长喜英语 专四阅读周计划 第三周星期二
长喜老师专四阅读周计划 第二周星期三
星期3 WednesdaySuccess covers a multitude of blunders.成功由大量失望铸就。
It is customary for adults to forget how hard and dull and long school is. The learning by memory of all the basic things one must know is most incredible and unending effort. Learning to read is probably the most difficult and revolutionary thing that happens to the human brain and if y ou don‟t believ e that, watch an illiterate adult try to do it. School is not easy and it is not for the most part very much fun, but then, if you are very lucky, you may find a real teacher. Three real teachers in a lifetime are the very best of my luck. My first was a science and math teacher in high school, my second, a professor of creative writing at Stanford, and my third was my friend and partner, Ed Rickets.I have come to believe that a great teacher is a great artist and that there are as few as there are any other great artists. It might even be the greatest of the arts since the medium is the human mind and spirit.My three teachers had these things in common: They all loved what they were doing. They did not tell. They catalyzed(催化，刺激) a burning desire to know. Under their influence, the horizon sprung wide and fear went away and the unknown became knowable. But most important of all, the truth, that dangerous stuff, became beautiful and very precious.I shall speak only of my first teacher because in addition to the other things, she brought discovery.She aroused us to shouting, book-waving discussion. She had the noisiest class in school and she di dn‟t ev en seem to know it. We could never stick to the subject. Our speculation ranged the world. She breathed curiosity into us so that we brought in facts or truths shielded in our hands like captured fireflies.She was fired and perhaps rightly so, for failing to teach fundamentals. Such things must be learned. But she left a passion in us for the pure knowable world and she inflamed me with a curiosity which has never left. I could not do simple arithmetic but through her I sensed that abstract mathematics was very much like music. When she was relieved, sadness came over us but the light did not go out. She left her signature on us, the literature of the teacher who writes on minds. I have had many teachers who told me soon-forgotten backs but only three who crested in me a new thing, a new attitude and a new hunger. I suppose that to a large extent I am the unsigned manuscript of the high school teacher. What deathless power lies in the hands of such a person?I can tell my son who looks forward with horror to fifteen years of drudgery (繁重而乏味的工作) that somewhere in the dusty dark a magic may happen that will light up the years if he isvery lucky.1. According to the first paragraph, the author assumes that[A] an illiterate adult enjoy learning knowledge.[B] learning to read is a tough thing.[C] school life is easy and enjoyable.[D] adults often remember their dull school life.2. According to the passage, all of the following can make a teacher EXCEPT that[A] teachers are keen on their career.[B] teachers can enlighten students to conceive.[C] teachers should be also artists in other fields.[D] teachers inspire students to discover.3. According to the author, what‟s the most important feature for a real teacher?[A] A teacher should make fun in the class.[B] A teacher should breathe curiosity into students.[C] A teacher should school basic things.[D] A teacher should be knowledgeable.4. Mentioning the first teac her‟s influence, the author compared himself to[A] a captured firefly.[B] a musician.[C] light.[D] an unsigned manuscript.5. An appropriate title for the passage might be[A] What Makes a Real Teacher?[B] My First Real Teacher[C] Three teachers of Mine[D] A Teacher Who Inflames MeText BOn most shores you will notice that the sea level changes throughout the day. These ups and downs of the seas are called tides.Why should tides occur? Everything on t he Earth‟s surface is attr acted towards the Earth by a force called gravity. The Moon and the Sun also have a gravitational pull of their own. As the Moon passes around the Earth it attracts the waters of the oceans on the side facing it, pulling them away from the Earth, and causing them to bulge. On the opposite side from this “tidal bulge”, there is another one because on that side, the land is closer to the Moon than the waters, and the land is pulled away from the seas, leaving a bulge behind. These two bulges remain in the same position in relation to the Moon, but the rotation of the Earth means that each of them appears to move around the Earth. These bulges are called high water, and the gaps between them are called low water.There are two other factors that help in the formation of the tides. You know that if you cause the water in your bath to rock, it may rise and fall against the side of the bath for some time. In the same way, once the tides have begun, the waters tend to continue to rock up and down and they are given an extra push by the attraction of the Moon. The Sun also tends to attract the Earth‟s oceans towards itself, but because it is so much further away, the attraction is less important. Atcertain times of the year, however, the Sun, the Moon, and the Earth are all in a straight line. When this happens, the attraction of the Sun is added to the attraction of the Moon and tides are extra high.Waves are almost wholly the result of wind blowing across the surface of the water. The wind drags the water to form waves which move slowly forward, and get larger. Although the wave shape moves forward, each particle of water moves round in circles and does not change its average position. The height of a wave depends on three factors: how hard the wind is blowing, how long the wind has been blowing, and the fetch. The word “fetch” means the length of the stretch of open water over which the wind is blowing.6. What is the major cause of the formation of the tides?[A] The gravity of the Earth.[B] The pull of the Sun and the Moon.[C] The attraction of the Moon to the oceans and land.[D] The gravitational pull of the Moon to the bulge.7. Each tidal bulge seems to move around the Earth because of[A] the relationship between the Moon and the Earth.[B] the positions of the two bulges.[C] the rotation of the Earth.[D] the gravitational pull of the Moon.8. Tides reach their maximum when[A] a strong wind blows on the surface of the water.[B] the Sun and the Moon form a right angle with the Earth.[C] the Sun also tends to attract the Ea rth‟s oceans.[D] the Sun, the Moon, and the Earth are in line.9. Which of the following is NOT true according to the passage?[A] When the wave moves forward, the water moves forward, too.[B] The height of a wave is related to wind speed.[C] Tides are different from waves.[D] Waves are usually the result of wind blowing.Text CIn general, our society is becoming one of giant enterprises directed by a bureaucratic management in which man becomes a small, well-oiled cog (齿轮)in the machinery. The oiling is done with higher wages, well-ventilated factories and piped music, and by psychologists and “human relations” experts; yet all this oiling does not alter the fact that man has become powerless, that he does not whole heartedly participate in his work and that he is bored with it. In fact, the blue and white-collar workers have become economic puppets who dance to the tune of automated machines and bureaucratic management.The workers and employees are anxious, not only because they might find themselves out of a job; they are anxious also because they are unable to acquire any real satisfaction or interest in life. They live and die without ever having confronted the fundamental realities of human existence as emotionally independent and productive human beings.Those higher up on the social ladder are no less anxious. Their lives are no less empty than those of their subordinates. They are even more insecure in some respects. They are in highlycompetitive race. To be promoted or fall behind is not a matter of salary but even more a matter of self-respect. When they apply for their first job, they are tested for intelligence as well as for the right mixture of submissiveness and independence. From that moment on they are tested again and again —by the psychologists, for whom testing is a big business, and by their superiors, who judge their behavior, sociability, capacity to go along, etc. This constant need to prove that one is as good as or better than one‟s fellow competitor creates constant anxiety and stress, the very causes of unhappiness and illness.Am I suggesting that we should return to the pre-industrial mode of production or to nineteenth century “free enterprise” capitalism? Certainly not. Problems are never solved by returning to a stage which one has already outgrown. I suggest transforming our social system from a bureaucratically managed industrialism in which maximal production and consumption are ends in themselves into a humanist industrialism in which man and full development of his potentialities — those of love and of reason — are the aims of all social arrangements. Production and consumption should serve only as means to this end, and should be prevented from ruling man.10. By “a well-oiled cog in the machinery” the author implies that man is[A] working in complete harmony with the rest of the society.[B] a humble component of the society, especially when working smoothly.[C] an unimportant part compared with the rest of society, though functioning smoothly.[D] a necessary part of the society though each individual‟s func tion is negligible.11. The real cause of the anxiety of the workers and employees is that[A] they are likely to lose their jobs.[B] they have no genuine satisfaction or interest in life.[C] they are faced with the fundamental realities of human existence.[D] they are deprived of their individuality and independence.12. Why do the higher-ups feel anxious?[A] Because their lives are emptier than their subordinates‟.[B] Because they are repeatedly tested by the psychologists.[C] Because they feel oppressed by their superiors.[D] Because they need to prove they‟re better than other competitors.13. According to the passage, real happiness of life probably belongs to those[A] who could keep far away from this competitive world.[B] who are at the bottom of the society.[C] who are higher up in their social status.[D] who prove better than their fellow competitors.14. In the last paragraph the author suggests that we should[A] resort to the production mode of our ancestors.[B] enable man to fully develop his potentialities.[C] offer higher wages to the workers and employees.[D] take the fundamental realities for granted.15. What‟s the author‟s attitude towards industrialism?[A] Approval. [B] Suspicion.[C] Dissatisfaction. [D] Tolerance.Text DCAMBRIDGE, Mass., Feb. 11 ― Recalling her coming of age as the only girl in a privileged, tradition-bound family in Virginia horse country, Drew Gilpin Faust, 59, has often spoken of her “continued confrontations” with her mother “about the requirements of what she usually called femininity.” Her mother, Catharine, she has said, told her repeatedly, “It‟s a man‟s world, sweetie, and the sooner you learn that the better off you‟ll be.”Instead, Dr. Faust left home at an early age, to be educated at Concord A cademy, then a girls‟ prep school in Massachusetts, and at Bryn Mawr College, a women‟s college known for creating future leaders, and to become a leading Civil War scholar. And Sunday, through the convergence of grand changes in higher education, her own achievements and the resignation of Harvard‟s previous president under pressure, she became the first woman appointed to lead the Ivy League university founded in 1636.Catharine Drew Gilpin was born on Sept. 18, 1947, and grew up in Clarke County, Va., in the Shenandoah Valley. She was always known as Drew. Her father, McGhee Tyson Gilpin, bred thoroughbred horses.Her father, her two uncles, her great-uncle, two of her three brothers (including Tyson) and numerous male cousins all went to Princeton, but since Princeton did not admit women in the mid-1960s, she went to Bryn Mawr. Majoring in history, she took classes with Mary Maples Dunn, a professor who would become the president of Smith College, the acting dean of the Radcliffe Institute for Advanced Study and a close friend and advocate.It was significant, Dr. Dunn said, that Dr. Faust had been educated at Concord Academy and Bryn Mawr. “I think these women‟s institutions in those days tended to give these young women a very good sense of themselves and encouraged them to develop their own ideas and to express themselves confidently,” she said. “It was an invaluable experience in a world in which women were second-class citizens.”Dr. Faust graduated from Bryn Mawr in 1968, magna cum laude (以优异的成绩) with honors in history. She went on to the University of Pennsylvania, where she received a master‟s in 1971 and a doctorate in 1975 in American civilization.She was a professor at Penn for 25 years, including five years as the chairwoman of the Department o f American Civilization. She was director of the Women‟s Studies Program for four years.In 2001, as Dr. Dunn was stepping down as acting dean of the Radcliffe Institute, the remnant of Radcliffe College, which had been absorbed into Harvard in 1999, Dr. Faust became the dean. She made major organizational changes, cut costs and laid off a quarter of the staff, transforming Radcliffe into an internationally known home for scholars from multiple disciplines.Asked Sunday whether her appointment signified the end of sex inequities at the university, Dr. Faust said: “Of course not. There is a lot of work still to be done, especially in the sciences.”What would her mother, who never went to college and died in 1966, have to say about her appointment? “I‟ve often thought about that,” she said. “I‟ve had dialogues with my dead mother over the 40 years since she died.”Then she added with a regretful smile, “I think in many ways that comment ― …It‟s a man‟s world, sweetie‟ ― was a bitter comment from a woman of a generation who didn‟t have the kind of choices my generation of women had.”16. At the beginning of the passage, the author indicates that[A] Dr. Faust tried her best to meet her mother‟s requirement of the femininity.[B] there is a deep conflict between Dr. Faust and her mother.[C] Dr. Faust didn‟t agree with her mother‟s idea about the femininity.[D] Dr. Faust‟s mother was a feminist.17. Which of the following contributes to Faust‟s appointment in Harvard?[A] Tremendous changes in the field of higher education[B] Recommendation of Harvard‟s previous president.[C] Her own effort to compete for the position.[D] The stepping down of Dr. Dunn.18. Drew Gilpin Faust didn‟t go to the Princeton University because[A] her father, uncles and brothers all graduated from this university.[B] the Princeton University didn‟t accept females in those days.[C] she always wanted to go to the Bryn Mawr College.[D] she wanted to take classes with Dr. Dunn.19. Dr. Dunn‟s words implies that[A] Concorrd Academy and Bryn Mawr were women‟s institutions in those days.[B] the study in Concorrd Academy and Bryn Mawr benefited Faust a lot.[C] Concorrd Academy and Bryn Mawr encouraged women‟s own ideas[D] women were regarded as second-class citizens in their time.20. According to the last four paragraphs, we know that[A] Dr. Dunn reformed the Redcliffe Institute in many respects.[B] Dr. Faust thought that sex equity is still exiting, especially in the sciences.[C] Dr. Faust‟s mother had often thought about her daughter‟s appointment.[D] Dr. Faust felt regret about not listening to her mother‟s bitter comment.语境词汇Text A1. spring v.开裂，破裂；出现2. breathe v.使…充满（某种感情）；呼吸3. shield vt.保护，防御n.盾；防护物，挡板4. inflame vt.使燃烧；使…激动或愤怒；加剧5. relieve vt.换班，接替（工作）；缓解；消除6. crest vt.在…加饰章n.鸟冠Text B1. ups and downs 高低起伏；盛衰；沉浮2. gravity n.重力，引力；重要性，严重性3. pull n.引力；影响力v.拉，拖；吸引4. rotation n.旋转；循环5. fetch n.风域，风区vt.取来；去请…来6. stretch n.一段水域（或陆地）vt.＆vi.伸展Text C1. bureaucratic a.官僚的，官僚主义的2. enterprise n.企、事业单位3. ventilate vt.使通风；将…公开并引起讨论4. piped music <贬>在公共场所不断播放的轻音乐5. puppet n.木偶，傀儡6. subordinate n.属下，部属a.下级的，次要的7. submissiveness n.柔顺，服从Text D1. tradition-bound a.恪守传统的，受传统束缚的2. femininity n.女性特质，女子气质3. thoroughbred a.（指动物）优良品种的；受过良好教养的4. acting dean n.代理主任5. advocate n.支持者v.主张,拥护6. doctorate n.博士学位7. remnant n.遗留的痕迹；残余难句突破Text A1. Learning to read is probably the most difficult and revolutionary thing that happens to the human brain and if you do n‟t believe that, watch an illiterate adult try to do it.【分析】并列复合句。
英语阅读周计划
竭诚为您提供优质文档/双击可除英语阅读周计划篇一：英语阅读周计划来源：《英语阅读周计划》（聚焦图书）时间：20XX-3-22提供者：张文燕前言Reading,areyouready?阅读，你计划好了吗？阅读，在考试中，分量自不必说，在今后的工作乃至生活中，它仍然是您叱咤风云的一把利剑。
可当您走进琳琅满目的书店时，你茫然了。
各种阅读教材充斥着你的视线，各种广告语让你视觉疲劳，你无从抉择??有大部头的、有活页纸的、有精装的、有平装的，梦一翻，大同小异。
怎么办？有计划地选书，才不会错过；有计划地阅读，才不会浪费时间；有效地阅读，才能最大限度地释放你的自由空间！这一切均源于计划，源于科学而合理的计划！而阅读周计划，不是单纯的阅读时间表，也不是简单的组合材料，而是一套科学有序的阅读体系，是一套有针对性地将效率、技能、题量、考点等有机结合在一起的阅读解决方案！阅读周计划系列丛书历经多年修订，现已经成为师生广为流传的阅读经典之作。
一时间，各种仿冒之作如雨后春笋般冒出来。
但这么多年以来，我们一直保持与课表时代俱进，与一线教改先锋同行，全身心致力于新课程标准下的阅读专项研究。
我们拥有全国上百万师生的使用反馈，拥有几十位特高级一线教师实施指导，能实时实现与教学实践无缝对接。
这就是为什么“我们从来只有被模仿，从未被超越”的根源所在。
我们根据新课标教学与考试中的“积累与创新并重”、“选材与生活贴近”、“教学自主探究”三大原则设计了这套丛书，并在图书的“鲜活度、实用度、精准度”三方面不断进行品质升级，从而奠定了《阅读周计划》不可动摇的品牌基础。
阅读周计划是什么，与其说是一本辅导书，不如说是一种“效率与能力并重、计划终生受用”的学习理念；是一套“难度量身定做，方法科学配置”的标准化阅读教材；是一套“最大限度地释放自由空间”的快乐学习法则！本套书跳出了“阅读要与教材同步”的怪圈，追求阅读质的提升。
英语，作为一门工具类学科，其自身的学科特点注定了其学习方式不可能是一课一课地机械模仿教材，而是讲求一种潜移默化的渗透、积累，最后达到运用自如的境界。
长喜老师专四阅读周计划第二周星期三
星期3 WednesdaySuccess covers a multitude of blunders.成功由大量失望铸就。
Text AIt is customary for adults to forget how hard and dull and long school is. The learning by memory of all the basic things one must know is most incredible and unending effort. Learning to read is probably the most difficult and revolutionary thing that happens to the human brain and if you don’t believ e that, watch an illiterate adult try to do it. School is not easy and it is not for the most part very much fun, but then, if you are very lucky, you may find a real teacher. Three real teachers in a lifetime are the very best of my luck. My first was a science and math teacher in high school, my second, a professor of creative writing at Stanford, and my third was my friend and partner, Ed Rickets.I have come to believe that a great teacher is a great artist and that there are as few as there are any other great artists. It might even be the greatest of the arts since the medium is the human mind and spirit.My three teachers had these things in common: They all loved what they were doing. They did not tell. They catalyzed(催化，刺激) a burning desire to know. Under their influence, the horizon sprung wide and fear went away and the unknown becameknowable. But most important of all, the truth, that dangerous stuff, became beautiful and very precious.I shall speak only of my first teacher because in addition to the other things, she brought discovery.She aroused us to shouting, book-waving discussion. She had the noisiest class in school and she di dn’t ev en seem to know it. We could never stick to the subject. Our speculation ranged the world. She breathed curiosity into us so that we brought in facts or truths shielded in our hands like captured fireflies.She was fired and perhaps rightly so, for failing to teach fundamentals. Such things must be learned. But she left a passion in us for the pure knowable world and she inflamed me with a curiosity which has never left. I could not do simple arithmetic but through her I sensed that abstract mathematics was very much like music. When she was relieved, sadness came over us but the light did not go out. She left her signature on us, the literature of the teacher who writes on minds. I have had many teachers who told me soon-forgotten backs but only three who crested in me a new thing, a new attitude and a new hunger. I suppose that to a large extent I am the unsignedmanuscript of the high school teacher. What deathless power lies in the hands of such a personI can tell my son who looks forward with horror to fifteen years of drudgery (繁重而乏味的工作) that somewhere in the dusty dark a magic may happen that will light up the years if he is very lucky.1. According to the first paragraph, the author assumes that[A] an illiterate adult enjoy learning knowledge.[B] learning to read is a tough thing.[C] school life is easy and enjoyable.[D] adults often remember their dull school life.2. According to the passage, all of the following can make a teacher EXCEPT that[A] teachers are keen on their career.[B] teachers can enlighten students to conceive.[C] teachers should be also artists in other fields.[D] teachers inspire students to discover.3. According to the author, what’s the most important feature for a real teacher[A] A teacher should make fun in the class.[B] A teacher should breathe curiosity into students.[C] A teacher should school basic things.[D] A teacher should be knowledgeable.4. Mentioning the first teac her’s influence, the author compared himself to[A] a captured firefly.[B] a musician.[C] light.[D] an unsigned manuscript.5. An appropriate title for the passage might be[A] What Makes a Real Teacher[B] My First Real Teacher[C] Three teachers of Mine[D] A Teacher Who Inflames MeText BOn most shores you will notice that the sea level changes throughout the day. These ups and downs of the seas are called tides.Why should tides occur Everything on t he Earth’s surface is attracted towards the Earth by a force called gravity. The Moon and the Sun also have a gravitational pull of their own. As the Moon passes around the Earth it attracts the waters of the oceans on the side facing it, pulling them away from the Earth, and causing them to bulge. On the opposite side from this “tidal bulge”, there is another one because on that side, the land is closer to the Moon than the waters, and the land is pulled away from the seas, leaving a bulge behind. These two bulges remain in the same position in relation to the Moon, but the rotation of the Earth means that each of them appears to move around the Earth. These bulges are called high water, and the gaps between them are called low water.There are two other factors that help in the formation ofthe tides. You know that if you cause the water in your bath to rock, it may rise and fall against the side of the bath for some time. In the same way, once the tides have begun, the waters tend to continue to rock up and down and they are given an extra push by the attraction of the Moon. The Sun also tends to attract the Earth’s oceans towards itself, but because it is so much further away, the attraction is less important. At certain times of the year, however, the Sun, the Moon, and the Earth are all in a straight line. When this happens, the attraction of the Sun is added to the attraction of the Moon and tides are extra high.Waves are almost wholly the result of wind blowing across the surface of the water. The wind drags the water to form waves which move slowly forward, and get larger. Although the wave shape moves forward, each particle of water moves round in circles and does not change its average position. The height of a wave depends on three factors: how hard the wind is blowing, how long the wind has been blowing, and the fetch. The word “fetch” means the length of the stretch of open water over which the wind is blowing.6. What is the major cause of the formation of the tides[A] The gravity of the Earth.[B] The pull of the Sun and the Moon.[C] The attraction of the Moon to the oceans and land.[D] The gravitational pull of the Moon to the bulge.7. Each tidal bulge seems to move around the Earth because of[A] the relationship between the Moon and the Earth.[B] the positions of the two bulges.[C] the rotation of the Earth.[D] the gravitational pull of the Moon.8. Tides reach their maximum when[A] a strong wind blows on the surface of the water.[B] the Sun and the Moon form a right angle with the Earth.[C] the Sun also tends to attract the Ea rth’s oceans.[D] the Sun, the Moon, and the Earth are in line.9. Which of the following is NOT true according to the passage[A] When the wave moves forward, the water moves forward, too.[B] The height of a wave is related to wind speed.[C] Tides are different from waves.[D] Waves are usually the result of wind blowing.Text CIn general, our society is becoming one of giant enterprises directed by a bureaucratic management in which man becomes a small, well-oiled cog (齿轮)in the machinery. The oiling is done with higher wages, well-ventilated factories and piped music, and by psychologists and “human relations” experts; yet all this oiling does not alter the fact that man has become powerless, that he does not whole heartedly participate in his work and that he is bored with it. In fact, the blue and white-collar workers have become economic puppets who dance to the tune of automated machines and bureaucratic management.The workers and employees are anxious, not only because they might find themselves out of a job; they are anxious alsobecause they are unable to acquire any real satisfaction or interest in life. They live and die without ever having confronted the fundamental realities of human existence as emotionally independent and productive human beings.Those higher up on the social ladder are no less anxious. Their lives are no less empty than those of their subordinates. They are even more insecure in some respects. They are in highly competitive race. To be promoted or fall behind is not a matter of salary but even more a matter of self-respect. When they apply for their first job, they are tested for intelligence as well as for the right mixture of submissiveness and independence. From that moment on they are tested again and again —by the psychologists, for whom testing is a big business, and by their superiors, who judge their behavior, sociability, capacity to go along, etc. This constant need to prove that one is as good as or better than one’s fellow competitor creates constant anxiety and stress, the very causes of unhappiness and illness.Am I suggesting that we should return to the pre-industrial mode of production or to nineteenth century “free enterprise” capitalism Certainly not. Problems are never solved byreturning to a stage which one has already outgrown. I suggest transforming our social system from a bureaucratically managed industrialism in which maximal production and consumption are ends in themselves into a humanist industrialism in which man and full development of his potentialities —those of love and of reason —are the aims of all social arrangements. Production and consumption should serve only as means to this end, and should be prevented from ruling man.10. By “a well-oiled cog in the machinery” the author implies that man is[A] working in complete harmony with the rest of the society.[B] a humble component of the society, especially when working smoothly.[C] an unimportant part compared with the rest of society, though functioning smoothly.[D] a necessary part of the society though each individual’s function is negligible.11. The real cause of the anxiety of the workers and employees is that[A] they are likely to lose their jobs.[B] they have no genuine satisfaction or interest in life.[C] they are faced with the fundamental realities of human existence.[D] they are deprived of their individuality and independence.12. Why do the higher-ups feel anxious[A] Because their lives are emptier than their subordinates’.[B] Because they are repeatedly tested by the psychologists.[C] Because they feel oppressed by their superiors.[D] Because they need to prove they’re better than other competitors.13. According to the passage, real happiness of life probably belongs to those[A] who could keep far away from this competitive world.[B] who are at the bottom of the society.[C] who are higher up in their social status.[D] who prove better than their fellow competitors.14. In the last paragraph the author suggests that we should[A] resort to the production mode of our ancestors.[B] enable man to fully develop his potentialities.[C] offer higher wages to the workers and employees.[D] take the fundamental realities for granted.15. What’s the author’s attitude towards industrialism[A] Approval. [B] Suspicion.[C] Dissatisfaction. [D] Tolerance.Text DCAMBRIDGE, Mass., Feb. 11 ― Recalling her coming of age as the only girl in a privileged, tradition-bound family in Virginia horse country, Drew Gilpin Faust, 59, has often spoken of her “continued confrontations” with her mother “about the requirements of what she usually called femininity.” Her mother, Catharine, she has said, told her repeatedly, “It’s a man’s world, sweetie, and the sooner you learn that thebetter off you’ll be.”Instead, Dr. Faust left home at an early age, to be educated at Concord Academy, then a girls’ prep school in Massachusetts, and at Bryn Mawr College, a women’s college known for creating future leaders, and to become a leading Civil War scholar. And Sunday, through the convergence of grand changes in higher education, her own achievements and the resignation of Harvard’s previous president under pressure, she became the first woman appointed to lead the Ivy League university founded in 1636.Catharine Drew Gilpin was born on Sept. 18, 1947, and grew up in Clarke County, Va., in the Shenandoah Valley. She was always known as Drew. Her father, McGhee Tyson Gilpin, bred thoroughbred horses.Her father, her two uncles, her great-uncle, two of her three brothers (including Tyson) and numerous male cousins all went to Princeton, but since Princeton did not admit women in the mid-1960s, she went to Bryn Mawr. Majoring in history, she took classes with Mary Maples Dunn, a professor who would become the president of Smith College, the acting dean of the Radcliffe Institute for Advanced Study and a close friend and advocate.It was significant, Dr. Dunn said, that Dr. Faust had been educated at Concord Academy and Bryn Mawr. “I think these women’s institutions in those days tended to give these young women a very good sense of themselves and encouraged them to develop their own ideas and to express themselves confidently,” she said. “It was an invaluable experience in a world in which women were second-class citizens.”Dr. Faust graduated from Bryn Mawr in 1968, magna cum laude (以优异的成绩) with honors in history. She went on to the University of Pennsylvania, where she received a master’s in 1971 and a doctorate in 1975 in American civilization.She was a professor at Penn for 25 years, including five years as the chairwoman of the Department of American Civilization. She was director of the Women’s Studies Program for four years.In 2001, as Dr. Dunn was stepping down as acting dean of the Radcliffe Institute, the remnant of Radcliffe College, which had been absorbed into Harvard in 1999, Dr. Faust became the dean. She made major organizational changes, cut costs and laid off a quarter of the staff, transforming Radcliffe into an internationally known home for scholars from multipledisciplines.Asked Sunday whether her appointment signified the end of sex inequities at the university, Dr. Faust said: “Of course not. There is a lot of work still to be done, especially in the sciences.”What would her mother, who never went to college and died in 1966, have to say about her appointment “I’ve often thought about that,” she said. “I’ve had dialogues with my dead mother over the 40 years since she died.”Then she added with a regretful s mile, “I think in many ways that comment ― ‘It’s a man’s world, sweetie’ ― was a bitter comment from a woman of a generation who didn’t have the kind of choices my generation of women had.”16. At the beginning of the passage, the author indicates that[A] Dr. Faust tried her best to meet her mother’s requirement of the femininity.[B] there is a deep conflict between Dr. Faust and her mother.[C] Dr. Faust didn’t agree with her mother’s idea about the femininity.[D] Dr. Faust’s mother was a feminist.17. Which of the following contributes to Faust’s appointment in Harvard[A] Tremendous changes in the field of higher education[B] Recommendation of Harvard’s previous president.[C] Her own effort to compete for the position.[D] The stepping down of Dr. Dunn.18. Drew Gilpin Faust didn’t go to the Princeton University because[A] her father, uncles and brothers all graduated from this university.[B] the Princeton University didn’t accept females in those days.[C] she always wanted to go to the Bryn Mawr College.[D] she wanted to take classes with Dr. Dunn.19. Dr. Dunn’s words implies that[A] Concorrd Academy and Bryn Mawr were women’s institutionsin those days.[B] the study in Concorrd Academy and Bryn Mawr benefited Faust a lot.[C] Concorrd Academy and Bryn Mawr encouraged women’s own ideas[D] women were regarded as second-class citizens in their time.20. According to the last four paragraphs, we know that[A] Dr. Dunn reformed the Redcliffe Institute in many respects.[B] Dr. Faust thought that sex equity is still exiting, especially in the sciences.[C] Dr. Faust’s mother had often thought about her daughter’s appointment.[D] Dr. Faust felt regret about not listening to her mother’s bitter comment.语境词汇1. spring v.开裂，破裂；出现2. breathe v.使…充满（某种感情）；呼吸3. shield vt.保护，防御n.盾；防护物，挡板4. inflame vt.使燃烧；使…激动或愤怒；加剧5. relieve vt.换班，接替（工作）；缓解；消除6. crest vt.在…加饰章n.鸟冠Text B1. ups and downs 高低起伏；盛衰；沉浮2. gravity n.重力，引力；重要性，严重性3. pull n.引力；影响力v.拉，拖；吸引4. rotation n.旋转；循环5. fetch n.风域，风区vt.取来；去请…来6. stretch n.一段水域（或陆地）vt.＆vi.伸展1. bureaucratic a.官僚的，官僚主义的2. enterprise n.企、事业单位3. ventilate vt.使通风；将…公开并引起讨论4. piped music <贬>在公共场所不断播放的轻音乐5. puppet n.木偶，傀儡6. subordinate n.属下，部属a.下级的，次要的7. submissiveness n.柔顺，服从Text D1. tradition-bound a.恪守传统的，受传统束缚的2. femininity n.女性特质，女子气质3. thoroughbred a.（指动物）优良品种的；受过良好教养的4. acting dean n.代理主任5. advocate n.支持者v.主张,拥护6. doctorate n.博士学位7. remnant n.遗留的痕迹；残余难句突破Text A1. Learning to read is probably the most difficult and revolutionary thing that happens to the human brain and if you do n’t believe that, watch an illiterate adult try to do it.【分析】并列复合句。
长喜老师专四阅读周计划-第二周星期三
星期3 WednesdaySuccess covers a multitude of blunders.成功由大量失望铸就。
学习内容题材词数建议时间错误统计做题备忘Text A 教育人物487 6分钟/5Text B 自然现象404 5.5分钟/4Text C 工业社会394 6分钟/6Text D 女性人物573 7.5分钟/5今日练习It is customary for adults to forget how hard and dull and long school is. The learning by memory of all the basic things one must know is most incredible and unending effort. Learning to read is probably the most difficult and revolutionary thing that happens to the human brain and if y ou don’t believ e that, watch an illiterate adult try to do it. School is not easy and it is not for the most part very much fun, but then, if you are very lucky, you may find a real teacher. Three real teachers in a lifetime are the very best of my luck. My first was a science and math teacher in high school, my second, a professor of creative writing at Stanford, and my third was my friend and partner, Ed Rickets.I have come to believe that a great teacher is a great artist and that there are as few as there are any other great artists. It might even be the greatest of the arts since the medium is the human mind and spirit.My three teachers had these things in common: They all loved what they were doing. They did not tell. They catalyzed(催化，刺激) a burning desire to know. Under their influence, the horizon sprung wide and fear went away and the unknown became knowable. But most important of all, the truth, that dangerous stuff, became beautiful and very precious.I shall speak only of my first teacher because in addition to the other things, she brought discovery.She aroused us to shouting, book-waving discussion. She had the noisiest class in school and she di dn’t ev en seem to know it. We could never stick to the subject. Our speculation ranged the world. She breathed curiosity into us so that we brought in facts or truths shielded in our hands like captured fireflies.She was fired and perhaps rightly so, for failing to teach fundamentals. Such things must be learned. But she left a passion in us for the pure knowable world and she inflamed me with a curiosity which has never left. I could not do simple arithmetic but through her I sensed that abstract mathematics was very much like music. When she was relieved, sadness came over us but the light did not go out. She left her signature on us, the literature of the teacher who writes on minds. I have had many teachers who told me soon-forgotten backs but only three who crested in me a new thing, a new attitude and a new hunger. I suppose that to a large extent I am the unsigned manuscript of the high school teacher. What deathless power lies in the hands of such a person?I can tell my son who looks forward with horror to fifteen years of drudgery (繁重而乏味的工作) that somewhere in the dusty dark a magic may happen that will light up the years if he isvery lucky.1. According to the first paragraph, the author assumes that[A] an illiterate adult enjoy learning knowledge.[B] learning to read is a tough thing.[C] school life is easy and enjoyable.[D] adults often remember their dull school life.2. According to the passage, all of the following can make a teacher EXCEPT that[A] teachers are keen on their career.[B] teachers can enlighten students to conceive.[C] teachers should be also artists in other fields.[D] teachers inspire students to discover.3. According to the author, what’s the most important feature for a real teacher?[A] A teacher should make fun in the class.[B] A teacher should breathe curiosity into students.[C] A teacher should school basic things.[D] A teacher should be knowledgeable.4. Mentioning the first teac her’s influence, the author compared himself to[A] a captured firefly.[B] a musician.[C] light.[D] an unsigned manuscript.5. An appropriate title for the passage might be[A] What Makes a Real Teacher?[B] My First Real Teacher[C] Three teachers of Mine[D] A Teacher Who Inflames MeText BOn most shores you will notice that the sea level changes throughout the day. These ups and downs of the seas are called tides.Why should tides occur? Everything on t he Earth’s surface is attr acted towards the Earth by a force called gravity. The Moon and the Sun also have a gravitational pull of their own. As the Moon passes around the Earth it attracts the waters of the oceans on the side facing it, pulling them away from the Earth, and causing them to bulge. On the opposite side from this “tidal bulge”, there is another one because on that side, the land is closer to the Moon than the waters, and the land is pulled away from the seas, leaving a bulge behind. These two bulges remain in the same position in relation to the Moon, but the rotation of the Earth means that each of them appears to move around the Earth. These bulges are called high water, and the gaps between them are called low water.There are two other factors that help in the formation of the tides. You know that if you cause the water in your bath to rock, it may rise and fall against the side of the bath for some time. In the same way, once the tides have begun, the waters tend to continue to rock up and down and they are given an extra push by the attraction of the Moon. The Sun also tends to attract the Earth’s oceans towards itself, but because it is so much further away, the attraction is less important. At。
英语周计划参考答案
英语周计划参考答案周一：词汇复习与新词学习1. 复习上周学习的20个单词，每个单词造句。
2. 学习本周新单词表中的20个单词，包括它们的用法和例句。
周二：语法练习1. 完成一份关于过去完成时态的练习题。
2. 通过阅读材料，找出并标记过去完成时态的句子。
周三：听力训练1. 听一段英语新闻，记录关键信息。
2. 观看一段英文电影或电视剧，注意角色之间的对话。
周四：口语交流1. 与同学进行英语对话练习，主题为“我的周末计划”。
2. 准备并进行一个简短的英语演讲，主题自选。
周五：阅读理解与写作1. 阅读一篇英文文章，并回答文章后的问题。
2. 写一篇不少于200字的英语短文，描述你的日常生活。
周六：综合应用1. 完成一份英语综合试卷，包括词汇、语法、阅读和写作。
2. 参加一个英语角活动，与他人交流学习心得。
周日：自主学习与反思1. 复习本周所学内容，确保掌握所有知识点。
2. 写下本周学习反思，包括学习中的困难和解决办法。
附加练习：1. 每天至少阅读30分钟英文书籍或文章。
2. 每天至少听15分钟英语音频，可以是歌曲、播客或有声书。
3. 尝试用英语写日记，记录日常生活的点滴。
注意事项：- 确保每天的学习时间分配合理，避免过度疲劳。
- 学习时保持专注，尽量减少干扰。
- 遇到不懂的地方要及时查阅资料或向老师求助。
- 学习过程中要注重理论与实践相结合，多进行实际应用。
通过以上周计划，学生可以系统地复习和学习英语，提高英语水平。
同时，通过不断的实践和应用，加深对英语知识的理解和掌握。
英语作文周计划
周日是我专门安排的复习总结时间。我会回顾这一周我所学习的内容，并进行总结。这有助于我发现自己在学习过程中的不足之处，并对下周学习计划进行调整和安排。
通过这样的周计划，我相信我的英语能力会得到全面的提高。每一天都有具体的学习安排，让我能够系统地学习英语，不断地提高自己的语言能力。 I am confident that sticking to this plan will bring significant progress in my English writing.
英语作文周计划
As an English learner, it is essential to have a weekly plan to improve my language skills. Here is a detailed plan for my weekly English composition.
一、每周一：背诵经典英语文章
周一是一个新的开始，我会选择一篇经典的英语文章进行背诵。这有助于我提高词汇量，同时也能够学习到一些优美的表达方式和句型结构。通过不断地背诵，我相信我的语言表达能力会有所提高。
二、每周二：阅读英语小说或新闻
周二是我专门安排的阅读时间。我会选择一本适合自己水平的英语小说或者是阅读一些英语新闻。通过阅读，我能够接触到不同领域的词汇和知识，同时也能够提高自己的阅读理解能力。
五、每周五：写作训练
周五是我专门安排的写作训练时间。我会选择一个话题，然后进行英语写作练习。写作能够帮助我整合所学知识，提高自己的表达能力，同时也能够发现自己在语言运用方面的不足之处。
六、每周六：参加英语角活动
周六我会参加一些英语角活动，这样能够和其他英语学习者进行交流，从中学习到一些地道的口语表达方式。通过和其他人交流，我相信自己的口语能力会得到提高。
周计划!英语阅读训练(5年级)
一、导言随着全球化的发展，英语作为国际通用语言，逐渐成为了人们学习和应用的重要工具。
然而，对许多学生来说，英语阅读训练一直是一个难题。
针对5年级学生的实际情况，我们编写了一份周计划，旨在帮助学生提高英语阅读能力，从而更好地应对学校和日常生活中的英语学习和应用。
二、周计划内容1. 周一：选择一本适合5年级水平的英语简易读物，约30分钟，通过阅读提高学生的英语阅读能力。
2. 周二：继续阅读上次选择的读物，但这次要求学生做读后复述或总结，约20分钟，通过复述或总结，帮助学生巩固所学的知识，提高语言表达能力。
3. 周三：邀请学生们进行小组讨论，每个小组选择一篇文章，每人阅读一遍，然后进行交流和讨论，通过互动讨论促进学生们的思维活跃，提高彼此之间的语言交流和表达能力。
4. 周四：播放一段有英文字幕的视瓶，约20分钟，让学生通过视听学习，并配合情景可以提高学生对英语语言的感知和理解。
5. 周五：进行一次英语阅读能力测试，以检验学生在本周阅读训练中所获得的知识和能力，同时也可以便于老师了解学生的学习情况，为下周的教学提供参考。
三、周计划实施方式为有效地实施本周计划，我们建议老师在课堂上进行指导和辅导，同时也鼓励家长在家对孩子的学习进行一定的监督和指导。
为了让学生更好地参与和理解本周计划，老师可以在课前做好准备，提前选择好儿童读物和视瓶，确保素材的适合性和质量，以达到更好的教学效果。
老师还可以布置一些小作业或提出问题，鼓励学生积极思考和参与讨论，并给予适当的鼓励和奖励。
四、周计划效果评价老师可以通过观察学生的表现情况、学生的阅读能力测试结果、学生的学习情况和家长的反馈等多种渠道来评价本周计划的效果。
学生们的改进空间和建议也应该被及时收集和总结，以不断完善和改进本周计划。
五、结语通过本周计划的实施，我们相信学生们的英语阅读能力将会有所提高，同时也可以增强学生对英语的兴趣和热爱。
我们鼓励学生们坚持阅读，相信在老师和家长的共同呵护下，学生们一定会取得更好地成绩。
英语四级阅读理解备考计划
英语四级阅读理解备考计划一、背景介绍英语四级阅读理解是英语四级考试中的一项重要内容，考察考生对文章的理解能力和阅读技巧。
为了在考试中取得好成绩，制定一个备考计划是非常必要的。
二、目标设定1. 提高文章阅读理解的能力；2. 培养阅读时的细致观察和分析问题的能力；3. 锻炼快速找出文章中的关键信息的能力；4. 增加词汇量，提高对文章中生词的理解。
三、备考方法1. 扩大阅读量通过大量的阅读来提高阅读理解的能力，包括英语报刊、杂志、网站等，可以选择自己感兴趣的领域来阅读。
2. 阅读理解练习找一些相关的阅读理解练习题，增加对不同题型和题材的适应性。
可以通过做题来熟悉各类题型，掌握解题技巧。
3. 制定规律的学习计划每天花一定的时间来进行英语四级阅读理解的学习，可以根据自己的时间和能力制定，比如每天阅读一篇文章并做相关的练习。
4. 标注关键信息在阅读过程中，可以用铅笔或者荧光笔标注出关键信息，如主题句、重要细节、解释性句子等，这样有助于快速找到答案。
5. 积累词汇通过阅读来积累词汇量，可以通过单词卡片、手机应用等方式进行记忆和复习。
针对阅读中出现的生词进行重点记忆。
6. 模拟考试在备考过程中定期进行模拟考试，模拟考试能够帮助考生熟悉考试形式和时间，提升答题的速度和准确度。
7. 多听多说加强听力和口语训练，通过多听多说来提高英语的整体水平，有助于更好地理解文章中的信息。
四、备考计划安排1. 第一周：阅读理解练习 + 词汇积累每天阅读一篇文章，并做相关的练习题，同时积累新的词汇。
2. 第二周：模拟考试 + 阅读理解练习进行一次模拟考试，然后根据模拟考试的结果来调整备考计划，继续进行阅读理解练习。
3. 第三周：扩大阅读量 + 词汇积累每天阅读两篇文章，包括新闻、科技、文化等不同领域，同时继续积累词汇量。
4. 第四周：模拟考试 + 阅读理解练习进行第二次模拟考试，对照上次模拟考试的结果进行分析和总结，继续进行阅读理解练习。
长喜老师专四阅读周计划 第二周星期二
星期2 TuesdayDon't make a mountain out of a molehill.不要小题大做。
Text ABecket not only traveled light, he lived light. In the entire world he owned just the clothes he stood up in, a full suitcase and a bank account. Arriving anywhere with these possessions, he might just as easily put up for a month or a year as for a single night. For long stays, not less than a month, he might take a furnished flat, sometimes even a house. But whatever the length, he rarely needed anything he did not have with him. He was, he liked to think, a self-contained person.Becket had one occasional anxiety: the suspicion that he owned more than would fit comfortably into the case. The feeling, when it comes, was the signal for him to throw something away or just leave it lying about. This was automatic fate of his worn-out clothes, for example. Having no use for choice or variety, he kept just a raincoat, a suit, a pair of shoes and a few shirts, socks and so on; no more in the clothing line. He bought and read many books and left them where he happened to be sitting when he finished them. They quickly found new owners.Becket was a professional traveler, interested and interesting. He was not one to do a country in a week or a city in three days. He liked to get a feel of a place by living in it, reading its newspapers, watching its TV; discussing its affairs. He always tried to make a few friends —if necessary even by stopping a suitable-looking person in the street and talking to him. It worked well almost in nine cases out of ten. Though Beck et’s health gave him no cause for alarm, he made a point of seeing a doctor as soon as he arrived anywhere. “A doctor knows a place and its people better than anyone,” he used to say. He never went to see a doctor; he always sent for one; that, he found, was the quickest way to confidences, which came out freely as soon as he mentioned that he was a writer.Becket was an artist as well. He painted pictures of his places and, when he had gathered enough information, he wrote about them. He sold his work, through an agent, to newspapers and magazines. It was an agreeable sort of life for a good social mixer, and as Becket never stayed anywhere for long, he enjoyed the satisfying advantages of paying little in taxes.1. What do we know about Be cket’s possessions?[A] He had enough baggage to stay for only one night.[B] He carried all of them around with him.[C] He often threw or gave them away.[D] He left most of his things at home when he traveled.2. Becket took over a flat when[A] there were no suitable hotels.[B] he meant to stay somewhere for several nights.[C] he was sure of staying a year or more.[D] he expected not to move on for a month at least.3. If anything worried Becket, it was[A] the thought of having too much baggage.[B] his habit of leaving things lying about.[C] the fact that he owned so little.[D] the poor state of his clothes.4. What was the usual result when Becket talked to strangers in the street?[A] He made many new friends in that way.[B] People thought he was ill and sent for a doctor.[C] The people he spoke to felt annoyed with him.[D] He usually turned out to be disappointed at the talking.5. Which of the following about Becket is NOT true?[A] He never stayed anywhere for too long a time.[B] He was good at dealing with people.[C] He was satisfied with his mobile life.[D] He never forgot to visit a doctor wherever he went.6. How did Becket feel about taxation?[A] It worried him, so he kept moving from place to place.[B] He hated it, so he broke the tax laws.[C] He was pleased he could honestly avoid it.[D] He felt ashamed of not paying taxes.Text BAmerica’s city dwellers are a mobile people. The decennial censuses provided documentation in their redundant accounts of rapid changes and growth in most of our great cities. But statistical evidence is hardly needed. The changes in our cities have occurred so rapidly that the perception of mobility is an integral part of every urban dweller’s experience. Hometowns are transformed in the intervals between visits. The neighborhoods of our childhood present alien appearances and the landmarks that anchored our memories have disappeared.How do these dramatic changes in residential areas come about? In part, industry and commerce in their expansion encroach upon land used for residences. But, in larger part, the changes are mass movements of families — the end results of countless thousands of residence shifts made by the urban Americans every year. Compounded in the mass, the residence shifts of urban households produce most of the change and flux of urban population structures.Some of the mobility is an expression of the growth of our population. Every new family started ordinarily means another household formed. But the mobility that occurs is much greater than can be accounted for only by the addition of new households to our population. The high level of mobility implies that established households are involved in a large-scale game of “musical chairs” in which housing is exchanged from time to time.Residential shifts often accompany the dissolution of households, although not as consistently as in the case of the formations of new household. A divorce or separation forces at least one to move, and often both husband and wife shift residence. Mortality sometimes precipitates a move on the part of the remaining members of the household. But, neither divorcenor mortality, when added to new household formation, can account for more than a very small part of the American mobility rate.Another part of the high residential mobility rate might be traced to change occurring in the labor force. American workers change jobs frequently and some of the residential mobility might be viewed as a consequence of job shifts. But most residential shifts do not involve long-distance movements. About three fourths of such shifts do not cross country boundaries and many of them take place within smaller areas. Neither can job shifts account for the overall picture of mobility, much of which is kind of “milling about” within small areas of the city.7. At the end of Para. 1 the author implies that[A] Americans forget the landmarks of their hometowns easily.[B] Americans don’t usually notice the rapid changes around them.[C] On returning to their hometowns, Americans may not recognize their childhood friends.[D] Upon visiting their hometowns, Americans may feel unfamiliar about the new appearances.8. The addition of new households can’t account for the mobility because[A] they are expressions of population growth.[B] new families are unstable and therefore unreliable.[C] new households are exchanging houses from time to time.[D] the previously established households also keep changing houses.9. Americans who change their jobs usually[A] like to live near their working places.[B] prefer small towns to big cities.[C] dislike moving to far away places.[D] think it worthwhile to move to a foreign country.10. Which of the following can account for a larger part of the high American mobility rate?[A] Expansion of industry and commerce.[B] Not mentioned in the passage.[C] Divorce and mortality.[D] Changes occurring in the labor force.Text CThere’s a dark little joke exchanged by educators with a dissident streak: Rip Van Winkle awakens in the 21st century after a hundred-year snooze and is, of course, utterly bewildered by what he sees. Men and women dash about, talking to small metal devices pinned to their ears. Young people sit at home on sofas, moving miniature athletes around on electronic screens. Older folk defy death and disability with metronomes (节拍器) in their chests and with hips made of metal and plastic. Airports, hospitals, shopping malls — every place Rip goes just puzzles him. But when he finally walks into a schoolroom, the old man knows exactly where he is. “This is a school,” he declares. “We used to have these black in 1906. Only now the blackboards are green.”American school s aren’t exactly frozen in time, but considering the pace of change in other areas of life, our public schools tend to feel like throwbacks. Kids spend much of the day as their great-grandparents once did: sitting in rows, listening to teachers lecture, scribbling notes by hand, reading from textbooks that are out of date by the time they are printed. A yawning chasm (with an emphasis on yawning) separates the world inside the schoolhouse from the world outside.For the past five years, the national conversation on education has focused on reading scores, mathtests and closing the “achievement gap” between social classes. This is not a story about that conversation. This is a story about the big public conversation the nation is not having about education, the one that will ultimately determine not merely whether some fraction of our children get “left behind” but also whether an entire generation of kids will fail to make the grade in the global economy because they can’t think their way through abstract problems, work in teams, distinguish good information from bad or speak a language other than English.This week the conversation will burst onto the front page, when the New Commission on the Skills of the American Workforce, a high-powered, bipartisan(代表两党的)assembly of Education Secretaries, government and other education leaders releases a blueprint for rethinking American education from pre-K to 12 and beyond to better prepare students to thrive in the global economy. While that report includes some controversial proposals, there is nonetheless a remarkable consensus among educators and business and policy leaders on one key conclusion: we need to bring what we teach and how we teach into the 21st century.Right now w e’re aiming too low. Competency in reading and math —the focus of so much No Child Left Behind testing —is the meager minimum. Scientific and technical skills are, likewise, utterly necessary but insufficient. Today’s economy demands not only a high-level competence in the traditional academic disciplines but also what might be called 21st century skills. Here’s w hat they are: knowing more about the world, thinking outside the box, becoming smarter about new sources of information, developing good people skills.Can our public schools, originally designed to educate workers for agrarian(土地的)life and industrial-age factories, make the necessary shifts? The state of Michigan, admitting that it can no longer count on the unwell auto industry to absorb its poorly educated and low-skilled workers, is retooling its high schools, instituting what are among the most rigorous graduation requirements in the nation. Elsewhere, organizations like the Bill and Melinda Gates Foundation, the Carnegie Foundation for the Advancement of Teaching and the Asia Society are pouring money and expertise into model programs to show the way.11. The purpose of the dark little joke in the first paragraph was[A] to describe the modern life.[B] to introduce the present situation of American schools.[C] to introduce Rip Van Winkle.[D] to explain how the old man knows where he is.12. What is the aut hor’s i mpression of today’s American school children?[A] Their school life is definitely isolated from the outside.[B] They can hand in their homework by internet.[C] They no longer use the textbook in the class.[D] Their school life seems the same as their great-grandparents.13. In the aut hor’s op inion, the big public conversation will[A] focus on closing the achievement gap between social classes.[B] focus on the teaching method and educational curriculum.[C] determine whether the children will lose in the world economic development.[D] determine whether the children can speak a second language other than English.14. What has been agreed on in the report of the New Commission?[A] A conversation between the bipartisan representative members.[B] The release of a blueprint for rethinking American education.[C] Proposals on better the student to thrive in the world economy.[D] The necessity to change the present teaching content and method.15. According to the passage, which of the following is NOT true?[A] American school is developing to some degree.[B] No Child Left Behind testing focuses on the reading and math capability of children.[C] The graduation requirement of Michigan is very liberal.[D] Our public schools designed to culture workers for farms and industrial factories at first.Text DMom always said milk was good for you. But Mom hasn’t been heeding her own advice. For decades, milk consumption has trickled downward while that of cola has nearly tripled. Among beverages, milk ranks fourth in popularity after soft drinks, coffee and beer.Pepsi is trying to raise milk’s profile by applying the marketing tactics that have spread cola to all parts of the globe. The company is starting smaller, test marketing a beverage called Smooth Moos Smoothies in Texas, Oklahoma and Kansas. It is a 2% fat dairy shake package in old-fashioned milk bottles, and it comes in such flavors as double chocolate and banana. The product gives consumers 25% of their daily calcium requirement and keeps retailers happy with a shelf life(保质期) of nine months. “Here was an opportunity to take something traditionally thought of as a commonplace and make it fun and dynamic,” says April Thornton, director of new products at Pep si. Don’t look for Cindy Crawford endorsement: at about 250 calories, Smooth Moos tops a can of Pepsi by 100 calories.Italy’s milk giant Parmalat also has cola on its mind. The company makes boxed, ultra-heated milk, popular in Italy that has a shelf life of up to six months. In the U.S. market, Parmalat has introduced boxed and fresh varieties and is spending $25 million on advertising in an effort to make itself “the Coca-Cola of milk”.The milk mustache campaign, with such notables as Christie Brinkley, Jennifer Aniston and Lauren Becall sporting white upper lips and exclaiming, “Milk, what a surprise!” has been running since last January. The National Fluid Milk Processor Board has also joined forces with its California counterpart to license a series o f TV spots called “Got Milk?” The theme is that people only think about milk when they haven’t got it. “For the first time the industry is focusing on milk as a beverage,” says Gordon McDonald, senior vice president at the American Dairy Association. “Usin g beverage-marketing tactics can work for milk. Milk products, packaging and advertising haven’t changed in 25 years, but now we are taking a look at all these things to make milk more competitive.”Is it? The answer may well be yes. Boosted by the campaigns, milk sales have increased for the first time in decades, up 9% over last year. That’s not enough to strain the dairy herd, and milk’s not going to be replacing Chardonnay at Hollywood parties. But for a product that’s been in a 30-year funk (怯懦), it’s not a bad start to a comeback.16. At the beginning of the passage, it is implied that[A] milk is good for children.[B] milk is a household necessity.[C] milk consumption has declined because of cola.[D] milk consumption has fallen behind that of soft drinks.17. What is NOT true about Smooth Moos Smoothies?[A] It was developed by Pepsi.[B] It was a new kind of cola.[C] It has a longer self life than traditional milk products.[D] Some people won’t like its high calor ies.18. By “For the first time…as a beverage”, Gordon McDonald implies that[A] milk used to be thought of as non-beverage.[B] milk used to be consumed by drinkers only.[C] the industry intends to reformulate milk’s image.[D] the industry is bringing out a cartful of new milk beverages.19. From the last paragraph we know that[A] Milk has little possibility to become more competitive.[B] Milk sales have been increasing for decades.[C] Milk will someday take the place of other beverages.[D] Milk products have seen depression for 30 years.20. What’s the author’s attitude towards the milk campaign?[A] Objective and actual.[B] Cynical and indifferent.[C] Serious and pessimistic.[D] Argumentative and optimistic.语境词汇Text A1. light ad.轻装地n.光v.点燃2. self-contained a.独立的；沉默寡言的3. automatic a.必然的；自动的；无意识的4. confidence n.知心话；信任；信心5. agreeable a.惬意的；易相处的；适宜的6. mixer n.善于或者不善于交际的人；搅拌机Text B1. census n.人口调查2. interval n.间隔，空隙；幕间休息；中断3. anchor v.使固定；抛锚泊船n.铁锚4. dissolution n.解散，解除；溶解，液化5. mortality n.死亡率，死亡数目6. precipitate v.突然地发生；使陷入Text C1. dissident n.&a.持异议的（人），持不同政见的（人）2. pin vt.使固定；（用别针）别住n.别针；胸针3. scribble v.潦草地书写；乱涂n.乱涂乱写的东西4. yawn vi.裂开，豁开；打哈欠，欠身n.呵欠；裂口5. chasm n.分歧，隔阂；（地壳的）裂隙，断层6. meager a.贫乏的；少量的；瘦的Text D1. heed vt.听某人的劝告，听从2. beverage n.饮料3. shake n.奶昔4. package vt.将…加以包装n.包装5. endorsement n.赞同，支持6. notable n.名人，要人a.显著的，著名的7. sport vt.＆vi.炫耀；嬉戏n.运动8. exclaim vt.＆vi.呼喊，惊叫，大声说9. boost vt.推动；提高n.帮助；提高难句突破Text A1. Becket had one occasional anxiety: the suspicion that he owned more than would fit comfortably into the case.【分析】复合句。
长喜英语 专四阅读周计划 第三周星期四后快乐周末
长喜英语专四阅读周计划第三周星期四后快乐周末学英语找长喜第三周欢乐周末欢乐周末阅读点津5大题型解题妙招一、事实细节题因此类题都是针对原文某一详细信息出题，解答此类题时，考生需要先抓住问题中的关键词，然后快速回到文章中找到这一细节。
在认真阅读过细节所在句子的前后几句后，再核对、分析、推断所给选项，得出正确答案。
1．在原文细节处消失一些关键词，如however，but，moreover，therefore，thus时，要特殊留意句子前后意义的转折、递进、因果等关系。
2．细节题的答案一般是同义替换项或者同义转换项，少数状况下可在原文直接摄取答案。
3．选项与原句内容相像，但其中含有肯定语气词的一般不是答案。
这些语气词有：must，never，the most，all，merely，only，have to，any，no，completely，none，hardly等。
选项中含不非常确定的语气词的一般是答案，这些词有：could，may，often，should，usually，might，most，more or less，likely，possible等。
4．若题干中含有Not或Except等词，通常可采纳排解法进行解答。
首先要抓住题干关键词，回到原文中查找相关信息，一一排解原文提到的选项。
在专四的阅读中，该类题与原文相符的三个选项通常不会集中在一处，而是分散在相邻的几段中，所以需要特殊留意。
二、推理推断题推理推断题主要测试考生对没有直接说出来的隐含内容能否正确理解并得出正确结论，或对前面已叙述的内容或下文将要叙述的内容进行正确的推理。
考生需依据内容、规律关系，有理有据地推断出正确答案。
1．精确定位考查点。
此种题有两种考法：一是通过题干关键词直接告知考生信息定位点；另一种是与要考生依据答案中提到的细节到原文中去查找相关信息。
2．合乎常理、意义深刻的一般是答案；而措辞过于肯定的，一般不是答案。
3．对原文内容进行复述或同义转述的不是答案。
四级学习周计划模板
四级学习周计划模板周一上午：1. 8:00-9:00：背诵20个单词，并进行语法练习2. 9:00-10:30：听力练习，选择一篇听力材料进行听写和理解3. 10:30-11:00：阅读理解训练，阅读一篇长文并进行相关问题的练习下午：1. 13:00-14:30：语法训练，学习英语语法知识点并进行相关练习2. 14:30-16:00：写作训练，选择一个话题，进行写作练习并请老师批改3. 16:00-18:00：综合练习，做四级历年真题练习，包括听力、阅读、写作、翻译周二上午：1. 8:00-9:00：单词复习，复习前一天背过的单词，并进行语法练习2. 9:00-10:30：听力训练，选择一篇短文进行听力练习和理解3. 10:30-11:00：阅读理解训练，选择一篇中等难度的阅读材料进行训练下午：1. 13:00-14:30：语法训练，学习并练习一些常见语法难点2. 14:30-16:00：写作训练，选择一个新的话题进行写作训练并请老师批改3. 16:00-18:00：综合练习，继续做四级历年真题练习，包括听力、阅读、写作、翻译周三上午：1. 8:00-9:00：阅读理解训练，选择一篇难度较大的长文进行训练2. 9:00-10:30：听力训练，选择一篇较难的听力材料进行训练3. 10:30-11:00：单词复习，复习前两天背过的单词，并进行语法练习下午：1. 13:00-14:30：语法训练，继续学习并练习一些常见语法难点2. 14:30-16:00：写作训练，选择一个新的话题进行写作练习并请老师批改3. 16:00-18:00：综合练习，继续做四级历年真题练习，包括听力、阅读、写作、翻译周四上午：1. 8:00-9:00：单词复习，复习前三天背过的单词，并进行语法练习2. 9:00-10:30：听力训练，选择一篇长篇听力进行训练3. 10:30-11:00：阅读理解训练，选择较难的阅读材料进行训练下午：1. 13:00-14:30：语法训练，继续学习并练习一些常见语法难点2. 14:30-16:00：写作训练，选择一个新的话题进行写作练习并请老师批改3. 16:00-18:00：综合练习，继续做四级历年真题练习，包括听力、阅读、写作、翻译周五上午：1. 8:00-9:00：单词复习，复习前四天背过的单词，并进行语法练习2. 9:00-10:30：听力训练，选择一篇长篇听力进行训练3. 10:30-11:00：阅读理解训练，选择较难的阅读材料进行训练下午：1. 13:00-14:30：语法训练，继续学习并练习一些常见语法难点2. 14:30-16:00：写作训练，选择一个新的话题进行写作练习并请老师批改3. 16:00-18:00：综合练习，继续做四级历年真题练习，包括听力、阅读、写作、翻译周六、周日周末时间可以用来进行总结复习和真题模拟考试。
英语专四学习计划60天
英语专四学习计划60天Week 1-2: Reviewing the BasicsDuring the first two weeks, I plan to review the basic grammar rules, vocabulary, and writing skills. I will spend at least 2 hours each day studying and practicing. I will focus on grammar usage, including tenses, prepositions, and articles, in addition to sentence structure and word formation. I will also work on expanding my vocabulary by learning new words, phrases, and idioms, as well as memorizing their meanings and usage. I will practice writing short essays and passages to improve my writing skills.Week 3-4: Reading ComprehensionIn the next two weeks, I will dedicate more time to reading comprehension. I will read various types of texts, such as news articles, essays, and short stories, and practice answering different types of reading comprehension questions. I will strive to improve my reading speed and comprehension ability by understanding the main idea, identifying supporting details, and making inferences from the text. I will also work on expanding my reading vocabulary and becoming more familiar with different writing styles and genres.Week 5-6: Listening and SpeakingDuring these two weeks, I will focus on improving my listening and speaking skills. I will listen to audio recordings, such as news broadcasts, interviews, and lectures, and practice listening comprehension exercises. I will also work on my speaking fluency and pronunciation by participating in conversations, discussions, and presentations. I will pay attention to my intonation, stress, and rhythm when speaking, in addition to practicing the pronunciation of difficult sounds and words.Week 7-8: Practice TestsIn the last two weeks leading up to the exam, I will focus on taking practice tests and simulations. I will complete full-length practice tests under timed conditions to simulate the actual test-taking experience. I will review my answers and analyze my mistakes to identify my strengths and weaknesses. I will pay close attention to the types of questions that I struggle with and dedicate more time to practicing and improving those areas. I will also work on managing my time effectively during the test to ensure that I can complete all sections within the allotted time.In addition to the specific tasks outlined for each week, I will also set aside time for regular review and reinforcement of the topics and skills that I have covered. I will use a variety of study materials, such as textbooks, online resources, and test preparation guides, to supplement my learning and practice. I will also seek feedback from teachers, tutors, or peers to identify areas for improvement and receive guidance on how to improve.To stay motivated and focused throughout the 60-day study plan, I will set specific, achievable goals for myself and track my progress regularly. I will reward myself for reaching milestones and completing tasks, such as treating myself to a favorite snack or activity. I will also maintain a positive mindset and remind myself of the importance of the CET-4 examination in achieving my academic and career goals.By following this comprehensive 60-day study plan, I am confident that I will be well-prepared to perform strongly in the CET-4 examination. I am committed to dedicating the time and effort necessary to achieve success in the test and will approach each day with enthusiasm, determination, and a proactive attitude. I believe that my diligent preparation and hard work will pay off in the form of a successful performance on the exam and a significant improvement in my English language skills.。
初中生英语阅读理解周计划7
初中生英语阅读理解周计划7
每个学生都有自己的弱点，尤其是学习英语的学生，比如说很多学生都有英语阅读和理解的困难。
以下是一份有助于改善大家英语阅读和理解能力的一周计划。
周一：每天选择一篇英语文章，并花费至少10分钟研究文章的词汇和语法。
学习一些关键的词汇，尽量掌握其定义、拼写和用法。
周二：阅读一篇简短的英语文章，并尝试翻译成英文。
此外，学习一些新的表达方式，可以帮助学生更好地表达他们的想法。
周三：学习英文句式和语法，并尝试利用新学到的表达方式，编写一小段英文句子。
周四：阅读历史文章，并分析文章中提到的历史事件，学习地理知识。
周五：尝试翻译一篇长篇文章，帮助学生更好地理解英语文章中的每一个词语。
周六：尝试复述一篇文章，帮助学生更好地掌握文章的细节。
周日：和朋友一起进行英文对话，练习口语能力。
以上计划可以帮助学生改善英语阅读和理解能力。
正确的阅读和理解英语文章对于从事英语学习和从事英语领域工作来说都是至关
重要的技能。
因此，学好英语阅读和理解是英语学习中非常重要的一个环节，值得大家重视。
在英语阅读和理解能力的改进中，最重要的一点是坚持，要每天安排一定的阅读时间，一步一个脚印，慢慢积累，要有耐心，不要放
弃。
当学生的英语能力开始有所改善时，他们会感受到自己的收获。
英语阅读理解周计划
英语阅读理解周计划Reading comprehension is a skill that can be honed with the right approach. Here's a weekly plan to improve it:Start the week by setting a goal. Aim to read at least one article or book chapter each day that is a step above your current level.Monday: Begin with a warm-up. Choose a short, engaging passage and read it aloud to practice fluency. Then, answer any comprehension questions to gauge understanding.Tuesday: Focus on vocabulary. Read a passage with a list of new words. Try to infer their meanings from the context before looking up the definitions.Wednesday: Tackle a longer text. Read a newspaper article or a chapter from a novel. Take notes on the main ideas and supporting details.Thursday: Practice critical thinking. Engage with a text that presents an argument or opinion. Analyze the author's perspective and consider your own.Friday: Review the week's reading. Reflect on what you've learned and how your comprehension has improved. Identify areas that still need work.Saturday: Apply your skills. Choose a text that interests you and read it for pleasure. Enjoy the process without the pressure of answering questions.Sunday: Relax and recharge. Read something light and enjoyable, like a comic or a short story, to keep the habit going without stress.By the end of the week, you'll have a clearer understanding of various texts and a stronger foundation for tackling more complex reading materials.。
周计划英语阅读样
周计划英语阅读样This week, I have devised a comprehensive English reading plan to enhance my language skills and broaden my horizons. The plan is structured to cover a variety of genres and sources to ensure a well-rounded exposure to the English language.Monday: News ArticlesI will start the week by reading two to three articles from reputable news sources such as The New York Times or The Guardian. This will not only improve my reading comprehension but also keep me updated on current events.Tuesday: Literary ClassicsDiving into the world of classic literature, I plan to read a chapter from a classic novel, like "Pride and Prejudice" by Jane Austen. This will help me understand the nuances of the English language and appreciate the writing style of the past.Wednesday: Scientific JournalsTo challenge my vocabulary and comprehension in a different context, I will read a research paper or an article from a scientific journal. This will familiarize me with technical vocabulary and complex sentence structures.Thursday: Poetry and Short StoriesI will explore the beauty of language through poetry and short stories. Reading works by poets like Emily Dickinson and short stories by authors like O. Henry will provide a break from heavier texts and allow me to appreciate the creativity of the English language.Friday: Business and FinanceUnderstanding business and financial news is crucial in today's globalized world. I will read articles from Forbes or The Economist to grasp the language used in these fields and understand economic concepts.Saturday: Biographies and AutobiographiesBiographies and autobiographies offer insights into the lives of influential figures. Reading "Steve Jobs" by Walter Isaacson or "Becoming" by Michelle Obama will provide me with both language practice and inspiration.Sunday: Review and ReflectionOn the final day of the week, I will review the readings from the previous days, noting down new vocabulary and phrases. I will also reflect on the insights gained and how they can be applied in my own life.This weekly English reading plan is designed to be botheducational and enjoyable, ensuring that I make consistent progress in my language skills while also gaining knowledge in various fields.。
英语专业专四阅读学习计划
英语专业专四阅读学习计划GoalsMy goals for this reading plan are to:1. Improve my reading speed and comprehension to be able to read more efficiently and understand complex texts.2. Expand my vocabulary and language skills by reading a variety of genres and topics.3. Develop critical thinking and analytical skills by analyzing and evaluating different texts.4. Gain a deeper understanding of English and American literature, history, and culture through reading classic and contemporary works.StrategiesTo achieve these goals, I will implement the following strategies:1. Setting Aside Dedicated Time for Reading: I will allocate specific time slots each day for reading, including mornings and evenings, during which I will focus solely on reading without distractions.2. Reading a Variety of Genres: I will read a wide range of genres, including fiction, non-fiction, poetry, essays, and academic articles, to broaden my knowledge and language skills.3. Using Active Reading Strategies: I will actively engage with the text by highlighting important information, taking notes, and asking questions to improve comprehension and critical thinking.4. Building Vocabulary: I will keep a vocabulary journal to record new words and their meanings, and review them regularly to expand my vocabulary and language proficiency.5. Joining a Reading Group: I will join a reading group or book club to discuss and analyze literature with peers, which will help me gain new perspectives and insights on various texts.6. Incorporating Technology: I will utilize digital resources, such as e-books and audiobooks, to access a wider range of materials and improve my reading skills through different mediums.7. Reflecting on Reading: I will regularly reflect on my reading experiences, noting what I have learned, what I found challenging, and how I can improve my reading skills and comprehension.ResourcesTo support my reading plan, I will utilize a variety of resources, including:1. Literary Classics: I will read classic works of English literature, such as Shakespeare's plays, Dickens' novels, and Austen's novels, to gain a deeper understanding of the language and culture.2. Contemporary Literature: I will explore contemporary literature, including works by modern English and American authors, to stay updated on current trends and topics in the literary world.3. Academic Articles and Journals: I will read academic articles and journals related to my field of study, such as linguistics, literary theory, and cultural studies, to expand my knowledge and language skills.4. Language Learning Apps and Websites: I will use language learning apps and websites, such as Duolingo, Memrise, and BBC Learning English, to practice and improve my language skills through interactive exercises and activities.5. Educational Podcasts and Audiobooks: I will listen to educational podcasts and audiobooks on various topics, including literature, history, and culture, to improve my listening and comprehension skills while multitasking.6. Online Libraries and Databases: I will access online libraries and databases, such as Project Gutenberg, Google Scholar, and JSTOR, to find a wide range of free materials and academic resources for reading and research purposes.7. Reading Groups and Book Clubs: I will join reading groups and book clubs, either in person or online, to connect with like-minded individuals and engage in meaningful discussions about literature and other topics.By implementing these strategies and utilizing the resources mentioned above, I am confident that I will be able to achieve my reading goals and improve my language proficiency and knowledge as an English major student. With dedication, perseverance, and a love for reading, I believe that I can become a more proficient reader and a more knowledgeable individual in the English language and literature.。
初中生英语阅读理解周计划2
初中生英语阅读理解周计划2初中生学习英语时，阅读，理解，表达能力有着重要的地位，而阅读理解是英语学习的关键，它是英语综合应用能力的重要的组成部分。
在学习中，阅读理解的训练可以提高学生的语言技能，更好更快地学习英语，提升英语水平。
下面给大家分享一个简单又有效的英语阅读理解周计划，希望对大家有所帮助：第一天：仔细阅读一篇短文，注意它的细节，要把握文章的主旨，重点是阅读的技巧。
第二天：再阅读一篇短文，注意细节，把握文章的主旨，本次重点是细节理解。
第三天：阅读文章，并根据文中内容和句子，完成给出的练习题，本次重点是理解与运用。
第四天：根据文中内容及句型，做文章概括，本次重点是概括能力。
第五天：根据文中内容及句型，改写一篇文章，本次重点是表达能力。
以上就是《初中生英语阅读理解周计划2》，只要按照这个计划的步骤，每天坚持做好，加强英语阅读能力，就会取得明显的收获。
学习阅读理解，需要积极探究，多多问题，结合实际，开拓思维，并联系实际，有效地提高英语水平。
首先，要学会善于发现重点信息，善于发现细节，这样才能把握文章的重点，正确理解文章的内容。
其次，要学会做选择题，仔细阅读文章，找出文章中的重点信息，注意文中的相关词汇，利用上下文理解文章，从多项中选择最恰当的答案，这样能较好地提高阅读理解能力。
此外，还要学会做概括题，注意文章的时态，抓住文章的中心，分析细节信息，完成给出的题目，回答问题，把关键点概括出来，把全文概括成几句话。
最后，要学会做表达题，了解文章主要内容，把握文章的中心，掌握用法，注意句式，写出有语法正确，内容完整的文章，从而有效提高阅读理解的能力。
通过学习《初中生英语阅读理解周计划2》，学生可以更好更快地提高自己的英语阅读理解水平，也可以帮助学生积累词汇，让英语能够更加自如的运用在日常生活之中。
每个学生都应该认真对待学习，认真学习，培养自己的英语阅读能力，这样才能在学习中有所进步，不断提升自己的英语水平。
长喜英语 专四阅读周计划 第三周星期二
星期2 TuesdayAdversity reveals genius; fortune conceals it.苦难显才华，好运隐天资。
Text APolice Officer Tidwell left the station just after 8 a.m. on Sunday June 4. He had spent an uneventful night on duty and was looking forward to his day of rest. By habit he took a short cut down the path behind Dugby Hall road and after a minute or two he saw a man climbing down a drainpipe from an open bedroom window of number 29. In silence Tidwell crept into the garden. The man reached the ground and was dusting himself down when he felt his arm gripped.“It’s 8:15 on a Sunday morning,” said the officer, “and this sort of thing seems an un likely adventure at such a time. Would you mind explaining?”The man was obviously startled but kept calm. He said, “I know what you’re thinking, officer, but it isn’t true. This is a funny mistake.”“It’s part of my job to take an interest in unusual even ts.I think you’ve just left this house in a manner other than the customary one. That may be quite innocent, but I’d like to make sure.” Tidwell took out his notebook and a pen. “Name, address and occupation and then, please, tell me your story.”“Charlie Crane, lorry driver, from Nottingham, 51 Breton Street. My story…”“Yes. What were you doing like a fly on that wall, Mr. Crane?” “Well, I had a breakdown yesterday and had to stay the night here. Bed and breakfast. The landlady’s name is Mrs. Fern. She g ave me breakfast at seven, and I was out of here in the right way and down at the lorry by half past seven. Only when I felt around for a cigarette, did I realize I’d left $80 in my envelope under the pillow here at number 29. I always put it under my pill ow at night. It’s a habit I’ve got into. I even do it at home…”“I see. Why didn’t you miss it when you went to pay Mrs… What’s her name?”“I’d paid her last night. You’ve got to pay when you take the room, see? So I came rushing back, but it’s Sunday, a nd she’d gone back to bed, and could I wake her? I rang the bell and banged on the front door for ten minutes before I came round here to the back and spotted my bedroom windowsill open. Up I went, then, up this pipe. It’s a trick I learnt in the army. She didn’t make the bed, and the money was still there. You know the rest, and I hope you believe it because…”“Mr. Crane, whatever are you doing here? I thought you’d gone an hour ago.” It was Mrs. Fern, speaking from the kitchen window at the corner of the house.1. Why was Tidwell walking along the path behind Dugby Hall road?[A] He usually discovered something suspicious along that way.[B] He had an appointment with a man at number 29 there.[C] He chose to go that way by chance.[D] He knew he would get home quicker that way.2. The police officer questioned the man because[A] he had seen him do a strange thing.[B] he thought he knew him.[C] the man had fallen and needed attention.[D] the man had tried to escape from a window.3. Crane stayed the night at number 29 because[A] he had lost his way in the dark.[B] there was something wrong with his lorry.[C] Nottingham was too far for him to drive that night.[D] he had suddenly fallen ill that night.4. Why did n’t the man realize he had left his money at the landlady’s earlier?[A] Because he trusted the landlady.[B] Because he had put the money under the pillow.[C] Because he had no occasion to remember the money thing.[D] Because he was in such a hurry that morning.5. In the end, Officer Tidwell would probably[A] take Crane back to his office.[B] accuse Crane of misbehaving.[C] just leave Crane alone.[D] force Crane to pay Mrs. Fern some money .Text BUS consumers rediscovered their appetite for shopping in June, boosting spending by a strong 0.8 point. It was fresh testament to the economy’s incentive as it headed into the third quarter. The monthly increase in spending, reported by the Commerce Department on August 2, came after consumers tightened their belts in May, leaving spending flat. Consumer spending plays a key role in shaping the economic activity and thus is closely watched by Federal Reserve chairman Alan Greenspan and other economists.Incomes, the fuel for further spending, grew at a nice clip of 0.5 percent in June, better than the 0.2 percent gain registered in the previous month. The pickup in income growth dovetailed with an improvement in the jobs climate in June, when the unemployment rate fell to 5 percent, a nearly four year low. Both the increase in incomes and in spending were the largest since April. The spending and income figures are not adjusted for inflation.The performance in consumer spending and income growth in June was in line with analysts’ expectations. Before the release of the report, they were forecasting the spending to rise by 0 8 percent and incomes to increase by 0.4 percent. With spending surpassing the income growth, the personal saving rate —savings as a percentage after-tax income —dropped from 0.4 percent in May to zero in June. That was the worst showing since October 2001, when the saving rate fell into the negative territory. Economists, however, cautioned that the picture of savings isn’t as bad as it looks. The savings rate doesn’t provide a complete picture of household finances becaus e it doesn’t capture gains from such things as real estate or financial investment. High energy prices didn’t hinder consumer spending in June.Consumers boosting spending on big-ticket goods, including cars and appliances, by 2 9 percent, compared with a spending cut of that size in May. Spending on nondurable such as foodand clothes went up by 0.7 percent in June after dipping by 0.2 percent the month before. Spending on the services rose 0.5 percent in June, following a 0.6 percent in May. Consumers did their part to keep the economy moving ahead at a nice clip of the 3.4 percent in the April-to-June quarter as a whole, the government reported last week. Analysts believe the economy will do even better in the current quarter if businesses replenish inventories.One of the main forces tempering economic growth in the second quarter was that businesses cut back on inventories. That chopped 2.3 percentage points from economic growth during the second quarter. Wanting to make sure expanding economic activity and rising energy prices don’t fan inflation, Federal Reserve Policy-makers are expected to bump up interest rates by another quarter percentage point when they meet next Tuesday.6. All the following factors contribute to the increase spending in June EXCEPT[A] optimistic employment situation.[B] income increase.[C] decrease of unemployment rate.[D] inflation.7. In June,[A] the increased figures take all the factors into consideration.[B] the spending increase percentage is higher than the income increase percentage.[C] personal saving rate decreases because the low incomes increase percentage.[D] the high energy price does affect the consuming enthusiasm.8. According to Para. 4, the picture of household income[A] can be reflected by financial investment.[B] can be reflected by household finances.[C] cannot be reflected by the saving rate.[D] cannot be reflected by the household assets.9. The Federal Reserve Policy-makers are likely to increase interest rate to[A] curve the rising energy price. [B] avoid the inflation.[C] trigger consuming. [D] enlarge economic activity.10. What does this passage mainly talk about?[A] High income increase.[B] Low unemployment rate.[C] Increasing spending in June.[D] The economic increase in the third quarter.Text CBiotechnology in one form or another has flourished since prehistoric times. When the first human beings realized that they could plant their own crops and breed their own animals, they learned to use biotechnology. The discovery that fruit juices fermented into wine, or that milk could be converted into cheese or yogurt, or that beer could be made by fermenting solutions of malt and hops began the study of biotechnology. When the first bakers found that they could make a soft, spongy bread rather than a firm, thin cracker, they were acting as fledgling biotechnologists. The first animal breeders, realizing that different physical traits could be either magnified or lost by mating appropriate pairs of animals, engaged in the manipulations of biotechnology.What then is biotechnology? The term brings to mind many different things. Some think ofdeveloping new types of animals. Others dream of almost unlimited sources of human therapeutic drugs. Still others envision the possibility of growing crops that are more nutritious and naturally pest-resistant to feed a rapidly growing world population. This question elicits almost as many first-thought responses as there are people to whom the question can be posed. In its purest form, the term “biotechnology” refers to the use of living organisms or their products to modify human health and the human environment. Prehistoric biotechnologists did this as they used yeast cells to raise bread dough and to ferment alcoholic beverages, and bacterial cells to make cheeses and yogurts and as they bred their strong, productive animals to make even stronger and more productive offspring. Throughout human history, we have learned a great deal about the different organisms that our ancestors used so effectively. The marked increase in our understanding of these organisms and their cell products gives us the ability to control the many functions of various cells and organisms. Using the techniques of gene splicing and recombinant DNA technology, we can now actually combine the genetic elements of two or more living cells. Functioning lengths of DNA can be taken from one organism and placed into the cells of another organism. As a result, for example, we can cause bacterial cells to produce human molecules; cows can produce more milk for the same amount of feed, and we can synthesize therapeutic molecules that have never before existed.11. Human beings began to use biotechnology[A] when they could walk on their feet.[B] before they could plant their own crops.[C] after they realized that they could raise their own animals.[D] as soon as scientists began their studies on biotechnology.12. The sentence “This question elicits…” in paragraph 2 means[A] people have different responses to the question “what is biotechnology”.[B] the question “what is biotechnology” has been posed to many people.[C] responses to the question “what is biotechnology” should be made on the spot.[D] only those who are asked the question “what is biotechnology” can answer it.13. Biotechnology enables us to[A] increase the function of various cells and organisms.[B] change the DNA of human beings.[C] find new human molecules.[D] produce more milk by increasing the number of cows.14. The application of biotechnology helps us[A] improve living space.[B] produce more products at the same cost.[C] increase the number of various cells.[D] find new animal molecules.15. The primary purpose of this article is[A] to narrate the development of biotechnology.[B] to describe the picture of biotechnology.[C] to prove that the biotechnology industry is a promising industry.[D] to explain the term of biotechnology and its significance.Text DT he popular dietary supplement ginseng is claimed to improve one’s mood and all-around vigor, but a new study published in the Journal of the American Dietetic Association suggests that ginseng has little of any effect on psychological health.The study, conducted by researchers at Oregon State University and Wayne State University, is one of the most extensive peer-reviewed studies of ginseng ever conducted.“Ginseng is being marketed to relatively healthy young people as a way to feel even better—a kind of yuppie supplement,” said Bradley J. Cardinal, an associate professor in the College of Health and Human Performance at Oregon State. “We found it had no real effect on mood at all. It certainly did not live up to some of its over-enthusiastic marketing claims.”Among the claims, the authors say, was that ginseng enhances mood, leads to positive well-being, and generally makes you feel better. Marketing ploys(策略) used to push ginseng promoted its use by astronauts and professional athletes.The study by Crdinal and Hermann J. Engels of Wayne State University focused only on the alleged psychological properties of ginseng. The researchers gave a regular, 200-mg daily dose of ginseng to one group of volunteers for eight weeks. A second group received a double dose of 400-mg daily; the third group received a sugar pill. None of the individuals knew what they were taking.At the end of the eight-week period, the researchers measured the effects of the supplements on the volunteers “total mood disturbance” using a 65-que stion “Profile of Mood States” inventory.To eliminate bias, the researchers evaluated the tests without initially knowing which subjects were taking ginseng and which were taking placebos. They compared the results with a baseline survey of the volunteers taken just prior to the study. They found no significant difference among the three groups.In this latest research, the group taking 200-mg of ginseng experienced a 2.5 percent increase in positive feelings during the eight weeks, but the group taking a placebo had a greater increase, 5.0 percent. The largest gain in positive feelings, 7.7 percent, went to the group taking 400-mg of ginseng, but all of those numbers were within a statistical margin of error, making the differences insignificant, the researchers say.Cardinal said the most important category was Total Mood Disturbance, because it looked at the broad spectrum(范围) of mood enhancement experienced by the volunteers. The 200-mg group experienced a greater increase, 1.8 percent, than the 400-mg group, which increased only 0.3 percent. The placebo group was in between with a 1 percent increase.“Statistically, there really was no difference between the groups that took ginseng, and the group that didn’t,” Cardinal said. “It is still possible that ginseng may h ave an effect on certain individuals, or certain populations, such as the sick and the elderly. But higher doses also may bring on unwanted side effects. These are issues that need to be clarified with additional well controlled studies in the future.”Cardinal says their study used more volunteers (83) for a longer duration than almost all the other studies, and they even sent their ginseng to an independent laboratory to ensure that it was of high quality.Their double-blind, placebo-controlled study was designed to eliminate bias by both the volunteers and the researchers themselves. “The bottom line,” Cardinal said, “is that ginseng doesn’t seem to do much to enhance the psychological well-being of normal, healthy adults.”16. In the view of Bradley J. Cardinal,[A] ginseng can enhance the mood of human beings.[B] marketing claims overstate the ginseng effect on mood.[C] the ginseng leads to positive well-being.[D] the ginseng generally makes you feel better.17. The study by the researchers of Wayne State University mainly focused on[A] physical properties of ginseng.[B] unwanted side effects of ginseng.[C] positive effects of ginseng.[D] psychological features of ginseng.18. What’s the result of the study?[A] There is significant difference among the groups who took different doses of ginseng.[B] The group taking the higher doses of ginseng gains the largest increase of positive feeling.[C] The 400-mg dose group experiences the greatest increase of Total Mood Disturbance.[D] It is possible that ginseng may have a positive effect on certain groups of people.19. The researchers sent their ginseng to an independent laboratory to[A] analyze the collected data.[B] make sure the quality.[C] compare the quality of ginseng.[D] measure the effect on mood.20. Which of the following is NOT a measure taken to eliminate the bias?[A] None of the volunteers knew which subjects they were taking.[B] None of the evaluators initially knowing what the volunteers were taking.[C] The placebo-controlled study is used.[D] The effects of the supplements were measured by a 65-question inventory.语境词汇Text A1. uneventful a.无重大事件的，平静的2. by habit 出于习惯，习惯使然3. dust down 除去…的灰尘4. grip vt.紧握，抓牢n.控制；把手5. startle vt.使惊愕，使吃惊6. spot vt.认出，发现；弄脏n.斑点；场所Text B1. testament n.证明，证据2. clip n.步伐，节奏3. in line with 和…一致4. caution v.警告，告诫5. nondurable n.非耐用品a.不耐用的6. dip v.&n.（价格等）下跌，（消费额等）下降；浸泡，蘸Text C1. ferment v.（使）发酵；（使）骚动2.fledgling n.无经验的人；刚学会飞的幼鸟3. manipulation n.运用；操纵4. envision vt.想象，展望5. therapeutic a.对身心健康有益的；治疗的6. nutritious a.有营养的7. beverage n.饮料8. synthesize vt.用合成法制造；综合,合成Text D1. associate a.副的；联合的vt.结交；联想2. ploy n.策略；手法3. property n.性质，属性；财产4. disturbance n.烦恼；打扰，妨碍5. inventory n.（商品的）目录，盘存6. placebo n.安慰剂7. margin n.差数；页边的空白处；边界8. spectrum n.范围；系列；光谱难句突破Text A1. Only when I felt around for a cigarette, did I realize I’d left $80 in my envelope under the pillow here at number 29.【分析】复合句。
长喜英语 专四阅读周计划 第三周星期一
星期1 MondayNothing seek, nothing find.没有追求就没有收获。
I still remember — my hands and my fingertips still remember! — what used to lie in store for us on our return to school from the holidays. The trees in the schoolyard would be in full leaves again, and the old leaves would be lying around in scattered heaps like a muddy sea of leaves.“Get that all swept up!” the headmaster would tell us. “I want the whole place cleaned up, at once!” There was enough work there, to last for over a week. Especially since the only tools with which we were provided were our hands, our fingers, our nails. “Now see that it‟s done properly, and be quick about it,” the headmaster would say to the older pupils, “or you‟ll have to answer for it!”So at an order from the older boys we would all line up like peasants about to cut and gather in crops. If the work was not going as quickly as the headmaster expected, the big boys, instead of giving us a helping hand, used to find it simpler to whip us with branches pulled from the trees. In order to avoid these blows, we used to bribe our tyrants with the juicy cakes we used to bring for our midday meal. And if we happened to have any money on us the coins changed hands at once. If we did not do this, if we were afraid of going home with an empty stomach or an empty purse, the blows were re-doubled. They hit us so violently and with such devilish enjoyment that even a deaf and dumb person would have realized that we were being flogged not so much to make us work harder, but rather to beat us into a state of obedience in which we would be only too glad to give up our food and money.Occasionally one of us, worn out by such calculated cruelty, would have the courage to complain to the headmaster. He would of course be angry, but the punishment he gave the older boys was always very small — nothing compared to what they had done to us. And the fact is that however much we complained our situation did not improve in the slightest. Perhaps we should have let our parents know what was going on, but somehow we never dreamed of doing so; I don‟t know whether it was loyalty or pride that kept us silent, but I can see now that we were foolish to keep quiet about it, for such beatings were completely foreign to our nature.1. From the way the headmaster spoke, we can learn that[A] he was ordering the older boys to do the work at once.[B] he actually expected everyone to join the work.[C] he did not care who did the work provided it was done quickly and properly.[D] he wanted the older boys to take the responsibility rather than work themselves.2. The older boys beat the younger ones so hard because[A] they were too lazy to work themselves and enjoyed being cruel.[B] they knew this would make them offer bribes and food and money.[C] the headmaster would be angry with them if the work was not done.[D] the younger ones would work much faster and harder.3. What would some of the younger ones occasionally do if they‟re beaten?[A] Bribe the older ones with their midday meals.[B] Give any money they have to the older ones.[C] Bear the cruelty without daring to say a word.[D]Tell the headmaster about what had happened.4. What‟s the result of boys‟ complaining to the headmaster about their sufferings?[A] The older boys were taught a good lesson.[B] The older boys got a suitable punishment.[C] It only made matters worse.[D] It made no difference at all.5. It is implied in the passage that[A] the headmaster was very unreasonable since he put the older boys in charge of the work.[B] the younger boys were quite willing to offer their food and money for they were obedient.[C] the older boys didn‟t get any punishment because they had had the work finished quickly.[D] the writer seems to feel regret for not having told their parents about their sufferings at school.Text BUniversal values are always to be found underlying the Olympic Games: participation, enthusiasm, courage, commitment, loyalty, determination, will and true nobility of soul. During the 17 days of fierce competition, with the support of strength and technique, the world‟s champions will be decided by their own strength, determination and skill, determining those who will take pride of place in the Olympic hall of fame.Torino 2006 is a unique occasion to be there, to breathe in the Olympic atmosphere, to experience the culture of the Games in person, to discover the character of the city and region, its historical, cultural, sporting and cooking traditions.The values of brotherhood and dialogue between people and their cultures, making the Olympic Games such a unique sporting event, will be celebrated by athletes marching and waving their national flags and colors. The Italian style and creativity will be expressed through amazing settings, great dancings, astonishing light installations and a memorable soundtrack. Competition FacilitiesThe specially built or renovated winter sports facilities in Torino are located in a central area known as the Olympic District. The Olympic venues in Torino can be easily reached from the specially provided car parks by shuttle and public transport.LogoThe “Mole Antonelliana” takes on the resembla nce of a mountain reaching far up high, where the white of the snow meets the blue of the sky. The Torino 2006 Olympic Games Logo is the perfect synthesis of geographical, emotional and cultural meaning. The geometric forms of the ice crystals which form the heart of the Mole — the symbolic essence of the city of Torino — are interwoven to form a closely woven net: the web, token of technology, but in particular of the eternal spirit of communion between nations, which the Olympic Games have represented rightfrom their creation.The ideals linked to the logo reflect the very nature of the Games:City/Culture — mountain/nature relationship: the logo recalls not only the Mole Antonelliana (the city and architecture) but also the Alpine peaks (the unspoilt nature of the mountain districts), expressing a sense of exchange and interaction between the alpine resorts and the city.Transparency: the mountains are not seen as an obstruction but rather as a gateway between Torino and the rest of the world. They do not hinder interchange between populations with different cultural traditions, but rather enhance it. The sheer force of the multicultural issues adds prestige and emotional value to the Olympic Games.Dynamism: Torino is always on the move and the passion with which it takes on the role of host city of the Games is proof of this.Design and technology: the city develops in line with the times. The most famous Italian designers contribute to make Torino one of the most fashionable cities in the world, a true trendsetter.MascotsNeve and Gliz are the Torino 2006 mascots. They are the creative idea of Portuguese designer Pedro Albuquerque, winner of the international competition held by TOROC (Torino Organizing Committee for the 20th Olympic Winter Games). She (Neve) is a soft, friendly and elegant snowball. He (Gliz) is a lively and playful ice cube. The shapes of their bodies and the sounds of their names — Neve and Gliz — remind us of the two vital elements for practicing winter sports.Together, they sum up the highest Italian and Olympic values: friendship and enthusiasm, loyalty and fun, design and the capacity to innovate.6. We can we infer from the beginning of the passage that the athletes[A] want nothing more than just participation.[B] want to perform better than anyone else in the field.[C] want to entertain the spectators in the stadium.[D] want to be as close as possible to the fastest speed.7. The underlined phrase “take pride of place” in Para. 1 means[A] to occupy the advantageous place.[B] to have the most important position.[C] to feel proud of themselves.[D] to perform very well.8. Which of the following statements is NOT true?[A] The Olympic Winter Games of Torino 2006 lasted 17 days.[B] Torino built and renovated a number of winter sports facilities for the Games.[C] The “Mole Antonelliana” is the symbol of the city of Torino.[D] The Alpine peaks prevent Torino‟s communion with the world.9. According to the passage, we know that[A] the Torino 2006 Olympic Games Logo is designed by a Portuguese designer.[B] the woven net in the logo shows that Italy is an advanced country technologically.[C] Torino likes people who move in and out constantly.[D] TOROC held an international competition for designing the mascots.10. The two most important elements for winter sports are[A] Neve and Gliz. [B] snowball and ice cube.[C] snow and ice. [D] friendship and enthusiasm.Text CIf you are running a Windows computer, you must install an array of security software to prevent an international collection of crooks, hackers, vandals and sleazy business people who aim to invade your PC through the Internet.You need a good antivirus program, a strong firewall program, an effective antispam program, and a program that specializes in stopping spyware and adware. But the fastest-growing computer security problem isn‟t viruses or other traditional malicious programs, and it can‟t be entirely defeated by using security software. It‟s called …social engineering‟, and it consists of tactics t hat try to fool users into giving up sensitive financial data that criminals can use to steal their money and even their identities.Here are a few tips to help you avoid these schemes:1. Don‟t trust email from financial institutions. Email is so easily m anipulated by crooks that you simply should never, ever consider any email from a financial institution as legitimate. The message may bear a bank‟s or a broker‟s logo, but you should never respond to such an email, and never click on any link it contains.2. Never respond to unsolicited commercial email, or spam, or even click on a link in an unsolicited commercial email. In the old days, responding to spam just got you on more spam email lists. Today, it might also result in the secret installation of a key logger or other malicious software.Besides, any company that has to resort to spam as a sales tool isn‟t likely to have a very good product to offer. Do you really think that if someone had invented a pill that enlarged breasts, he would be selling it through spam? He would have sold it to a big drug company for billions.The only safe response to spam is to ignore it and delete it.3. Don‟t download or use free software unless you are sure it‟s legitimate. Sites offering free cursors, for instance, can secretly install all sorts of bad stuff on your PC. This is especially true of free security software, which is sometimes just malicious software posing as a security program. If you suddenly see a security program pop up on your PC, don‟t trust it.There are many legitimate free programs, but check them out before downloading. Look them up on the CNET or PC Magazine websites, which review most software. If they are not covered there, assume they are not legitimate. You may pass up some free programs that are real, but it could save you from huge grief.There are some new security programs aimed directly at social-engineering cheats. A new add-on for the Firefox web browser, called Shazou, can tell you where a website‟s server is located. If you think you are on the Bank of America website, but Shazou tells you the server is in Russia, that is a clue that you are being cheated. And Symantec plans a new product called Norton Confidential that will tell you if a website appears to be a fake.The best defense against social engineering, however, is to be smart and careful.11. To prevent your PC from being invaded, you must[A] use a Windows system.[B] install all kinds of security software.[C] look out for vandals and business people.[D] not surf the Internet.12. We can infer from the second paragraph that computer-security problems[A] are caused by viruses and malicious programs.[B] can be solved by installing a range of security software.[C] make PC users let out private financial information.[D] may be made use of by criminals to steal PC users‟ computers.13. If you get an email bearing a bank‟s logo, you should[A] trust it.[B] consider whether it is legitimate.[C] respond to it immediately.[D] click on the link it contains.14. We learn from the passage that[A] opening an unsolicited commercial email will lead to more spam.[B] products sold by companies through spam are unlikely to be good.[C] there is no safe way to deal with spam.[D] there is no necessity to download free software be cause it‟s too dangerous.15. If you want to make sure whether a free program is legitimate or not, you should[A] turn to the CNET or PC Magazine websites.[B] install a new Firefox web browser.[C] turn to Shazou for help.[D] use Norton Confidential to identify.Text DA second conclusion to be drawn from experience is the close connection between export expansion and economic development. The high-growth countries were characterized by rapid expansion in exports. Here again it is important to note that export expansion was not confined to those countries fortunate in their natural resources, such as the oil-exporting countries. Some of the developing countries were able to expand their exports in spite of limitations in natural resources by initiating economic policies that shifted resources from inefficient domestic manufacturing industries to export production. Nor was export expansion from the developing countries confined to primary products. There was very rapid expansion of exports of labor-intensive manufactured goods. Countries that adopted export-oriented development strategies experienced extremely high rates of growth that were regarded as unattainable in the 1950s and 1960s. They were also able to maintain their growth momentum during periods of worldwide recession better than were the countries that maintained their import substitution policies.Analysts have pointed to a number of reasons why the export-oriented growth strategy seems to deliver more rapid economic development than the import substitution strategy. First, a developing country able to specialize in producing labor-intensive commodities uses its comparative advantage in the international market and is also better able to use its most abundant resource — unskilled labor. The experience of export-oriented countries has been that there is little or no disguised unemployment once labor-market regulations are cancelled and incentives are created for individual firms to sell in the export market. Second, most developing countries have such small domestic markets that efforts to grow by starting industries that rely on domestic demand result in uneconomically small, inefficient enterprises. Moreover, those enterprises willtypically be protected from international competition and the incentives it provides for efficient production techniques. Third, an export-oriented strategy is inconsistent with the impulse to impose detailed economic controls; the absence of such controls, and their replacement by incentives, provides a great stimulus to increases in output and to the efficiency with which resources are employed. The increasing capacity of a developing country‟s entrepreneurs to adapt their resources and internal economic organization to the pressures of world-market demand and international competition is a very important connecting link between export expansion and economic development. It is important in this connection to stress the educative effect of freer international trade in creating an environment conducive to the acceptance of new ideas, new wants, and new techniques of production and methods of organization from abroad.16. According to the passage, how do developing countries expand the export?[A] By limiting import.[B] By exploring more natural resources.[C] By transmitting resources to export production.[D] By shifting resources to primary products.17. What‟s NOT true about export expansion?[A] It fulfills the previous unattainable growth.[B] It can overcome recession.[C] It promotes economic growth more rapidly than import.[D] It‟s inadaptable to countries scarce in natural resources.18. The export-oriented strategy is important to developing countries because[A] it helps to export their natural resources.[B] it helps to make good use of their unskilled labor.[C] it helps to meet the growing need of import.[D] it helps to stimulate the domestic need.19. What is the author‟s attitude towards “freer international trade”?[A] Critical. [B] Approving. [C] Questioning. [D] Subjective.20. This passage is mainly about[A] export-oriented strategy. [B] export expansion.[C] import expansion. [D] economic development.语境词汇Text A1. whip v.鞭打；搅打（奶油、蛋等）n.鞭子2. blow n.（用拳、武器等的）一击,殴打v.吹，刮；使开花3. devilish a.恶魔般的，凶神恶煞的4. flog v.多次重打；鞭打5. obedience n.服从，顺从6. calculated a.存心的，预先设计好的7. in the slightest 根本，一点儿也…（常用于否定句中）8. be foreign to和…无关Text B1. in person 亲身，亲自2. by shuttle 搭乘往返班车3. renovate v.改建，修葺；更新4. take on the resemblance of 呈现与…的相似性5. eternal a.永恒的；永久的6. synthesis n.交融，融合；综合(体)7. unspoilt a.未被破坏的Text C1. malicious a.恶意的；恶毒的2. tactic n.方案，策略；战术3. legitimate a.合法的；合情合理的4. scheme n.阴谋，伎俩；方案v.策划；搞阴谋5. manipulate vt.操纵，控制6. resort to 依靠，凭借7. review n.评论；温习；检查v.对…下评论；温习；检查8. pass up 错过Text D1. be confined to… 局限于…2. be fortunate in natural resource自然资源丰富3. initiate vt.创始，新采取4. labor-intensive a.劳动密集型的5. be inconsistent with… 与…背道而驰，与…相抵触6. incentive n.刺激，诱因7. be conducive to… 有益于…难句突破Text A1. They hit us so violently and with such devilish enjoyment that even a deaf and dumb person would have realized that we were being flogged not so much to make us work harder, but rather to beat us into a state of obedience in which we would be only too glad to give up our food and money.【分析】复合句。
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星期2 TuesdayAdversity reveals genius; fortune conceals it.苦难显才华，好运隐天资。
Text APolice Officer Tidwell left the station just after 8 a.m. on Sunday June 4. He had spent an uneventful night on duty and was looking forward to his day of rest. By habit he took a short cut down the path behind Dugby Hall road and after a minute or two he saw a man climbing down a drainpipe from an open bedroom window of number 29. In silence Tidwell crept into the garden. The man reached the ground and was dusting himself down when he felt his arm gripped.“It’s 8:15 on a Sunday morning,” said the officer, “and this sort of thing seems an un likely adventure at such a time. Would you mind explaining?”The man was obviously startled but kept calm. He said, “I know what you’re thinking, officer, but it isn’t true. This is a funny mistake.”“It’s part of my job to take an interest in unusual even ts.I think you’ve just left this house in a manner other than the customary one. That may be quite innocent, but I’d like to make sure.” Tidwell took out his notebook and a pen. “Name, address and occupation and then, please, tell me your story.”“Charlie Crane, lorry driver, from Nottingham, 51 Breton Street. My story…”“Yes. What were you doing like a fly on that wall, Mr. Crane?” “Well, I had a breakdown yesterday and had to stay the night here. Bed and breakfast. The landlady’s name is Mrs. Fern. She g ave me breakfast at seven, and I was out of here in the right way and down at the lorry by half past seven. Only when I felt around for a cigarette, did I realize I’d left $80 in my envelope under the pillow here at number 29. I always put it under my pill ow at night. It’s a habit I’ve got into. I even do it at home…”“I see. Why didn’t you miss it when you went to pay Mrs… What’s her name?”“I’d paid her last night. You’ve got to pay when you take the room, see? So I came rushing back, but it’s Sunday, a nd she’d gone back to bed, and could I wake her? I rang the bell and banged on the front door for ten minutes before I came round here to the back and spotted my bedroom windowsill open. Up I went, then, up this pipe. It’s a trick I learnt in the army. She didn’t make the bed, and the money was still there. You know the rest, and I hope you believe it because…”“Mr. Crane, whatever are you doing here? I thought you’d gone an hour ago.” It was Mrs. Fern, speaking from the kitchen window at the corner of the house.1. Why was Tidwell walking along the path behind Dugby Hall road?[A] He usually discovered something suspicious along that way.[B] He had an appointment with a man at number 29 there.[C] He chose to go that way by chance.[D] He knew he would get home quicker that way.2. The police officer questioned the man because[A] he had seen him do a strange thing.[B] he thought he knew him.[C] the man had fallen and needed attention.[D] the man had tried to escape from a window.3. Crane stayed the night at number 29 because[A] he had lost his way in the dark.[B] there was something wrong with his lorry.[C] Nottingham was too far for him to drive that night.[D] he had suddenly fallen ill that night.4. Why did n’t the man realize he had left his money at the landlady’s earlier?[A] Because he trusted the landlady.[B] Because he had put the money under the pillow.[C] Because he had no occasion to remember the money thing.[D] Because he was in such a hurry that morning.5. In the end, Officer Tidwell would probably[A] take Crane back to his office.[B] accuse Crane of misbehaving.[C] just leave Crane alone.[D] force Crane to pay Mrs. Fern some money .Text BUS consumers rediscovered their appetite for shopping in June, boosting spending by a strong 0.8 point. It was fresh testament to the economy’s incentive as it headed into the third quarter. The monthly increase in spending, reported by the Commerce Department on August 2, came after consumers tightened their belts in May, leaving spending flat. Consumer spending plays a key role in shaping the economic activity and thus is closely watched by Federal Reserve chairman Alan Greenspan and other economists.Incomes, the fuel for further spending, grew at a nice clip of 0.5 percent in June, better than the 0.2 percent gain registered in the previous month. The pickup in income growth dovetailed with an improvement in the jobs climate in June, when the unemployment rate fell to 5 percent, a nearly four year low. Both the increase in incomes and in spending were the largest since April. The spending and income figures are not adjusted for inflation.The performance in consumer spending and income growth in June was in line with analysts’ expectations. Before the release of the report, they were forecasting the spending to rise by 0 8 percent and incomes to increase by 0.4 percent. With spending surpassing the income growth, the personal saving rate —savings as a percentage after-tax income —dropped from 0.4 percent in May to zero in June. That was the worst showing since October 2001, when the saving rate fell into the negative territory. Economists, however, cautioned that the picture of savings isn’t as bad as it looks. The savings rate doesn’t provide a complete picture of household finances becaus e it doesn’t capture gains from such things as real estate or financial investment. High energy prices didn’t hinder consumer spending in June.Consumers boosting spending on big-ticket goods, including cars and appliances, by 2 9 percent, compared with a spending cut of that size in May. Spending on nondurable such as foodand clothes went up by 0.7 percent in June after dipping by 0.2 percent the month before. Spending on the services rose 0.5 percent in June, following a 0.6 percent in May. Consumers did their part to keep the economy moving ahead at a nice clip of the 3.4 percent in the April-to-June quarter as a whole, the government reported last week. Analysts believe the economy will do even better in the current quarter if businesses replenish inventories.One of the main forces tempering economic growth in the second quarter was that businesses cut back on inventories. That chopped 2.3 percentage points from economic growth during the second quarter. Wanting to make sure expanding economic activity and rising energy prices don’t fan inflation, Federal Reserve Policy-makers are expected to bump up interest rates by another quarter percentage point when they meet next Tuesday.6. All the following factors contribute to the increase spending in June EXCEPT[A] optimistic employment situation.[B] income increase.[C] decrease of unemployment rate.[D] inflation.7. In June,[A] the increased figures take all the factors into consideration.[B] the spending increase percentage is higher than the income increase percentage.[C] personal saving rate decreases because the low incomes increase percentage.[D] the high energy price does affect the consuming enthusiasm.8. According to Para. 4, the picture of household income[A] can be reflected by financial investment.[B] can be reflected by household finances.[C] cannot be reflected by the saving rate.[D] cannot be reflected by the household assets.9. The Federal Reserve Policy-makers are likely to increase interest rate to[A] curve the rising energy price. [B] avoid the inflation.[C] trigger consuming. [D] enlarge economic activity.10. What does this passage mainly talk about?[A] High income increase.[B] Low unemployment rate.[C] Increasing spending in June.[D] The economic increase in the third quarter.Text CBiotechnology in one form or another has flourished since prehistoric times. When the first human beings realized that they could plant their own crops and breed their own animals, they learned to use biotechnology. The discovery that fruit juices fermented into wine, or that milk could be converted into cheese or yogurt, or that beer could be made by fermenting solutions of malt and hops began the study of biotechnology. When the first bakers found that they could make a soft, spongy bread rather than a firm, thin cracker, they were acting as fledgling biotechnologists. The first animal breeders, realizing that different physical traits could be either magnified or lost by mating appropriate pairs of animals, engaged in the manipulations of biotechnology.What then is biotechnology? The term brings to mind many different things. Some think ofdeveloping new types of animals. Others dream of almost unlimited sources of human therapeutic drugs. Still others envision the possibility of growing crops that are more nutritious and naturally pest-resistant to feed a rapidly growing world population. This question elicits almost as many first-thought responses as there are people to whom the question can be posed. In its purest form, the term “biotechnology” refers to the use of living organisms or their products to modify human health and the human environment. Prehistoric biotechnologists did this as they used yeast cells to raise bread dough and to ferment alcoholic beverages, and bacterial cells to make cheeses and yogurts and as they bred their strong, productive animals to make even stronger and more productive offspring. Throughout human history, we have learned a great deal about the different organisms that our ancestors used so effectively. The marked increase in our understanding of these organisms and their cell products gives us the ability to control the many functions of various cells and organisms. Using the techniques of gene splicing and recombinant DNA technology, we can now actually combine the genetic elements of two or more living cells. Functioning lengths of DNA can be taken from one organism and placed into the cells of another organism. As a result, for example, we can cause bacterial cells to produce human molecules; cows can produce more milk for the same amount of feed, and we can synthesize therapeutic molecules that have never before existed.11. Human beings began to use biotechnology[A] when they could walk on their feet.[B] before they could plant their own crops.[C] after they realized that they could raise their own animals.[D] as soon as scientists began their studies on biotechnology.12. The sentence “This question elicits…” in paragraph 2 means[A] people have different responses to the question “what is biotechnology”.[B] the question “what is biotechnology” has been posed to many people.[C] responses to the question “what is biotechnology” should be made on the spot.[D] only those who are asked the question “what is biotechnology” can answer it.13. Biotechnology enables us to[A] increase the function of various cells and organisms.[B] change the DNA of human beings.[C] find new human molecules.[D] produce more milk by increasing the number of cows.14. The application of biotechnology helps us[A] improve living space.[B] produce more products at the same cost.[C] increase the number of various cells.[D] find new animal molecules.15. The primary purpose of this article is[A] to narrate the development of biotechnology.[B] to describe the picture of biotechnology.[C] to prove that the biotechnology industry is a promising industry.[D] to explain the term of biotechnology and its significance.Text DT he popular dietary supplement ginseng is claimed to improve one’s mood and all-around vigor, but a new study published in the Journal of the American Dietetic Association suggests that ginseng has little of any effect on psychological health.The study, conducted by researchers at Oregon State University and Wayne State University, is one of the most extensive peer-reviewed studies of ginseng ever conducted.“Ginseng is being marketed to relatively healthy young people as a way to feel even better—a kind of yuppie supplement,” said Bradley J. Cardinal, an associate professor in the College of Health and Human Performance at Oregon State. “We found it had no real effect on mood at all. It certainly did not live up to some of its over-enthusiastic marketing claims.”Among the claims, the authors say, was that ginseng enhances mood, leads to positive well-being, and generally makes you feel better. Marketing ploys(策略) used to push ginseng promoted its use by astronauts and professional athletes.The study by Crdinal and Hermann J. Engels of Wayne State University focused only on the alleged psychological properties of ginseng. The researchers gave a regular, 200-mg daily dose of ginseng to one group of volunteers for eight weeks. A second group received a double dose of 400-mg daily; the third group received a sugar pill. None of the individuals knew what they were taking.At the end of the eight-week period, the researchers measured the effects of the supplements on the volunteers “total mood disturbance” using a 65-que stion “Profile of Mood States” inventory.To eliminate bias, the researchers evaluated the tests without initially knowing which subjects were taking ginseng and which were taking placebos. They compared the results with a baseline survey of the volunteers taken just prior to the study. They found no significant difference among the three groups.In this latest research, the group taking 200-mg of ginseng experienced a 2.5 percent increase in positive feelings during the eight weeks, but the group taking a placebo had a greater increase, 5.0 percent. The largest gain in positive feelings, 7.7 percent, went to the group taking 400-mg of ginseng, but all of those numbers were within a statistical margin of error, making the differences insignificant, the researchers say.Cardinal said the most important category was Total Mood Disturbance, because it looked at the broad spectrum(范围) of mood enhancement experienced by the volunteers. The 200-mg group experienced a greater increase, 1.8 percent, than the 400-mg group, which increased only 0.3 percent. The placebo group was in between with a 1 percent increase.“Statistically, there really was no difference between the groups that took ginseng, and the group that didn’t,” Cardinal said. “It is still possible that ginseng may h ave an effect on certain individuals, or certain populations, such as the sick and the elderly. But higher doses also may bring on unwanted side effects. These are issues that need to be clarified with additional well controlled studies in the future.”Cardinal says their study used more volunteers (83) for a longer duration than almost all the other studies, and they even sent their ginseng to an independent laboratory to ensure that it was of high quality.Their double-blind, placebo-controlled study was designed to eliminate bias by both the volunteers and the researchers themselves. “The bottom line,” Cardinal said, “is that ginseng doesn’t seem to do much to enhance the psychological well-being of normal, healthy adults.”16. In the view of Bradley J. Cardinal,[A] ginseng can enhance the mood of human beings.[B] marketing claims overstate the ginseng effect on mood.[C] the ginseng leads to positive well-being.[D] the ginseng generally makes you feel better.17. The study by the researchers of Wayne State University mainly focused on[A] physical properties of ginseng.[B] unwanted side effects of ginseng.[C] positive effects of ginseng.[D] psychological features of ginseng.18. What’s the result of the study?[A] There is significant difference among the groups who took different doses of ginseng.[B] The group taking the higher doses of ginseng gains the largest increase of positive feeling.[C] The 400-mg dose group experiences the greatest increase of Total Mood Disturbance.[D] It is possible that ginseng may have a positive effect on certain groups of people.19. The researchers sent their ginseng to an independent laboratory to[A] analyze the collected data.[B] make sure the quality.[C] compare the quality of ginseng.[D] measure the effect on mood.20. Which of the following is NOT a measure taken to eliminate the bias?[A] None of the volunteers knew which subjects they were taking.[B] None of the evaluators initially knowing what the volunteers were taking.[C] The placebo-controlled study is used.[D] The effects of the supplements were measured by a 65-question inventory.语境词汇Text A1. uneventful a.无重大事件的，平静的2. by habit 出于习惯，习惯使然3. dust down 除去…的灰尘4. grip vt.紧握，抓牢n.控制；把手5. startle vt.使惊愕，使吃惊6. spot vt.认出，发现；弄脏n.斑点；场所Text B1. testament n.证明，证据2. clip n.步伐，节奏3. in line with 和…一致4. caution v.警告，告诫5. nondurable n.非耐用品a.不耐用的6. dip v.&n.（价格等）下跌，（消费额等）下降；浸泡，蘸Text C1. ferment v.（使）发酵；（使）骚动2.fledgling n.无经验的人；刚学会飞的幼鸟3. manipulation n.运用；操纵4. envision vt.想象，展望5. therapeutic a.对身心健康有益的；治疗的6. nutritious a.有营养的7. beverage n.饮料8. synthesize vt.用合成法制造；综合,合成Text D1. associate a.副的；联合的vt.结交；联想2. ploy n.策略；手法3. property n.性质，属性；财产4. disturbance n.烦恼；打扰，妨碍5. inventory n.（商品的）目录，盘存6. placebo n.安慰剂7. margin n.差数；页边的空白处；边界8. spectrum n.范围；系列；光谱难句突破Text A1. Only when I felt around for a cigarette, did I realize I’d left $80 in my envelope under the pillow here at number 29.【分析】复合句。