It's interesting that the arrival of snow has effect on people in different countries. For some countries it is an important happening to celebrate each year, while for others a catastrophe(灾害) or even a wonder.
But there are countries between these two kinds that normally expect snow some time over-the winter months, but never receive snow regularly or in the same quantities every year. Britain is one of them, for which the arrival of snow quite simply causes problems. Within hours of the first snowfalls, however light, roads are blocked; trains and buses have to stop in the middle of the way. Normal communication is affected as well: telephone calls become difficult and the post immediately takes more time than usual. And almost within hours, there are also certain shortages—bread, vegetables and other things—not because all these things can no longer be produced or sent to shops, but mainly because people are frightened and go out and store up with food and so on just for fear that something bad should happen.
But why does snow have this effect? After all, the Swiss, the Austrians and the Canadians don't have such problems. It is simple because there is not enough planning and preparation. We need money to buy equipment to deal with snow and ice. To keep the roads clear, for example, requires snow-ploughs(扫雪机) and machines to spread salt. The reason why a country like Britain does not buy snow-ploughs is that they are used for a few days in any one year, and the money could be more useful in other things such as hospital, education, helping the old.According to the writer, Britain is a country _______.
| A．which has regular snow | B．which is not well prepared for snow |
| C．for which snow is a catastrophe | D．for which snow is a wonder |
After a few hours' snowing there are often some shortages of food because _______.
| A．shops have closed down | B．people buy as much as they can |
| C．farmers cannot produce any more | D．people eat more vegetables in winter |
The words “two kinds” in the passage mean the countries _______.
| A．which have weather as yearly happening to celebrate or as rare (少见) weather |
| B．which either have heavy snow or light snow |
| C．to which snow either causes problems or no problems |
| D．which either have snow-ploughs or no snow-ploughs |
One often hears that children should arrive at school “ready to learn.” For most children, the acquisition of reading and math skills starts in the first grade. In states where kindergarten is compulsory, it begins even earlier.
Many parents, teachers, and politicians maintain that preschool is the best way to prepare children to learn. There is no real consensus, however, about how this preparation should be achieved.
For some, early childhood education relates to the development of the whole child. They think that preschool should encou
rage exploration and discovery. Group activities teach positive social behaviors such as sharing, kindness, and patience. Time spent alone encourages independence. Learning letters and counting is important only for children who show an interest in them. Advocates of this approach stress that each child is unique and should learn at his or her own pace.
Other people refer to research showing that children are ready to absorb basic academic concepts by age 3 or 4. They claim that early introduction to letters and numbers lays the foundation for later academic excellence. Since the 1980s, many people have stressed the value of preschool an
d point to the success of programs -such as Head Start - that target low-income children.
Is there proof that an academic curric
ulum in preschool will lead to academic success? Studies have not been conclusive. In the short term, evidence suggests that middle-class children who attend preschool are ahead of their peers in maths and language skills as well as in social skills, when they enter school. However, the same studies show that the gap narrows considerably by the time children reach age 8.
Children living in poverty are a different matter. Those enrolled in programs such as Head Start seem to do better than impoverished children who do not attend a preschool. For instance, youngsters in one group enrolled in the program, tracked until the age of 21, earned higher scores on intelligence tests, were more likely to graduate from high school, and demonstrated more interest in higher education.
The idea of public preschool raises many issues. Providing Head Start for all children would be a financial burden on communities that already struggle to fund current school programs. Also, where would a sufficient number of teachers trained in early childhood development be found?
Advocates of the development of the whole child believe school readiness is______ .
| A．showing eagerness in exploration and discovery |
| B．learning basic skills, such as knowing letters and counting |
| C．showing great interest in basic academic concepts |
| D．demonstration of intellectual , social and emotional skills |
According to the passage, Head Start is most probably______ .
| A．a preschool program that supports disabled children |
| B．a program that helps impoverished children attend a school |
| C．an organization that aims to improve current school programs |
| D．a program that helps design the academic curriculum in preschool |
Which of the following is TRUE according to the passage?
| A．Preschool benefits middle-class children more than poor children. |
| B．Most children start school with similar language and social skills. |
| C．Providing Head Start for all children has encountered great difficulties. |
| D．All children are ready to absorb basic academic concepts by age 3 or 4. |
Which of the following may best summarize the main idea of the passage?
| A．An academic curriculum in preschool will lead to academic success. |
| B．Preshool is helpful, despite the disagreement about what it should offer. |
| C．Children enrolled in preschool demonstrate more interest in learning. |
| D．Preschool education shouldn't be a financial burden on communities. |
| Billboard May 30-June 5, University of Waterloo |
Wednesday, May 30
Gloria Steinem, author of “Revolution From Within” will discuss her book. 8 p.m. Public Library Park Branch. Further information: Susan Smith, 824-4120. ext. 2896.
Thursday May 31
Noon hour concert at Art Centre Music Hall featuring chamber music; Jana Skareski, composer. 12 : 30 p.m. Admission free.
Archeology Open House at WLU. Displays of photographs and objects from Africa, Southwest Asia, the Old and New World; the university’s permanent collection. 10 a.m. to 4 p.m. Archeology rooms, 202 Regina St. Exhibit continues until June 6.
Friday, June 1
Noon hour discussion with Arthur Read, Dean of Arts and Science, WI.U.
Topic: “Universities in the 2000’s”. Public Library Mairt Branch. Details: 743-0271. Food and drinks available.
Saturday, June 2
Arts Lecture Series with Dr. Mary Malone, Religious Studies, St. Jerome’s College.
Topic: “Woman and Religion”. 9 : 30 a.m. Humanities Theatre. Details: 884-8110.
Chamber Music Concert at WLU performed by music students of WLU. 8 p. m. Art Centre Music Hall. Admission: $ 6 adults; seniors and WLU students and staff member $ 3; High school and primary pupils, free.
Sunday, June 3
University of Waterloo 2001 Campus Day featuring Chem
istry Magic Show, animal show, fashion show, square dancing and more. 9 a.m. to 5 p.m. Biology & Chemistry Block, WLU Campus. Further details: 824-4120, ext. 8366.
Monday, June 4
Slide/Video Presentation featuring Hong Kong, Macao and Singapore. Sponsored by International Graduate Students Committee (IGSC). All graduates welcome; free. 5 : 00~8 : 00 p.m. Humanities Theatre. Free snacks provided.
Tuesday, June 5
Quick Questions. Drop in to see Ms. Barb Riley, who can answer your brief career or job-related questions. 1 to 4 p. m. Career Services. Public Library Main Branch: For information call ext. 3001.
84. Rosa’s parents are both WLU professors. They are going to see Rosa perform on Saturday evening together with her grandpa and her 15-year-old sister. How much will the family pay for the tickets?
A. $12. B. $18. C. $15. D. $9.
Nick is eager to find a good job after graduation. From whom can he get some information?
| A．Gloria Steinem. |
| B．Ms. Barb Riley. |
| C． Jana Skareski. |
| D．Arthur Read or Mary Malone. |
When are you likely to meet quite a few graduates of Waterloo University?
| A．5:00~8:00 p.m., Monday. |
| B．9:30 a.m., June 2. |
| C．10 a.m. to 4 p.m., Thursday. |
| D．12:00~1:00, June 1. |
If you are interested in all the activities and lectures at weekend, how many places can you go at most?
| A．2. | B．3. | C．4. | D．5. |
To learn English well you must learn about yourself. You must discover what your own special needs are in English. You should pick o
ut what makes English different from your own language and concentrate on those parts. And above all, you should pick out your own personal weaknesses in English, pick out your own special problems, find out what mistakes you most often make and make a list of them.
It will be best if, in your preparation, you can practise doing the various sorts of work you will be asked to do in examination. You should then make a careful note of any mistakes you make more than once. Count up how many times you make each mistake, and the mistake you make most oft
en should be at the top of your list, the next most common in second place, and so on.
For example, if your own language is Japanese, you may find the problem of articles comes at the top of your list. If you speak German, you may find using some of the conjunctions is your biggest problem. If your mother tongue is French, you find you are always having trouble with some of prepositions. And if Italian is your language, you may constantly forget to use a suitable pronoun when you should.
But these are only examples of mistakes typical of certain languages. They may or may not
be your particular personal mistakes. As I say, these personal ones are the most important of all to discover.
To learn English well the most important thing is to ______.
| A．learn about yourself as much as possible |
| B．discover your own special needs in the language |
| C．find out the difference between your own language and English |
| D．pick out your own personal weaknesses in English |
The writer advises the readers to ______ .
| A．spend as much time on English as possible |
| B．take examinations of various sorts |
| C．find out their own problems in doing selected exercises |
| D．keep a notebook with the important languages points in it |
The first item on the list should be the mistake you make ______ .
| A．more than once | B．many times | C．most often | D．very often |
Inaugural Address－John F. Kennedy
delivered 20 January 1961
We observe today not a victory of party, but a celebration of freedom—symbolizing an end, as well as a beginning—signifying renewal, as well as change. For I have sworn before you and Almighty God the same solemn oath our forebears prescribed nearly a century and three-quarters ago.
The world is very different now, for man holds in his mortal hands the power to abolish all forms of human poverty and all forms of human life. And yet the same revolutionary beliefs for which our forebears fought are still at issue around the globe–the belief that the rights of man come not from the generosity of the state, but from the hand of God.
We dare not forget today that we are the heirs of that first revolution. Let the word go forth from this time and place, to friend and foe alike, that the torch has been passed to a new generation of Americans—born in this century, tempered by war, disciplined by a hard and bitter peace, proud of our ancient heritage, and unwilling to witness or permit the slow undoing of those human rights to which this nation has always been committed, and to which we are committed today at home and around the world.
Let every nation know, whether it wishes us well or ill, that we shall pay any price, bear any burden, meet any hardship, support any friend, oppose any foe, to assure the survival and the success of liberty.
This much we pledge—and more…
In the long history of the world, only a few generations have been granted the role of defending freedom in its hour of maximum danger. I do not shrink from this responsibility -- I welcome it. I do not believe that any of us would exchange places with any other people or any other generation. The energy, the faith, the devotion which we bring to this endeavor will light our country and all who serve it. And the glow from that fire can truly light the world.
And so, my fellow Americans, ask not what your country can do for you; ask what you can do for your country.
My fellow citizens of the world, ask not what America will do for you, but what together we can do for the freedom of man.
Finally, whether you are citizens of America or citizens of the world, ask of us here the same high standards of strength and sacrifice which we ask of you. With a good conscience our only sure reward, with history the final judge of our deeds, let us go forth to lead the land we love, asking His blessing and His help, but knowing that here on earth God's work must truly be our own.
What should friends and foes know?
| A．That the United States is powerful. |
| B．That a new generation of Americans are responsible for their government. |
| C．That the United States is governed by liberals. |
| D．That the rights of man come from the hand of God. |
What is Kennedy’s promise to the world?
| A．To support liberty. | B．To abolish all forms of human poverty. |
| C．To visit each country at least once. | D．To support any friend. |
What should citizens of the world ask of America?
| A．How America can help them. |
| B．If America plans to invade their country. |
| C．What they can do for freedom. |
| D．What they can do for America. |
Which of the following statement is NOT true according to the passage?
| A．Human beings have the power to put an end to all forms of poverty. |
| B．We should remember we are the first revolution. |
| C．Our nation has always been committed to human rights. |
| D．We should assure the survival and the success of liberty. |
The composer Wolfgang Amadeus Mozart’s remarkable musical talent was apparent even before most children can sing a simple nursery rhyme. Wolfgang’s older sister Maria Anna (who the family called Nannerl) was learning the clavier, an early keyboard instrument, when her three-year-old brother took an interest in playing. As Nannerl later recalled, Wolfgang “often spent much time at the clavier picking out thirds (三度音), which he was always striking, and his pleasure showed that it sounded good.” Their father Leopold, an assistant concertmaster at the Salzburg Court, recognized his children’s unique gifts and soon devoted himself to their musical education.
Born in Salzburg, Austria, on January 27, 1756, Wolfgang had composed his first original work by age five. Leopold planned to take Nannerl and Wolfgang on tour to play before the European courts. Their first venture was to nearby Munich where the children played for Maximillian III Joseph, elector of Bavaria. Leopold soon set his sights on the capital of the Hapsburg Empire, Vienna. On their way to Vienna, the family stopped in Linz, where Wolfgang gave his first public concert. By this time, Wolfgang was not only a skilled harpsichord player, but he had also mastered the violin. The audience at Linz was amazed by the six-year-old, and word of his genius soon traveled to Vienna. In a much attended concert, the Mozart children appeared at the Schonbrunn Palace on October 13, 1762. They completely attracted the emperor and empress.
Following this success, Leopold received a lot of invitations for the children to play, for a fee. Leopold seized the opportunity and booked as many concerts as possible at courts throughout Europe. A concert could last three hours, and the children played at least two per a day. Today, Leopold might be considered the worst kind of stage parent, but at the time, it was not uncommon for prodigies to make extensive concert tours. Even so, it was an exhausting schedule for a child who was just past the age of needing an afternoon nap.
A good title for this passage would be ________.
| A．Classical Music in the Eighteenth Century: An Overview. |
| B．Stage Parents: A Historical Point of View. |
| C．Mozart: The Early Life of a Musical Genius. |
| D．Mozart: The Short Career of a Musical Genius. |
What was the consequence of Wolfgang’s first public appearance?
| A．He attracted the emperor and empress of Hapsburg. |
| B．Word of Wolfgang’s genius spread to the capital. |
| C．Leopold set his sights on Vienna. |
| D．Invitations for the miracle children to play poured in. |
Each of the following statements about Wolfgang Mozart is directly supported by the passage except ________.
| A．Mozart’s father made full use of his children’s talent |
| B．Maria Anna was also talented in music |
| C．Wolfgang’s childhood was devoted to his musical career |
| D．Wolfgang preferred the violin to other instruments |
The word “prodigies” in the last paragraph probably means “________”.
| A．unusually talented people | B．strict parents |
| C．greatest composers | D．generous people |