After our early morning wake-up, we are still a couple of
hours away from the overlooks.It is pitch black.I can feel the
heavy humid fog left behind my last night's rain. This is why
the tour memo listed "flashlight". Unfortunately; the majority
of our hiking party of nine must have missed the memo, so we
have only four flashlights between us.
An hoar later,we are on the trail. It is dark, foggy, wet and the rocks are alippery.We alternate places between the flashlights "haves" and "have-nots". As we march, the only voices heard are from the "haves": "Step up, step down, watch out for the rock on your left."
We reach Intipunku with only 15 minutes to spare. The view at sunrise is not what we were told in the travel brochures. Three feet in front of our faces is a white substance called "fog".
As we walk towards the Machu Picchu ruins, my anticipation is mounting. When will the fog lift? Slowly, as if someone is cranking up a curtain, Huayna Picchu begins to appear,overlooking Machu Picchu. First there are fleeting glimpses, and then finally, there is, in its full splendor.
When I envisioned going to Machu Picchu, I always thought of mysterious ruins and the famous postcard picture looking toward Huayna Picchu. But there is more to this man-made / natural wonder of the World. It is the adventure of getting there. I knew I wanted to experience the feel of the Inca culture and the energy of this sacred valley, I also knew I didn't want to take the train, but needed to hike. Depending on your starting point,the Inca Trail is 25 to 33miles of semi-arid desert, breathless mountain passes and stunning tropical cloud forest. Our hike took us four nights and 25 miles to finish.
Our local guide MaurO keeps telling us "no worries, the hike is 90 percent mental and only 10 percent physical. "I am not convinced that the physical percentage is correct, but I definitely become more and more excited as we are now getting closer to Machu Picchu.By getting myself into good shape, running 20 miles and hiking a 500-foot-high hill five to seven times per week before I left for Peru, I was able to enjoy the beauty of the hike and not worry much about aching muscles and lungs. About flashlights, which of the following statements is true?
| A．The local guide had asked them to take flashlights for the hike. |
| B．They had taken enough flashlights for the hike. |
| C．Before they got to Intipunku, they depended a lot on their flashlights. |
| D．They used flashlights all the time. |
Put the following events into the right order.
a. They reached Intipunku,
b. They read the travel brochures.
c. They walked on the trail in the dark.
d. They advanced to get closer to Maehu Picchu.
e. They enjoyed the splendor of Huayna Picchu.
| A．ebade | B．bacde | C．abced | D．bcaed |
What does the underlined word "anticipation" in Paragraph Four mean?
| A．expectation | B．excitement | C．disappointment | D．enthusiasm |
What can NOT be inferred from the text?
| A．The writer made good preparation for the tour. |
| B．The Inca Trail took them four nights. |
| C．Machu Picchu is in the country of Peru. |
| D．They reached Intipunku ahead of time. |
According to the writer, what attracted him most in the tour?
| A．Mysterious ruins. | B．The famous post-card picture. |
| C．The hiking. | D．The Inca culture. |
A butcher watching over his shop was really surprised when he saw a dog coming inside the shop. He went over to the dog and noticed it had a note in its mouth. He took the note and it read “Can I have 12 sausages and a leg of lamb, please. The dog has money in his mouth, as well.”
The butcher looked carefully and was surprised to find that there was really a ten-dollar note there. So he took the money and put the sausages and lamb in a bag, placing it in the dog’s mouth. The butcher was so impressed, and since it was about closing time, he decided to shut up shop and follow the dog.
So off he went. He followed the dog to a bus stop. The dog stopped and started looking at the timetable. The dog checked out the time, and then sat on one of the seats provided. Along came a bus. The dog walked around to the front, looked at the number, and went back to its seat. Another bus came. Again the dog went around to the front, looked at the number and climbed on. The butcher, by now, open-mouthed, followed it onto the bus.
The bus traveled through the town and out into the suburbs. Eventually the dog got up, and moved to the front of the bus. It stood on two back paws and pushed the button to stop the bus. Then it got off with groceries still in its mouth.
Well, the dog and the butcher were walking along the road, and then the dog turned into a house. It walked up the path, and dropped the groceries on the step. Then it walked back down the path, took a big run, and threw itself against the door. Then again, it threw himself against it. There’s no answer at the house. so the dog waited at the door.
The butcher watched as a big guy opened the door, and started shouting at it. The butcher ran up, and stopped the guy. “Why do you shout at the dog? It is really a genius.” The guy responded, “You call this clever? This is the second time this week that this stupid dog’s forgotten its key.”Which may be the best title of the passage?
| A．A clever dog. | B．A curious butcher. |
| C．A cruel owner. | D．A second lost key. |
Why was the butcher surprised when he saw the dog?
| A．Because there was a note in the dog’s mouth. |
| B．Because a dog was not supposed to come into his shop alone. |
| C．Because the dog was not afraid of being butchered. |
| D．Because the dog could read. |
The passage implies that _________.
| A．dogs are cleverer than man |
| B．dogs are our best friend |
| C．the butcher is a cruel person |
| D．some people are never satisfied with what they have got |
The dog threw itself against the door, because _________.
| A．it wanted to force the door open |
| B．it wanted its owner to open the door |
| C．it wanted to punish itself for forgetting the key |
| D．it wanted to get the butcher’s help |
Which of the following statements is NOT true?
| A．The butcher was curious so he followed the dog. |
| B．The dog didn’t get on the first bus because it was the wrong number. |
| C．To get off the bus, you should let the driver know by pressing the button. |
| D．The dog would be driven away by the big guy. |
One is never too old to learn. Life learning (sometimes called un-schooling or self-directed learning) is one of those concepts that are almost easier to explain by saying what it isn’t than what it is. And that’s probably because our own schooled backgrounds have convinced us that learning happens only in a fine building on certain days, between certain hours, and managed by a specially trained professional.
Within that schooling framestudy, no matter how hard teachers try and no matter how good their textbooks, many bright students get bored, many slower students struggle and give up or lose their self-respect, and most of them reach the end of the process unprepared to enter into society. They have memorized a certain body of knowledge long enough to rush back the information on tests, but they haven’t really learnt much, at least of the official curriculum.
Life learners, on the other hand, know that learning is not difficult, that people learn things quite easily if they’re not compelled and forced, if they see a need to learn something, and if they are trusted and respected enough to learn it on their own timetable, at their own speed, in their own way—no matter what age and no matter whether we’re at school or at home.
Life learning is independent of time, location or the presence of teacher. It does not require mom or dad to teach, or kids to work in workbooks at the table from 9 to noon. Life learning is learner-driven. It involves living and learning—in and from the real world. It is about exploring, questioning, experimenting, making messes, taking risks without fear of making mistakes, being laughed at and trying again.
Furthermore, life learning is about trusting kids to learn what they need to know and about helping them to learn and grow in their own ways. It is about providing positive experiences that enable children to understand the world and their culture and to interact with it.It is implied in the text that it is hard to ______.
| A．tell the nature of life learning | B．carry life learning through |
| C．learn without going to school | D．find a specially trained teacher |
According to the author, the schooling framestudy often ______.
| A．produces slow students with poor memories |
| B．ignores some parts of the official curriculum |
| C．fails to provide enough knowledge about life |
| D．gives little care to the quality of teaching materials |
Life learners recognize that learning will not be difficult if they are ______.
| A．able to respect other people | B．careful to make a time table |
| C．clear about why to learn | D．cautious about any mistakes |
According to the author, life learning ______.
| A．could prevent one from running risks |
| B．teaches a kid how to avoid being laughed at |
| C．makes a kid independent of his parents |
| D．could be a road full of trials and errors |
Through life learning, children ______.
| A．will grow without the assistance from parents |
| B．will be seperated from the negative side of society |
| C．will be driven to learn necessary life knowledge |
| D．will learn to communicate with the real society |
Pupils remember more and behave better when 3D images are used in lessons, research suggests. They are quicker to learn and absorb new concepts, and display higher levels of concentration.
Professor Anne Bamford, of the University of the Arts, London, studied the effectiveness of 3D content in 15 schools across seven countries, including the UK. Pupils in 3D classes could remember more than those in the 2D classes after four weeks, improving test scores by an average 17 percent compared with eight percent for 2D lessons. They gave more detailed answers to the tasks and were more likely to think in 3D, using hand gestures and mime (模仿动作) to answer the test questions successfully.
The teachers commented that the pupils in the 3D groups had deeper understanding, increased attention span, more motivation and higher engagement in the lessons
Children are used to 3D with the rise of computer games that use the technology—90 percent of those in the study had seen a 3D film. Schools would need 3D-enabled projectors（投影仪）, laptops with good picture capabilities, 3D software and glasses for children to introduce animations (动作) into classrooms.
But Danny Nicholson, an educationist, said the technology would be impractical to use in schools and could be too expensive. He said,“While I think the idea of 3D technology is very interesting, I worry that 3D is a bit of an expensive gimmick (小玩意儿). There are a few cases where a true 3D image might help, but most of the time, good 2D models that can be moved , would be just so effective.”
In Colorado, the US, one school district is already in the process of having 1,000 3D projectors fixed in classrooms. And the University of Caledonia, which carries out scientific research into the Lake Tabon Basin, has used 3D presentations with Grade Six pupils. Those who watched the 3D presentations were more engaged and reported a general increase in their interest in science compared with students who watched the 2D version.Teachers think pupils in 3D classes.
| A．are naughtier than those in 2D classes | B．have less motivation |
| C．find it hard to concentrate | D．have deeper understanding |
Danny Nicholson tends to think that.
| A．many pupils prefer 2D models |
| B．3D is a bit expensive for some schools |
| C．true 3D images would not help in classes |
| D．3D technology has a bright future in classes |
What can we learn from the last paragraph?
| A．3D classes will soon be given in one school district in Colorado. |
| B．Teachers will use the 3D technology through specific training. |
| C．Many pupils are now more interested in science than before. |
| D．3D technology will replace 2D models in the future. |
What is the text mainly about?
| A．2D models are always more effective than 3D images. |
| B．The differences between 3D and 2D images. |
| C．How schools can make full use of 3D technology. |
| D．Pupils behave better when 3D images are used in classes. |
Where is the text most probably taken from?
| A．A history book. | B．A news story |
| C．A science magazine. | D．A school report. |
"Sticks and stones may break my bones, but words will never hurt me."
You probably heard those lines in grammar school, but do you really agree that harsh (严厉的) or negative words do not harm us? Words have power. Surely we all have had our feelings hurt by something someone said.
We may not say words to hurt others, but the way we interpret (解释) them and how we say them may cause great harm. Here’s an example:
An ancient king dreamed all his teeth had fallen out. He sent for a wise man to explain his dream to him: the dream means that all your relatives will die and you will be left alone!
The king was very angry and threw the interpreter into prison. He then sent for another interpreter who said, "Congratulations! King! You will live many more years. In fact, you will survive all your relatives. Long Live the King!"
Both interpreters gave the same interpretation, but there was a huge difference in the way they said it.
Our speech must be understood by those who hear our words, but the way we say things and the intention behind them have as much power as the words themselves. Words can cause anger or appreciation. Which would you rather receive?
People who say harsh and negative things may not mean to harm, but have you ever known anyone who is a naysayer? They often look at the dark sides of things. They always see the glass as half empty rather than half full. How do you feel when you are around this type of person? Remember words have power. Use them wisely.The author mentions the story of the ancient king to show that _____.
| A．one dream sometimes has different explanations |
| B．good words can bring good luck to people |
| C．people should be careful when talking to a king |
| D．different ways of saying things have different effects |
The underlined word "naysayer" in the last paragraph refers to a person who always _____.
| A．has a negative attitude | B．likes to be praised |
| C．talks big | D．likes to repeat what others say |
According to the text, how can people understand each other better?
| A．By sharing different life experiences |
| B．By accepting different habits. |
| C．By properly using words |
| D．By recognizing different values. |
The author wrote the last paragraph to ______.
| A．show how the dark sides of things affect people |
| B．advise people to see and say things positively |
| C．show how harsh and negative words hurt people |
| D．advise people to stay away from negative people |
The passage mainly talks about ______.
| A．the power of words | B．the cruelty of the king |
| C．how to understand others | D．how to build good relationships |
For most of us, the rain that falls on our roof runs off into the ground or the sewer(下水道) system. But if you want to save a little water and reuse it on your lawns or plants --- or even use it for laundry, dishes, or other needs --- collecting rainwater from your gutter’s downspouts(檐槽的水落管) is a no-brainer.
According to John C. Davis, writing in E / The Environmental Magazine, just about any homeowner can collect rainwater, given that the roof and gutters do most of the work. And since an inch of rain falling on a 2,000-square-foot roof produces some 1,200 gallons of water, you can harvest enough to water your lawn or garden.
Plants and grass actually do better when fed rainwater instead of tap water, which is usually treated with substances that can hold back plant growth. Using rainwater can also extend the life of pipes, since the salts added to tap water may gradually damage the pipes. However, homeowners should set up a water purification system if they do plan to use rainwater for inside needs.
Rainwater harvesting can also be good for the local community, as it reduces the erosion, flooding, and pollution associated with heavy rainfall, and reduces dependence on public water supplies. So some states fund rainwater collection systems in their local communities.
Many varieties of rain barrel(桶) systems, starting at just $100, are available for home use. A typical setup is simply a rain barrel positioned under a gutter’s downspout. Skillful homeowners can make their own water harvesting systems, but buying one is a lot easier. Most garden centres offer a range of choices as well as tips.The underlined word “no-brainer” in Para. 1 probably means something that ______.
| A．is hard to deal with | B．is very easy |
| C．is of no real value | D．deserves more attention |
From Paragraphs 3 and 4, we can learn _______.
| A．how to set up a water harvesting system |
| B．how a rain barrel system works |
| C．some advice on saving tap water |
| D．the benefits of using rainwater |
What is the topic of the passage ?
| A．Basic gardening skills. | B．Water-saving techniques. |
| C．Wastewater treatment systems. | D．Roof rainwater collection. |