I’ve been writing for most of my life. The book Writing Without Teachers introduced me to one distinction(区别)and one practice that has helped my writing processes tremendously. The distinction is between the creative mind and the critical mind. While you need to employ both to get to a finished result, they cannot work in parallel no matter how much we might like to think so.

Trying to criticize writing on the fly is possibly the single greatest barrier to writing that most of us encounter. If you are listening to that 5th grade English teacher correct your grammar while you are trying to capture a fleeting (稍纵即逝的) thought, the thought will die. If you capture the fleeting thought and simply share it with the world in raw form, no one is likely to understand. You must learn to create first and then criticize if you want to make writing the tool for thinking that it is.

The practice that can help you past your learned bad habits of trying to edit as you write is what Elbow calls “free writing.” In free writing, the objective is to get words down on paper non-stop, usually for 15-20 minutes. No stopping, no going back, no criticizing. The goal is to get the words flowing. As the words begin to flow, the ideas will come from the shadows and let themselves be captured on your notepad or your screen.

Now you have raw materials that you can begin to work with using the critical mind that you’ve persuaded to sit on the side and watch quietly. Most likely, you will believe that this will take more time than you actually have and you will end up staring blankly at the pages as the deadline draws near.

Instead of staring at a blank start filling it with words no matter how bad. Halfway through your available time, stop and rework your raw writing into something closer to finished product. Move back and forth until you run out of time and the final result will most likely be far better than your current practices.

1.When the author says the creative mind and the critical mind “cannot work in parallel” in the writing process, he means                .

A. one cannot use them at the same time             B. they cannot be regarded as equally important

C. they are in constant conflict with each other        D. no one can be both creative and critical

2.What prevents people from writing on is                .

A. putting their ideas in raw form                  B. ignoring grammatical soundness

C. attempting to edit as they write                     D. trying to capture fleeting thoughts

3.What is the chief objective of the first stage of writing?

A. To organize one’s thoughts logically.            B. To get one’s ideas down.

C. To choose an appropriate topic.                  D. To collect raw materials.

4.One common concern of writers about “free writing” is that                .

A. it overstresses the role of the creative mind        B. it does not help them to think clearly

C. it may bring about too much criticism                D. it takes too much time to edit afterwards

5.In what way does the critical mind help the writer in the writing process?

A. It allows him to sit on the side and observe.        B. It helps him to come up with new ideas.

C. It saves the writing time available to him.          D. It improves his writing into better shape.

Any housewife who went to the new supermarket wished to be the lucky customer who did not have to pay for her shopping. This was what the 　21　just inside the entrance 　22　.It said: “Remember,　23　,one of our customers gets 　24　goods. THIS MAY BE YOUR LUCKY DAY!” For quite a long time Mrs. Edwards　25, like many of her  26, to be the lucky customer. Unlike her friends, she never　27　hoping. The 　28　in the kitchen was full of things which she did not need. Her husband tried to advise her 　29　buying so many things but failed. She 　30　dreamed of the DAY when the manager of the supermarket would come up to her and say, “Madam, THIS IS YOUR LUCKY DAY. Everything in your 　31　doesn’t need to be paid!” One Friday afternoon Mrs. Edwards shopped  32　.But she was not the lucky customer. No sooner had she just put the things inside her 　33　than she found that she had forgotten to 　34　tea. She dashed back to the 　35　, got some tea and went towards the　36　.As she did so, she saw the 　37　came.　38　his hand he said, “I want to 　39　you. You are our LUCKY CUSTOMER this week! Everything you have in your basket　40　 !”

A .notice          B. report         C. board          D. newspaper

A. did           B. promised        C. made          D. agreed

A. every day       B. every month      C. twice a week      D. once a week

A. excellent        B. free                  C. extra                 D. unexpected

A. waited           B. came             C. hoped               D. went

A. friends           B. neighbors         C. relatives           D. customers

A. got rid of       B. got along with   C. gave up            D. gave out

A. counter        B. cushion            C. food              D . cupboard

A. against           B. for                   C. with                 D. about

A. often             B. always              C. usually             D. seldom

A. bill             B. hand                 C. car                   D. basket

A. anxiously       B. seriously           C. crazily              D. wonderfully

A. pockets         B. car                   C. basket              D. house

A. buy                   B. find                 C. take                 D. have

A. shop              B. counter             C. department       D. supermarket

A. door              B. entrance           C. cash-desk          D. shelves

A. secretary        B. policeman     C. manager        D. salesman

A. Putting out     B. Holding out      C. Shaking         D. Waving

A. congratulate  B .tell                   C. inform                D. thank

A. is yours          B. means nothing   C. belongs to you  D. costs nothing 

Healthy eating habits are one of the most important lessons a child learns. Parents can make a plan of action for each child’s nutritional needs.

Creating healthy habits

Breakfast is necessary to provide the nutrition and energy for an active day. Studies show that children do better in school when they begin the day with breakfast.

Include your child as much as possible in meal planning and preparation. He is more likely to eat food that he has helped put on the table. Cooking at home and at school encourages curiosity and motivation to try new foods.

The mealtime enviroment has a lot to do with how your child will feel about food. Try to keep the time and location of your meals consistent. Keep the meal itself as the main event by reserving the use of toys, telephone calls and television for later.

Help them regard food such as fruit as being important every day, and other food such as chips as being an occasional treat. Prepare food in a variety of ways.

Snacks

Snacks provide necessary energy for children between meals. Be sure to have plenty of healthy snack choices such as fruit and yogurt available at these times. Snacks should not replace a meal but provide a valuable supplement.

The passage is written mainly to        

A. teach children to develop good eating habits.

B. exchange ideas with experienced parents

C. learn about children’s food preferrences

D. offer parents some useful suggestions

A child is more likely to try new foods      

A. when he spends time with other children

B. if he helps prepare the food himself

C. after he has had an active day

D. when he has no snacks

The underlined word “reserving” most probably means        

A. putting into    B. calling for     C. talking about   D. setting aside

What would be the best title for the passage?

A. You are what you eat

B. Cook dinner for your child

C. Healthy eating for kids

D. Pleasure in everyday meals

Coming home from school, I was filled with excitement. But I was       into stillness by what I saw. Mother, seated at the end of the sofa,        , with the second-hand green typewriter on the table. She told me she couldn’t type fast and she was out of work. My shock at finding mother in tears was a perfect       of how      I understood the pressures on her. Sitting beside her on the sofa, I began very      to understand. I could       her pain and the tension (压力) of      the strong feeling that were interrupted by my arrival. Suddenly,  something inside me      . I reached out and put my arms around her. She broke then. She put her face       my shoulder and sobbed. I held her       and didn’t try to talk. I knew I was doing what I should, and that was enough. At that moment,       mother’s back with feelings, I understood for the first time her being so easy to      .  She was still my mother,      she was  something      : a person like me, capable of fear and       and failure. I could feel her pain as she must have felt mine on a thousand occasions when I sought      in her arms.

A week later mother took a job at half the salary the radio station       . “It’s a job I can do, though.” She said      . But the evening practice on the old green typewriter continued. I had a very       feeling now when I heard her tapping away across the paper at night. I knew there was something more going on in there than a woman learning to       .

1.A. lazy    B. shocked         C. ashamed        D. tired

2.A. smiling        B. thinking         C. crying   D. whispering

3.A. proof B. feeling  C. excuse  D. explanation

4.A. little   B. much            C. eagerly D. worriedly

5.A. suddenlyB. slowly       C. proudly          D. quickly

6.A. watch         B. recognize      C. look       D. sense

7.A. putting awayB. stopping from     C. sitting up       D. holding back 

8.A. turned        B. lit          C. increased      D. rose

9.A. through  B. against    C. up          D. to

10.A. carefullyB. politely          C. tightly   D. thoughtfully

11.A. feeling     B. reaching        C. watching        D. sensing

12.A. break       B. content          C. understand   D. fall

13.A. still          B. therefore      C. yet         D. however

14.A. much        B. huge     C. little      D. more

15.A. cut   B. hurt       C. defeat   D. wound

16.A. memory   B. support          C. comfort         D. kindness

17.A. offered    B. paid for          C. contributed  D. supplied

18.A. sadly   B. simply      C. excitedly       D. worriedly

19.A. hard   B. pleasant   C. serious D. different

20.A. work         B. write  C.  type   D. sell

Now，perhaps，more than ever before，people are wondering what life is all about，and what it is for.Seeking material success is beginning to　26　large numbers of people around the world.They feel that the long-hour work culture to make more money to buy more things is　27　up their lives，leaving them very little   28   or energy for family or hobbies.Many are turning to   29 　ways of living and downshifting is one of them.

Six percent of the workers in Britain took the decision to　30　last year.One couple who downshifted are Daniel and Liz.They　31　to work in central London.He was a newspaper reporter and she worked for an international bank.They　32　go to work by train every day from their large house in the suburbs，　33　their two children with a nanny.Nearly twice a month Daniel had to　34　New York for meetings.They both earned a large amount of  money　35　began to feel that life was passing them by.

Nowadays，they run　36　in the mountains of Wales.“I always wanted to have one here，”says Daniel，“and we took almost a year to　37　to downshift.It’s taken some time getting used to，but it’s been　38　it.We have to think　39　now about spending money on car repairs and we no longer have any　40　.However，I think it’s made us stronger as a family，and the children are a lot　41　.”

Liz，however，is not quite sure.“I used to enjoy my job，　 42　it was hard work and long hours.I’m not really a country girl，but I suppose I’m　43　getting used to looking after the animals.One thing I do　44　，though，is being able to see more of my children.My advice for other people wanting to do the　45　is not to think about it too much or you might not do it at all.”

26.A.trouble                 B.attract                       C.encourage                  D.frighten

27.A.putting                 B.looking                            C.building                    D.eating

28.A.money                  B.material                    C.spirit                         D.time

29.A.other                    B.simple                       C.free                          D.many

30.A.retire                    B.downshift                  C.rest                           D.travel

31.A.wanted                 B.liked                         C.used                          D.planned

32.A.should                  B.would                       C.might                        D.could

33.A.keeping                B.sending                     C.letting                       D.leaving

34.A.fly                       B.walk                         C.move                        D.run

35.A.and                      B.so                             C.but                           D.however

36.A.company                     B.farm                         C.house                        D.school

37.A.discuss                 B.study                        C.have                         D.make

38.A.worthy                 B.worth                        C.worthless                   D.worthwhile

39.A.once                     B.twice                        C.hardly                       D.worriedly

40.A.money                  B.holidays                    C.friends                      D.difficulties

41.A.more bored          B.more worried             C.happier                            D.cleverer

42.A.even though          B.when                        C.as if                          D.unless

43.A.directly                B.particularly                C.especially                  D.gradually

44.A.doubt                   B.admire                      C.like                           D.admit

45.A.job                       B.research                    C.experiment                D.same