Few students would dream of getting a job as a shoe shiner working along the street. College students, in their own eyes and in the eyes of the public, are expected to get at least a proper job, if no 题目和参考答案——青夏教育精英家教网—

题目内容

Few students would dream of getting a job as a shoe shiner working along the street. College students, in their own eyes and in the eyes of the public, are expected to get at least a proper job, if not working in a high-income or white-collar position.

Cai Yong’s decision to work as a shoe shiner shocked not only his parents, who had high hopes for him, but also his girlfriend.

“It is right for young graduates to be ambitious (有抱负的). But they have to start in a solid

and down-to-earth way,” Cai said. Cai is not alone in making such a choice. The company has got

12 college students in all.

“I come for the 800 yuan monthly pay,” said Xiao Ji, who is a student from Nanjing University. “I have grown up and no longer live on my parents,” he said.

“Working as shoe shiners can mean a bright future,” Cai said.

Not everyone can accept this job choice. Cai’s girlfriend left him because she felt ashamed to be with a shoe shiner, and Cai accepted the fact. “This is the price to be paid for a job,” he said.

A former shoe shiner, Zhong Haibo, from a medical college, believes it was a good training for the rest of his life. “There is nothing I can’t do after working as a shoe shiner,” Zhong said, meaning that such kind of experience in early life is helpful in a future job.

39. Cai Yong decided to work as .

A. a college teacher B. a company manager C. a shoe shiner D. a medicine maker

40. Why did Cai’s girlfriend leave him?

A. They didn’t get along well with each other. B. Her parents didn’t like him.

C. She found it a shame to marry a shoe shiner. D. Cai had got a new girlfriend.

41. Most people think Cai’s choice .

A. unbelievable B. nice C. enjoyable D. wonderful

42. From the passage we know Zhong Haibo .

A. doesn’t like college life B. thinks highly of working as shoe shiners

C. is a middle school student D. is still a shoe shiner at the moment

【小题1】C

【小题2】C

【小题3】A

【小题4】B

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　　In the United States, it is important to be on time, or punctual, for an appointment, a class, a meeting, etc. However, this may not be true in all countries. An American professor discovered this difference while teaching a class in a Brazilian university. The two-hour class was scheduled (制定) to begin at 10 a. m and end at 12 a. m. On the first day, when the professor arrived on time, no one was in the classroom Many students came after 10 a. m. Several arrived after 10:30 a. m. Two students came after 11 a. m. Although all the students greeted the professor as they arrived, few apologized for their lateness. Were these students being rude? He decided to study the students' behavior.

　　The professor talked to American and Brazilian students about lateness in both an informal and a formal situation: lunch with a friend and in a university class, respectively. He gave them an example and asked them how they would react. If they had a lunch appointment with a friend, the average American student defined (定义) lateness as 19 minutes after the agreed time. On the other hand, the average Brazilian student felt the friend was late after 33 minutes.

　　In an American university, students are expected to arrive at the appointed hour. In contrast, in Brazil, neither the teacher nor the students always arrive at the appointed hour. Classes not only begin at the scheduled time in the United States, but they also end at the scheduled time. In the Brazilian class, only a few students leave the class at noon; many remain past 12:30 to discuss the class and ask more questions. While arriving late may not be very important in Brazil, neither is staying late.

　　The explanation for these differences isn't simple. People from Brazilian and North American cultures have different feelings about lateness. In Brazil, the students believe that a person who usually arrives late is probably more successful than a person who is always on time. In fact, Brazilians expect a person with high social position to arrive late, while in the United States lateness is usually considered to be disrespectful and unacceptable. As a result, if a Brazilian is late for an appointment with a North American, the American may misread the reason for the lateness and become angry.

　　As a result of his study, the professor learned that the Brazilian students were not being disrespectful to him. Instead, they were simply behaving in the appropriate (合适的) way for a Brazilian student in Brazil. In the end, the professor was able to change his own behavior so that he could feel comfortable in the new culture.

(1) What is the main idea of the passage?

[　　]

A．Lateness is a way of disrespect.

B．It is important to be on time for class.

C．The importance of being on time differs among cultures.

D．People should learn the importance of time when they are children.

(2) Why did the professor study the Brazilian students' behavior?

[　　]

A．To make the students polite.

B．To make the students come to class on time.

C．To understand why the students came late.

D．To change his own behavior.

(3) Which of the following is right according to the passage?

[　　]

A．Most North Americans think a person who is late is disrespectful.

B．Few American students leave immediately after the class is finished.

C．In a Brazilian class, the students leave immediately after the class is finished.

D．As a result of the study, the professor changed the Brazilian students' behavior.

(4) What do you think will happen according to the passage?

[　　]

A．An American host will feel unhappy if a guest arrives at the party 20 minutes late.

B．An American student will think he is more successful if he is late for class.

C．A Brazilian guest will say sorry to the host if he is 20 minutes late.

D．A Brazilian teacher will go on with his class after the ending time.

The new studies show that fewer than half of the 9th graders in many of the nation’s largest cities, can ever graduate. The studies clearly show that the dropout rate isn’t dropping. And, in particular, the dropout rate isn’t dropping for poor and minority students.

Amazingly, though so many regret the rising dropout rate, our schools continue to lack formal plans--or any plans--to teach students motivation(动机). Most schools have no game plan to ensure that students understand that school will be completely necessary. Schools expect youth and children to act as though school is important, but they never teach them to believe that.

Years ago, families ensured that the offspring recognized the value of school. But in many modern families, the children may fail to recognize the importance of school life just because these families may actually tell the child that school is not important. Since many families are not motivating their children to be interested students, youth professionals, like teachers may need to provide this training. Otherwise, it is likely the dropout rate will continue not to drop, but only worsen.

Here are some strategies to convince even the most apathetic (无动于衷的) students that they must stay in school.

Ask students if they will ever need to work: The world has changed. 100 years ago, factory work was the booming job, and it required no education. Today, factories are increasingly automated. Most computer-related jobs require education and at least a high school diploma.

Ask students which century they will be prepared for: In 1900, the most common jobs were farm laborer and domestic servant—education not needed. Now, the most common jobs are office and sales worker—education and diploma usually needed. An amazing 6 out of 10 people today work in a store or office.

Ask students to devise a way that the employee could be replaced. For example, the coming trend in fast food is to use computers rather than people to run the restaurant. A prototype is apparently already being tested. The students should discover that most jobs that lack education and diploma requirements may be ripe for automation.

What does the underlined part mean in Paragraph1?

A. Few students can afford to go to school in large cities.

B. A large number of the 9^th grades can graduate now.

C. There are still quite a few 9^th graders leaving school early.

D. Most schools in large cities have fewer and fewer students.

Without the help of youth professionals,_____.

A. more and more families will gradually recognize the value of school.

B. some parents will be more convinced of their children’s future.

C. it is likely that the dropout rate in schools won’t continue to drop.

D. the schools will make proper plans to solve the problems with dropout.

The author takes factory work for example mainly to ______.

A. tell us that many jobs requires certain education in the past

B. show that there are more factory work and employment in modern society

C. show that employment in the computer field grows at a high rate

D. emphasize that modern jobs require education and schools are necessary

It can be inferred that______.

A. both schools and families should answer for the high dropout rate

B. many new jobs don’t need children’s high school diploma

C. working in a store doesn’t require a high school diploma

D. most schools are ready to help students recognize the importance of study

If students play the “Replace Me” game, the result would be “______”.

A. They will know that they can ‘always’ do without a diploma

B. More of them will drop out early to go to work

C. They will discover that lack education is a disadvantage in choosing jobs

D. They will become better at using computers to hunt for a job

Today almost everyone knows computers and the Internet. If I ask you “What is the most important in your life ?” maybe you will say “Computers and the Internet.”
The first computer was made in 1946. It was very big but it worked slowly . Today computers are getting smaller and smaller. But they work faster and faster. What can computers do?
A writer has said, “people can’t live without computers today.”
The Internet came a little later than computers. It is about twenty-five years later than computers. But now it can be found almost everywhere. We can use it to read books, write letters, do shopping, play games or make friends.
Many students like the Internet very much. They often go into the Internet as soon as they are free. They make friends on the Internet and maybe they have never seen these friends. They don’t know their real names, ages, and even sex (性别). They are so interested in making the “unreal friends” that they can’t put their hearts into study. Many of them can’t catch up with others on many subjects because of that.
We can use computers and the Internet to learn more about the world. But at the same time, we should remember that not all the things can be done by computers and the Internet.
【小题1】The Internet can not be used for ______.

【小题2】When the computer was invented, it was ______.

A．large and worked quickly1

B．small and worked

C．large but worked slowly.

D．small but worked quickly .

【小题3】The Internet was born in about _____.

【小题4】Which of the following is true?

A．Few students like going into the Internet.

B．students use the Internet to make “unreal friends.”

C．These “unreal friends” often meet each other.

D．Students know the friends on the Internet very well.

【小题5】What does the writer think of the Internet?

A．It is wonderful.

B．It can make students study harder.

C．It is not good for students.

D．It is helpful, but we can’t do everything on it.

Bursting into the classroom from recess(学生的课间休息), 15 children take their seats and face the woman they know as Ms. Yang.
“What day is it today?”she asks, in Mandarin(普通话的旧称) Chinese.
“Confucius’ birthday!”the fifth graders shout in Mandarin.
“Why do we celebrate Confucius’ birthday?”
“Because he’s the greatest teacher in the history of China!”exclaims a brown-haired girl. She too is speaking Mandarin.
English is rarely heard in Lisa Yang’s class at the Chinese American International School(CAIS), despite the fact that few students are native speakers of Mandarin.
The United States is actively trying to increase the group of students in“critical languages”such as Mandarin. The students at CAIS are way ahead in such a trend.
Mandarin explosion in America
Founded 25 years ago, this small private school in San Francisco, USA, does what few other American schools do: It produces fully fluent speakers of Mandarin Chinese, by far the most commonly spoken language in the world.
Mandarin Chinese is suddenly hot in American schools. As China becomes the world’s leading economy sometimes this century, schools in the U.S. are scrambling to add Mandarin to their roster of foreign languages or expand Chinese programs already in place.
“It really is almost unprecedented(无前例的). People are looking at China as a force to be reckoned with…And to ensure that the U.S. has the ability to conduct trade, and to work with the Chinese, certainly having an understanding of Chinese language and culture is an advantage,”said Marty Abbott of the American Council on the Teaching of Foreign Languages(ACTFL)(美国外语教学协会).
Cultural differences in teaching styles
To develop Chinese-language programs has not been smooth. A shortage of trained teachers has made it difficult for some schools to join the race. When schools do get teachers, they often hire them straight from China, and the teachers usually suffer culture shock when they come to the U.S.
Robert Liu remembers his first two years in an American classroom. It was not an easy adjustment. “In China, students respect their teachers,”he said. Liu found that American students, however, expect an active teaching style. He had to use games to engage them rather than lectures.
To avoid many of the problems with foreign teaching styles, the CAIS has been working with the Chinese government to improve training of teachers who are sent to the U.S.
【小题1】Which of the following is the best title?

A．Mandarin speaks to a growing audience in America

B．Chinese-language programs

C．Mandarin Chinese

D．The Chinese American International School(CAIS)

【小题2】What kind of problem is the most difficult to adjust in teaching Chinese in America?

A．To adapt to the life there.

B．To communicate with the American students.

C．To get along well with the American students.

D．To be fit for the cultural differences in teaching styles.

【小题3】The meaning of the underlined word“scrambling”is similar to .

【小题4】It can be inferred from the passage that .

A．the students in Lisa Yang’s class usually speak Chinese

B．there are few American students in Lisa Yang’s class

C．we celebrate Confucius’ birthday because he’s the greatest teacher in the history of China

D．in America the students don’t respect their teachers

It had been a difficult move. I’d left my family and friends in Indiana, the beloved state where I’d lived most of my life. My new home in Florida was thousands of miles away from anything I knew. It was hot—all the time. Jobs were hard to come by, but I was up for almost any challenge.

At last, I taught in a special school where students have severe learning and behavioral difficulties.

Another teacher and I had spent weeks teaching the children appropriate behavior for public outings. Unexpectedly, only a few students, including Kyle, had not earned the privilege of going. He was determined to make his disappointment known.

In the corridor(走廊) between classrooms, he began screaming, cursing, spitting, and swinging at anything within striking distance. Once his outburst died down, he did what he’d done when he was angry at all his other schools, at home, even once at a juvenile detention(拘留)center. He ran.

People watched in disbelief as Kyle dashed straight into the heavy morning traffic in front of the school.

I heard someone shout, “Call the police!”

But I ran after him.

Kyle was at least a foot taller than me. And he was fast. His older brothers were track stars at the nearby high school. But I could run long distances without tiring. I would at least be able to keep him in my sight and know he was alive.

After several blocks of running directly into oncoming traffic, Kyle slowed his pace.

He took a sharp left. Standing next to a trash bin, Kyle bent over with his hands on his knees. I must have looked ridiculous. But his was not a look of fear. I saw his body relax. He did not attempt to run again. Kyle stood still and watched me approach. I had no idea what I was going to say or do, but I kept walking closer.

He opened his mouth to speak when a police car pulled up, abruptly filling the space between Kyle and me. The school principal and an officer got out. They spoke calmly to Kyle, who willingly climbed into the back of the vehicle. I couldn’t hear what was said, but I didn’t take my eyes off Kyle’s face, even as they drove away.

I couldn’t help but feel that I had failed him, that I should have done or said more, that I should have fixed the situation.

I shared my feelings with a speech therapist who was familiar with Kyle’s history. “No one ever ran after him before, Rachel,” she said. “No one. They just let him go.”

Things changed the day he ran and I ran after him, even though I didn’t have the right words, even though I wasn’t able to save him from the mess he was in. It was the day I didn’t throw my hands in the air and decide he was too fast, a waste of time and effort , a lost cause. It was the day my mere presence was enough to make a profound difference.

1.From the passage we know that _____.

A. the author left her family to Florida because jobs were hard to come by in Indiana.

B. students were allowed to go out after they passed some specific tests.

C. the author worked in a school where students were excellent.

D. no teacher had ever run after Kyle before except the author .

2.Which of the following description about Kyle is not true?

A. He had some behavioral difficulties and once moved from one detention to another.

B. He used to run out to let out his anger when he was in school,home or juvenile detention.

C. Different from his brothers, he learned in a special school while not a normal high school.

D. He was moved by his teacher who treated him with more patience and understanding.

3.Which is the correct order of the trace?

①He burst out when he knew he couldn’t go out.

②I decided to run after him.

③Kyle stoppped beside a trash bin.

④A police car came and Kyle left with it.

⑤He rushed into the heavy morning traffic.

⑥Kyle slowed his pace.

⑦I walked toward Kyle.

A. ①⑤②⑥③⑦④ B. ①⑤②④⑥⑦③

C. ⑤④②⑥③⑦① D. ①②⑥⑦③④⑤

4.What is the best title of the passage?

A. Kyle, a Boy with Learning and Behavior Difficulties.

B. The Teacher Who Ran.

C. A School with Special Students.

D. A Terrible Conflict.

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