It is widely known that any English conversation begins with The Weather. Such a fixation with the weather finds expression in Dr.Johnson’s famous comment that “When two English meet, their first talk is of weather.” Though Johnson’s observation is as accurate now as it was over two hundred years ago, most commentators fail to come up with a convincing explanation for this English weather-speak.
Bill Bryson, for example, concludes that, as the English weather is not at all exciting, the obsession with it can hardly be understood. He argues that “To an outsider, the most striking thing about the English weather is that there is not very much of it.” Simply, the reason is that the unusual and unpredictable weather is almost unknown in the British Isles.
Jeremy Paxman, however, disagrees with Bryson, arguing that the English weather is by nature attractive. Bryson is wrong, he says, because the English preference for the weather has nothing to do with the natural phenomena.” The interest is less in the phenomena themselves, but in uncertainty.” According to him, the weather in England is very changeable and uncertain and it attracts the English as well as the outsider.
Bryson and Paxman stand for common misconceptions about the weather-speak among the English. Both commentators, somehow, are missing the point. The English weather conversation is not really about the weather at all. English weather-speak is a system of signs, which is developed to help the speakers overcome the natural reserve and actually talk to each other. Everyone knows conversations starting with weather-speak are not requests for weather data. Rather, they are routine greetings, conversation starters or the blank “fillers”, In other words, English weather-speak is a means of social bonding.The author mentions Dr.Johnson’s comment to show that________.
| A．most commentators agree with Dr.Johnson |
| B．Dr.Johnson is famous for his weather observation |
| C．the comment was accurate two hundred years ago |
| D．English conversations usually start with the weather |
What does the underlined word “obsession” most probably refer to?
| A．An emotional state |
| B．An unknown phenomenon. |
| C．A historical concept. |
| D．A social trend. |
According to the passage, Jeremy Paxman believes that________.
| A．Bill Bryson has little knowledge of the weather |
| B．English people talk about the weather for its uncertainty |
| C．the English weather attracts people to the British Isles |
| D．there is nothing special about the English weather |
What is the author’s main purpose of writing the passage?
| A．To convince people that the English weather is changeable. |
| B．To analyze misconceptions about the English weather. |
| C．To find fault with both Bill Bryson and Jeremy Paxman. |
| D．To explain what English weather-speak is about. |
B
This is a true story about a boy who, the world might say, was a terrible underachiever. While in the eighth grade, he failed subjects repeatedly. High school wasn’t much better; he flunked Latin, algebra, English, and received a grade of zero in physics. The boy managed to make the school golf team, but he lost the most important golf match of the season.
It’s not that his peers(同龄人) disliked this boy; it’s just that they never really seemed to notice him much. Even “Hellos” in the hall were a rarity. Out of all the failures in his life, there was something that did hold great importance to this boy, his love of drawing. Although in high school, the cartoons he submitted to the yearbook were rejected, once out of school, the boy was so sure of his artistic talent that he approached Walt Disney Studios with drawing works. I wish I could say the studios loved his work and immediately hired him, but such was not the case; another huge rejection.
Despite his lack of successes, this boy did not give up. He then decided to write his own autobiography in cartoons, about a little boy who was regarded as a loser and a nobody.
The name of this boy was Charles Schulz, the creator of the famous Charlie Brown and comic dog Snoopy.
In life, it is sometimes easy to feel like a nobody. We pass hundreds of people on the street on our way to work, or walk through a faceless crowd in a mall, and no one seems to notice or care. Deep inside, we may know we are special and unique and have lots to offer, but unless someone takes the time to look our way and give us a chance, we may feel worthless, just like Charlie Brown who couldn’t even manage to fly a kite or kick a football properly.
Just as Charles Schulz had faith in his artistic talent, so too, we must realize that nobody is a nobody. We all have special gifts and talents, and every human being is deserving and capable of being loved and appreciated.The underlined word “flunked” in Paragraph 1 is closest in meaning to ________.
| A．failed | B．learned |
| C．achieved | D．misunderstood |
What can we infer about the boy in Paragraph 2?
| A．He was hated by his peers. |
| B．He achieved great success in drawing in high school. |
| C．His work was refused by Walt Disney Studios. |
| D．He earned the praise from Walt Disney Studios. |
When the boy suffered many defeats, he ________.
| A．gave up his dream finally |
| B．wrote some articles in magazines |
| C．he turned to others for help |
| D．he wrote himself as a loser in cartoons |
In the last two paragraphs, we are advised _______.
| A．to open up our eyes |
| B．to believe we can make some difference |
| C．to learn more skills for development |
| D．to ask for more appreciation and love |
Which of the following is the best title of the passage?
| A．Nobody Is a Nobody. |
| B．A Hard-working Boy Is Successful. |
| C．We Should Turn Failure into Success. |
| D．One Cannot Succeed without Talents. |
A
With my hands and knees on the floor of the airplane, I was searching for an old lady’s missing hearing aid during the flight from Sydney to Los Angeles. It occurred to me that this may not be the most dignified posture for a Buddhist nun(尼姑).
I had seen the old lady from the seat in front of me as she walked up and down the passage with a flashlight. I asked a few times what was wrong, but she didn’t answer at first —– she couldn’t hear me. She was wearing a woolen coat. Judging from her accent, she came from Eastern Europe.
Do you know what hearing aids cost? Thousands, especially for the new tiny hidden-in-the-ear type she described. It takes a long time for an appointment to make a new one, and many doctor visits to get the thing adjusted right. Therefore, my dignity seemed less important than finding that hearing aid. But how does one find a tiny black object in a shadowy jet cabin（机舱）?
The lady wasn’t even sure where or when she had lost it. At one point, a couple of flight attendants did a random search around the lady’s seat; I wasn’t impressed. They left suggesting that she search the seat of her previous flight! My flashlight turned up all kinds of small objects, bits of plastic, broken pieces of headphones.
The old lady said that she gave up. Yet I couldn’t. After we landed, as passengers streamed past us, I insisted that the lady move aside while awaiting her wheelchair. Then I got into a real down and dirty search among the dust under her seat and on the floor.
Look! A little peanut-sized shiny black object caught the light of my flashlight in a floor crack near her seat.
What a rush. “I found it!”
With great astonishment and gratitude, the old lady responded, “I haven’t the words to express my thanks!”Why did the author put her hands and knees on the floor?
| A．She is a religious Buddhist nun. |
| B．She fell down from her seat. |
| C．She helped the old lady look for her hearing aid. |
| D．She wanted to stand out among the passengers. |
What do we know about the old lady?
| A．She ignored the author’s question on purpose. |
| B．She is an American. |
| C．She lost her hearing aid by accident. |
| D．It was not difficult for her to get the hearing aid at all. |
Where was the hearing aid found?
| A．On the previous flight. |
| B．Close to the old lady’ seat. |
| C．On the wheelchair. |
| D．In another jet cabin. |
According to the last two paragraphs, what is the old lady’s attitude towards the author?
| A．Respectful. | B．Doubtful. |
| C．Supportive. | D．Grateful. |
What is the purpose of the passage?
| A．To tell us a story about kind help. |
| B．To warn us to be more careful. |
| C．To teach us how to find the lost thing. |
| D．To present the love from all people on board. |
D
Many critics worry about violence on television, most out of fear that it stimulates viewers to violent or aggressive acts. Our research, however, indicates that the consequences of experiencing TV’s symbolic world of violence may be much more far-reaching.
We have found that people who watch a lot of TV see the real world as more dangerous and frightening than those who watch very little. Heavy viewers are less trustful of their fellow citizens, and more fearful of the real world. Since most TV “action-adventure” dramas occur in urban settings, the fear they inspire may contribute to the current flee of the middle class from our cities. The fear may also bring increasing demands for police protection, and election of law-and-order politicians.
While none of us is completely dependent upon television for our view of the world, neither have many of us had the opportunity to observe the reality of police stations, courtrooms, corporate board rooms, or hospital operating rooms. Although critics complain about the fixed characters and plots of TV dramas, many viewers look on them as representative of the real world. Anyone who questions that statement should read the 250,000 letters, most containing requests for medical advice, sent by viewers to “Marcus Welby, M.D.” —a popular TV drama series about a doctor— during the first five years of his practice on TV.
Violence on television leads viewers to regard the real world as more dangerous than it really is, which must also influence the way people behave. When asked, “Can most people be trusted?” the heavy viewers were 35 percent more likely to choose “Can’t be too careful.”
Victims, like criminals, must learn their proper roles, and televised violence may perform the teaching function all too well. Instead of worrying only about whether television violence causes individual displays of aggression in the real world, we should also be concerned about social reality. Passive acceptance of violence may result from far greater social concern than occasional displays of individual aggression.
We have found that violence on prime-time（黄金时段）network TV cultivates overstated threat of danger in the real world. The overstated sense of risk and insecurity may lead to increasing demands for protection, and to increasing pressure for the use of force by established authority. Instead of threatening the social order, television may have become our chief instrument of social control.Which of the following is NOT among the consequences of watching TV too much?
| A．Distrusting people around. |
| B．Moving into rural areas. |
| C．Asking the police for protection. |
| D．supporting more politicians. |
According to the passage, why did “Marcus Welby, M.D.” receive so many letters?
A. Because viewers believed the doctor did exist in the real life.
B. Because certain TV programmes recommended him to viewers.
C. Because he was an experienced doctor and saved many lives.
D. Because the TV appealed to people to pay attention to health.According to the author, _________ is mainly to blame for people’s fear of the realworld.
| A．network TV |
| B．social reality |
| C．individual display of violence |
| D．televised violence |
We can infer from the passage that __________.
| A．people tend to be aggressive or violent after watching TV too much |
| B．people learn to protect themselves from dangers after watching TV violence. |
| C．the occasional displays of individual aggression may threaten the social order |
| D．watching TV may cause the misuse of authority and disturb the social order |
C
High school dropouts earn an average of $9,000 less per year than graduates. Now a new study denies a common belief why they quit. It’s much more basic than flunking out(不及格).
Society tends to think of high school dropouts as kids who just can’t make it. They are lazy, and perhaps not too bright. So researchers were surprised when they asked more than 450 kids who quit school about why they left.
“The vast majority actually had passing grades and they were confident that they could have graduated from high school.”John Bridgeland, the executive researcher said. About 1 million teens leave school each year. Only about half of African-American and Hispanic(美籍西班牙的)students will receive a diploma, and actually all dropouts come to regret their decision. So, if failing grades don’t explain why these kids quit, what does? Again, John Bridgeland:“The most dependable finding was that they were bored.”“They found classes uninteresting；they weren’t inspired or motivated. They didn’t see any direct connection between what they were learning in the classroom to their own lives, or to their career aspirations.”
The study found that most teens who do drop out wait until they turn sixteen, which happens to be the age at which most states allow students to quit. In the US, only one state, New Mexico, has a law requiring teenagers to stay in high school until they graduate. Only four states: California, Tennessee, Texas and Utah, plus the District of Columbia, require school attendance until age 18, no exceptions. Jeffrey Garin, another researcher, says raising the compulsory attendance age may be one way to keep more kids in school.
“As these dropouts look back, they realize they’ve made a mistake. And anything that sort of gives these people an extra push to stick it out and see it through to the end, is probably helpful measure.”
New Hampshire may be the next state to raise its school attendance age to 18.But critics say that forcing the students unwilling to continue their studies to stay in school misses the point—the need for reform. It’s been called for to reinvent high school education to make it more challenging and relevant, and to ensure that kids who do stick it out receive a diploma that actually means something.Most high school students drop out of school because_______.
| A．they have failing grades |
| B．they take no interest in classes |
| C．they are mistreated |
| D．they are lazy and not intelligent |
According to the passage, which state has a law requiring school attendance until they graduate?
| A．New Hampshire |
| B．Utah |
| C．New Mexico |
| D．The District of Columbia |
The underlined words“stick it out”probably means“________”.
| A．complete schooling |
| B．solve the problem |
| C．love having classes |
| D．believe in themselves |
In the last paragraph, the writer is trying to________.
| A．analyze the reason why students quit school |
| B．suggest raising the compulsory attendance age |
| C．raise awareness of reforming high school education |
| D．wish to make laws to guarantee no dropout |
B
MAP ARTIST PROGRAM
Map Artist is the perfect tool for creating customized maps to include in research projects and reports. Map Artist offers endless possibilities. It has a huge collection of map styles to choose from, and they can be customized to suit your special needs. In this program, we will assume you have been asked to create a map for a social studies report.
Step 1. When you open Map Artist, a world map will be displayed. Type “USA” in the dialogue box. Click GO. A map of USA will be displayed.
Step 2. Click on the drop-down menu next to the outline map of the state. Click on the type of map you need for your report.
· OUTLINE shows only the outline shape of the state with no highways or population centers indicated.
· TOPOGRAPHIC indicates elevations（海拔）as well as the location of major cities.
· SHADED RELIEF shows only natural landforms （mountains, valleys, rivers） and national parks.
· POLITICAL shows major cities, interstates, and major highways.
· HISTORICAL recalls the oldest maps on record.
For the purposes of this program, select OUTLINE. A map showing an outline of USA will be displayed.
Step 3. Click CUSTOMIZE on the menu bar down the left side of the screen.
CUSTOMIZE allows you to place custom data on the map you have selected.
1．Click on the button next to the appropriate symbol. For practice, chick on the shovel（铲子）, which symbolizes archaeology（考古）.
2．Next to the word TEXT, type “The Presidio”, which is an archaeological site near San Francisco.
3．Now use your mouse to click on the spot on the map where you would like this data to be placed.
4．You can add as many sites as you wish.
Step 4. Click SAVE if you would like to save the map to a file. Later, after opening the saved document, click on the map with your right mouse button and select COPY. And then PASTE it at the location where you want the map to appear. 5uIf your report is about Plants and Animals in New York, you may click on map.
| A．HISTORICAL | B．SHADED RELIEF |
| C．TOPOGRAPHIC | D．POLITICAL |
Which function is required to place a specific location on a CUSTOMIZE map?
| A．Clicking on GO. |
| B．Cutting and pasting. |
| C．Opening the file |
| D．Clicking on the map. |
Which of the following orders is true according to the Map Artist Program?
