-What is John like? - ． [ ] A．He doesn't like tea B．He isn't very handsome C．He isn't very well D．He is a teacher 题目和参考答案——青夏教育精英家教网—

题目内容

—What is John like?

—______．　　　

[　　]

A．He doesn't like tea　　　B．He isn't very handsome

C．He isn't very well　　　 D．He is a teacher

答案：B

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阅读下列应用文及相关信息，并按照要求匹配信息。请在答题卡上将对应题号的相应选项字母涂黑。若选择E，请涂AB; 若选择F，请涂CD。

Thomson中学学生Mike、Joseph、Anna、Ian和Susan正在计划下学期各自的选修课程。阅读第46~50题中的各人情况说明和A和F六门选修课的介绍，选出符合各人个性特长的最佳选项，并在答题卡上将该选项标号涂黑。选项中有一项是多余选项。

THOMSON HIGH SCHOOL

Creative Writing — by Mrs. A. McClellan

Creative writing is a course in which we study and apply the methods used in various forms of fiction writing. Writing is a skill of art in itself. We are guided by Ezra Pound’s opinion: “Make it new.” Creative writing does not only provide us with an opportunity to express ourselves, but also holds our attention to word choice, paragraph development, and other skills useful in writing.

Journalism — by Dr. E. Brandt

Journalism is a course for seniors, in which we will cover how to gather, write, and report the news. We will discuss how information is, or can be, organized. This course also aims to develop communication skills required of journalists.

A classic is a literary work that has stood the test of time. Generations of readers have turned to classics to discover which is ever-lasting. Through both the works themselves and the people they mirror, we may better be able to see ourselves. In this course, we will read works in both British and American literature. We will write reviews of what we read.

Technical Writing — by Mr. J. Allen

What is technical writing? It is the course devoted to improving your communication skills in, for, and through technology. Activities for this course will help you develop communication skills that are necessary for writers and speakers working with technology or in business.

Non-fiction — by Dr. M. Tim

The course is a study of non-fiction through reading many different types of non-fiction. The course will also be about the possible changes in journalistic reporting and the sharing of personal stories of various people on various topics such as travel and adventure. We will examine some of the best writing in the world and deal with the techniques used in this text type.

World Literature — by Mrs. A. McClellan

World Literature examines the common people found in quality Literature worldwide, from Europe to America, from Asia to Africa, and introduces a variety of cultural background at different points in history. In these worlds, we find not only what is unique to each culture, but what is universal. We are also able to tell what makes a good story, no matter from where or whom the story springs.

Mike spent his childhood mostly in his father’s study, where he read novels by British and American writers. Next term he will become a senior student. He thinks it’s time that he read more of their works and learned to write about them.

Joseph is good at the language arts, and in his spare time he likes to write short stories. It is his wish that his stories would be printed in local newspapers. So he is thinking of taking a course to develop his writing skills, such as wording and paragraph organization.

A lively and caring girl, Anna takes an active part in social activities. She is trying to write reports for newspapers about what she sees and hears. But few of them are accepted because of poor organization of information. She feels the need to improve her writing and communication skills next term.

Ian traveled worldwide with his parents when he was very young. Under their influence, he becomes greatly interested in stories of travel and adventure. He hopes to write his own stories in the future. So next term, he will choose a course to study the best writing of this type.

Susan comes from China. As a junior back home, she wrote quite a lot of short stories, some of which were published in newspapers. Her parents suggest she read some classics by Asian and Western writers. She thinks it helpful in her writing. So she is going to take a course of this kind next term.

Teenagers who spend hours in front of the television may have a poorer diet, a new study shows. It is not clear, researchers say, whether television itself is the reason, but it is possible that things like snacking in front of the TV or seeing ads for junk food influence young people’s diets.

The study included nearly 1,400 high school students. It showed that those who watched TV for five hours or more every day had less healthy diets than other students five years later. As a group, they ate fewer fruits and vegetables, but ate more fast food, snack products and fried foods.

“We’re not able to tell why,” lead researcher Dr. Daheia J. Barr-Anderson said. “But we have some speculation(推测).” People who spend a lot of time in front of the TV, especially teenagers, may have more snacks. It may influence their long-term diet quality. It’s also possible that TV ads for fast food, sweets and snacks make teenagers eat more of those foods. TV time might also replace exercise time for some kids.

The researchers found a clear relationship between TV time during high school and diet quality of the young. The heaviest TV viewers ate the most junk food five years later, and those who’d watched fewer than two hours every day had the most fruits and vegetables.

According to Barr-Anderson, the findings support experts’ advice that children should watch no more than two hours of television every day. “Parents should cut the TV time.” Barr-Anderson said. She advised that parents set a good example by eating right, being physically active and controlling their own TV time.

1.Is it clear that television is the reason for young people’s poor diet?

(no more than 3word)

(2 marks)

2.What kind of TV ads will makes teenagers eat more unhealthy food?

(no more than 10 words)

(2 marks)

3.According to Barr-Anderson, what should parents do to set a good example for their children? (no more than 15 words) (3 marks)

4.What is the passage mainly about? (no more than 10 words)

(3 marks)

At IRA’s annual research conference, held each year immediately prior to the annual convention, researchers and practitioners have an opportunity to share information about research-based best practices in reading education.

The research conference is an important opportunity for educators whose primary responsibility is providing pre-service and in-service education in reading and literacy

Program

Reading research 2007 will feature four distinct lines: beginning reading, comprehension, teacher preparation, and adolescent literacy. Get program details.

The keynote speaker will be Donald J. Leu, holder of the John and Maria Neag Endowed Chair of Literacy and Technology |at the University of Connecticut.

New this year, the 2007 IRA research award winners will be honored at a special Research Awards Luncheon during this conference and dissertation finalists will display their poster presentations

Registration

Prepaid registration is now open. The prepaid registration deadline is April 9,2007.

Please note: Registration for the Saturday Reading Research Conference is limited, and we encourage attendees to take advantage of the savings and convenience of registering in advance. If there is additional space available on the day of the conference, only cash or checks will be accepted on site in Toronto.

Conference registration includes a continental breakfast, lunch, and a closing wine and cheese reception. You can register online or by using the Convention Prepaid Registration Form from the December/January and the February/March issues of Reading Today or from the Preliminary Program, There will be no telephone registrations. Questions about registration should be directed to customerservice@ reading, org.

Please note: Separate registrations are required for the Annual Convention, the Sunday Institutes, and the Saturday Research Conference!

Other information

For information on travel and housing, visit the annual convention area.

For further information on this conference,, contact the Research and 'Policy Division, international Reading Association, 800 Barksdale Road, PO Box 8139, Newark, DE 19714-8139, USA. E-mail; gkeating@reading.org. Telephone: 302-731-1600, ext. 226.

1.What is this passage mainly about?

A．The registration information for IRA's annual research conference.

B．Pre-service and in-service education in reading and literacy.

C．Reading Research 20C 7.

D．Convention Prepaid Registration Form.

2.Which of the following is true?

A．Practitioners have no opportunity to attend the conference.

B．The 2007 conference v/ill be held at the University of Connecticut.

C．Attendees can make a phone call to register.

D．Attendees can take the separate registrations．

3.What is new for 2p07 IRA annual research conference?

A．The keynote speaker will be Donald J．Leu．

B．IRA research award winners will be honored at a special-Research Awards Luncheon．

C．Attendees will visit the annual convention area．

D．Conference registration includes a continental breakfast, lunch, and a．closing wine and cheese reception．

We know the famous ones — the Thomas Edisons and the Alexander Graham Bells— but what about the less famous inventors? What about the people who invented the traffic light and the windshield wiper(雨刮器)？Shouldn’ t we know who they are?

Joan McLean thinks so. In fact, McLean, a professor of physics at Mountain University in Range, feels so strongly about this matter that she’ s developed a course on the topic. In addition to learning “who” invented “what”， however, McLean also likes her students to learn the answers to the “why”and“how”questions. According to McLean，“When students learn the answers to these questions, they are better prepared to recognize opportunities for inventing and more motivated to give inventing a try.”

Her students agree. One young man with a patent for an unbreakable umbrella is walking proof of McLean’ s statement.“If I had not heard the story of the windshield wiper’ s invention，”said Tommy Lee, a senior physics major，“I never would have dreamed of turning my bad experience during a rainstorm into something so constructive.” Lee is currently negotiating to sell his patent to an umbrella producer.

So, just what is the story behind the windshield wiper? Well, Mary Anderson came up with the idea in 1902 after a visit to New York City. The day was cold and stormy，but Anderson still wanted to see the sights, so she jumped aboard a streetcar. Noticing that the driver was struggling to see through the snow covering the windshield, she found herself wondering why there couldn’ t be a built-in device for cleaning the window. Still wondering about this when she returned home to Birmingham，Alabama. Anderson started drafting out solutions. One of her ideas, a lever(操作杆) on the inside of a vehicle that would control an arm on the outside, became the first windshield wiper.

Today we benefit from countless inventions and innovations. It’ s hard to imagine driving without Garrett A. Morgan’ s traffic light. It’ s equally impossible to picture a world without Katherine J. Blodgett’ s innovation that makes glass invisible. Can you picture life without clear windows and eyeglasses?

1.By mentioning “traffic light”and “windshield wiper”， the author indicates that countless inventions are________.

A．beneficial, because their inventors are famous

B．beneficial, though their inventors are less famous

C．not useful, because their inventors are less famous

D．not useful, though their inventors are famous

2.Professor Joan McLean’ s course aims to________.

A．add colour and variety to students’ campus life

B．inform students of the windshield wiper’ s invention

C．carry out the requirements by Mountain University

D．prepare students to try their own inventions

3. Tommy Lee’ s invention of the unbreakable umbrella was________.

A．not eventually accepted by the umbrella producer

B．inspired by the story behind the windshield wiper

C．due to his dream of being caught in a rainstorm

D．not related to Professor Joan McLean’ s lectures

4.Which of the following can best serve as the title of this passage?

A．How to Help Students to Sell Their Inventions to Producers?

B．How to Design a Built-in Device for Cleaning the Window?

C．Shouldn’ t We Know Who Invented the Windshield Wiper?

D．Shouldn’ t We Develop Invention Courses in Universities?

“What’s in a name?”According to Shakespeare’s Romeo and Juliet, there is not too much. “That which we call a rose by any other name would smell as sweet. ”But Shakespeare may have been wrong. In most cultures, names matter a great deal.

Americans choose names for their children with care. Parents usually think about the impression a name gives, not its meaning. Most Americans would consider a“Jennifer”more attractive than a “Bertha”, for example. The last name, or, surname, must also be considered when choosing a first and middle name. A name like Lester Chester Hester would sound poetic, but odd. Parents would avoid names that remind them of people they don’t like. On the other hand, people might name their children after a respected elderly relative or even a famous person. The popularity of certain names can change with each new generation. Names that were once common, like Fanny or Elmer, sound old-fashioned today. But other names—like John and David, Mary and Sarah—have stood the test of time and continue to be favorites.

People in America don’t always call their friends and relatives by their given names. Instead, they often use nicknames. Sometimes nicknames are short forms of a longer name. For instance, a girl named Elizabeth may be called Lisa, Beth or Betsy. As children grow up, they may decide for themselves which nickname they wish to be called. Some people just go by the initials of their first and middle names, like B. J. or R. C. And of course, people may call their children or their sweethearts other special nicknames. Often they have a “sweet” flavor, like Honey or Sugar. What’s in a name? A world of significance. So if you’re choosing an English name for yourself, take care to choose a good one. A made-up name could sound strange to native English speakers. And a translation of your Chinese name may not make an appropriate name, either. But a good name can leave a positive and lasting impression. As an American politician once said,“In real life, unlike in Shakespeare, the sweetness of the rose depends upon the name it bears.”

1. What does the underlined sentence in paragraph 2 mean?

A. People change names in order to be popular with the new generation.

B. Names will change by themselves in order to be popular.

C. Some names may no longer be popular among the new generation.

D. No names can stand the test of time.

2. When choosing names, you should stick to the following principles except that _________.

A. the impression a name gives is more important than its meaning

B. you can name after a well-known person

C. surname should be paid attention to

D. you can create a name that is special

3.The word “initial” in paragraph 3 probably means .

A. nickname B. the first letter C. short form D. title

4. The author will name a newly born baby girl .

A. Bertha B. Fanny C. Yunyun D. Elizabeth

5.What is the main idea of this passage?

A. Names have great significance to Americans.

B. Names change when time goes by.

C. Chinese people should be careful when choosing their English names.

D. Roses smell sweet by any other name.

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