A Your schooldays should be some of the best and happiest days of your life. You shouldn't waste this wonderful opportunity to learn. Here is our advice for you to have a happy school life.

Advice 1 Be active in school!Don't say things are difficult or boring. Be interested in school life and your school subjects. Join lots of activities. Be quick to put your hand up. Go round the school with a big smile.

Advice 2 Expect to work. School is not a holiday camp. If you are not working,you are not learning,and you are wasting your time at school. Teachers cannot make everything enjoyable.

Advice 3 Keep fit. If you do not eat a good breakfast,you will be thinking about food in class. If you go to bed late and do not have enough sleep,you will be sleepy in class. Play some sports to keep your body strong.

Advice 4 Do today's work today. Do not say you will do things tomorrow. If you get behind the class,it is very difficult to get back in front. You cannot finish a race if you rest all the time.

Advice 5 Don't be too disappointed if things sometimes go badly. Everyone fails some tests,loses some matches and has bad days. Friends are not always perfect,and they sometimes say and do unpleasant things. Don't let small problems seem very big and important.

Advice 6 Talk about problems. Sometimes Problems are only the result of misunderstanding. Don't be too embarrassed to ask for help. You are young. No one thinks you can do everything ！

Advice 7   Plan your time.    Don't waste life lying in bed on Saturday morning. Go and play a sport,learn the piano,work on a project,read a book,practice English,or help someone with problems. There are always a lot of things to do.

(   ) 36. One way to be active in school is to         .

   A. regard school as a camp

   B. do more difficult things

   C. show interest in school subjects

   D. ask the teacher for help

(   ) 37. When the teacher can't make things enjoyable,          .

   A. you can have a rest in class

   B. you can do your homework tomorrow

   C. you should tell him or her about it

   D. you're still supposed to study hard

(   ) 38. Getting enough sleep can help students         .

   A. keep in good health

   B. not think about food in class

   C. answer teachers' questions quickly

   D. eat a good breakfast

(   ) 39. Erie is in trouble. He is so unhappy after failing a test that he can not eat or sleep. He needs to read         .

   A. Advice 1   B. Advice 3   C. Advice 5   D. Advice 7

(   ) 40. Which of the following is true according to the article?

   A. Friends are always perfect.

   B. You should ask for help if you need.

   C. You needn't plan your time on weekends.

   D. We mustn't fail tests or lose any matches.

阅读理解

　　Shopping for clothes is not the same experience for a man as it is for a woman. A man goes shopping because he needs something. He knows what he wants, and his purpose is to find it and buy it, and the price is a less important consideration. All men simply walk into a shop and ask the assistant for what they want. If the shop has it, the salesman immediately produces it, and the business of trying it on is done at once. All being well, the bargain can be and often is completed in less than five minutes, with hardly any chat and to everyone's satisfaction.

　　Far a man, slight problems may begin when the shop does not have what he wants. Then the salesman tries to sell the customer something else—he offers the nearest he can to the thing required. He usually says, “I know this jacket is not the style you want, sir, but would you like to try it on for sure? It happens to be the color you want. ”Few men have patience with this treatment, and the usual reply is, “This is the right colour and maybe the right size, but I should be wasting my time and yours by trying it on. ”

　　Now how does a woman go about buying clothes? She does so in the opposite way. She has never fully made up her mind what she wants, and she's only “having a look around” . She is open to persuasion; indeed she considers of great importance what the saleswoman tells her, even what her friends tell her. She will try on any number of things. Highest in her mind is the though of finding something that everyone thinks suits her. Mast women have an excellent sense of value when they buy cloths. They are always trying to find an unexpected bargain. Faced with a roomful of dresses, a women may easily spend an hour going from one counter to another before selecting the dresses she wants to try on. It takes a great deal of time but was great joy. Most dress shops supply chairs for the waiting husbands.

1．When a men is buying clothes, he ________.

[　　]

A．puts price before quality

B．chooses things that others think suitable for him

C．doesn't mind much the pace he has to pay for the right thin

D．buys good quality thin, so long as they do not coat much

2．From the passage we know that in shopping for a jacket ________.

[　　]

A．most men can tell whether it is the right size for them

B．men like their jackets to be bigger than their size

C．men don't worry whether the clothes fit well or not so long as it is the right colour

D．men make sure it fits them before buying it

3．When a man cannot get what he wants he ________.

[　　]

A．usually doesn't buy anything

B．buys something of the same colour in a slightly different style

C．wastes no time in buying something else

D．will try on some other clothes of the same style

4．What can we learn from the passage about women shoppers for clothes?

[　　]

A．They listen to advice but never takes it.

B．Women often buy things without thinking.

C．Women seldom consider buying cheap clothes.

D．They welcome suggestions from anyone.

5．The most obvious difference between men and women shoppers is ________.

[　　]

A．that women bargain for their clothes while men don't

B．that men do rat try clothes on in a shop while women do

C．that women do their shopping standing up while men do theirs sitting down

D．that women often go shopping while men seldom go shopping

In 1974, after filling out fifty applications, going through four interviews, and winning one offer, I look what I could get — a teaching job at what I considered a distant wild area: western New Jersey. My characteristic optimism was alive only when I reminded myself that I would be doing what I had wanted to do since I was fourteen 一 teaching English.

School started, but I felt more and more as if I were in a foreign country. Waa this rural area really New Jersey? My students a week off when hunting season began. I was told they were also frequently absent in late October to help their fathers make hay on the farms. I was a young woman from New York City, who thought that “Make hay while the sun shines” just meant to have a good time.

But, still, I was teaching English. I worked hard, taking lime off only to eat and sleep. And then there was my sixth-grade class 一 seventeen boys and five girls who were only six yean younger than me. I had a problem long before I knew it. I was struggling in my work as a young idealistic teacher. I wanted to make literature come alive and lo promote a love of the written word. The students wanted to throw spitballs and whisper dirty words in the back of the room.

In college I had been taught that a successful educator should ignore bad behavior. So I did, confident that, as the textbook had said, the bad behavior would disappear as I gave ray students positive attention. It sounds reasonable, but the text evidently ignored the fact that humans, particularly teenagers, rarely seem reasonable. By the time ray boss, who was also ray taskmaster known to be the strictest, most demanding, most quick to fire inexperienced teachers, came into the classroom to observe me, the students exhibited very little good behavior to praise.

My boss sat in the back of the room. The boys in the class were making animal noises, hitting each other while the girls filed their nails or read magazines. I just pretended it all wasn’t happening, and went on lecturing and tried to ask some inspiring questions. My boss, sitting in the back of the room, seemed to be growing bigger and bigger. After twenty minutes he left, silently. Visions of unemployment marched before my eyes.

I felt mildly victorious that I got through the rest of class without crying, but at my next free period I had to face him. I wondered if he would let me finish out the day. I walked to his office, took a deep breath, and opened the door.

He was sitting in his chair, and he looked at me long and hard. I said nothing. All I could think of was that I was not an English teacher; I had been lying to myself, pretending that everything was fine.

When he spoke, he said simply, without accusation, “You had nothing to say to them.”

“You had nothing to say to them," he repeated. “No wonder they’re bored. Why not get to the meal of the literature and stop talking about symbolism. Talk with them, not at them. And more important, why do you ignore their bad behavior?” We talked. He named ray problems and offered solutions. We role-played. He was the bad student, and I was the forceful, yet, warm, teacher.

As the year progressed, we spent many hours discussing literature and ideas about human beings and their motivations. He helped me identify my weaknesses and my strengths. In short, he made a teacher of me by teaching me the reality of Emerson's words: “The secret to education lies in respecting the pupil.”

Fifteen years later I still drive that same winding road to the same school. Thanks to the help I received that difficult first year, the school is my home now.

55. It can be inferred from the story that in 1974 ______.

A. the writer became an optimistic person

B. the writer was very happy about her new job

C. it was rather difficult to get a job in the USA

D. it was easy to get a teaching job in New Jersey

56. According to the passage, which of the following is most probably the writer’s problem as a new teacher?

A. She had blind trust in what she learnt at college.

B. She didn’t ask experienced teachers for advice.

C. She took too much time off to eat and sleep.

D. She didn’t like teaching English literature.

57. What is the writer’s biggest worry after her taskmaster's observation of her class?

A. She might lose her teaching job.

B. She might lose her students’ respect.

C. She couldn’t teach the same class any more.

D. She couldn’t ignore her students’ bad behavior any more.

58. Which of the following gives the writer a sense of mild victory?

A. Her talk about symbolism sounded convincing.

B. Her students behaved a little better than usual.

C. She managed to finish the class without crying.

D. She was invited for a talk by her boss after class.

59. The students behaved badly in the writer's classes because ______.

A. they were eager to embarrass her

B. she didn't really understand them

C. they didn't regard her as a good teacher

D. she didn’t have a good command of English

60. The taskmaster’s attitude towards the writer after his observation of her class can be best described as ______.

A. cruel but encouraging                        B. fierce but forgiving

C. sincere and supportive                       D. angry and aggressive

In 1974, after filling out fifty applications, going through four interviews, and winning one offer, I took what I could get ----- a teaching job at what I considered a distant wild area: western New Jersey. My characteristic optimism was alive only when I reminded myself that I would be doing what I had wanted to do since I was fourteen ------- teaching English.
School started, but I felt more and more as if I were in a foreign country. Was this rural area really New Jersey? My students took a week off when hunting season began. I was told they were also frequently absent in late October to help their fathers make hay on the farms. I was a young woman from New York City, who thought that “Make hay while the sun shines” just meant to have a good time.
But, still, I was teaching English. I worked hard, taking time off only to eat and sleep. And then there was my sixth-grade class ---- seventeen boys and five girls who were only six years younger than me. I had a problem long before I knew it. I was struggling in my work as a young idealistic teacher. I wanted to make literature come alive and to promote a love of the written word. The students wanted to throw spitballs and whisper dirty words in the back of the room.
In college I had been taught that a successful educator should ignore bad behavior. So I did, confident that, as the textbook had said, the bad behavior would disappear as I gave my students positive attention. It sounds reasonable, but the text evidently ignored the fact that humans, particularly teenagers, rarely seems reasonable. By the time my boss, who was also my taskmaster, known to be the strictest, most demanding, most quick to fire inexperienced teachers, came into the classroom to observe me, the students exhibited very little good behavior to praise.
My boss sat in the back of the room. The boys in the class were making animal noises, hitting each other while the girls filed their nails or read magazines. I just pretended it all wasn’t happening, and went on lecturing and tried to ask some inspiring questions. My boss, sitting in the back of the classroom, seemed to be growing bigger and bigger. After twenty minutes he left, silently. Visions of unemployment marched before my eyes.
I felt mildly victorious that I got through the rest of class without crying, but at my next free period I had to face him. I wondered if he would let me finish out the day. I walked to his office, took a deep breath, and opened the door.
He was sitting in his chair, and he looked at me long and hard. I said nothing. All I could think of was that I was not an English teacher; I had been lying to myself, pretending that everything was fine.
When he spoke, he said simply, without accusation, “You had nothing to say to them.”
“You had nothing to say to them”. he repeated.” No wonder they are bored. Why not get to the meat of literature and stop talking about symbolism. Talk with them, not at them. And more important, why do you ignore their bad behavior”? We talked. He named my problems and offered solutions. We role-played. He was the bad student, and I was the forceful, yet, warm, teacher
As the year progressed, we spent many hours discussing literature and ideas about human beings and their motivations. He helped me identify my weaknesses and strengths. In short, he made a teacher of me by teaching me the reality of Emerson’s words: “The secret to education lies in respecting the pupil.”
Fifteen years later I still drive that same winding road to the same school. Thanks to the help I received that difficult first year, the school is my home now.
【小题1】 It can be inferred from the story that in 1974 ________________.

A．the writer became an optimistic person

B．the writer was very happy about her new job

C．it was rather difficult to get a job in the USA

D．it was easy to get a teaching job in New Jersey

【小题2】According to the passage, which of the following is most probably the writer’s problem as a new teacher?

A．She had blind trust in what she learnt at college.

B．She didn’t ask experienced teachers for advice.

C．She took too much time off to eat and sleep.

D．She didn’t like teaching English literature.

【小题3】What is the writer’s biggest worry after her taskmaster’s observation of her class?

A．She might lose her teaching job.

B．She might lose her students’ respect.

C．She couldn’t teach the same class any more.

D．She couldn’t ignore her students’ bad behavior any more.

【小题4】Which of the following gives the writer a sense of mild victory?

A．Her talk about symbolism sounded convincing.

B．Her students behaved a little better than usual.

C．She managed to finish the class without crying.

D．She was invited for a talk by her boss after class.

【小题5】The students behaved badly in the writer’s classes because

A．They were eager to embarrass her.

B．She didn’t really understand them.

C．They didn’t regard her as a good teacher.

D．She didn’t have a good command of English.

【小题6】The taskmaster’s attitude towards the writer after his observation of her class can be described as________________.

A．cruel but encouraging	B．fierce but forgiving
C．sincere and supportive	D．angry and aggressive

In 1974, after filling out fifty applications, going through four interviews, and winning one offer, I took what I could get ----- a teaching job at what I considered a distant wild area: western New Jersey. My characteristic optimism was alive only when I reminded myself that I would be doing what I had wanted to do since I was fourteen ------- teaching English.

School started, but I felt more and more as if I were in a foreign country. Was this rural area really New Jersey? My students took a week off when hunting season began. I was told they were also frequently absent in late October to help their fathers make hay on the farms. I was a young woman from New York City, who thought that “Make hay while the sun shines” just meant to have a good time.

But, still, I was teaching English. I worked hard, taking time off only to eat and sleep. And then there was my sixth-grade class ---- seventeen boys and five girls who were only six years younger than me. I had a problem long before I knew it. I was struggling in my work as a young idealistic teacher. I wanted to make literature come alive and to promote a love of the written word. The students wanted to throw spitballs and whisper dirty words in the back of the room.

In college I had been taught that a successful educator should ignore bad behavior. So I did, confident that, as the textbook had said, the bad behavior would disappear as I gave my students positive attention. It sounds reasonable, but the text evidently ignored the fact that humans, particularly teenagers, rarely seems reasonable. By the time my boss, who was also my taskmaster, known to be the strictest, most demanding, most quick to fire inexperienced teachers, came into the classroom to observe me, the students exhibited very little good behavior to praise.

My boss sat in the back of the room. The boys in the class were making animal noises, hitting each other while the girls filed their nails or read magazines. I just pretended it all wasn’t happening, and went on lecturing and tried to ask some inspiring questions. My boss, sitting in the back of the classroom, seemed to be growing bigger and bigger. After twenty minutes he left, silently. Visions of unemployment marched before my eyes.

I felt mildly victorious that I got through the rest of class without crying, but at my next free period I had to face him. I wondered if he would let me finish out the day. I walked to his office, took a deep breath, and opened the door.

He was sitting in his chair, and he looked at me long and hard. I said nothing. All I could think of was that I was not an English teacher; I had been lying to myself, pretending that everything was fine.

When he spoke, he said simply, without accusation, “You had nothing to say to them.”

“You had nothing to say to them”. he repeated.” No wonder they are bored. Why not get to the meat of literature and stop talking about symbolism. Talk with them, not at them. And more important, why do you ignore their bad behavior”? We talked. He named my problems and offered solutions. We role-played. He was the bad student, and I was the forceful, yet, warm, teacher

As the year progressed, we spent many hours discussing literature and ideas about human beings and their motivations. He helped me identify my weaknesses and strengths. In short, he made a teacher of me by teaching me the reality of Emerson’s words: “The secret to education lies in respecting the pupil.”

Fifteen years later I still drive that same winding road to the same school. Thanks to the help I received that difficult first year, the school is my home now.

1. It can be inferred from the story that in 1974 ________________.

A．the writer became an optimistic person

B．the writer was very happy about her new job

C．it was rather difficult to get a job in the USA

D．it was easy to get a teaching job in New Jersey

2.According to the passage, which of the following is most probably the writer’s problem as a new teacher?

A．She had blind trust in what she learnt at college.

B．She didn’t ask experienced teachers for advice.

C．She took too much time off to eat and sleep.

D．She didn’t like teaching English literature.

3.What is the writer’s biggest worry after her taskmaster’s observation of her class?

A．She might lose her teaching job.

B．She might lose her students’ respect.

C．She couldn’t teach the same class any more.

D．She couldn’t ignore her students’ bad behavior any more.

4.Which of the following gives the writer a sense of mild victory?

A．Her talk about symbolism sounded convincing.

B．Her students behaved a little better than usual.

C．She managed to finish the class without crying.

D．She was invited for a talk by her boss after class.

5.The students behaved badly in the writer’s classes because

A．They were eager to embarrass her.

B．She didn’t really understand them.

C．They didn’t regard her as a good teacher.

D．She didn’t have a good command of English.

6.The taskmaster’s attitude towards the writer after his observation of her class can be described as________________.

A．cruel but encouraging                    B．fierce but forgiving

C．sincere and supportive                   D．angry and aggressive

 

In 1974, after filling out fifty applications, going through four interviews, and winning one offer, I took what I could get ----- a teaching job at what I considered a distant wild area: western New Jersey. My characteristic optimism was alive only when I reminded myself that I would be doing what I had wanted to do since I was fourteen ------- teaching English.
School started, but I felt more and more as if I were in a foreign country. Was this rural area really New Jersey? My students took a week off when hunting season began. I was told they were also frequently absent in late October to help their fathers make hay on the farms. I was a young woman from New York City, who thought that “Make hay while the sun shines” just meant to have a good time.
But, still, I was teaching English. I worked hard, taking time off only to eat and sleep. And then there was my sixth-grade class ---- seventeen boys and five girls who were only six years younger than me. I had a problem long before I knew it. I was struggling in my work as a young idealistic teacher. I wanted to make literature come alive and to promote a love of the written word. The students wanted to throw spitballs and whisper dirty words in the back of the room.
In college I had been taught that a successful educator should ignore bad behavior. So I did, confident that, as the textbook had said, the bad behavior would disappear as I gave my students positive attention. It sounds reasonable, but the text evidently ignored the fact that humans, particularly teenagers, rarely seem reasonable. By the time my boss, who was also my taskmaster, known to be the strictest, most demanding, most quick to fire inexperienced teachers, came into the classroom to observe me, the students exhibited very little good behavior to praise. 
My boss sat in the back of the room. The boys in the class were making animal noises, hitting each other while the girls filed their nails or read magazines. I just pretended it all wasn’t happening, and went on lecturing and tried to ask some inspiring questions. My boss, sitting in the back of the classroom, seemed to be growing bigger and bigger. After twenty minutes he left, silently. Visions of unemployment marched before my eyes. 
I felt mildly victorious that I got through the rest of class without crying, but at my next free period I had to face him. I wondered if he would let me finish out the day. I walked to his office, took a deep breath, and opened the door. 
He was sitting in his chair, and he looked at me long and hard. I said nothing. All I could think of was that I was not an English teacher; I had been lying to myself, pretending that everything was fine. 
When he spoke, he said simply, without accusation, “You had nothing to say to them.” 
“You had nothing to say to them”. he repeated.” No wonder they are bored. Why not get to the meat of literature and stop talking about symbolism. Talk with them, not at them. And more important, why do you ignore their bad behavior”? We talked. He named my problems and offered solutions. We role-played. He was the bad student, and I was the forceful, yet, warm teacher.
As the year progressed, we spent many hours discussing literature and ideas about human beings and their motivations. He helped me identify my weaknesses and strengths. In short, he made a teacher of me by teaching me the reality of Emerson’s words: “The secret to education lies in respecting the pupil.”
Fifteen years later I still drive that same winding road to the same school. Thanks to the help I received that difficult first year, the school is my home now. 
【小题1】It can be inferred from the story that in 1974 ________________.

A．the writer became an optimistic person

B．it was rather difficult to get a job in the USA

C．the writer was very happy about her new job

D．it was easy to get a teaching job in New Jersey

【小题2】 According to the passage, which of the following is most probably the writer’s problem as a new teacher?

A．She didn’t like teaching English literature.

B．She didn’t ask experienced teachers for advice.

C．She took too much time off to eat and sleep.

D．She had blind trust in what she learnt at college.

【小题3】What is the writer’s biggest worry after her taskmaster’s observation of her class?

A．She couldn’t ignore her students’ bad behavior any more.

B．She migh t lose her students’ respect.

C．She couldn’t teach the same class any more.

D．She might lose her teaching job.

【小题4】Which of the following gives the writer a sense of mild victory?

A．Her talk about symbolism sounded convincing.

B．She managed to finish the class without crying.

C．Her students behaved a little better than usual.

D．She was invited for a talk by her boss after class.

【小题5】The students behaved badly in the writer’s classes because

A．They were eager to embarrass her.

B．They didn’t regard her as a good teacher.

C．She didn’t really understand them.

D．She didn’t have a good command of English.

【小题6】The taskmaster’s attitude towards the writer after his observation of her class can be described as________________.

A．cruel but encouraging	B．sincere and supportive
C．fierce but forgiving	D．angry and aggressive

In 1974, after filling out fifty applications, going through four interviews, and winning one offer, I took what I could get ----- a teaching job at what I considered a distant wild area: western New Jersey. My characteristic optimism was alive only when I reminded myself that I would be doing what I had wanted to do since I was fourteen ------- teaching English.
School started, but I felt more and more as if I were in a foreign country. Was this rural area really New Jersey? My students took a week off when hunting season began. I was told they were also frequently absent in late October to help their fathers make hay on the farms. I was a young woman from New York City, who thought that “Make hay while the sun shines” just meant to have a good time.
But, still, I was teaching English. I worked hard, taking time off only to eat and sleep. And then there was my sixth-grade class ---- seventeen boys and five girls who were only six years younger than me. I had a problem long before I knew it. I was struggling in my work as a young idealistic teacher. I wanted to make literature come alive and to promote a love of the written word. The students wanted to throw spitballs and whisper dirty words in the back of the room.
In college I had been taught that a successful educator should ignore bad behavior. So I did, confident that, as the textbook had said, the bad behavior would disappear as I gave my students positive attention. It sounds reasonable, but the text evidently ignored the fact that humans, particularly teenagers, rarely seems reasonable. By the time my boss, who was also my taskmaster, known to be the strictest, most demanding, most quick to fire inexperienced teachers, came into the classroom to observe me, the students exhibited very little good behavior to praise.
My boss sat in the back of the room. The boys in the class were making animal noises, hitting each other while the girls filed their nails or read magazines. I just pretended it all wasn’t happening, and went on lecturing and tried to ask some inspiring questions. My boss, sitting in the back of the classroom, seemed to be growing bigger and bigger. After twenty minutes he left, silently. Visions of unemployment marched before my eyes.
I felt mildly victorious that I got through the rest of class without crying, but at my next free period I had to face him. I wondered if he would let me finish out the day. I walked to his office, took a deep breath, and opened the door.
He was sitting in his chair, and he looked at me long and hard. I said nothing. All I could think of was that I was not an English teacher; I had been lying to myself, pretending that everything was fine.
When he spoke, he said simply, without accusation, “You had nothing to say to them.”
“You had nothing to say to them”. he repeated.” No wonder they are bored. Why not get to the meat of literature and stop talking about symbolism. Talk with them, not at them. And more important, why do you ignore their bad behavior”? We talked. He named my problems and offered solutions. We role-played. He was the bad student, and I was the forceful, yet, warm, teacher
As the year progressed, we spent many hours discussing literature and ideas about human beings and their motivations. He helped me identify my weaknesses and strengths. In short, he made a teacher of me by teaching me the reality of Emerson’s words: “The secret to education lies in respecting the pupil.”
Fifteen years later I still drive that same winding road to the same school. Thanks to the help I received that difficult first year, the school is my home now

1. 1.

   It can be inferred from the story that in 1974 ______.

   1. A.
      the writer became an optimistic person
   2. B.
      the writer was very happy about her new job
   3. C.
      it was rather difficult to get a job in the USA
   4. D.
      it was easy to get a teaching job in New Jersey
2. 2.

   According to the passage, which of the following is most probably the writer’s problem as a new teacher?

   1. A.
      She had blind trust in what she learnt at college
   2. B.
      She didn’t ask experienced teachers for advice
   3. C.
      She took too much time off to eat and sleep
   4. D.
      She didn’t like teaching English literature
3. 3.

   What is the writer’s biggest worry after her taskmaster’s observation of her class?

   1. A.
      She might lose her teaching job
   2. B.
      She might lose her students’ respect
   3. C.
      She couldn’t teach the same class any more
   4. D.
      She couldn’t ignore her students’ bad behavior any more
4. 4.

   Which of the following gives the writer a sense of mild victory?

   1. A.
      Her talk about symbolism sounded convincing
   2. B.
      Her students behaved a little better than usual
   3. C.
      She managed to finish the class without crying
   4. D.
      She was invited for a talk by her boss after class
5. 5.

   The students behaved badly in the writer’s classes because______.

   1. A.
      They were eager to embarrass her
   2. B.
      She didn’t really understand them
   3. C.
      They didn’t regard her as a good teacher
   4. D.
      She didn’t have a good command of English
6. 6.

   The taskmaster’s attitude towards the writer after his observation of her class can be described as______.

   1. A.
      cruel but encouraging
   2. B.
      fierce but forgiving
   3. C.
      sincere and supportive
   4. D.
      angry and aggressive

3．In 1974，after filling out fifty applications，going through four interviews，and winning one offer，I took what I could get-a teaching job at what I considered a distant wild area：western New Jersey．My characteristic optimism was alive only when I reminded myself that I would be doing what I had wanted to do since I was fourteen-teaching English．
School started，but I felt more and more as if I were in a foreign country．Was this rural area really New Jersey？My students took a week off when hunting season began．I was told they were also frequently absent in late October to help their fathers make hay on the farms．I was a young woman from New York City，who thought that"Make hay while the sun shines"just meant to have a good time．
But，still，I was teaching English．I worked hard，taking time off only to eat and sleep．And then there was my sixth-grade class-seventeen boys and five girls who were only six years younger than me．I had a problem long before I knew it．I was struggling in my work as a young idealistic teacher．I wanted to make literature come alive and to promote a love of the written word．The students wanted to throw spitballs and whisper dirty words in the back of the room．
In college I had been taught that a successful educator should ignore bad behavior．So I did，confident that，as the textbook had said，the bad behavior would disappear as I gave my students positive attention．It sounds reasonable，but the text evidently ignored the fact that humans，particularly teenagers，rarely seems reasonable．By the time my boss，who was also my taskmaster，known to be the strictest，most demanding，most quick to fire inexperienced teachers，came into the classroom to observe me，the students exhibited very little good behavior to praise．
My boss sat in the back of the room．The boys in the class were making animal noises，hitting each other while the girls filed their nails or read magazines．I just pretended it all wasn't happening，and went on lecturing and tried to ask some inspiring questions．My boss，sitting in the back of the room，seemed to be growing bigger and bigger．After twenty minutes he left，silently．Visions of unemployment marched before my eyes．
I felt mildly victorious that I got through the rest of class without crying，but at my next free period I had to face him．I wondered if he would let me finish out the day．I walked to his office，took a deep breath，and opened the door．
He was sitting in his chair，and he looked at me long and hard．I said nothing．All I could think of was that I was not an English teacher； I had been lying to myself，pretending that everything was fine．
When he spoke，he said simply，without accusation，"You had nothing to say to them．"
"You had nothing to say to them．"he repeated．"No wonder they are bored．Why not get to the meat of literature and stop talking about symbolism．Talk with them，not at them．And more important，why do you ignore their bad behavior？"We talked．He named my problems and offered solutions．We role-played．He was the bad student，and I was the forceful，yet，warm，teacher．
As the year progressed，we spent many hours discussing literature and ideas about human beings and their motivations．He helped me identify my weaknesses and strengths．In short，he made a teacher of me by teaching me the reality of Emerson's words："The secret to education lies in respecting the pupil．"
Fifteen years later I still drive that same winding road to the same school．Thanks to the help I received that difficult first year，the school is my home now．

55．It can be inferred from the story that in 1974C．
A．the writer became an optimistic person
B．the writer was very happy about her new job
C．it was rather difficult to get a job in the USA
D．it was easy to get a teaching job in New Jersey
56．According to the passage，which of the following is most probably the writer's problem as a new teacher？A
A．She had blind trust in what she learnt at college．
B．She didn't ask experienced teachers for advice．
C．She took too much time off to eat and sleep．
D．She didn't like teaching English literature．
57．What is the writer's biggest worry after her taskmaster's observation of her class？A
A．She might lose her teaching job．
B．She might lose her students'respect．
C．She couldn't teach the same class any more．
D．She couldn't ignore her students'bad behavior any more．
58．Which of the following gives the writer a sense of mild victory？C
A．Her talk about symbolism sounded convincing．
B．Her students behaved a little better than usual．
C．She managed to finish the class without crying．
D．She was invited for a talk by her boss after class．
59．The students behaved badly in the writer's classes becauseB．
A．they were eager to embarrass her．
B．she didn't really understand them．
C．they didn't regard her as a good teacher．
D．she didn't have a good command of English．
60．The taskmaster's attitude towards the writer after his observation of her class can be described asC．
A．cruel but encouraging   
B．fierce but forgiving
C．sincere and supportive   
D．angry and aggressive．

阅读理解 　　In 1974, after filling out fifty applications, going through four interviews, and winning one offer, I look what I could get － a teaching job at what I considered a distant wild area：western New Jersey．My characteristic optimism was alive only when I reminded myself that I would be doing what I had wanted to do since I was fourteen－teaching English． 　　School started, but I felt more and more as if I were in a foreign country．Waa this rural area really New Jersey? My students a week off when hunting season began．I was told they were also frequently absent in late October to help their fathers make hay on the farms．I was a young woman from New York City, who thought that “Make hay while the sun shines” just meant to have a good time． 　　But, still, I was teaching English．I worked hard, taking lime off only to eat and sleep．And then there was my sixth-grade class－seventeen boys and five girls who were only six yean younger than me．I had a problem long before I knew it．I was struggling in my work as a young idealistic teacher．I wanted to make literature come alive and lo promote a love of the written word．The students wanted to throw spitballs and whisper dirty words in the back of the room． 　　In college I had been taught that a successful educator should ignore bad behavior．So I did, confident that, as the textbook had said, the bad behavior would disappear as I gave ray students positive attention．It sounds reasonable, but the text evidently ignored the fact that humans, particularly teenagers, rarely seem reasonable．By the time ray boss, who was also ray taskmaster known to be the strictest, most demanding, most quick to fire inexperienced teachers, came into the classroom to observe me, the students exhibited very little good behavior to praise． 　　My boss sat in the back of the room．The boys in the class were making animal noises, hitting each other while the girls filed their nails or read magazines．I just pretended it all wasn't happening, and went on lecturing and tried to ask some inspiring questions．My boss, sitting in the back of the room, seemed to be growing bigger and bigger．After twenty minutes he left, silently．Visions of unemployment marched before my eyes． 　　I felt mildly victorious that I got through the rest of class without crying, but at my next free period I had to face him．I wondered if he would let me finish out the day．I walked to his office, took a deep breath, and opened the door． 　　He was sitting in his chair, and he looked at me long and hard．I said nothing．All I could think of was that I was not an English teacher; I had been lying to myself, pretending that everything was fine． 　　When he spoke, he said simply, without accusation, “You had nothing to say to them．” 　　“You had nothing to say to them," he repeated．“No wonder they're bored．Why not get to the meal of the literature and stop talking about symbolism．Talk with them, not at them．And more important, why do you ignore their bad behavior?” We talked．He named ray problems and offered solutions．We role-played．He was the bad student, and I was the forceful, yet, warm, teacher． 　　As the year progressed, we spent many hours discussing literature and ideas about human beings and their motivations．He helped me identify my weaknesses and my strengths．In short, he made a teacher of me by teaching me the reality of Emerson's words：“The secret to education lies in respecting the pupil．” 　　Fifteen years later I still drive that same winding road to the same school．Thanks to the help I received that difficult first year, the school is my home now． (1) It can be inferred from the story that in 1974 ________． [　　] A． the writer became an optimistic person B． the writer was very happy about her new job C． it was rather difficult to get a job in the USA D． it was easy to get a teaching job in New Jersey (2) According to the passage, which of the following is most probably the writer's problem as a new teacher? [　　] A． She had blind trust in what she learnt at college． B． She didn't ask experienced teachers for advice． C． She took too much time off to eat and sleep． D． She didn't like teaching English literature． (3) What is the writer's biggest worry after her taskmaster's observation of her class? [　　] A． She might lose her teaching job． B． She might lose her students' respect． C． She couldn't teach the same class any more． D． She couldn't ignore her students' bad behavior any more． (4) Which of the following gives the writer a sense of mild victory? [　　] A． Her talk about symbolism sounded convincing． B． Her students behaved a little better than usual． C． She managed to finish the class without crying． D． She was invited for a talk by her boss after class． (5) The students behaved badly in the writer's classes because ________． [　　] A． they were eager to embarrass her B． she didn't really understand them C． they didn't regard her as a good teacher D． she didn't have a good command of English (6) The taskmaster's attitude towards the writer after his observation of her class can be best described as ________． [　　] A． cruel but encouraging B． fierce but forgiving C． sincere and supportive D． angry and aggressive

(2013·高考浙江卷，D)In 1974，after filling out fifty applications，going through four interviews，and winning one offer，I took what I could get—a teaching job at what I considered a distant wild area：western New Jersey.My characteristic optimism was alive only when I reminded myself that I would be doing what I had wanted to do since I was fourteen—teaching English.
School started，but I felt more and more as if I were in a foreign country.Was this rural area really New Jersey？My students took a week off when hunting season began.I was told they were also frequently absent in late October to help their fathers make hay on the farms.I was a young woman from New York City，who thought that“Make hay while the sun shines” just meant to have a good time.
But，still，I was teaching English.I worked hard，taking time off only to eat and sleep.And then there was my sixth­grade class—seventeen boys and five girls who were only six years younger than me.I had a problem long before I knew it.I was struggling in my work as a young idealistic teacher.I wanted to make literature come alive and to promote a love of the written word.The students wanted to throw spitballs and whisper dirty words in the back of the room.
In college I had been taught that a successful educator should ignore bad behavior.So I did，confident that，as the textbook had said，the bad behavior would disappear as I gave my students positive attention.It sounds reasonable，but the text evidently ignored the fact that humans，particularly teenagers，rarely seem reasonable.By the time my boss，who was also my taskmaster，known to be the strictest，most demanding，most quick to fire inexperienced teachers，came into the classroom to observe me，the students exhibited very little good behavior to praise.
My boss sat in the back of the room.The boys in the class were making animal noises，hitting each other while the girls filed their nails or read magazines.I just pretended it all wasn’t happening，and went on lecturing and tried to ask some inspiring questions.My boss，sitting in the back of room，seemed to be growing bigger and bigger.After twenty minutes he left，silently.Visions of unemployment marched before my eyes.
I felt mildly victorious that I got through the rest of class without crying，but at my next free period I had to face him.I wondered if he would let me finish out the day.I walked to his office，took a deep breath，and opened the door.
He was sitting in his chair，and he looked at me long and hard.I said nothing.All I could think of was that I was not an English teacher；I had been lying to myself，pretending that everything was fine.
When he spoke，he said simply，without accusation，“You had nothing to say to them.”
“You had nothing to say to them.”he repeated.“No wonder they’re bored.Why not get to the meat of the literature and stop talking about symbolism.Talk with them，not at them.And more important，why do you ignore their bad behavior？”We talked.He named my problems and offered solutions.We role­played.He was the bad student，and I was the forceful，yet，warm，teacher.
As the year progressed，we spent many hours discussing literature and ideas about human beings and their motivations.He helped me identify my weaknesses and my strengths.In short，he made a teacher of me by teaching me the reality of Emerson’s words：“The secret to education lies in respecting the pupil.”
Fifteen years later I still drive that same winding road to the same school.Thanks to the help I received that difficult first year，the school is my home now.
【小题1】It can be inferred from the story that in 1974________.

A．the writer became an optimistic person

B．the writer was very happy about her new job

C．it was rather difficult to get a job in the USA

D．it was easy to get a teaching job in New Jersey

【小题2】According to the passage，which of the following is most probably the writer’s problem as a new teacher?

A．She had blind trust in what she learnt at college.

B．She didn’t ask experienced teachers for advice.

C．She took too much time off to eat and sleep.

D．She didn’t like teaching English literature.

【小题3】What is the writer’s biggest worry after her taskmaster’s observation of her class?

A．She might lose her teaching job.

B．She might lose her students’ respect.

C．She couldn’t teach the same class any more.

D．She couldn’t ignore her students’ bad behavior any more.

【小题4】Which of the following gives the writer a sense of mild victory?

A．Her talk about symbolism sounded convincing.

B．Her students behaved a little better than usual.

C．She managed to finish the class without crying.

D．She was invited for a talk by her boss after class.

【小题5】The students behaved badly in the writer’s classes because________.

A．they were eager to embarrass her

B．she didn’t really understand them

C．they didn’t regard her as a good teacher

D．she didn’t have a good command of English

【小题6】The taskmaster’s attitude towards the writer after his observation of her class can be best described as ________.

A．cruel but encouraging

B．fierce but forgiving

C．sincere and supportive

D．angry and aggressive

(2013·高考浙江卷，D)In 1974，after filling out fifty applications，going through four interviews，and winning one offer，I took what I could get—a teaching job at what I considered a distant wild area：western New Jersey.My characteristic optimism was alive only when I reminded myself that I would be doing what I had wanted to do since I was fourteen—teaching English.

School started，but I felt more and more as if I were in a foreign country.Was this rural area really New Jersey？My students took a week off when hunting season began.I was told they were also frequently absent in late October to help their fathers make hay on the farms.I was a young woman from New York City，who thought that“Make hay while the sun shines” just meant to have a good time.

But，still，I was teaching English.I worked hard，taking time off only to eat and sleep.And then there was my sixth­grade class—seventeen boys and five girls who were only six years younger than me.I had a problem long before I knew it.I was struggling in my work as a young idealistic teacher.I wanted to make literature come alive and to promote a love of the written word.The students wanted to throw spitballs and whisper dirty words in the back of the room.

In college I had been taught that a successful educator should ignore bad behavior.So I did，confident that，as the textbook had said，the bad behavior would disappear as I gave my students positive attention.It sounds reasonable，but the text evidently ignored the fact that humans，particularly teenagers，rarely seem reasonable.By the time my boss，who was also my taskmaster，known to be the strictest，most demanding，most quick to fire inexperienced teachers，came into the classroom to observe me，the students exhibited very little good behavior to praise.

My boss sat in the back of the room.The boys in the class were making animal noises，hitting each other while the girls filed their nails or read magazines.I just pretended it all wasn’t happening，and went on lecturing and tried to ask some inspiring questions.My boss，sitting in the back of room，seemed to be growing bigger and bigger.After twenty minutes he left，silently.Visions of unemployment marched before my eyes.

I felt mildly victorious that I got through the rest of class without crying，but at my next free period I had to face him.I wondered if he would let me finish out the day.I walked to his office，took a deep breath，and opened the door.

He was sitting in his chair，and he looked at me long and hard.I said nothing.All I could think of was that I was not an English teacher；I had been lying to myself，pretending that everything was fine.

When he spoke，he said simply，without accusation，“You had nothing to say to them.”

“You had nothing to say to them.”he repeated.“No wonder they’re bored.Why not get to the meat of the literature and stop talking about symbolism.Talk with them，not at them.And more important，why do you ignore their bad behavior？”We talked.He named my problems and offered solutions.We role­played.He was the bad student，and I was the forceful，yet，warm，teacher.

As the year progressed，we spent many hours discussing literature and ideas about human beings and their motivations.He helped me identify my weaknesses and my strengths.In short，he made a teacher of me by teaching me the reality of Emerson’s words：“The secret to education lies in respecting the pupil.”

Fifteen years later I still drive that same winding road to the same school.Thanks to the help I received that difficult first year，the school is my home now.

1.It can be inferred from the story that in 1974________.

A．the writer became an optimistic person

B．the writer was very happy about her new job

C．it was rather difficult to get a job in the USA

D．it was easy to get a teaching job in New Jersey

2.According to the passage，which of the following is most probably the writer’s problem as a new teacher?

A．She had blind trust in what she learnt at college.

B．She didn’t ask experienced teachers for advice.

C．She took too much time off to eat and sleep.

D．She didn’t like teaching English literature.

3.What is the writer’s biggest worry after her taskmaster’s observation of her class?

A．She might lose her teaching job.

B．She might lose her students’ respect.

C．She couldn’t teach the same class any more.

D．She couldn’t ignore her students’ bad behavior any more.

4.Which of the following gives the writer a sense of mild victory?

A．Her talk about symbolism sounded convincing.

B．Her students behaved a little better than usual.

C．She managed to finish the class without crying.

D．She was invited for a talk by her boss after class.

5.The students behaved badly in the writer’s classes because________.

A．they were eager to embarrass her

B．she didn’t really understand them

C．they didn’t regard her as a good teacher

D．she didn’t have a good command of English

6.The taskmaster’s attitude towards the writer after his observation of her class can be best described as ________.

A．cruel but encouraging

B．fierce but forgiving

C．sincere and supportive

D．angry and aggressive

 

One day a man was walking in the street when he met a penguin (企鹅)．It was a handsome and very brave bird． It seemed to take an immediate liking to the man, because it walked up to him and then followed him wherever he went．This was funny for a while but in the end became rather embarrassing(尴尬的)．

“Go away, you silly bird, ’’the man said to the penguin, but the bird ignored him. It simply would not leave him alone．Wherever he went, the bird went too. At last, in desperation (绝望) the man walked into a police station．“Excuse me, officer．” he said． “I need some advice. I met this penguin in the street and I don’t know what to do with it．”

A bored policeman looked up from what he was writing and said, “Just take it to the zoo, sir．’’

“Oh，all right．’’said the man．

The next day the man was walking along the street, still accompanied (陪伴) by the penguin, when he met the policeman he’d spoken to the day before．The policeman was not pleased to see them．“I thought I advised you to take that animal to the zoo, ” he said．

“Well, yes, officer, you did．And I did take him to the zoo, ” the man explained. “And we had a great time． But we can’t go to the zoo every day．I thought today I'd take him to the movies．’’

1.Which of the following expressions can be used to describe the penguin?

A．Ugly looking． B．Beautiful in heart．

C．Silly in look． D．Friendly to human．

2.The man went into the police station to__________．

A．sell the bird to the police

B．get something to feed the bird

C．ask for advice about what to do with the penguin

D．ask the police to kill the bird

3.Which statement is true?

A．The penguin received a nice treat at the police station．

B．The policeman took the bird to the zoo．

C．The policeman who received the man was not patient with him．

D．The policeman felt sorry for not giving any help．

11．When I was a high school student，mathematics looked like a big hurdle（障碍）for me and several of my classmates．When we reached the ninth class，we got Mr．Iyer，a strict maths teacher who was also our class teacher．He always stuck to his discipline．We had to arrive on time，pay undivided attention to his lectures，and dared not neglect any of h is homework．
Even so，as our class teacher，we got to know him better．Noticing some of us fidgeting one day as the mid-term exams approached，he stopped solving a mathematical problem to ask us why．"There's too much to do，"we sighed．"We're afraid we'll never manage to finish our revision before the exams．"
"Nothing is impossible，"Mr．Iyer told us．"This classroom is on the second floor．Do you have a problem reaching here？"
We reacted with blank stares．
"No，you don't!"he said，answering his own question．"You have a staircase to help you climb up to this level．No one expects you to make it in two giant leaps．You simply take one step at a time．Any task can be solved if you focus on the immediate action to be taken．The rest w ill take care of itself，if you keep at it．One step at a time．That's the secret．"
Then he wrote down an o ld motto on the blackboard-the longest journey starts with a single step．Having heard his staircase analogy（比拟），w e understood why he asked us the question and we saw him in a new light．
Most of my classmates scored distinctions in maths．And I went on to become an English teacher．To this day，whenever I pass on Mr．Iyer's invaluable advice to my own students，they brighten up at the prospect of a lighter academic burden．

24．What can we learn from the first paragraph？D
A．Maths was difficult for most of the author's classmates．
B．The students thought Mr．Iyer was not a good teacher．
C．Mr．Iyer would punish the students neglecting his discipline．
D．The students showed great fear to Mr．Iyer．
25．The underlined word"fidgeting"in Paragraph 2probably means""B．
A．excited    
B．nervous        
C．hardworking  
D．calm
26．Why did the author and his classmates react with blank stares？D
A．Because they were too tired to understand what Mr．Iyer said．
B．Because they felt surprised at such an unbelievable problem．
C．Because they had no interest in any subjects that were no good for their exam s．
D．Because they first thought reaching the second floor had no connection with the worry．
27．The staircase analogy implies that．A
A．goals can be reached step by step
B．one can reach his/her goals in a giant leap
C．tasks can be solved under the guide of the teacher
D．there is only one step between success and failure．

There are two kinds of people in the world. Those of the first kind are born idlers (游手好闲者), taking interest in nothing. It seems that they live just to pass time idly. They simply don’t know why they have to do so, nor will they bother to ask. The other kind of people are those who take things seriously and never wish to idle away their life. But only a part of the second group are eager enough to make success. All the others fail to make enough effort to realize their dreams.

Why things so happen to them? What are the reasons?

I later find out some people are determined. They are “igniters” that catch fire

of their own, giving light and heat. But that’s not the case with others. They may be fuels but not igniters. As pieces of wood or coal, they need a match or lighter to make them burn so that their energy can be released.

The majority of people need some igniters to light them. Thus an igniter becomes a must for those people to succeed. Unless a suitable igniter comes their way, they will always remain like cold unused firewood or coal.

Fortunately, such an igniter is not difficult to meet. One may find it in an instructive book, a film story, some advice of a good teacher, a pleasant journey, or an unexpected love.

Any of these, coming at the right time, can serve as an igniter to start one’s enthusiasm for learning or for a better career, to turn him from a passive state of waiting to an active state of pursuing, to lend him strength to go ahead bravely. In that case, what he has prepared for years will be quickly turned into fruitful reality.

Such an igniter may turn up of itself, but most likely we have to find it ourselves. Never let a chance slide away, for it is the key to our success.

68. Who take things seriously but may not be able to succeed in this passage?

A. Fuels.       B. Lighters.       C. Idlers.       D. Igniters.

69. What does the writer value most in order to succeed?

A. Great interest in everything.     

B. Storing a lot of energy.     

C. Great dreams about a bright future.

D. An igniter coming at the right time.  

70. The writer’s purpose in writing the passage is _____ .

A. to describe two kinds of people

B. to try to make fun of idlers

C. to praise those who devote themselves to work

D. to encourage people to find chances to succeed                 

There are two kinds of people in the world. Those of the first kind are born idlers (游手好闲者), taking interest in nothing. It seems what they live for is to pass time idly. They simply don’t know why they have to do so, nor will they bother to ask. The other kind are those who take things seriously and never wish to idle away their life. But only a part of the second group are eager enough to make success. All the others fail to make enough effort to make their dreams come true. 
Why do things so happen to them? What are the reasons?
I later find out that some people are determined. They are “igniters” that catch fire of their own, giving light and heat. But that’s not the case with others. They may be fuels but not igniters. As pieces of wood or coal, they need a match or a lighter to make them burn so that their energy can be released to give off light and heat.
The majority of people need some igniter to light them. Thus igniter becomes a must for those people to succeed. Unless a suitable igniter comes their way, they will always remain idle like cold unused firewood or coal.
Fortunately, such an igniter is not difficult to meet. One may find it in an instructive book, a film story, a few words of a close friend, some advice of a good teacher, a pleasant journey, or an unexpected love.
Any of these, coming at the right time, can serve as an igniter to start one’s enthusiasm for learning or for a better career, to turn him from a passive state of waiting to an active state of pursuing, to lend him strength to go ahead bravely. In that case, what he has prepared for years will be quickly turned into fruitful reality.
Such an igniter may turn up of itself, but most likely we have to find it ourselves. Never let a chance slide away, for it is the key to your success.
【小题1】 According to the text, “________” are the persons that can light many people so that their energy can be released to give off light and heat.

A．idlers

B．igniters

C．fuels

D．serious people

【小题2】 According to the writer, what do most people definitely need to succeed? 

A．Storing a lot of energy.

B．Great interest in everything.

C．An igniter coming at the right time.

D．Wonderful dreams about a bright future.

【小题3】 The writer writes the article to _________.

A．describe two kinds of people

B．encourage people to find chances to succeed

C．praise those who work hard

D．make fun of idlers

There are two kinds of people in the world. Those of the first kind are born idlers (游手好闲者), taking interest in nothing. It seems what they live for is to pass time idly. They simply don’t know why they have to do so, nor will they bother to ask. The other kind are those who take things seriously and never wish to idle away their life. But only a part of the second group are eager enough to make success. All the others fail to make enough effort to make their dreams come true. 

Why do things so happen to them? What are the reasons?

I later find out that some people are determined. They are “igniters” that catch fire of their own, giving light and heat. But that’s not the case with others. They may be fuels but not igniters. As pieces of wood or coal, they need a match or a lighter to make them burn so that their energy can be released to give off light and heat.

The majority of people need some igniter to light them. Thus igniter becomes a must for those people to succeed. Unless a suitable igniter comes their way, they will always remain idle like cold unused firewood or coal.

Fortunately, such an igniter is not difficult to meet. One may find it in an instructive book, a film story, a few words of a close friend, some advice of a good teacher, a pleasant journey, or an unexpected love.

Any of these, coming at the right time, can serve as an igniter to start one’s enthusiasm for learning or for a better career, to turn him from a passive state of waiting to an active state of pursuing, to lend him strength to go ahead bravely. In that case, what he has prepared for years will be quickly turned into fruitful reality.

Such an igniter may turn up of itself, but most likely we have to find it ourselves. Never let a chance slide away, for it is the key to your success.

1. According to the text, “________” are the persons that can light many people so that their energy can be released to give off light and heat.

A．idlers

B．igniters

C．fuels

D．serious people

2. According to the writer, what do most people definitely need to succeed? 

A．Storing a lot of energy.

B．Great interest in everything.

C．An igniter coming at the right time.

D．Wonderful dreams about a bright future.

3. The writer writes the article to _________.

A．describe two kinds of people

B．encourage people to find chances to succeed

C．praise those who work hard

D．make fun of idlers

 

There are two kinds of people in the world. Those of the first kind are born idlers (游手好闲者), taking interest in nothing. It seems what they live for is to pass time idly. They simply don’t know why they have to do so, nor will they bother to ask. The other kind are those who take things seriously and never wish to idle away their life. But only a part of the second group are eager enough to make success. All the others fail to make enough effort to make their dreams come true. 
Why do things so happen to them? What are the reasons?
I later find out that some people are determined. They are “igniters” that catch fire of their own, giving light and heat. But that’s not the case with others. They may be fuels but not igniters. As pieces of wood or coal, they need a match or a lighter to make them burn so that their energy can be released to give off light and heat.
The majority of people need some igniter to light them. Thus igniter becomes a must for those people to succeed. Unless a suitable igniter comes their way, they will always remain idle like cold unused firewood or coal.
Fortunately, such an igniter is not difficult to meet. One may find it in an instructive book, a film story, a few words of a close friend, some advice of a good teacher, a pleasant journey, or an unexpected love.
Any of these, coming at the right time, can serve as an igniter to start one’s enthusiasm for learning or for a better career, to turn him from a passive state of waiting to an active state of pursuing, to lend him strength to go ahead bravely. In that case, what he has prepared for years will be quickly turned into fruitful reality.
Such an igniter may turn up of itself, but most likely we have to find it ourselves. Never let a chance slide away, for it is the key to your success

1. 1.

   According to the text, “________” are the persons that can light many people so that their energy can be released to give off light and heat

   1. A.
      idlers
   2. B.
      igniters
   3. C.
      fuels
   4. D.
      serious people
2. 2.

   According to the writer, what do most people definitely need to succeed?

   1. A.
      Storing a lot of energy
   2. B.
      Great interest in everything
   3. C.
      An igniter coming at the right time
   4. D.
      Wonderful dreams about a bright future
3. 3.

   The writer writes the article to _________

   1. A.
      describe two kinds of people
   2. B.
      encourage people to find chances to succeed
   3. C.
      praise those who work hard
   4. D.
      make fun of idlers