C

       The words “timetable” and  “schedule” make most final year students want to eat their own vomit（嘔吐物）. Unfortunately, the harsh reality is that final year students must develop a timetable. If you don’t have a schedule or plan for studying ,you will have no way of allocating your valuable time when the unexpected arises. A well-thought-out timetable can be a lifesaver . It is up to you to learn how to develop a schedule that meets your needs .Change it if necessary ,but most important ,follow it . All timetables should be made with the idea that they can be changed. A good one will keep you from wandering off course.
A good timetable should make every hour count—every class ,social event and other activity you engage in .You must focus on the other “free time” available and how you will use it .Make a weekly schedule and divided each day into one-hour increments .Indicate times for classes ,socializing ,and work time. Also block off a period for sleeping every day. In the precious hours left over ,plan time for study .This gives you a rough road map of the time available. Of course ,you can change your schedule as circumstances need.
The timetable you develop should guide you in how to distribute the available time in the most productive manner .Sticking to your schedule can be tough ,but don’t dribble away valuable time. Avoiding study is the easiest thing in the world .It is up to you to follow the schedule you’ve prepared .A good deal of your success in high school and with any future study depends on this simple truth.
Remember ,there is a learning curve. You learn the most in the first 30 minutes of study; after that ,it progressively deteriorates（減弱）. After four or five hours of studying the same material in the same way, you are learning virtually nothing. The solution is to keep switching subjects and study styles.
64．What is the best title of the passage?
A．Advantages of starting a timetable         B．Keep to it ,and you will succeed
C．Make a schedule ,and follow it             D．Learn to love your timetable
65．What does Paragraph 2 talk about?
A．Tips for making a schedule.                  B．Significance of a scientific timetable.
C．Requirements for making a timetable.    D．Importance of following one’s schedule.
66．The following are characteristics of a good timetable EXCEPT that    .
A．it can be changed                                 B．it is flexible
C．it is of many periods                            D．it can save our time
67．From this passage ,we can learn if we wish to achieve high learning efficiency, we’d better    .
A．shift subjects and use different methods regularly
B．devote to the same material continuously
C．turn to teachers for help if necessary
D．have a break every thirty minutes

Unhappy people glue（使粘牢） themselves to the television 30 percent more than happy people.

The finding, announced on Thursday,   1  from a survey of nearly 30,000 American adults conducted between 1975 and 2006 as part of the General Social Survey.

  2  happy people reported watching an   3   of 19 hours of television per week, unhappy people reported 25 hours a week. The results held even after   4  into account education, income, age and marital status.

In addition, happy individuals were more socially   5  , attended more religious services, voted more and    6  a newspaper more often than their less-chipper（沒(méi)有精神的） counterparts.

The researchers are not sure, though, whether unhappiness   7  more television-watching or more viewing leads to unhappiness.

In fact, people say they like watching television: Past research has shown that when people watch television they   8   it. In these studies, participants reported that on a   9  from 0 (dislike) to 10 (greatly enjoy), TV-watching was nearly an 8.

But perhaps the high from watching television doesn't   10  .

"These conflicting data  11  that TV may provide viewers with short-run   12  , but at the expense of long-term malaise(精神欠爽)," said researcher John Robinson, a sociologist at the University of Maryland, College Park.

In this case, even the happiest campers could turn into Debbie-downers if they continue to   13  at the TV. The researchers suggest that over time, television-viewing  14   push out other activities that do have more lasting   15  . Exercise and sex come to mind, as do parties and other forms of socialization known to have psychological benefits.

Or, maybe television is simply a refuge(慰藉物) for people who are already   16  .

"TV is not judgmental 17  difficult, so people with   18  social skills or resources for other activities can engage in it," Robinson and UM colleague Steven Martin write in the December issue of the journal Social Indicators Research.

They add, "  19  , chronic unhappiness can be socially and personally debilitating（使人衰弱的） and can interfere with work and most social and personal activities, but even the unhappiest people can click a remote and be passively   20  by a TV."

The researchers say follow-up studies are needed to tease out the relationship between television and happiness.

(    ) 1. A. comes              B. arrives              C. differs              D. results

(    ) 2. A. When                      B. As                    C. While               D. Therefore

(    ) 3. A. average            B. amount             C. number            D. effort

(    ) 4. A. speaking           B. talking             C. taking              D. getting

(    ) 5. A. active                      B. positive            C. crazy               D. cozy

(    ) 6. A. look                 B. read                 C. see                   D. take

(    ) 7. A. builds up          B. cuts down        C. leads to            D. tends to

(    ) 8. A. hate                 B. enjoy                      C. adopt                      D. adapt

(    ) 9. A. fashion             B. group                   C. scale               D. rate

(    ) 10. A. last               B. decrease           C. widen               D. disappear

(    ) 11. A. report             B. suggest             C. improve           D. admit

(    ) 12. A. excitement      B. pleasure            C. suffering          D. sadness

(    ) 13. A. glare                     B. look                 C. stare                 D. fix

(    ) 14. A. should            B. must               C. could                      D. need

(    ) 15. A. comforts        B. laughter          C. pressures          D. benefits

(    ) 16. A. tired                      B. lonely              C. bored                      D. unhappy

(    ) 17. A. and               B. neither             C. nor                  D. but

(    ) 18. A. few               B. little                 C. many                      D. quantity

(    ) 19. A. Therefore              B. Furthermore     C. However          D. Yet

(    ) 20. A. controlled              B. transformed      C. persuaded        D. entertained

In this age of Internet chat, videogames and reality television, there is no shortage of mindless activities to keep a child occupied. Yet despite the competition, my 8-year-old daughter Rebecca wants to spend her leisure time writing short stories. She wants to enter one of her stories into a writing contest, a competition which she won last year.

As a writer, I know about winning contests – and about losing them. I know what it is like to work hard on a story only to receive a rejection letter from the publisher. I also know the pressure of trying to live up to a reputation created by previous victories. What if she doesn’t win the contest again? That’s the strange thing about being a parent. So many of our own past scars and destroyed hopes can resurface in our children.

A revelation (啟示) came last week when I asked her, “Don’t you want to win again?” “No,” she replied, “I just want to tell the story of an angel going to first grade.”

I had just spent weeks correcting her stories as she spontaneously (自發(fā)地) told them. Telling myself that I was merely an experienced writer guiding the young writer across the hall, I offered suggestions for characters, conflicts and endings for her tales. The story about a fearful angel starting first grade was quickly “guided” by me into the tale of a little girl with a wild imagination taking her first music lesson. I had turned her contest into my contest without even realizing it.

Staying back and giving kids space to grow is not as easy as it looks. Because I know very little about farm animals who use tools or angels who go to first grade, I had to accept the fact that I was co-opting my daughter’s experience.

While stepping back was difficult for me, it was certainly a good first step that I will quickly follow with more steps, putting myself far enough away to give her room but close enough to help if asked. All the while I will be reminding myself that children need room to experiment, grow and find their own voices.

1.What do we learn from the first paragraph?

A．A lot of amusements compete for children’s time nowadays.

B．Children have lots of fun doing mindless activities.

C．Rebecca is much too busy to enjoy her leisure time.

D．Rebecca draws on a lot of online materials for her writing.

2.What did the author say about her own writing experience?

A．She was constantly under pressure to write more.

B．Most of her stories had been rejected by publishers.

C．She did not quite live up to her reputation as a writer.

D．Her road to success was full of pain and frustrations.

3.Why did Rebecca want to enter this year’s writing contest?

A．She believed she possessed real talent for writing.

B．She was sure of winning with her mother’s help.

C．She wanted to share her stories with readers.

D．She had won a prize in the previous contest.

4.The author took great pains to improve her daughter’s stories because _______.

A．she wanted to help Rebecca realize her dreams of becoming a writer

B．she was afraid Rebecca’s imagination might run wild while writing

C．she did not want to disappoint Rebecca who needed her help so much

D．she believed she had the knowledge and experience to offer guidance

5.The underlined sentence probably means that the author was _______.

A．trying not to let her daughter enjoy her own life

B．trying to get her daughter to do the thing as the author wished

C．making sure that her daughter would win the contest

D．helping her daughter develop real skills for writing

6.What’s the author’s advice for parents?

A．Children should be given every chance to voice their opinions.

B．Parents should keep an eye on the activities their kids engage in.

C．Children should be allowed freedom to grow through experience.

D．A writing career, though attractive, is not for every child to pursue.

 

Students and Technology in the Classroom

I love my blackberry — it’s my little connection to the larger world that can go anywhere with me. I also love my laptop computer，as it holds all of my writing and thoughts. Despite this love of technology, I know that there are times when I need to move away from these devices（設(shè)備）and truly communicate with others.

On occasion, I teach a course called History Matters for a group of higher education managers. My goals for the class include a full discussion of historical themes and ideas. Because I want students to thoroughly study the material and exchange their ideas with each other in the classroom, I have a rule — no laptop, iPads, phones ,etc .When students were told my rule in advance of the class, some of them were not happy.

Most students assume that my reasons for this rule include unpleasant experiences in the past with students misusing technology. There’s a bit of truth to that. Some students assume that I am anti-technology. There’s no truth in that at all. I love technology and try to keep up with it so I can relate to my students.

The real reason why I ask students to leave technology at the door is that I think there are very few places in which we can have deep conversions and truly engage complex ideas. Interruptions by technology often break concentration and allow for too much dependence on outside information for ideas. I want students to dig deep within themselves for inspiration and ideas. I want them to push each other to think differently and make connections between the course the material and the class discussion.

I’ve been teaching my history class in this way for many years and the evaluations reflect student satisfaction with the environment that I create. Students realize that with deep conversation and challenge, they learn at a level that helps them keep the course material beyond the classroom.

I’m not saying that I won’t ever change my mind about technology use in my history class, but until I hear a really good reason for the change, I’m sticking to my plan. A few hours of technology-free dialogue is just too sweet to give up.

1.Some of the students in the history class were unhappy with _______.

A．the course material

B．others’ misuse of technology

C．discussion topics

D．the author’s class regulations

2.The underlined word “engage ”in paragraph 4 probably means _______.

A．explore

B．a(chǎn)ccept

C．change

D．reject

3.According to the author, the use of technology in the classroom may _______.

A．keep students from doing independent thinking

B．encourage students to have in-depth conversations

C．help students to better understand complex themes

D．a(chǎn)ffect students’ concentration on course evaluation

4.It can be inferred from the last paragraph that the author _______.

A．is quite stubborn

B．will give up teaching history

C．will change his teaching plan soon

D．values technology-free dialogues in his class

 

I don't think there is anything wrong with your blood. The key to your problem is that long nap（打盹,小睡）after dinner. If you didn't sleep for hours during the early part of the evening, you would be more ready to sleep at bedtime. If you didn't nap after dinner, you would not want to stay up so late, and you would not feel the need to take a sleeping pill. The pill is still working in your system when you get up in the morning. This helps account for the fact that you feel tired all day. You should get out of the habit of sleeping during the evening. Right after your evening meal, engage in some sort of physical activity - a sport such as bowling, perhaps. Or get together with friends for an evening of cards and conversation. Then go to bed at your usual time or a little earlier, and you should be able to get a good nights rest without taking a pill.

　　If you can get into the habit of spending your evenings this way, I am sure you will feel less tired during the day. At first it may be hard for you to go to sleep without taking a pill. If so, get up and watch television or do some jobs around your house until you feel sleepy. If you fall asleep and then wake up a few hours later, get up but do not take a sleeping pill. Read a while or listen to the radio, and make yourself a few hours'sleep that night, you will feel better in the morning than you usually feel after taking a pill. The next night you will be ready to sleep at an earlier hour.

　　The most important thing is to avoid taking that nap right after dinner and avoid taking pills.

1. According to the writer, it is difficult for you to go to sleep because　　　　　.

　　A. you get the habit of staying up late      B. you haven't taken sleeping pills

　　C. you sleep for hours after dinner         D. you fail to do some exercises

2. Which of the following is NOT true if you want to get out of the habit of sleeping during the evening?

A. Go to bed earlier than usual. 　　　B. Talk with friends after dinner.

C. Stay with friends after dinner. 　　 D. Do some physical labor. 

3. You feel tired all day probably because　　　　　.

A. you stay up too late 　　　B. you get up too early in the morning

C. you take sleeping pills 　　D. you wake up too frequently at night

4. Which of the following is true according to the passage

A. You mustn't take sleeping pills in order to get a good night's sleep.

B. You should stay up if you want to sleep effectively.

C. Food is necessary at night if you fail to go to sleep.

D. It is very important to get out of the habit of taking a nap after dinner.

5. We may infer that the author is most probably a　　　　　.

A. doctor　　　B. scientist 　　C.  reporter　　 D. professor