AstudyofauniversityinShanghaih-优题课

An old farmer lived on a farm with his young grandson. Each morning Grandpa was up early to read his Bhagavat Geeta. His grandson wanted to be just like him and tried to imitate him in every way he could.
One day the grandson asked, "Grandpa! I try to read the Bhagavat Geeta just like you but I don't understand it, What good does reading the Bhagavat Geeta do?"
The Grandfather quietly turned from putting coal in the stove and replied, "Take this coal basket down to the river and bring me back a basket of water."
The boy did as he was told, but all the water leaked out (漏出) before he got back to the house. The grandfather laughed and said, "You'll have to move a little faster next time," and sent him back to the river with the basket to try again. This time the boy ran faster, but again the same took place. He told his grandfather that it was impossible to carry water with a basket.
The old man said, " You're just not trying hard enough," So the boy again dipped the basket into the river and ran hard, but when he reached his grandfather the basket was again empty. he said, "See Grandpa, it's useless!"
"So you think it is useless?" The old man said, "Look at the basket."
The boy looked at the basket and for the first time realized that the basket was different. It had been transformed from a dirty old coal basket into a clean one inside and outside.
"You might not understand or remember everything, but when you read it, you will be changed, inside and out. That is the work of Krishna in our lives."
We can learn from Paragraph 1 that the grandson_________.

A．was fond of reading

B．liked his grandpa very much

C．got up early to carry water every day

D．helped his grandpa on the farm

According to the grandson,___________.

A．he enjoyed reading the Bhagavat Geeta

B．learning the Bhagavat Geeta was easy

C．he was not good at remembering anything

D．reading the Bhagavat Geeta was meaningless

We can learn that by getting water with a basket, the grandson__________.

A．washed the dirt off the basket

B．kept some water for the future

C．was punished for what he had said

D．became stronger and cleverer

The grandfather gave his grandson a lesson by_________.

A．telling him an interesting story

B．having a heated discussion with him

C．asking him to carry water with a basket

D．performing an experiment for him

What would the grandson like to do in the future?

A．To help his grandpa carry water

B．To hold water with a bucket

C．To read the Bhagavat Geeta.

D．To remember everything in his life.

Enjoy a museum visit with your class!
Available（可获得的） Programs:
Art Tells a Story: By looking at the subject matter and by drawing from personal experiences, students can find the story in some works of art. ( All grades)
Learning to Look: An interactive （互动的）tour that explores a variety of （各种各样的）art using storytelling, movements, music, games, and other techniques helps introduce children to a museum. (Preschool~ Grade 3)
Native American Collection: This program explores relationships that exist between art, culture, the geographic location and natural resources. Students will see a bowl made by Maria Martinez, a Towa storyteller, a Northwest coast mask, and Inuit clothing. ( For Grades 2~5)
The Language of Art: Classes are welcomed into the museum to take part in an interactive tour of American Art. It gives participants a new set of vocabulary while helping them feel comfortable. Art-on-the-Move: Teachers may borrow suitcases filled with art objects. Free organizations with Education Membership.
Planning Your Visit:
Booking: Booking is necessary for all tours and programs. Please book at least a week in advance. Teachers are encouraged to organize self-guided visits for their classes during public hours.
Tour Hours: Tours can be organized between 9:30 a.m. and 5:00 p.m. on weekdays. Program Fees: Tours are free for those with Education Membership. There is a charge of $6 per student of non-member organizations. Tour with art activities cost $12 per student (non-members) or $10 per student (members).
Chaperones（保护人）:We require one adult chaperone for every 10 children. Chaperones help to make your museum visit a success. A chaperone must pay $5 admission.
Lunch: We regret that no lunch facilities are available at the museum.
Museum Rules: Don’t touch works of art. Don’t take photographs.
Ask questions. Look, and then LOOK again!
Enjoy!
If teachers want their students to learn about what a museum is, they will choose________.

A．Art Tells a Story.	B．Learning to Look
C．The Language of Art.	D．Native American Collection.

Why does the museum feel sorry?

A．Taking photos is not allowed at the museum.

B．Visitors can’t touch works of art at the museum.

C．Visitors are not able to have lunch at the museum.

D．Visitors can’t take part in all the activities at a time.

How much should the museum charge a class of 60 students with Education Membership for a tour with art activities?

A．$600.

B．$630.

C．$720.

D．$750.

What do teachers need to do before leading their classes to the museum?

A．To make bookings ahead of time.

B．To try to get Education Membership.

C．To learn about the history of the museum.

D．To ask for the permission of self-guided visits.

In which section of the newspaper does the passage most probably appear?

A．Health.

B．News.

C．Culture.

D．Advertisement.

Franz Kafka wrote that “A book must be the ax(斧子)for the frozen sea inside us.” I once shared this sentence with a class of seventh graders, and it didn’t seem to require any explanation.
We’d just finished John Steinbeck’s novel Of Mice and Men. When we read the end together out loud in class, my toughest boy, a star basketball player, wept a little, and so did I. “Are you crying?” one girl asked, as she got out of her chair to take a closer look. “I am,” I told her, “and the funny thing is I’ve read it many times.”
But they understood. When George shoots Lennie, the tragedy is that we realize it was always going to happen. In my 14 years of teaching in a New York City public middle school, I’ve taught kids with imprisoned parents, abusive parents, irresponsible parents; kids who are parents themselves; kids who are homeless; kids who grew up in violent neighborhoods. They understand, more than I ever will, the novel’s terrible logic—the giving way of dreams to fate (命运).
For the last seven years, I have worked as a reading enrichment teacher, reading classic works of literature(文学) with small groups of students from grades six to eight. I originally proposed this idea to my headmaster after learning that a former excellent student of mine had transferred out of a selective high school—one that often attracts the literary-minded (有文学头脑的) children of Manhattan’s upper classes—into a less competitive school. The daughter of immigrants (移民), with a father in prison, she perhaps felt uncomfortable with her new classmates. I thought additional “cultural capital” could help students like her develop better in high school, where they would unavoidably meet, perhaps for the first time, students who came from homes lined with bookshelves, whose parents had earned Ph.D.’s.
Along with Of Mice and Men, my groups read: Sounder, The Red Pony, Lord of the Flies, Romeo and Juliet and Macbeth. The students didn’t always read from the expected point of view. About The Red Pony, one student said, “it's about being a man, it’s about manliness (男子气概).” I had never before seen the parallels between Scarface and Macbeth, nor had I heard Lady Macbeth’s soliloquies (独白) read as raps, but both made sense; the interpretations were playful, but serious. Once introduced to Steinbeck’s writing, one boy went on to read The Grapes of Wrath and told me repeatedly how amazing it was that “all these people hate each other, and they’re all white.” His historical view was broadening, his sense of his own country deepening. Year after year, former students visited and told me how prepared they had felt in their first year in college as a result of the classes.
Year after year, however, we are increasing the number of practice tests. We are trying to teach students to read increasingly complex texts, not for emotional punch (碰撞) but for text complexity. Yet, we cannot enrich the minds of our students by testing them on texts that ignore their hearts. We are teaching them that words do not amaze but confuse. We may succeed in raising test scores, but we will fail to teach them that reading can be transformative and that it belongs to them.
The underlined words in Paragraph 1 probably mean that a book helps to________.

A．realize our dreams

B．give support to our life

C．smooth away difficulties

D．awake our emotions

Why were the students able to understand the novel Of Mice and Men?

A．Because they spent much time reading it.

B．Because they had read the novel before.

C．Because they came from a public school.

D．Because they had similar life experiences.

The girl left the selective high school possibly because ________.

A．she was a literary-minded girl

B．her parents were immigrants

C．she couldn’t fit in with her class

D．her father was then in prison

To the author’s surprise, the students read the novels ________.

A．creatively

B．passively

C．repeatedly

D．carelessly

The author writes the passage mainly to ________.

A．introduce classic works of literature

B．advocate teaching literature to touch the heart

C．argue for equality among high school students

D．defend the current testing system

From the health point of view we are living in a marvelous age. We are immunized (免疫) from birth against many of the most dangerous diseases. A large number of once deadly illnesses can now be cured by modern drugs and medical treatment. It is almost certain that one day cures will be found for the most stubborn remaining diseases. The expectation of life has increased enormously. But though the possibility of living a long and happy life is greater than ever before, every day we witness the unbelievable slaughter (屠杀) of men, women and children on the roads. Man vs the motor-car! It is a never-ending battle which man is losing. Thousands of people the world over are killed or horribly killed each year and we are quietly sitting back and letting it happen.
It has been rightly said that when a man is sitting behind a steering wheel (方向盘), his car becomes the extension of his personality. There is no doubt that the motor-car often brings out a man’s very worst qualities. People who are normally quiet and pleasant may become unrecognizable when they are behind a steering-wheel. They are ill-mannered and aggressive, willful as two-year-olds and absolutely selfish. All their hidden disappointments and regrets seem to be brought by the act of driving.
The surprising thing is that society smiles so kindly on the motorist and seems to forgive his behavior. Everything is done for his convenience. Cities are allowed to become almost impossible to live in because of heavy tragic; towns are made ugly by huge car parks; the countryside is ruined by road networks; and the mass annual slaughter becomes nothing more than a statistic, to be conveniently forgotten.
It is high time a world system of laws were created to reduce this senseless waste of human life. As for driving, the laws of some countries are not strict and even the strictest are not strict enough. Here are a few examples of some the things that might be done. The driving test should be standardized and made far more difficult than it is; all the drivers should be made to take a test every three years or so; the age at which young people are allowed to drive any vehicle should be raised to at least 21; all vehicles should be put through strict annual tests for safety. Even the smallest amount of alcohol in the blood can affect a person’s driving ability. Present drinking and driving laws (where they exist) should be made much stricter. Maximum and minimum speed limits should be introduced on all roads. Governments should lay down safety specifications (规范) for manufacturers, as has been done in the USA. All advertising stressing power and performance should be banned. These measures may sound inordinately severe. But surely nothing should be considered as too severe if it results in reducing the annual toll of human life. After all, the world is for human beings, not motor-cars.
The main idea of this passage is_________.

A．Traffic accidents are mainly caused by motorists.

B．Thousands of people the world over are killed each year.

C．The laws of some countries about driving are not too strict.

D．Only stricter traffic laws can prevent accidents.

What does the author think of society toward motorists?

A．Society laughs at the motorists.

B．Huge car parks are built in the cities and towns.

C．Victims of accidents are nothing.

D．Society forgives their rude driving.

Why does the author say: “his car becomes the extension of his personality?”

A．Driving can show his real self.

B．Driving can show the other part of his personality.

C．Driving can bring out his character.

D．His car can express his temper.

Which of the followings is NOT mentioned as a way against traffic accidents?

A．Build more highways.	B．Make stricter driving tests
C．Test drivers every three years.	D．Raise age limit and lay down safety specifications.

The attitude of the author is_________.

A．ironical

B．critical

C．appealing

D．favorable

What makes a gift special? Is it the price you see on the gift receipt？Or is it the look on the recipient's face when they receive it that determines the true value? What gift is worth the most?
This Christmas I was debating what to give my father. My dad is a hard person to buy for because he never wants anything. I pulled out my phone to read a text message from my mom saying that we were leaving for Christmas shopping for him when I came across a message on my phone that I had locked. The message was from my father. My eyes fell on a photo of a flower taken in Wyoming, and underneath a poem by William Blake. The flower, a lone dandelion (蒲公英) standing against the bright blue sky, inspired me. My dad had been reciting those words to me since I was a kid. That may even be the reason why I love writing. I decided that those words would be my gift to my father.
I called back. I told my mom to go without me and that I already created my gift. I sent the photo of the cream-colored flower to my computer and typed the poem on top of it. As I was arranging the details another poem came to mind. The poem was written by Edgar Allan Poe；my dad recited it as much as he did the other. I typed that out as well and searched online for a background to the words of it. The poem was focused around dreaming, and after searching I found the perfect picture. The image was painted with blues and greens and purples, twisting together to create the theme and wonder of a dream. As I watched both poems passing through the printer, the white paper coloring with words that shaped my childhood, I felt that this was a gift that my father would truly appreciate. Christmas soon arrived. The minute I saw the look on my dad’s face as he unwrapped those black letters carefully placed in a cheap frame, I knew I had given the perfect gift.
The idea for a special gift began to form when the author was_________.

A．doing shopping	B．having a debate
C．reading a message	D．leaving for Wyoming

The author's inspiration for the gift came from_________.

A．a photo of a flower	B．a story about a kid
C．a call from the mother	D．a text about Christmas

The underlined word “it” in Paragraph 3 refers to a poem by _________.

A．the father

B．the author

C．William Blake

D．Edgar Allan Poe

The author made the gift by ________.

A．searching for the poems online

B．drawing the background by hand

C．painting the letters in three colors

D．matching the words with pictures

What is the main purpose of the passage?

A．To show how to design images for gifts

B．To suggest making gifts from one’s heart

C．To explain how computers help create gifts

D．To describe the gifts the author has received

A．Mottoes and Character Developing	B．Students and Poet
C．Mottoes and Learning	D．Understanding Care