C
For high school leavers starting out in the working world, it is very important to learn particular skills and practice how to behave in an interview or how to find an internship (实习). In some countries, schools have programs to help students onto the path to work. In the United States, however, such programs are still few and far behind.
Research shows that if high schools provide career-related courses, students are likely to get higherearnings in later years. The students are more likely to stay in school, graduate and go on to higher education.
In Germany, students as young as 13 and 14 are expected to do internships. German companies work with schools to make sure that young people get the education they need for future employment. But in America, education reform programs focus on how well students do in exams instead of bringing them into contact with the working world. Harvard Education school professor Robert Schwartz has criticized education reformers for trying to place all graduates directly on the four-year college track. Schwartz argued that this approach leaves the country’s most vulnerable(易受影响的)kids with no jobs and no skills.
Schwartz believed that the best career programs encourage kids to go for higher education while also teach them valuable practical skills at high school. James Madison High School in New York, for example ,encourages students to choose classes on career-based courses. The school then helps them gain on-the-job experience in those fields while they’re still at high school.
However, even for teens whose schools encourage them to connect with work, the job market is daunting. In the US, unemployment rates for 16-to-19-year-olds are above 20 percent for the third summer in a row.
“The risk is that if teenagers miss out on the summer job experience, they will become part of this generation of teens who had trouble in landing a job,” said Michael, a researcher in the US.
In the author’s opinion, German high school leavers ______.
| A．enjoy more career-related courses than that of US |
| B．need more career advice from their schools |
| C．perform better in exams than American students |
| D．are less brought into contact with the working world |
According to Robert Schwartz, high school students should _________.
| A．directly carry on higher education |
| B．get contact with the working world |
| C．focus on their performance in exams |
| D．not miss out on the summer job experience |
The underlined word “daunting” in Paragraph 6 most probably mean “______”.
| A．incredible | B．motivating |
| C．impressive | D．discouraging |
What’s the main idea of the text?
| A．Remarks on recent US high school education reform |
| B．Tips on finding jobs for high school leavers in US. |
| C．The lack of career-based education in US high schools. |
| D．The severe situation of unemployment in US. |
To us it seems so natural to put up an umbrella to keep the water off when it rains. But actually the umbrella was not invented as protection against the rain. Its first use was as a shade against the sun!
Nobody knows who first invented it, but the umbrella was used in very ancient times. Probably the first to use it were the Chinese, back in the eleventh century B.C.
We know that the umbrella was used in ancient Egypt and Babylon as a sunshade. And there was a strange thing connected with its use: it became a symbol of honor. In the Far East in ancient times, the umbrella was allowed to be used only by those in high office.
In Europe, the Greeks were the first to use the umbrella as a sunshade. And the umbrella was in common used in ancient Greece. But it is believed that the first persons in Europe to use the umbrella as protection against the rain were the ancient Romans.
During the Middle Ages, the use of the umbrella practically disappeared. Then it appeared again in Italy in the late sixteenth century. And again it was considered as a symbol of power. By 1680, the umbrella appeared in France, and later on in England.
By the eighteenth century, the umbrella was used against rain throughout most of Europe. Umbrellas have not changed much in style during all this time, though they have become much lighter in weight. It wasn’t until the twentieth century that women’s umbrellas began to be made, in a whole variety of colours.
1. According to this passage, the umbrella was probably first invented in ancient _______.
A. China B. Egypt C. Greece D. Rome
2. Which of the following statements is not true about the umbrella?
A. No one exactly knows who was the inventor of the umbrella.
B. The umbrella was first invented to be used as protection against the sun.
C. The umbrella changed much in style in the eighteenth century.
D. In Europe, the Greeks were the first to use the umbrella as a sunshade.
3. A strange feature(特征) of the umbrella’s use is that it was used as _______.
A. protection against rain B. a shade against the sun
C. a symbol of honour and power D. women’s decoration
4. In Europe, the umbrella was first used against the rain ___________.
A. during the Middle Ages B. by the eighteenth century C. in Rome D. in Greece
第二部分：阅读理解（共25小题。第一节每小题2分，第二节每小题1分，满分45分）
第一节阅读下列短文，从每题所给的四个选项（A、B、C、D）中，选出最佳选项。
When he thought of the past, my grandfather would sometimes show us photographs of himself at school. They were brown and faded, and it was hard to believe that the blurred(模糊) figure of the little boy in the short trousers and socks could ever have been Grandfather. Besides, he wore a cap --- all the boys in the photographs wore caps pulled so far forward that half of their faces were obscured. When Grandfather asked us to pick him out from the group, we would surely point to the wrong boy.
On one such occasion my younger sister, aged six, burst into tears when Grandfather proudly guided her finger to the right boy. "How could that boy be you?" she cried. "He should have a beard." We were, of course, all convinced that grandfathers should have beards, preferably white and bushy, like our own grandfather's.
"I was a good scholar," Grandfather would say, wagging his beard over the photographs. "I should have been top of the class if I hadn't had to get up at six every morning to milk the cows and chop the wood, and again when I came home from school."
"But Saturdays? What did you do on Saturdays?"
"Saturdays, if it was fine, I'd be out all day in the fields with the men," replied Grandfather. "And if it was wet, I'd be helping my mother with odd jobs round the house. There wasn't much time for studying."
We all tried hard to imagine what it would have been like to have seen Grandfather getting up at crack of dawn and never, obviously, having a moment for himself. It seemed we had learnt something from what Grandfather had said about his childhood.
1. In the first paragraph of this passage, what the author really tells us is that ________ .
A. his grandfather used to wear short trousers, socks and a cap as well
B. it was difficult to tell which of the boys in the photographs was Grandfather
C. he didn't believe Grandfather wore a cap pulled forward when he was at school
D. it was fun to watch boys in the photographs wearing caps pulled forward
2. The author's sister burst into tears because________.
A. she did not get a chance to pick out Grandfather in the photographs
B. she was told which was the right boy before she herself could pick him out
C. other children did not agree with her that Grandfather should have had a beard
D. she found Grandfather in the photographs did not have a beard
3. When Grandfather said, "I should have been top of the class...", he meant ________ .
A. if he had had more time for studying, he would have been the best in his class
B. he should have spent more time studying rather than playing ball games
C. his school days should not have been so hard and miserable
D. he could have never been the best student even if he had studied still harder
4. In the last paragraph the author said, "We all tried hard to imagine..." because ________ .
A. the figures of the boys in the photographs were small and blurred
B. the children had never experienced life like that of Grandfather
C. the photographs Grandfather showed them were brown and faded
D. Grandfather failed to tell them about his childhood in detail
Culture means any human behavior that is learned in human society. All of the meaningful parts of a culture are passed on to different generations through tradition or social learning. From this view point, all human groups have a culture. Culture exists in agricultural as well as industrialized societies.
Culture is necessary for the survival and existence of human beings as human beings. Practically everything humans know, think, value, feel, and do is learned through taking part in a socio-cultural system. This statement is well supported by some well-written cases. Here is one of the cases of children growing up apart from human society. In the province of Kidnaper in India, the director of a children’s home was told by local villagers that there were “ghost（鬼）” in the forest. Upon looking into the case, the director found that two children, one about eight years old and the other about six years old, appeared to have been living with a pack of wolves in the forest. These children were the ghosts described by the local people. In his diary, the director describes his first view of Kamala(as the older child was named) and Amala(the name given to the younger child).
Kamala was a terrible-looking being—the head, a big ball of something covering the shoulders. Close at its heels there came another terrible creature exactly like the first, but smaller in size. Their eyes were very bright and sharp, unlike human eyes. They were very fond of raw meat and raw milk. Gradually, as they got stronger, they began going on all fours, and afterwards began to run on all fours like squirrels. Children learn human language in the same way they learn other kinds of human behavior by taking part in a cultural community. They learn a certain human language as well as certain kinds of human behavior through their membership in a certain cultural community.
1. From the passage we can learn that .
A. human beings can develop human abilities only if they are raised by their biological parents
B. Amala and Kamala were raised in forest by ghosts
C. human beings will not grow up human unless they are raised by human beings in human culture
D. culture refers only to the high art and classical music of a particular society
2. Who were the “ghosts” of the Kidnapper forest seen by the local villagers?
A. They were two children Amala and Kamala, who ran on fours.
B. They were two squirrels, Amala and Kamala, who ran on fours.
C. They were two young wolves, Amala and Kamala, whose eyes were bright and sharp.
D. They were two children, Amala and Kamala, who were growing up in a children’s home.
3. How would you understand the description by the director “they began going on all fours,” in his
diary?
A. They began to continue with all their four eyes.
B. They started walking with their four feet.
C. They began going with their four hands.
D. They started walking with both their hands and feet.
4. Which of the following do you think is the best title to this passage?
A. Wolf-childrenB. Culture and Human Behavior
C. Culture and Language LearningD. A director’s Diary
Pocket Tape-Recorders“Family and Home Magazine”test what’s on the market now.
1）Pearlcorder S702 $64
This simple model at the bottom of the Olympus range scored the most points for its excellent quality of recording. Background noise hardly affects the sound and recording from a pocket is perfectly possible, but it doesn’t turn off automatically.
Tape length: 30 minutes per side. Weight:240g.
2）Sony M9 $49.95
Small and very good looking, sony’s latest offering scored most for appearance. Sounds clear, but there is slight machine noise. The big control buttons are a great improvement on some of the complicated little controls on other tape-recorders. Doesn’t switch off automatically but a red light shows if the machine is still running.
Tape length: 60 minutes per side. Weight: 195g.
3）Sony M400 $115
Lots of little control buttons that make a noise and are difficult to use . Recording was good but machine noise lost points. Tape counter and automatic switch-off when tape has finished recording or rewinding are useful Tape length: 60 minutes per side. Weight: 230g.
4）Imperial OEM. MC $29.95
Cheap and simple compared with the rest, but recording was good as long as there was no background noise. Use only its own make of cassette. No light to show it is on; no fast forward button and the record button makes a loud noise.
Tape length: 30 minutes per side. Weight: 285g.
5）Philips 585 $80
Handsome and simple to use, but recording is very poor at more than the recommended distance of 5 cm-designed for dictation. No recording light. Tape length: 15 minutes per side. Weight: 220g.
1．The machine that produces the best recording with the least unwanted noise is the .
A．Pearlcorder S702 B．Sony M9 C．Sony M400 D．Imperial OEM MC7
2．It you want a machine which turns off automatically and weighs very little you should choose the .
A．Pearlcorder S702 B．Sony M9 C．Sony M400 D．Philips 585
3．Which machine is unsuitable for general use?
A．Pearlcorder S702 B．Imperial OEM MC7
C．Sony M400 D．Philips 585
4．What disadvantage does only the Imperial OEM MC7 have?
A．No light shows when it is on B．It requires a special cassette.
C．It picks up background noise. D．The record button makes a noise.
Growing up in Philadelphia, Lieberman started cooking with his stay-at-home dad when he was seven. His food-loving family had two kitchens, and he quickly learned what was the best way to bake his cakes. Lieberman improved his kitchen skills greatly during a year abroad before college, learning from a cook in Italy and studying local specialties（地方特色菜）in Germany, Spain and France. At Yale, he was known for throwing dinner parties, single-handedly frying and baking while mixing drinks for dozens of friends. Just for fun, he and some friends decided to tape a show named Campus Cuisine about his cooking. Lieberman was a real college student showing his classmates how to do things like making drinks out of dining-hall fruit. That helped the show become very popular among the students. They would stop Lieberman after classes to ask for his advice on cooking. Tapes of the show were passed around, with which his name went beyond the school and finally to the Food Network.
Food Network producer Flay hopes the young cook will find a place on the network television. He says Lieberman’s charisma is key. “Food TV isn’t about food anymore,” says Flay. “It’s about your personality and finding a way to keep people’s eyeballs on your show.”
But Lieberman isn’t putting all his eggs in one basket. After taping the first season of the new show, Lieberman was back in his own small kitchen preparing sandwiches. An airline company was looking for some one to come up with a tasteful, inexpensive and easy-to-make menu to serve on its flights, Lieberman got the job.
1. We can learn from the text that Lieberman’s family ____.
A. have relatives in Europe B own a restaurant.
C. love cooking at home D. often hold parties
2. The Food Network got to know Lieberman ____.
A. through his taped show B. from his teachers
C. at one of his parties D. on a television program
3. What does the word “charisma” underlined in the text refer to?
A. Lieberman’s fine cooking skill. B. A way to show one’s achievement.
C. Lieberman’s after-class interest. D. A natural ability to attract others.
4. Why did the airline company give Lieberman the job?
A. He could prepare meals in a small kitchen.
B. He could cook cheap, delicious and simple meals.
C. He was good at using eggs to make sandwiches.
D. He was famous for his shows on Food TV.
5. What can we learn about Lieberman from the text?
A. he is friendly and active. B. He is clever but lonely.
C. He enjoys traveling around. D. He often changes his menus.