shows were quite different from what they had been before. Mary’s models（模特）didn’t walk-they danced to pop music.

Soon Mary’s clothes became popular in America,too.

At the age of 37, Mary had a son, Orlando. She said:“Becoming a mother is quite the most important thing that ever happened to me.”

In 1966, Mary was awarded（获奖）the O.B.E.（a special medal given by the Queen）.She went to Buckingham Palace in a mini-skirt to collect the medal.

Later on Mary started her own cosmetics（化妆品）company.

She designed smart black, white and silver packagings（包装）for it,with the Quant daisy symbol（菊花标志）that is still the same today.

Today, Mary’s business is worth 100 million pounds. She is still designing-not just only clothes,but also a perfume（香水）called“Havoc”and some other things.

She has now opened the Mary Quant Colour Shop in London’s Carnaby Street.

45．When Mary was thirteen, ____________.

A．she dressed like a little girl     B．she designed her school uniform

C．she dressed like a grown-up    D．she became a popular designer

46．In 1960s London became the fashion capital of the world because_______.

A．Mary’s designs became very popular. Everyone loved her clothes.

B．Mary changed fashion shows greatly.

C．of Mary’s business, which was worth 100 million pounds

D．May’s husband also helped to make unusual clothes.

47．Mary’s still designing_______ .

A．just clothes     

B．not just only clothes, but also a perfume called “Havoc”and some other things

C．packaging for cosmetics     

D．beautiful hats

48．The Quants’symbol is _______.

A．a daisy     B．a mini-skirt      C．a sewing machine    D．a hat

A newly trained teacher named Mary went to teach at a Navajo Indian reservation. Every day, she would ask five of the young Navajo students to __1__ the chalkboard and complete a simple math problem from   2   homework.

    They would stand there, silently,  3   to complete the task. Mary couldn’t figure it out.   4   she had studied in her educational curriculum helped, and she   5   hadn’t seen anything like it in her student-teaching days back in Phoenix.

     What am I doing wrong? Could I have chosen five students who can’t do the  6  ? Mary would wonder. No,  7  couldn’t be that. Finally she   8   the students what was wrong. And in their answers, she learned a   9   lesson from her young   10   pupils about self-image and a(n)   11   of self-worth.

     It seemed that the students  12  each other’s individuality and knew that  13  of them were capable of doing the problems.   14  at their early age, they understood the senselessness of the win-lose approach in the classroom. They believed no one would  15  if any students were shown up or embarrassed at the  16  . So they   17   to compete with each other in public.

     Once she understood, Mary changed the system   18   she could check each child’s math problem individually, but not at any child’s expense  19  his classmates. They all wanted to learn,  20  not at someone else’s expense.

1．  A．go to B．come to    C．get close to      D．bring

2．  A．his    B．their  C．his own    D．her

3．  A．happy       B．willingly   C．readily      D．unwilling

4．  A．Anything  B．Nothing    C．Everything       D．Neither

5．  A．almost      B．certainly   C．hardly      D．never

6．  A．question   B．chalkboard       C．problem    D．homework

7．  A．they  B．it      C．everything       D．each

8．  A．asked       B．questioned       C．told   D．understood

9．  A．outstanding      B．surprising C．annoying  D．frightening

10．A．sunburned B．tender       C．Indian      D．naughty

11．A．sense B．image       C．way   D．aspect

12．A．had   B．ignored     C．respected  D．cared

13．A．none        B．no one      C．each  D．not all

14．A．Especially B．Even though    C．Even so    D．Even

15．A．lose   B．win   C．achieve     D．answer

16．A．time  B．situation   C．chalkboard       D．condition

17．A．refused     B．rejected    C．tried  D．promised

18．A．if      B．so that      C．unless       D．in case

19．A．in favour of    B．of     C．by means of     D．in front of

20．A．and   B．but    C．so     D．or

A newly trained teacher named Mary went to teach at a Navajo Indian reservation. Every day, she would ask five of the young Navajo students to __1__ the chalkboard and complete a simple math problem from   2   homework.

They would stand there, silently,  3   to complete the task. Mary couldn’t figure it out.   4   she had studied in her educational curriculum helped, and she   5   hadn’t seen anything like it in her student-teaching days back in Phoenix.

What am I doing wrong? Could I have chosen five students who can’t do the  6  ? Mary would wonder. No,  7  couldn’t be that. Finally she   8   the students what was wrong. And in their answers, she learned a   9   lesson from her young   10   pupils about self-image and a(n)   11   of self-worth.

It seemed that the students  12  each other’s individuality and knew that  13  of them were capable of doing the problems.   14  at their early age, they understood the senselessness of the win-lose approach in the classroom. They believed no one would  15  if any students were shown up or embarrassed at the  16  . So they   17   to compete with each other in public.

Once she understood, Mary changed the system   18   she could check each child’s math problem individually, but not at any child’s expense  19  his classmates. They all wanted to learn,  20  not at someone else’s expense.

1.  A. go to   B. come to      C. get close to D. bring

2.  A. his      B. their   C. his own      D. her

3.  A. happy  B. willingly    C. readily       D. unwilling

4.  A. Anything    B. Nothing     C. Everything D. Neither

5.  A. almost B. certainly     C. hardly       D. never

6.  A. question      B. chalkboard C. problem     D. homework

7.  A. they    B. it C. everything  D. each

8.  A. asked   B. questioned  C. told    D. understood

9.  A. outstanding B. surprising   C. annoying    D. frightening

10. A. sunburned    B. tender C. Indian D. naughty

11. A. sense    B. image C. way    D. aspect

12. A. had      B. ignored      C. respected    D. cared

13. A. none    B. no one       C. each    D. not all

14. A. Especially    B. Even though      C. Even so      D. Even

15. A. lose      B. win     C. achieve      D. answer

16. A. time     B. situation     C. chalkboard D. condition

17. A. refused B. rejected      C. tried   D. promised

18. A. if       B. so that C. unless D. in case

19. A. in favour of        B. of       C. by means of       D. in front of

20. A. and      B. but     C. so       D. or

A newly trained teacher named Mary went to teach at a Navajo Indian reservation. Every day, she would ask five of the young Navajo students to __1__ the chalkboard and complete a simple math problem from   2   homework.

They would stand there, silently,  3   to complete the task. Mary couldn’t figure it out.   4   she had studied in her educational curriculum helped, and she   5   hadn’t seen anything like it in her student-teaching days back in Phoenix.

What am I doing wrong? Could I have chosen five students who can’t do the  6  ? Mary would wonder. No,  7  couldn’t be that. Finally she   8   the students what was wrong. And in their answers, she learned a   9   lesson from her young   10   pupils about self-image and a(n)   11   of self-worth.

It seemed that the students  12  each other’s individuality and knew that  13  of them were capable of doing the problems.   14  at their early age, they understood the senselessness of the win-lose approach in the classroom. They believed no one would  15  if any students were shown up or embarrassed at the  16  . So they   17   to compete with each other in public.

Once she understood, Mary changed the system   18   she could check each child’s math problem individually, but not at any child’s expense  19  his classmates. They all wanted to learn,  20  not at someone else’s expense.

1．  A．go to        B．come to         C．get close to    D．bring

2．  A．his           B．their           C．his own         D．her

3．  A．happy          B．willingly         C．readily        D．unwilling

4．  A．Anything      B．Nothing         C．Everything     D．Neither

5．  A．almost         B．certainly        C．hardly           D．never

6．  A．question       B．chalkboard     C．problem         D．homework

7．  A．they         B．it             C．everything     D．each

8．  A．asked              B．questioned     C．told            D．understood

9．  A．outstanding  B．surprising       C．annoying       D．frightening

10．A．sunburned    B．tender         C．Indian        D．naughty

11．A．sense        B．image         C．way           D．aspect

12．A．had          B．ignored          C．respected       D．cared

13．A．none           B．no one        C．each           D．not all

14．A．Especially    B．Even though       C．Even so       D．Even

15．A．lose          B．win            C．achieve          D．answer

16．A．time         B．situation         C．chalkboard     D．condition

17．A．refused        B．rejected         C．tried           D．promised

18．A．if             B．so that        C．unless        D．in case

19．A．in favour of  B．of            C．by means of   D．in front of

20．A．and          B．but             C．so              D．or