There was a time when, if a lady got into a crowded bus or train, a gentleman would immediately stand up and offer his seat. But now, things are different. Today a gentleman will probably look out of the window, or if he feels a bit shy, hide behind his newspaper. Either way, the lady will have to stand until someone else gets off.

    You can’t entirely blame men for this change in manners, though. Gone are the days when women could be referred to as weakers without causing trouble. A whole generation of women has grown up demanding(要求) equality(平等) with men, not just equality in jobs or education, but in social life. Hold a door open for some women and you are likely to get an angry lecture on treating women as weakers unable to open doors for themselves. Take a girl out for a meal and she’ll probably insist on paying her share(份額) of the bill. On second thoughts, that is perhaps not a bad idea.

    It’s no wonder that men have given up some ways of politeness and consideration(考慮) which they used to show towards women. On the other hand, the man’s active politeness is perhaps slowly being replaced by true consideration for the needs and feelings of women, so that men can see women as equal human beings, rather than as weakers or something that can be used to please(取悅) men.

1.　　   Which of the following is true according to the passage?

A.　　  Gentlemen are considered impolite nowadays if they do not offer their seats to a standing woman.

B.　　  A good gentleman who doesn’t give his seat to a standing woman should be blamed.

C.　　  Today women do not enjoy the politeness shown actively to her by men but they considered it pleasant in the past.

D.　　 In order to be equal with men, women have to stand in a bus or train.

2.　　   A woman may get angry if a man holds a door open for her because________________.

A.　　  she doesn’t like him to pay too much attention to all her needs

B.　　  women enjoy opening the door themselves

C.　　  she feels herself treated as a weaker

D.　　 she thinks it impolite for a man to do so

3.　　   What do women really need today?

A.　　  Men’s active politeness and consideration.

B.　　  Men’s true consideration for the needs and feelings of women.

C.　　  Trying to win men’s favor.

D.　　 Men’s good manners such as offering their seats and opening the door, etc.

4.　　   The writer most probably is________________________.

A.　　  a man who thinks the changes are reasonable

B.　　  a woman who wants equality

C.　　  a man who doesn’t agree with the changes today

D.　　 a woman who doesn’t agree with the changes today

 

    There was a time when, if a lady got into a crowded bus or train, a gentleman would immediately stand up and offer his seat. But now, things are different. Today a gentleman will probably look out of the window, or if he feels a bit shy, hide behind his newspaper. Either way, the lady will have to stand until someone else gets off.

    You can’t entirely blame men for this change in manners, though. Gone are the days when women could be referred to as weakers without causing trouble. A whole generation of women has grown up demanding(要求) equality(平等) with men, not just equality in jobs or education, but in social life. Hold a door open for some women and you are likely to get an angry lecture on treating women as weakers unable to open doors for themselves. Take a girl out for a meal and she’ll probably insist on paying her share(份額) of the bill. On second thoughts, that is perhaps not a bad idea.

    It’s no wonder that men have given up some ways of politeness and consideration(考慮) which they used to show towards women. On the other hand, the man’s active politeness is perhaps slowly being replaced by true consideration for the needs and feelings of women, so that men can see women as equal human beings, rather than as weakers or something that can be used to please(取悅) men.

1.　　   Which of the following is true according to the passage?

A.　　  Gentlemen are considered impolite nowadays if they do not offer their seats to a standing woman.

B.　　  A good gentleman who doesn’t give his seat to a standing woman should be blamed.

C.　　  Today women do not enjoy the politeness shown actively to her by men but they considered it pleasant in the past.

D.　　 In order to be equal with men, women have to stand in a bus or train.

2.　　   A woman may get angry if a man holds a door open for her because________________.

A.　　  she doesn’t like him to pay too much attention to all her needs

B.　　  women enjoy opening the door themselves

C.　　  she feels herself treated as a weaker

D.　　 she thinks it impolite for a man to do so

3.　　   What do women really need today?

A.　　  Men’s active politeness and consideration.

B.　　  Men’s true consideration for the needs and feelings of women.

C.　　  Trying to win men’s favor.

D.　　 Men’s good manners such as offering their seats and opening the door, etc.

4.　　   The writer most probably is________________________.

A.　　  a man who thinks the changes are reasonable

B.　　  a woman who wants equality

C.　　  a man who doesn’t agree with the changes today

D.　　 a woman who doesn’t agree with the changes today

 

The average human spends 1/3 of his or her lifetime sleeping. Imagine how much people could accomplish if they spent less time sleeping. For many high school students, getting enough rest is not a priority (優(yōu)先). A National Sleep Foundation survey shows that teens are staying up too late at night, usually getting 7 hours of sleep instead of the recommended 9 hours. Although teenagers' internal clocks (生物鐘) are partially to blame for not sleeping earlier, many students lose sleep because of school.

    Schools should allow students enough time for sleep, taking jobs, sports, and other extracurricular activities into consideration.

    Students who are extremely busy and lose sleep as a result should not have to drop their activities in order to get more rest. With colleges becoming increasingly competitive, it is unreasonable for students to be forced to choose between sleeping and excelling.

      In addition to interfering with academic success, lack of sleep also affects a person's safety. Almost 1/2 of the 100 000 annual sleep-related car accidents in the U. S. involve people between the ages of 15 and 24.

     There are a number of solutions that high schools can choose from. One option is starting school at a later time. A later schedule is more appropriate for teenagers' biological clocks. Although it may create more expenses for the school, the change would be well worth it. Research has shown that students who get more sleep are happier, healthier, more productive, and earn higher grades than those who suffer from sleep deprivation免職, 撤職; 廢止. Students who get enough sleep are also more attentive and less likely to fall asleep in class.

     A second option is offering study hall as an elective選修課程. Since this gives students time to do homework or take a nap, it creates more free time after school.

     A third alternative可供選擇的辦法 is for some teachers to alter(改變) their teaching methods a bit by giving only important, necessary homework. Quite a few teachers assign busy work, which doesn't teach students much but instead wastes their time. It is also helpful if teachers communicate with each other to plan out their test schedules.

     High schools should not negatively interfere with the amount of sleep teenagers get. Instead, schools should take steps to benefit the lives of students by allowing them enough time to rest. As Fran Lebowitz said, “Life is something to do when you can't get to sleep.”

1. According to the expert, the students should get enough sleep, and it is about _____.

A．six hours            B．seven hours      C．eight hours           D．nine hours

2. Why the students couldn't get enough sleep?

A．Because they stay up too late.           B．Because of internal clock.

C．Because of too much homework.         D．Because of all above mentioned reasons.

3． There are about _____ sleep-related car accidents every year.

A．5000                B．50 000      C．100 000           D．1 000 000

4. In the writer's opinion, the high school should _____.

A．start school according to the teenager's biological clocks

B．interfere with the amount of sleep that teenagers get

C．change teaching methods completely

D．a(chǎn)ssign less homework now

5. The best title for this text would be _____.

A．Study and Sleep                B．Teens and Sleep

C．The Importance of Sleep       D．Students and Sleep

It’s only too natural that personal characteristics play a vital role in the development of one's intelligence. But people   36   to realize the importance of cultivating (培養(yǎng)) these factors. The so-called “non-intelligence factors” include one’s   37  , will, motivation, interests and habits. In their studies American psychologists   38   the main cause of differences in intelligence is not intelligence itself, but non-intelligence factors including the desire to learn, will-power and self-confidence.

  39   people know one should have definite objectives, a strong will and good learning habits, quite a number of teachers and parents don’t   40   cultivating these factors.

Some parents are   41   when their children fail to do well in their studies. They blame either genetic factors, malnutrition, or laziness, but they never take   42   consideration these non-intelligence factors. Some teachers don’t inquire into such reasons as   43   students do poorly. They simply give them more courses and exercises, or   44   scold or laugh at them. After all these, students lose self-confidence. Some   45   themselves up as hopeless, feeling defeated. Others   46   take wrong or evil ways because they are sick of learning. An investigation of more than 1,000 middle school students showed that 46.5% of them were   47 

of learning because of examinations; 36.4% lacked persistence and 10.3% were sick of learning.

It is clear that   48   of cultivation of non-intelligence factors has been a main   49__         to intelligence development in teenagers. It even causes an imbalance between physiological  and   50   development among students.

If we don’t start now to   51   the cultivation of non-intelligence factors, it will not only block the development of   52   of teenagers, but also affect the quality of a whole generation. Some experts have put forward   53   about how to cultivate students’ non-intelligence factors.

   Parents and teachers should   54   understand teenage psychology. On this basic, they can help them to pursue the objectives of learning,   55   their interests in their studies and toughening their willpower.  

36. A. expect         B. fail                    C. try                    D. manage

37. A. feelings      B. appearances       C. strength            D. nutrition

38. A. desired      B. discovered               C. disclosed           D. designed

39. A. Though        B. Unless               C. Whether          D. Since

40. A. make use of      B. get rid of    C. pay attention to  D. look forward to

41. A. moved        B. worried             C. frightened       D. excited

42. A. for            B. in                      C. into                   D. over

43. A. why                 B. what                 C. when              D. how

44. A. ever           B. even                  C. still                   D. never

45. A. put            B. get                    C. make               D. give

46. A. shall          B. may                C. should D. must

47. A. afraid                B. aware              C. sceptical            D. supportive

48. A. lack          B. presence         C. increase         D. focus

49. A. storage      B. tendency           C. threat                D. barrier

50. A. intelligent   B. characteristic     C. psychological     D. physical

51. A. weaken      B. support             C. strengthen         D. oppose

52. A. performance B. diligence            C. maturity            D. intelligence

53. A. programs     B. warnings           C. proposals          D. decisions

54. A. fully            B. greatly             C. mainly              D. highly

55. A. ensuring       B. handling            C. widening           D. increasing

It’s only too natural that personal characteristics play a vital role in the development of one's intelligence. But people   36   to realize the importance of cultivating (培養(yǎng)) these factors. The so-called “non-intelligence factors” include one’s   37  , will, motivation, interests and habits. In their studies American psychologists   38   the main cause of differences in intelligence is not intelligence itself, but non-intelligence factors including the desire to learn, will-power and self-confidence.

  39   people know one should have definite objectives, a strong will and good learning habits, quite a number of teachers and parents don’t   40   cultivating these factors.

Some parents are   41   when their children fail to do well in their studies. They blame either genetic factors, malnutrition, or laziness, but they never take   42   consideration these non-intelligence factors. Some teachers don’t inquire into such reasons as   43   students do poorly. They simply give them more courses and exercises, or   44   scold or laugh at them. After all these, students lose self-confidence. Some   45   themselves up as hopeless, feeling defeated. Others   46   take wrong or evil ways because they are sick of learning. An investigation of more than 1,000 middle school students showed that 46.5% of them were   47 

of learning because of examinations; 36.4% lacked persistence and 10.3% were sick of learning.

It is clear that   48   of cultivation of non-intelligence factors has been a main   49__         to intelligence development in teenagers. It even causes an imbalance between physiological  and   50   development among students.

If we don’t start now to   51   the cultivation of non-intelligence factors, it will not only block the development of   52   of teenagers, but also affect the quality of a whole generation. Some experts have put forward   53   about how to cultivate students’ non-intelligence factors.

   Parents and teachers should   54   understand teenage psychology. On this basic, they can help them to pursue the objectives of learning,   55   their interests in their studies and toughening their willpower.  

36. A. expect         B. fail                    C. try                    D. manage

37. A. feelings      B. appearances       C. strength            D. nutrition

38. A. desired      B. discovered               C. disclosed           D. designed

39. A. Though        B. Unless               C. Whether          D. Since

40. A. make use of      B. get rid of    C. pay attention to  D. look forward to

41. A. moved        B. worried             C. frightened       D. excited

42. A. for            B. in                      C. into                   D. over

43. A. why                 B. what                 C. when              D. how

44. A. ever           B. even                  C. still                   D. never

45. A. put            B. get                    C. make               D. give

46. A. shall          B. may                C. should D. must

47. A. afraid                B. aware              C. sceptical            D. supportive

48. A. lack          B. presence         C. increase         D. focus

49. A. storage      B. tendency           C. threat                D. barrier

50. A. intelligent   B. characteristic     C. psychological     D. physical

51. A. weaken      B. support             C. strengthen         D. oppose

52. A. performance B. diligence            C. maturity            D. intelligence

53. A. programs     B. warnings           C. proposals          D. decisions

54. A. fully            B. greatly             C. mainly              D. highly

55. A. ensuring       B. handling            C. widening           D. increasing