I've been writing for most of my life. The book Writing Without Teachers introduced me to one difference and one practice that have greatly helped my writing processes. The difference is between the creative mind and the critical mind. While you need to use both of the creative mind and the critical mind to reach 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 possible the single greatest trouble with writing that most of us meet. If you are listening to a 5th grade English teacher correcting your grammar while you are trying to capture a fleeting（稍纵即逝的）thought, the thought will die. If you catch 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 as it is.
The practice that can help you overcome your learned bad habits of trying to edit as you write is what Elbow calls“free writing”. In free writing, the goal is to get words down on paper non-stop，usually for 15—20 minutes. No stopping, no going back, no criticizing. The aim 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 deadlines draws near.
Instead of staring at a blank start and filling it with words no matter how bad they could be，stop halfway through your available time and rework your raw writing into something closer to the 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.
67．When the author says the creative mind and the critical mind“cannot work in parallel”in the writing process，he means_____.
A．no one can be both creative and critical
B．they can’t be regarded as equally important
C．they are in constant conflict with each other
D．one cannot use them at the same time
68．What usually prevents people from writing on is_____.
A．putting their ideas in raw form
B．attempting to edit as they’re writing
C．ignoring grammatical problems
D．trying to capture their fleeting thoughts
69．What is the chief purpose of the first stage of writing？
A．To organize one’s thoughts logically.
B．To choose an appropriate topic.
C．To get one’s ideas down quickly.
D．To collect many more raw materials.
70．In what way does the critical mind help the writer in the writing process？
A．It refines his writing into a better shape.
B．It helps him to come up with new ideas.
C．It saves the writing time available to him.
D．It allows him to sit on the side and observe.
Jesse Owens was born in Alabama in the USA, in 1913. There were ten children in his family. Jesse was the youngest. He went to school in the city of Cleveland. At school he showed he had a special talent for athletics (田径). He could run fast. He could jump high. He could jump far. Because he was good at athletics, Jesse became a student at Ohio State University.
In May, 1935 in Michigan, USA, he broke the world record for the long jump. This was his first world record. On the 25th May Jesse did something unusual. In 45 minutes he broke six world records. Some people think that this was the greatest athletics achievement ever.
In 1936 Jesse went to the Olympic Games in Berlin, Germany. There were only nineteen black athletes in the USA team. He won gold medals in the 100 meters race, the 200 meters race, the long jump and the relay race.
Jesse was not a professional athlete. This meant that he could not get money for running. Later, he became a professional athlete. To make money he had to appear in strange races. Sometimes he had to race against horses.
In 1960 somebody broke Jesse's last world record. In 1980 Jesse died.Jesse Owens was born in _____in the USA.
A. AlabamaB. ClevelandC. OhioD. MichiganJesse showed he was very good at ______ when he was at school.
| A．basketball | B．swimming | C．athletics | D．shooting |
Jesse's first world record was for the ______.
| A．running | B．relay race | C．high jump | D．long jump |
He won ______ gold medals in 1936 in the Olympic Games in Berlin, Germany.
| A．two | B．four | C．six | D．eight |
I was in a strange city I didn’t know at all, and what’s more, I could not speak a word of the language. On my second day I got on the first bus that passed, rode on it for several stops, then got off and walked on. The first two hours passed pleasantly enough, then I decided to turn back to my hotel for lunch. After walking about for some time, I decided I had better ask the way. The trouble was that the only word I knew of the language was the name of the street in which I lived, and even that I pronounced badly. I stopped to ask a newspaper-seller. He handed me a paper. I shook my head and repeated the name of the street and he put the paper into my hands. I had to give him some money and went on my way. The next person.I asked was a policeman. He listened to me carefully, nodded and gently took me by the arm. There was a strange look in his eyes as he pointed left and right and left again. I nodded politely and began walking in the direction he pointed.
About an hour passed and I noticed that the houses were getting fewer and fewer and green fields were appearing on either side of me. I had come all the way into the countryside. The only thing left for me to do was find the nearest railway station.The writer preferred to walk back to his hotel because.
| A．he had no money to buy a ticket |
| B．he wanted to lose himself in the city |
| C．he tried to know the city in this way |
| D．it was late and there were no buses passing by |
The newspaper-seller______.
| A．didn’t know where the hotel was |
| B．didn’t understand what the writer said |
| C．could understand what the writer said |
| D．didn’t want to take the money from the writer |
From the story we know that the policeman______.
| A．was kind but didn’t understand the writer |
| B．told the writer where to take a train |
| C．knew what the writer really meant |
| D．was cold-hearted and didn’t help the writer |
What can we learn from the last paragraph?
| A．The writer got close to the hotel where he stayed. |
| B．The writer got to the hotel with the policeman’s help. |
| C．The writer found he was much farther away from the hotel. |
| D．The writer found the hotel in the direction the policeman pointed. |
根据短文内容，从短文后的七个选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。
The Importance of Accessibility Awareness
At a recent Teen Leadership of Jewish Family Services meeting, people with disabilities talked about their lives. However, what amazed me most was the great importance of education about handicap accommodations (残疾人便利设施).
One school-teacher who is blind, and a woman who has used a wheelchair all her life are two important members of the National Group for Disabled Persons, devoted to raising awareness about disabilities. These include handicap parking spots, handrails, and wheelchair ramps. One big concern is the people who take advantage of aids, such as handicap parking spaces.
And the meeting focused on educating the public.
Some handicap spots have extra room next to them, marked with the “No Parking” signs. “As long as I'm not in the spot, I can take the no-parking area next to it,” some people say. However, the woman who uses a wheelchair disagrees to this. The space exists to allow someone in a wheelchair to have room to get in or out of their car.
Some walkways have handrails next to them to help those who require extra assistance. Whether it is a blind person seeking guidance or an elderly person seeking support, the rail is there for walking. Sometimes the rail is blocked, by a parked bicycle for instance, and consequently made useless. People who are informed of the rail’s use would be less likely to mistake it for a bike rack.
Meeting some of the people who are affected by the lack of education about accommodations made me see that there is work to be done. If more people were educated about the proper uses of accommodations, there would be fewer challenges for people with physical disabilities.
| A．Accommodations will vary according to the needs of the disabled. |
| B．As with the parking spot, this is more likely a case of lack of education. |
| C．They educate about all the accommodations for people with disabilities. |
| D．Improvement must be made so that disabled people can fully participate. |
E. If there is a car in that space, the handicap parking spot is no longer useful.
F. So people without disabilities need to be educated about these accommodations.
G. I was amazed to hear about the challenges faced by people with physical disabilities.
If your preschoolers turn up their noses at carrots or celery, a small reward like a sticker(贴画) for taking even a taste may help get them to eat previously disliked foods, a UK study said.
Though it might seem obvious that a reward could encourage young children to eat their vegetables, the idea is actually controversial, researchers wrote in the American Journal of Clinical Nutrition. That’s because some studies have shown that rewards can backfire and cause children to lose interest in foods they already liked, said Jane Wardle, a researcher at University College London who worked on the study. Verbal praise, such as “Brilliant! You’re a great vegetable taster”, did not work as well.
The study found that when parents gave their small children a sticker each time they took a “tiny taste” of a disliked vegetable, it gradually changed their attitudes. The children were also willing to eat more of the vegetables—either carrots, celery, cucumber, red pepper, cabbage or sugar snap peas—in laboratory taste tests, the study said.
Researchers randomly assigned (分派) 173 families to one of these groups. In one, parents used stickers to reward their children each time they took a tiny sample of a disliked vegetable. A second group of parents used verbal praise. The third group, where Parents used no special vegetable-promoting methods, served as a “control”.
Parents in the reward groups offered their children a taste of the “target” vegetable every day for 12 days. Soon after, children in the sticker group were giving higher ratings to the vegetables—and were willing to eat more in the research lab, going from an average of 5 grams at the start to about 10 grams after the 12-day experience. The turnaround(转机) also seemed to last, with preschoolers in the sticker group still willing to eat more of the once-disliked vegetable three months later.
Why didn’t the verbal praise work? Wardle said the parents’ words may have seemed “insincere” to their children.The purpose of writing the passage is.
| A．to show the procedure of an experiment on children’s diet |
| B．to introduce a practical method of making children eat vegetables |
| C．to explain why children hate to eat vegetables |
| D．to present a proper way of verbal praise to parents |
The underlined word “backfire” in Paragraph 2 probably means “_______”.
| A．shoot from behind the back |
| B．make a fire in the backyard |
| C．produce an unexpected result |
| D．achieve what was planned |
Which of the following statements is true according to the passage?
| A．Most children are born to dislike carrots or celery. |
| B．Children in the sticker group will never lose interest in eating vegetables. |
| C．Oral praise works quite well in encouraging children to eat vegetables. |
| D．It remains a question whether rewarding is a good way to get children to eat vegetables. |
What can we learn from the last paragraph?
| A．Children like rewards, not verbal praise. |
| B．Parents should give up verbal praise. |
| C．Children are difficult to inspire. |
| D．Parents should praise their children in a sincere tone. |
Teaching is more than leadership. Some of the teacher’s time and effort is directed toward instruction, some toward evaluation. But it is the teacher as a group leader who creates an effective organizational structure and good working environment so that instruction and evaluation activities can take place. A group that is totally disorganized, unclear about its goals, or constantly fighting among its members will not be a good learning group. The leadership pattern includes helping to form and maintain a positive learning environment so that instruction and evaluation activities can take place.
On the first day of class, the teacher faces a room filled with individuals. Perhaps a few closely united groups and friendships already exist. But there is no sense of group unity, no set of rules for conduct in the group, no feeling of belonging. If teachers are successful leaders, they will help students develop a system of relationships that encourages working together.
Standards and rules must be set to keep order, make sure of justice and protect individual rights, but do not contradict school policy. What happens when one student hurts another’s individual rights? Without clear regulations agreeable to the students and teachers, the classroom can become chaotic. Students may break rules they did not know existed. If standards are set without participation from the class, students may spend a great deal of creative energy in destroying the class environment or finding ways to break rules.
No matter how skillful the teacher is in uniting students and creating a positive atmosphere, the task is never complete. Regular maintenance is necessary. Conflicts arise. The needs of individual members change. A new kind of learning task requires a new organizational structure. Sometimes outside pressures such as holidays, upcoming tests or sport competitions, or family troubles cause stress in the classroom. One task for the teacher is to recreate a positive environment by helping students deal with conflict, change, and stress.The underlined word “maintain” in Para.1 probably means_______.
| A．keep | B． build | C．recreate | D．evaluate |
According to the author, the teacher should _______.
| A．free students from outside pressures |
| B．set the standards and rules on his own |
| C．be responsible for a well-organized class |
| D．focus more on instruction and evaluation |
From the passage we can learn that ______.
| A．rules cannot be changed once they’re formed |
| B．outside pressures can not cause tension among students |
| C．if the teacher well unites his students, he then will finish his task |
| D．if rules are not acceptable both to students and teachers, the classroom can be a mess |
What is the author’s main purpose of writing the passage?
| A．To provide information for teaching. |
| B．To show the importance of teaching a class. |
| C．To study the teacher’s behavior in the classroom. |
| D．To compare the teacher’s behavior with the students’ in class. |