The Cuban iguana(大蜥蜴) is a species of lizard（蜥蜴） of the iguana family． It is the largest of the West Indian rock iguanas, one of the most endangered groups of lizards． This species with red eyes and a thick tail is one of the largest lizards in the Caribbean．
The Cuban iguana is primarily herbivorous; 95% of its diet consists of the leaves, flowers and fruits from as many as 30 plant species, including the seaside rock bush and various grasses．However, Cuban iguanas occasionally consume animal matter, and individuals have been observed eating the dead flesh of birds, fish and crabs, The researchers wrote that quite a few people on Isla Magueyes could have caused this incident．
The Cuban iguana is distributed throughout the rocky southern coastal areas of mainland Cuba and its surrounding islands with a wild population booming on Isla Magueyes, Puerto Rico. It is also found on the Cayman Islands of Little Cayman and Cayman Brac, where a separate subspecies occurs. Females guard their nest sites and often nest in sites half destroyed by Cuban crocodiles. To avoid the attack from them, the Cuban iguana often makes its home within or near prickly-pear cacti （仙人掌）.
In general the species is in decline, more quickly on the mainland than on the outlying islands． One of the reasons for their decline is habitat destruction caused by the over consuming of farm animals, housing development, and the building of tourist resorts on the beaches where the animals prefer to build their nests． Although the wild population is in decline, the numbers of iguanas have been sharply increased as a result of captive-breeding（圈养） and other conservation programs．The underlined word "herbivorous" （Paragraph 2） probably means ．
| A．dangerous | B．gentle |
| C．flesh-eating | D．plant-eating |
Why does the Cuban iguana build its nest near prickly-pear cacti?
| A．To keep itself cool． |
| B．To avoid crocodiles' attack． |
| C．To stay away from people． |
| D．To get the food easily． |
How many reasons are mentioned for the habitat destruction?
| A．Two． | B．Five． | C．Four． | D．Three． |
What's the author's purpose of writing the text?
| A．To give us a brief introduction to the Cuban iguana． |
| B．To show he is concerned about the Cuban iguana． |
| C．To explain reasons for the Cuban iguana's decline． |
| D．To draw people's attention to the endangered Cuban iguana． |
C
So long as teachers fail to distinguish between teaching and learning, they will continue to undertake everything to do for children that only children can do for themselves. Teaching children to read is not passing reading on to them. It is certainly not endless hours spent in activities about reading. Douglas insists that “reading cannot be taught directly and schools should stop trying to do the impossible”.
Teaching and learning are two entirely different processes. They differ in kind and function. The function of teaching is to create the conditions and the climate that will make it possible for children to devise the most efficient system for teaching themselves to read. Teaching is also a public activity. It can be seen and observed.
Learning to read, however, involves all that each individual does to make sense of the world of printed language. Almost all of it is private, for learning is an occupation of the mind, and that process is not open to public scrutiny.
If teacher and learner roles are not interchangeable, what then can be done through teaching that will aid the child in the quest (探索) for knowledge? Smith has one principal rule for all teaching instructions. “Make learning to read easy, which means making reading a meaningful, enjoyable and frequent experience for children.”
When the roles of teacher and learner are seen for what they are, and when both teacher and learner fulfill them appropriately, then much of the pressure and feeling of failure for both is eliminated. Learning to read is made easier when teachers create an environment where children are given the opportunity to solve the problem of learning to read by reading.The problem with the reading course as mentioned in the first paragraph is that
________.
| A．it is one of the most difficult school courses |
| B．students spend endless hours in reading |
| C．reading tasks are assigned with little guidance |
| D．too much time is spent in teaching about reading |
The teaching of reading will be successful if ________.
| A．teachers can improve conditions at school for the students |
| B．teachers can enable students to develop their own way of reading |
| C．teachers can devise the most efficient system for reading |
| D．teachers can make their teaching activities observable |
The underlined word “scrutiny” most probably means “________”.
| A．inquiry | B．observation | C．control | D．suspect |
According to the passage, learning to read will no longer be a difficult task when
________.
| A．children become highly motivated |
| B．teacher and learner roles are interchangeable |
| C．teaching helps children in the search for knowledge |
| D．reading enriches children’s experience |
The main idea of the passage is that ________.
| A．teachers should do nothing in helping students learn to read |
| B．teachers should encourage students to read as widely as possible |
| C．reading ability is something acquired rather than taught |
| D．reading is more complicated than generally believed |
B
He is a lesson to every boy who ever picked up a basketball and dreamed that it would change his life.
The lights were never brighter and the crowds were never bigger for a homegrown sports hero than they were a quarter-century ago for Ray Hall. But his athletic achievements, as impressive as they are, are to my mind not what is most admirable about the man.
Known as “Sugar Ray” in his teens, Hall was rated among the country’s top 25 high school basketball players. An inner-city kid from a solid family, Hall took on the challenge of lifting Canisius College — still recovering from its failure — back to respectability, rejecting more favorable offers. His status of a savior (救世主) brought more pressure than any 18-year-old should have to handle. However, I watched him mature into the player who led Canisius back to daylight.
After college Hall played professionally in Italy and Greece for over 10 years until a car accident at 32 ended his basketball career. The news that he would never play again shocked Hall but unlike so many others he was ready for life after basketball. When I met Hall — still fit at 46 — for lunch Monday, he wore a cut-sharp gray suit, designer tie and blazing white shirt that screamed Success. “That was always the question — when the cheers end, where do you go? Who do you turn to?” he said. “It starts and ends with that person in the mirror.”
Hall got the concept of academics-first from his parents. He graduated from Canisius a semester early. “No matter how good of an athlete you are, you are just one injury away from losing it all,” he said. “But if you take care of things academically, you are prepared until you leave this earth.”
For the past 14 years, he has been in a computer sales job at Ingram Micro. He married his college sweetheart. They have three kids and a nice house in the suburbs. He figured out early what others learn too late: Athletics is part of a journey, not the destination.
Congratulations, Ray, you made it. In more ways than one.Ray was regarded as a savior because ________.
| A．he liked to take on challenges |
| B．he helped his team to regain its glory |
| C．he was faithful to his hometown city |
| D．he fought hard against failure at a young age |
According to the writer, which of the following best describes Ray’s success?
| A．Unlike other athletes, he was academically superior. |
| B．He defeated his injury and returned to the playground. |
| C．He enjoys a successful job and a happy family. |
| D．He has gained impressive athletic achievements. |
What’s the right order of the events related to Ray?
a. He was rated among the best high school basketball players.
b. He was in a car accident.
c. He graduated from Canisius College.
d. He started his computer sales job.
e. He gave up his athletic career.
| A．a, c, b, e, d | B．a, c, e, b, d | C．c, a, b, d, e | D．c, a, e, b, d |
We can learn from the passage that ________.
| A．Ray was from an academic family |
| B．Ray was very mature in his teens |
| C．Ray was once desperate facing the cruel reality |
| D．athletics was not Ray’s final goal in life |
What was the writer’s intention in writing this passage?
| A．To describe the difficulties of being a professional athlete. |
| B．To explain the importance of choosing the right college. |
| C．To emphasize the need for a good education. |
| D．To warn against playing professional basketball. |
A
For many parents, raising a teenager is like fighting a long war, but years go by without any clear winner. Like a border conflict between neighboring countries, the parent-teen war is about boundaries: Where is the line between what I control and what you do?
Both sides want peace, but neither feels it has any power to stop the conflict. In part, this is because neither is willing to admit any responsibility for starting it. From the parents’ point of view, the only cause of their fight is their adolescents’ complete unreasonableness. And of course, the teens see it in exactly the same way, except oppositely.
In this article, I’ll describe three no-win situations that commonly arise between teens and parents and then suggest some ways out of the dilemma. The first no-win situation is quarrels over unimportant things. Examples include the color of the teen’s hair, the cleanliness of the bedroom, the preferred style of clothing, the child’s failure to eat a good breakfast before school, or his tendency to sleep until noon on the weekends. Second, blaming. The goal of a blaming battle is to make the other admit that his bad attitude is the reason why everything goes wrong. Third, needing to be right. It doesn’t matter what the topic is — politics, the laws of physics, or the proper way to break an egg — the point of these arguments is to prove that you are right and the other person is wrong, for both wish to be considered an authority — someone who actually knows something — and therefore to command respect. Unfortunately, as long as parents and teens continue to assume that they know more than the other, they’ll continue to fight these battles forever and never make any real progress.Why does the author compare the parent-teen war to a border conflict?
| A．Both can continue for generations. |
| B．Both are about where to draw the line. |
| C．Neither has any clear winner. |
| D．Neither can be put to an end. |
What does the underlined part in Paragraph 2 mean?
| A．The teens blame their parents for starting the conflict. |
| B．The teens agree with their parents on the cause of the conflict. |
| C．The teens accuse their parents of misleading them. |
| D．The teens tend to have a full understanding of their parents. |
Parents and teens want to be right because they want to ________.
| A．give orders to the other | B．know more than the other |
| C．gain respect from the other | D．get the other to behave properly |
What will the author most probably discuss in the paragraph that follows?
| A．Causes for the parent-teen conflicts. |
| B．Examples of the parent-teen war. |
| C．Solutions for the parent-teen problems. |
| D．Future of the parent-teen relationship. |
Where do you think this passage can be found?
| A．In a report. | B．In a letter. |
| C．In a novel. | D．In a textbook. |
首先请阅读下列William J. Bennett家庭教育系列读物的封面及基本信息：
A .Bennett gives this thrilling account of the virtues of America
and the many brave men and women who have made
it the powerful nation it is today. The tale of human struggle
and victory captures what is unique about America.
B．Filled with stories of the heroes and virtues, this book presents stories and poems that show children what it means to be an American, so this book is a national popular one and the best seller of the year.
C．The book intends to inspire children to find heroes in their lives,
such as Jackie Robinson, Abraham Lincoln and this book also includes tales about everyday people, such as a young boy who goes in search of an angel to watch over him, only to find that he has one—his mother.
D．This collection of stories will help children develop their most important quality, character and includes stories from the Bible, and from sources
as diverse as well-known fairy tales, the philosophy of Plato,
the poetry of Robert Frost and Aesop’s fables.
E．This book is a treasury of timeless stories which teach young
people the importance of showing virtues in one’s daily life.
It is a perfect gift for graduation or other special occasions.
Well-known works from Aesop, Dickens and Shakespeare are
presented to teach virtues.
F.This inspiring book offers examples of good and bad, right
and wrong in great works from literature and in stories from
history. Organized by stages along life journey, these stories
serve as reference on moral compass, guiding the readers
through challenges in their life.
以下是购书者对这些书籍的简要评论。请将简要评论与封面及基本信息匹配起来。This great book by Bennett guides the kids to find heroes in their lives through a collection of stories. Also it just tells us stories about common people as heroes, which is very instructive. So it is very popular among the kids.
Drawn from familiar western history as well as a wide selection of tales from Asia, Africa, and Latin America, the stories are great, designed to inspire as well as instructive. This book is a good guide that will help family members meet the challenges of life at any age.
Bennett will make you feel terrific about America. The big topic of politics and war reclaim the place they used to enjoy in the old histories. He never misses the chance to tell a good story. He has an eye for the strange and the surprising about America.
This book is well-received for children in America, because it is full of stories and poems to tell our kids how to be a hero and what virtues they should have, which can be their moral compass to their life and that will mean a lot to be American kids.
Bennett selected stories and poems to teach young people the importance of virtues in their daily life, which is really a perfect gift for graduation or other special occasions. This book belongs on every young person’s bookshelf.
D
Life is difficult.
It is a great truth because once we truly understand and accept it, then life is no longer difficult.
Most do not fully see this truth. Instead they complain about their problems and difficulties as if life should be easy. It seems to them that difficulties stand for a special kind of suffering especially forced on them or else on their families, their class, or even their nation.
What makes life difficult is that the process of facing and solving problems is a painful one. Problems, depending on their nature, cause sadness, or loneliness or regret or anger or fear.
These are uncomfortable feelings, often as painful as any kind of physical pain. And since life causes a lot of problems, life is always difficult and is full of pain as well as joy.
Yet, it is in this whole process of solving problems that life has its meaning. Problems are the serious test that tells us success from failure. When we want to encourage the growth of human spirit, we encourage the human ability to solve problems, just as in school we set problems for our children to solve. It is through the pain of meeting and working out problems that we learn. As Benjamin Franklin said, “Those things that hurt, instruct(指导).” It is for this reason that wise people learn not to fear but to welcome the pain of problems.Which sentence best express the central point of the passage?
| A．Problems and difficulties represent a special kind of suffering. |
| B．We become stronger by facing and solving problems of life. |
| C．Life is difficult because our problems bring us pain. |
| D．People like to complain about their problems. |
The writer probably used just one short sentence in the first paragraph to ___.
| A．save space | B．persuade readers |
| C．make readers laugh | D．get readers’ attention |
The main idea of paragraph 3 is that _________.
| A．most people feel life is easy |
| B．the writer feel life is easy |
| C．the writer likes to complain about his problems |
| D．most people complain about how hard their lives are |
According to the passage, we give school children difficult problems to solve in order to ______.
| A．encourage them to learn |
| B．teach them to fear the pain of solving the problems |
| C．help them learn to deal with pain |
| D．teach them how to respect problems |
The saying from Benjamin Franklin “Those things that hurt, instruct” suggests that ______.
| A．we do not learn from experience |
| B．we do not learn when we are in pain |
| C．pain teaches us important lessons |
| D．pain cannot be avoided |