I entered high school having read hundreds of books.But I was not a good reader.Merely bookish,I lacked a point of view when I read.Rather,I read in order to get a point of view.I searched books for good expressions and sayings,pieces of information,ideas,themes-anything to enrich my thought and make me feel educated.When one of my teachers suggested to his sleepy tenth-grade English class that a person could not have a "complicated(复杂的) idea" until he had read at least two thousand books,I heard the words without recognizing either its irony(嘲讽) or its very complicated truth.I merely determined to make a list of all the books I had ever read.Strict with myself,I included only once a title I might have read several times.(How,after all,could one read a book more than once?)And I included only those books over a hundred pages in length.(Could anything shorter be a book?)
There was yet another high school list I made.One day I came across a newspaper article about an English professor at a nearby state college.The article had a list of the "hundred most important books of Western Civilization.""More than anything else in my life,"the professor told the reporter with finality,"these books have made me all that I am."That was the kind of words I couldn't ignore(忽视).I kept the list for the several months it took me to read all of the titles.Most books,of course,I hardly understood.While reading Plato's The Republic,for example,I needed to keep looking at the introduction of the book to remind myself what the text was about.However,with the special patience and superstition(迷信) of a schoolboy,I looked at every word of the text.And by me time I reached the last word,pleased,I persuaded myself that I had read The Republic,and seriously crossed Plato off my list.
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On heating the teacher's suggestion of reading,the writer thought.
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While at high school,the writer.
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| 3． |
The underlined phrase "with finality" probably means.
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| 4． |
The writer's purpose in mentioning The Republic is to.
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The writer provides two book lists to.
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Do you enjoy seeing the stars twinkling at night? Or do you love the ocean and sea, diving and racing with lovely dolphins? With heavy burdens on their shoulders, teenagers find it hard to pull out. Even if they are free, they prefer to occupy themselves with computer games or watching TV. How to get children away from screens is a great concern for parents. Now there is some good news for those concerned parents and teachers.
A campaign is being launched to encourage children to surrender 30 minutes of screen time a day to head for the great outdoors.
The newly formed Wild Network, a collaboration of nearly 400 organizations, is attempting to attract youngsters away from television and computer screens and into fields, woods and parks.
Organizers say it is the UK's biggest ever campaign to reconnect children with nature and outdoor play, and claim it could help improve fitness, mental alertness and general well－being.
A documentary film, Project Wild Thing, will herald the launch at more than 50 cinemas across the UK from Friday. It looks at the increasingly fragile link between children and nature.
Members of the network include the National Trust, RSPB, Play England and the NHS Sustainable Development Unit.
Andy Simpson, chairman of Wild Network, said, “The tragic truth is that kids have lost touch with nature and the outdoors in just one generation.” Time spent outdoors is down, roaming ranges have fallen drastically, activity levels are declining and the ability to identify common species has been lost.
Suggestions of how to get more time in nature include collecting conkers(七叶树果实), camping, snail racing, and observing autumn colors on trees.
From January, the network will aim to make suggestions to politicians on how government can do more to get children muddy and bright－eyed.
This is not the first time the message of fewer screens, more play has been brought up. Children in the 1980s were entreated to do the same by the BBC TV series Why Don't You, which somewhat confusingly called on its viewers to “switch off your TV set, and go to do something less boring instead”．What is the main purpose of the campaign in the UK?
| A．To save 30 minutes for watching TV programs each day. |
| B．To encourage children to play outdoors. |
| C．To see the documentary film Project Wild Thing. |
| D．To teach students how to learn more efficiently in schools. |
According to the organizers of Wild Network, there will be many advantages from the campaign EXCEPT ________．
| A．improving health conditions |
| B．keeping touch with nature |
| C．learning more about wildlife |
| D．teaching children how to make full use of their spare time |
The underlined part “to get children muddy and bright－eyed” in Paragraph 9 means “________ ”．
| A．to make children covered with mud |
| B．to urge politicians to do more things for children |
| C．to encourage children to take part in outdoor activities |
| D．to help children identify common species |
Which of the following could be the best title for the passage?
| A．A new campaign |
| B．Fewer screens, more play outdoors |
| C．A newly formed Wild Network |
| D．Children get to know wild things |
Some inventions are so useful, but seem so simple, that we wonder why no one thought of them long ago.
Post-it Notes were invented about twenty years ago by Art Fry, a scientist at 3M Company. The idea for the product came from an awful experience he often had while singing in his church choir. Fry used pieces of paper as bookmarks to mark the places in his book of songs, but these bookmarks were always falling out. Around that time, Fry heard about a new adhesive (粘合剂) that a colleague, Dr. Spence Silver, had created. This adhesive was special because it was strong enough to hold papers together, but not strong enough to tear the paper when it was removed.
A short time later, Fry realized that his new invention had even more uses than being a great bookmark. He came to this realization when he wrote a note on one of his new “bookmarks” and attached it to a report he was going to give to a colleague. Soon, co-workers were asking Fry for more of his invention so that they could use the new type of notes themselves.
Fry and some other people at 3M believed so much in the new product that they asked the company to give away thousands of the “sticky pieces of paper” for trial use. When some salespeople at 3M went to offices and showed workers just how helpful the new type of notes could be, they immediately received many orders. As more and more people discovered how useful Post-it Notes could be, the product took off.How did Dr. Spence help Art Fry?
| A．He created the Post-it Notes. |
| B．He offered the new adhesive to Art. |
| C．His adhesive made Art’s invention possible. |
| D．He often worked and discussed science with Art. |
Which of the following is a possible use of Post-it Notes?
| A．A note on a friend’s door |
| B．An ad in a newspaper. |
| C．A postcard from abroad. |
| D．An e-mail to a friend. |
Which of the following shows the proper order of the events?
a. The company gave away many “sticky pieces of paper” for people to try.
b. Dr. Spence created a new adhesive.
c. Many orders were received and the Post-it Notes became successful.
d. Fry invented Post-it Notes.
e. His colleagues began to use the new types of notes themselves.
| A．d b a e c | B．b a e d c |
| C．d e a b c | D．b d e a c |
In which column of a newspaper can we read this passage?
| A．Economy | B．Recreation |
| C．Science | D．Culture |
If you and your friends wish to share a secret, you can write it in code, and no one else will be able to read it. Codes are one way of writing in secret. Ciphers (暗码) are another. In a code each word is written as a secret code word or a code number. In a cipher each letter is changed.
Codes and ciphers have played an important role in the history of the world. Julius Caesar, the Roman ruler who defeated almost all the countries in Europe about 2,000 years ago, used a cipher when he sent secret messages to his troops. During the American Revolution, George Washington's spies used a kind of code to send his information about the enemy before his military action. In World War II, the Americans“broke”or figured out Japan's most important navy codes and got enough information to destroy a powerful Japanese fleet.
Storekeepers use codes to mark their goods. The codes show how much is paid for the goods or when they are added to the stock. Businessmen use codes to hide plans from their business enemies. Sometimes personal letters or diaries are written in code. Many people enjoy figuring out codes and ciphers simply as a hobby.
In the 16th century, codes and ciphers were very popular among scientists. They wrote messages to each other in code so that no one else would learn their secrets. Geronimo Gardano, an Italian astrologer (占星家), mathematician, and doctor, invented the trellis cipher. He took two sheets of paper and cut exactly the same holes in each one. Then he sent one sheet, which he called a trellis, to a friend and kept the other for himself. Whenever he wanted to write a message, he put his trellis over a clean sheet of paper and wrote the secret message through the holes. There he removed the trellis and filled the rest of the paper with words that would make sense. When his friend received it, he put his trellis over the writing and read the secret message.The best title of this passage would be________.
| A．Codes and ciphers |
| B．Differences between codes and ciphers |
| C．History of codes and ciphers |
| D．Inventors of codes and ciphers |
Which of the following statements is TRUE?
| A．Ciphers can be broken or figured out more easily than codes. |
| B．You could read some words in Geronimo’s letter without his trellis. |
| C．The first person who ever used a cipher in history was Julius Caesar. |
| D．Fondness of using codes was the hobby of the scientists in the 1600s. |
According to Geronimo Gardano, a trellis is ________.
| A．a piece of paper with many small holes |
| B．a secret message with a lot of small holes |
| C．a letter with unreadable words and sentences |
| D．a sheet of paper with groups of Arabic figures |
It is NOT mentioned in the passage that codes and ciphers are used for the purpose of ________.
| A．military affairs |
| B．commercial secrets |
| C．scientific achievements |
| D．personal enjoyment |
Here is the tour that’s voted “3rd best tour in London” on the Best Things to Do--TripAdvisor! Hairy Goat is the best and most original tour company in London.
Do you like walking around a city and discovering something that makes a great photo? London is full of interesting photo chances and maybe you need someone to lead you to them. The tour is perfect for team events,
families, groups of friends and school or college classes.
Bring: A fully charged camera and plenty of memory cards or film, a drink and wear comfortable walking shoes. Dress for three hours’ walking outside.
Price: £45 per adult (18yrs and over), £40 per child (12-15yrs) and full-time students (student ID required). Some tours to be booked and paid in advance. Please call or email for details. Please follow the links on the website or call Corinna at +44(0)7540832771.
Meet: Meet in front of the Royal Exchange Building at Bank Underground Station. Take Exit 3 or 4 from the underground station.
When: See the website for scheduled dates.
Duration: Three hours, at a comfortable walking pace.
Finish: By an underground station within the city. Location varies daily.A family of four, including a son of 19 and a daughter of 13, should pay ________.
| A．£180 | B．£175 |
| C．£170 | D．£160 |
According to the passage, the tour _________.
| A．is intended for individuals only |
| B．takes three hours on a sightseeing vehicle |
| C．has been voted the best tour in London three times |
| D．offers chances to take great photos |
According to the passage, which statement is NOT true?
| A．Hairy Goat organizes the tour. |
| B．All the tours are not to be booked in advance. |
| C．People can go through the website to find the date. |
| D．The tour finishes at the same location every day. |
The passage is written mainly to __________.
| A．introduce the best thing to do in London |
| B．show more information about London |
| C．attract people to take the tour in London |
| D．encourage people to walk instead of driving |
Back in September of 2005, on the first day of school, Martha Cochran, a social studies school teacher at Robinson High School, did something unforgettable. On the first day of school, with permission of the school headmaster, she took all of the desks out of the classroom.
The kids came into the first period. They walked in, and there were no desks. They looked around and said, "Ms Cochran, where are our desks?" And she said, “You can't have a desk until you tell me how you earn them.”
They thought, "Well, maybe it's our grades.”
"No," she said.
"Maybe it's our behavior."
And she told them, "No, it's not even your behavior."
Second period, the same thing. Third period... By early afternoon television news reporters had gathered in Ms. Cochran’s class to find out about this crazy teacher.
The last period of the day, Martha Cochran gathered her class. They were at this time sitting on the ground floor around the sides of the room. "Throughout the day no one has really understood how you earn the ordinary desks in this classroom." she said, "Now I'm going to tell you."
Martha Cochran went to the door of the classroom and opened it, and as she did, twenty-seven adults, who were fathers or mothers of the kids, walked into that classroom, each one having a school desk. And they placed those school desks in rows. And when they finished placing those desks, those kids for the first time in their lives understood how they earned those desks.
Martha said, "You don't have to earn those desks. They did it for you. They put them out there for you, but it's up to you to sit here responsibly to learn, to be good students and good citizens, because they paid a price for you to have that desk, and don't ever forget it!"Why did Cochran take all the desks out of the classroom?
| A．Because she wanted to punish the kids. |
| B．Because she wanted to let kids know how they earned the desks. |
| C．Because kids didn't need any desks at her classes. |
| D．Because the desks were all broken. |
Who get kids to have a chance to get education?
| A．Teachers. | B．The headmaster. |
| C．Kids themselves. | D．Kids’ parents. |
Which of the following is NOT TRUE according to the text?
| A．Kids finally understood what their teacher meant by themselves. |
| B．The headmaster supported Ms. Cochran’s idea. |
| C．Kids studied without desks on the first day. |
| D．Kids' parents earned the desks for them. |