For the person keeping a journal, whatever he experiences and wants to hold he can write down. But to get it down on paper begins another adventure. For he has to focus on what he has experienced, and to be able to say what, in fact, the experience is. What of it is new? What of it is remarkable because of associations in the memory it stirs up? It is a good or bad thing to have happened? And why, specifically? The questions multiply (增多) themselves quickly. As one tries to find the words that best represent this discovery, the experience becomes even clearer in its shape and meaning.
Beyond the value of the journal as record, there is the value of the discipline it teaches. The journalist begins to pay closer attention to what happened to and around himself. He develops and sharpens his skills of observation. He learns the usefulness of languages as a means of representing what he sees, and gains skill and certainty in the expression of his experiences. To have given up one’s experience to words is to have begun marking out the limits and potential of its meaning. In the journal that meaning is developed and clarified (澄清、阐明) to oneself. When the intention of the development of that meaning is the consideration of another reader, the method of the journal redirects itself and it becomes the essay.According to the author, keeping a journal is good for ________.
| A．observation and expression |
| B．certainty and discipline |
| C．experience and adventure |
| D．consideration and development |
By keeping a journal, one can ________.
| A．develop the usefulness of language |
| B．develop his memory |
| C．clarify the consideration to everyone |
| D．have a thorough understanding of his experience |
Which of the following statements is NOT correct?
| A．The journalist can express what has happened. |
| B．A journal can serve as a record of the past happening. |
| C．The journalist must be able to observe closely. |
| D．Writing helps develop the consideration of others. |
The passage is mainly about ________.
| A．how to write a journal |
| B．the expressions of a journal |
| C．the values of keeping a journal |
| D．how to solve the problems in a journal |
A Day of Design
Sunday, June 27,2010
9 a. m. ~ 4 p. m.
Thomas College Student Center
Join us for a free day of fun! A Day of Design will encourage those interested in flowers and design to get in touch with their creative side and get some tips from the experts – Jeff and Scott. Pleas see the schedule below for details about this wonderful opportunity!
9:00 a.m. - 10:30 a.m.
Registration (登记) for the day runs from 9 a.m. in the Student Center. Later guests will take a tour of the Thomas College campus before the day’s events.
10:30 a. m. ~ 12:00 p. m.
Jeff and Scott will design more than a dozen arrangements in a variety of sizes and colors and auction (拍卖) will be held and guests will have the opportunity to bid on the flower arrangements.
12:00 p. m. ~ 1:00 p. m.
A delightful boxed lunch will be served. During the lunch hour, Jeff and Scott will create a centerpiece for the holiday table and give tips for creating a beautiful centerpiece using things found in the home.
3:00 p. m. ~ 4:00 p. m.
A fitting way to end the day – guests are invited to enjoy a wine and cheese party. Jeff and Scott will be available to answer questions or just talk about flowers!
There is no charge for this event.
REGISTER NOW!
Space is limited to 45 guests.What are guests supposed to do from 9:00 a. m. to 10:30 a. m.?
| A．To design flower arrangements. | B．To enjoy a wine and cheese party. |
| C．To learn how to create a centerpiece. | D．To take a tour of the Thomas College campus. |
When will an auction be held?
| A．9:00 a.m. ~ 10:30 a.m. | B．10:30 a.m. ~ 12:00 p.m. |
| C．1:00 p.m. ~ 3:00 p. m. | D．3:00 p. m. ~ 4:00 p. m. |
The underlined word “centerpiece” is probably .
| A．a photo on the wall | B．a picture that has been drawn |
| C．a decoration for the center of a table | D．a flower that is carved out of stone |
We can learn from the passage that A Day of Design .
| A．lasts for eight hours | B．is free of charge |
| C．is held annually in July | D．is aimed at fashion designers |
A small piece of fish each, day may keep the heart doctor away. That’s the finding of a study of Dutchmen in which deaths from heart disease were more than 50 percent lower among those who consumed at least an ounce(英两) of salt water fish per day compared to those who never ate fish.
The Dutch research is one of three human studies that give strong scientific support to the long-held belief that eating fish can provide health benefits, particularly to the heart.
Heart disease is the number-one killer in the United States, with more than 550,000 deaths occurring from heart attacks each year. But previous research has shown that the level of heart disease is lower in cultures that consume more fish than Americans do. There are fewer heart disease deaths, for example, among the Eskimos of Greenland, who consume about 14 ounces of fish a day, and among the Japanese, whose daily fish consumption average more than 3 ounces.
F or 20 years, the Dutch study followed 852 middle-aged men, 20 percent of whom ate no fish. At the start of the study, average fish consumption was about two-thirds of an ounce each day, with more men eating lean fish than fatty fish.
During the next two decades, 78 of the men died from heart disease. The fewest deaths were among the group who regularly ate fish, even at levels far lower than those of the Japanese or Eskimos. This relationship was true regardless of other factors such as age, high blood pressure, or blood cholesterol levels.What is the author’s attitude towards the topic?
| A．Disappointed. | B．Sad. | C．Concerned. | D．Satisfied. |
We can infer from the passage that there are fewer heart disease deaths in the countries .
| A．that are highly developed | B．with a lot of fish |
| C．with high consumption of fish | D．where it is very cold |
The underlined words “This relationship” refers to the connection between and deaths from heart disease.
| A．the amount of fish | B．regular fish – eating |
| C．the kind of fish eaten | D．people of different areas |
The passage is mainly about .
| A．the changes in people’s diet |
| B．the effect of fish – eating on people’s health |
| C．the high percentage of heart disease in some countries |
| D．the daily fish consumption of people in different cultures |
Do you want to have a mobile phone? Have you had a mobile phone already? Nowadays more and more students have their own mobile phones, and mobile phone use has become a problem for middle schools. Some middle schools in China have banned students from carrying mobile phones during school hours.
Mobile phone use among children has become a big problem for the school this year. Some children have got mobile phones as birthday gifts, and more students want them.
Wang Pi, an official, said, “Mobile phone use is a distraction (分散注意力的东西) to students during school hours and it also gives teachers so much trouble in their classrooms.” Teachers were also saying that sometimes students might use phone messages to cheat during exams.
Wang Pialso said some schools had tried to ban mobile phones, but some parents felt unhappy because they couldn’t get in touch with their children.
Many teachers said students should not have mobile phones at school, but if their was a good reason, they could leave their phones at school offices. They also said there were many reasons why the students should not have mobile phones at school. They were easy to lose and were a distraction from studies.
Many people say that they understand why parents would want their children to have phones, but they think schools should let the students know when they can use their mobile phones.Some middle schools have banned students from carrying mobile phones .
| A．because they are students | B．because they don’t earn money |
| C．when they are at school | D．when they are free |
Some parents felt unhappy because they couldn’t during school hours.
| A．help the teachers with their work | B．leave their mobile phones at school offices |
| C．use their mobile phones | D．get in touch with their children |
The three underlined words “they” in Para. 5 refer to .
| A．teachers; students; mobile phones | B．teachers; mobile phones; students |
| C．students; teachers; mobile phones | D．students; mobile phones; teachers |
The passage tells us that .
| A．it is impossible to ban students from using mobile phones at school |
| B．some parents felt unhappy because they couldn’t use their phones at school |
| C．students shouldn’t have mobile phones at school except for some special reasons |
| D．parents should teach their children how to use mobile phones during school hours |
For several days I saw little of Mr. Rochester. In the morning he seemed very busy with business, and in the afternoon gentlemen from the neighborhood called and sometimes stayed to dine with him. When his foot was well enough, he rode out a great deal.
During this time, all my knowledge of him was limited to occasional meetings about the house, when he would sometimes pass me coldly, and sometimes bow and smile. His changes of manner did not offend me, because I had nothing to do with the cause of them.
One evening, several days later, I was invited to talk to Mr. Rochester after dinner. He was sitting in his armchair, and looked not quite so severe, and much less gloomy. There was a smile on his lips, and his eyes were bright, probably with wine. As I was looking at him, he suddenly turned, and asked me, “Do you think I am handsome, Miss Eyre?”
The answer somehow slipped from my tongue before I realized it: “No，sir.” “Ah，you really are unusual! You are a quiet, serious little person, but you can be almost rude.” “Sir, I'm sorry. I should have said that beauty doesn't matter, or something like that.” “No, you shouldn't! I see, you criticize my appearance, and then you stab (刺) me in the back! You have honesty and feeling. There are not many girls like you. But perhaps I go too fast. Perhaps you have awful faults to counterbalance your few good points.”
I thought to myself that he might have too. He seemed to read my mind, and said quickly, “Yes, you're right. I have plenty of faults. I went the wrong way when I was twenty-one, and have never found the right path again. I might have been very different. I might have been as good as you, and perhaps wiser. I am not a bad man, take my word for it, but I have done wrong. It wasn't my character, but circumstances which were to blame. Why do I tell you all this? Because you're the sort of person people tell their problems and secrets to, because you're sympathetic and give them hope.”
It seemed he had quite a lot to talk to me. He didn't seem to like to finish the talk quickly, as was the case for the first time.
“Don't be afraid of me, Miss. Eyre,” he continued. “You don't relax or laugh very much, perhaps because of the effect Lowood school has had on you. But in time you will be more natural with me, and laugh, and speak freely. You're like a bird in a cage. When you get out of the cage, you'll fly very high. Good night.”
51. At the beginning, Miss Eyre's impressions of Mr. Rochester was all except __________.
A. busy B. sociable C. dull D. changeable
52. The underlined sentence means __________.
A. Only by meeting him around the house sometimes did I know a little about him.
B. Only by coming to the house could I know about him.
C. I occasionally met him but my knowledge about him was poor.
D. What I knew about him was limited in the house.
53. From what Mr. Rochester told Miss Eyre, we can conclude that he wanted to __________.
A. tell her all his troubles
B. tell her his life experience
C. blame her for misunderstanding him
D. change his circumstances
54. At the end of the passage, Mr. Rochester sounded __________.
A. rude B. cold C. polite D. encouraging
55. According to the passage, which of the following statements is WRONG?
A. Miss Eyre was at Lowood School before she came to Mr. Rochester’s house.
B. Miss Eyre didn’t see Mr. Rochester often.
C. Miss Eyre was honest, brave and confident.
D. Miss Eyre was brave, polite and warm-hearted.
The effects of rapid travel on the body are actually far more disturbing than we realize. Jet Lag is not a psychological consequence of having to readjust to a different time zone. It is due to changes in the body’s physiological regulatory mechanisms, specifically the hormonal systems, in a different environment.
Now that we understand what Jet Lag is, we can go some way to overcome it. A great number of the body’s events are scheduled to occur at a certain time of day. Naturally these have to be regulated, and there are two regulatory systems which interact.
One timing system comes from the evidence of our senses and stomachs, and the periodicity we experience when living in a particular time zone. The other belongs in our internal clocks (the major one of which may be physically located in a part of the brain called the suprachiasmatic nucleus) which, left alone, would tie the body to a 25-hour rhythm. Normally the two timers are in step, and the surroundings tend to regularize the internal clocks to the more convenient 24-hour period.
If, however, you move the whole body to a time zone which is four hours different, the two clocks will be out of step, like two alarm clocks which are normally set together, but which have been reset a few hours apart. Whereas the two clocks would normally sound their alarms together, now they ring at different times. Similarly, the body can be set for evening while the sun is rising.
In time the physiological system will reset itself, but it does take time. One easily monitored rhythm is palm sweating. A man flown to a time zone different by 10 hours will take eight days to readjust his palm sweat. Blood pressure, which is also rhythmical, takes four days to readjust.
What can we do about it? It is not feasible to wait four days until the body is used to the new time zone. Fortunately there is a short cut. It relies on two things-the power of the stomach to regulate the timing of other events, and the pharmacological actions of coffee. The basic assumptions are:
Coffee 
delays the body clock in the morning, and advances it at night. Coffee at mid-afternoon is neutral. Protein in meals stimulates wakefulness, while carbohydrates promote sleep. Putting food into an empty stomach helps synchronize the body clock.
46. What is jet lag associated with?
A. Psychological change.B. Physiological change.
C. Inexperience of rapid travel.D. Unfamiliar environment.
47. What helps us to adjust to a 24-hour rhythm?
A. Alarm clock.B. Suprachiasmatic nucleus in our brain.
C. Signals from outside of the body. D. Our senses and stomachs.
48. What do we know from the fifth paragraph?
A. A person moving to a different time zone will suffer from high blood pressure.
B. A person moving to a different time zone will sweat a lot.
C. Moving to a different time zone will affect both palm sweat and blood pressure.
D. If the rhythm of blood pressure and palm sweat are not in step, there will be jet lag.
49. What should we do if we want to stay awake?
A. To take coffee at three o’clock in the afternoon.
B. To have meals that contain lots of protein.
C. To have some carbohydrate drinks.
D. To stop putting food into our stomach.
50. How can we cure jet lag?
A. To sleep for days. B. To wait for self-recovery.
C. To drink tea.D. To get something to eat.