Primary teachers are responsible for guiding children through the formation of many important life skills, and also watching over their students’ social development. Primary teachers come into contact with about 30 students every day, and teach them a variety of subjects. Many hours are spent before and after class on planning, preparation and correction. One should be a very patient, caring, yet firm person to be able to deal with the demands of children in the four to twelve-year-old age group.

Secondary teachers teach specific subjects to various groups of students. Just like primary teachers, they spend an amount of time planning and preparing lessons and correcting homework―their duties are not restricted to face-to-face teaching. Dealing with twelve to eighteen-year-olds requires a wide range of skills.

If you become a primary teacher, you will need to decided whether to be a “generalist （多面手）”, teaching a wide range of subjects, or a “specialist”, teaching only one or two. Most primary teachers are specialists. Generalist teachers spend the greatest part of their day with one class, which means that they spend more time with the same children. Specialist teachers have more time away from their students. It is therefore very important for generalist teachers to develop a strong working relationship with their students.

The unique rapport （和諧） you can develop with a particular set of students is one of teaching’s greatest pleasures. However, the disadvantage of primary teaching is that if you have a difficult student, you will be forced to deal with him or her, all day, every day, throughout the school year. Teachers need to work ot strategies to get themselves and their students through such difficulties.

Primary teachers today are generally four-year trained. They usually do a three or four-year under-graduate degree, and if this degree does not include teacher training, they will have to undertake postgraduate study in education as well.

60. After class primary teachers usually        .

A. come into contact with students

B. teach students a variety of subjects

C. deal with the demands of children

D. make planning, preparation and correction

61. What does the third paragraph mainly discuss?

A. What a primary teacher needs to do in the classroom.

B. The differences between generalist and specialist teaching.

C. How a primary teacher should try his best in the school.

D. The relationship between the primary teachers and students.

62. We can learn from this passage that        .

A. a primary teacher needs a wide range of skills

B. the disadvantage of primary teaching is having difficult students

C. teacher training is not important for a primary teacher

D. secondary teachers mainly teach children two subjects

63. The author writes the article in order to        .

A. tell teachers how primary teachers guide students

B. tell teachers what you should do as a primary teacher

C. let readers know more about primary teachers

D. let readers know how to be a primary teacher

Long after its introduction into the New World, American English was still considered non-standard English. According to some people of the 1780s American English was a peasant’s language that a “gentleman” will not speak. Considered in a bilingual point of view, British English was the dominant language linked to prestige and language purism （純潔）. The belief in the authority or say in the superior of British English, has remained to the twentieth century, especially in the former British Empire or in the fields of British influence.

Thus, it is reported that in China, teachers and school textbooks refer to and recommend Received Pronunciation as the model, as well as standard British sentence structures, spelling and words. British English is also encouraged and accepted as the criteria of some major official examinations, for example, College English Test and Test for English Majors which are conducted by government. Similar situations could be found in countries, for example, in Africa, the West African Examination Council and Joint Admission accepts the British English as the standard English. Report can also be found that in Cairo some university students received lower grades if they used American spellings instead of British English. In Europe, we find teachers, British people as well as natives of the country in which they work, who follow the British English standard, and laugh at the American English.

However, the above attitudes are nothing but the last influence of a long-gone period of British supermacy （霸權(quán)）. The beginning of a clear lead of American English can be traced to the decades after World War Ⅱ. This coincides with the simultaneous （同時的） rise of the US as a military and technological power and the decline of the British Empire, which drove many to American English. And from then on, American English has continuously sent its influence to every corner of the planet.

56. From the first paragraph, we know that        .

A. American English was thought to be in a weaker position

B. American English was a kind of official language

C. American English was a language that gentlemen couldn’t understand

D. American English was spoken by peasants in the New World

57. Where do the students get poor mark if they use American spellings?

A. In China.      B. In Cairo.      C. In Europe.     D. In Western Africa.

58. From the last paragraph, we can make a conclusion that        .

A. Americans drive many people to learn American English by force

B. as the British Empire fell down in the WWⅡ, so did British English

C. a country’s language will spread as its economy develops

D. it is the WWⅡ that promotes the influence the American English

59. The main idea of the passage is        .

A. there are big differences between American English and British English

B. how American English developed into standard English in the end

C. people began to admit American English as standard as British English

D. American English is having advantage over British English.

Laughter and tears are parts of living. But do you find enough time for laughter? I am not asking if you  36  lots of good times.  37  we should laugh during the happy times. But do you also laugh during the  38  times?

Erma Bombeck  39  her humorous books, but she wrote one that  40  a more serious topic: cancer in children. Erma talks with many children with cancer and learns  41  life lessons from them. She learns, for instance, that cancer survivors know  42  to laugh.

She  43  the experience of 15-year-old Jessica from Burlington. Jessica’s leg was cut off at the knee because of cancer. She was learning to  44  a prosthesis （假肢）. Jessica tells about playing  45  . She kicked the ball  46  and it flew off in one  47  while her artificial leg flew another way. She fell on the  48  and laughed.

Jessica may not have laughed about her cancer, but she laughed about handling the  49  of it. And her laughter helped her deal.

There is the story of 17-year-old Betsy. She  50  her way to the radiation room for her regular radiation therapy. As  51  , she dropped her hospital gown and, wore only her birthday suit,   52  onto the table and waited. The extra people in the room were not the medical students she had thought, but  53  painters giving an estimate on painting! Betsy laughs heartily about the incident. And like Jessica, her  54  to laugh helped her to deal with one of the most difficult things a young person can endure ― cancer.

Do you find plenty of  55  for laughter? You can ... if you also find reasons to laugh during the especially difficult times.

Survivors know how to laugh. If you can laugh even when the going is rough, you’ll make it. And you’ll smile at the end.

 I’m sorry you’ve been waiting so long, but it’ll still be some time        Brian gets back.

A. before          B. since           C. till            D. after

Great changes have taken place in that school. It is no longer        it was 20 years ago,       it was so poorly equipped.

A. what...when     B. that...which    C. what...which    D. which...that

--Where did you get to know her?

--It was on the farm        we worked.

A. that            B. there           C. which           D. where

--       I book a table for dinner a few days ahead of time?

--Yes, you        . The restaurant is always full, especially during the holidays.

A. Must...will     B. Must...can      C. Shall...shall   D. Shall...must

--She looks very happy. She        have passed the exam.

--I guess so. It’s not difficult after all.

A. should          B. could           C. must            D. might

Eyes are known        a powerful part of human body.

A. being           B. having been     C. to be           D. to have been

--They are quiet, aren’t they?

--Yes. They are accustomed        at meals.

A. to talk         B. to not talk     C. to talking      D. to not talking