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A Guide to Stockholm University Library Our library offers different types of studying places and provides a good studying environment. Zones The library is divided into different zones. The upper floor is a quiet zone with over a thousand places for silent reading, and places where you can sit and work with your own computer. The reading places consist mostly of tables and chairs. The ground floor is the zone where you can talk. Here you can find sofas and armchairs for group work. Computers You can use your own computer to connect to the wi-fi specially prepared for notebook computers, you can also use library computers, which contain the most commonly used applications, such as Microsoft Office. They are situated in the area known as the Experimental Field on the ground floor. Group-study places If you want to discuss freely without disturbing others, you can book a study room or sit at a table on the ground floor. Some study rooms are for 2-3 people and others can hold up to 6-8 people. All rooms are marked on the library maps. There are 40 group-study rooms that must be booked via the website. To book, you need an active University account and a valid University card. You can use a room three hours per day, nine hours at most per week. Storage of Study Material The library has lockers for students to store course literature. When you have obtained at least 40 credits(学分), you may rent a locker and pay 400 SEK for a year’s rental period. Rules to be Followed Mobile phone conversations are not permitted anywhere in the library. Keep your phone on silent as if you were in a lecture and exit the library if you need to receive calls. Please note that food and fruit are forbidden in the library, but you are allowed to have drinks and sweets with you. 1.The library’s upper floor is mainly for students to . A. read in a quiet place B. have group discussions C. take comfortable seats D. get their computers fixed 2.Library computers on the ground floor __________. A. help students with their field experiments B. are for those who want to access the wi-fi C. contain software necessary for schoolwork D. are mostly used for filling out application forms 3.What condition should be met to book a group-study room? A. Group must consist of 8 people. B. One should have an active University account. C. Three-hour use per day is the minimum. D. Applicants must mark the room on the map. 4.A student can rent a locker in the library if he ____________. A. has earned the required credits B. attends certain course C. has nowhere to put his books D. can afford the rental fee 5.What should NOT be brought into the library? A. Mobile phones. B. Orange juice. C. Candy. D. Sandwiches.
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| 2. 难度：中等 | |
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When you make a mistake, big or small, cherish it like it’s the most precious thing in the world. Because in some ways, it is. Most of us feel bad when we make mistakes, beat ourselves up about it, feel like failures, get mad at ourselves. And that’s only natural: most of us have been taught from a young age that mistakes are bad, that we should try to avoid mistakes. We’ve been scolded when we make mistakes—at home, school and work. Maybe not always, but probably enough times to make feeling bad about mistakes an unconscious reaction. Yet without mistakes, we could not learn or grow. If you think about it that way, mistakes should be cherished and celebrated for being one of the most amazing things in the world: they make learning possible; they make growth and improvement possible. By trial and error—trying things, making mistakes, and learning from those mistakes—we have figured out how to make electric light, to paint the ceiling of the Sistine Chapel, to fly. Mistakes make walking possible for the smallest toddler, make speech possible, make works of genius possible. Think about how we learn: we don’t just consume information about something and instantly know it or know how to do it. You don’t just read about painting, or writing, or computer programming, or baking, or playing the piano, and know how to do them right away. Instead, you get information about something, from reading or from another person or from observing, then you make mistakes and repeat, making mistakes, learning from those mistakes, until you’ve pretty much learned how to do something. That’s how we learn as babies and toddlers, and how we learn as adults. Mistakes are how we learn to do something new—because if you succeed at something, it’s probably something you already knew how to do. You haven’t really grown much from that success—at most it’s the last step on your journey, not the whole journey. Most of the journey was made up of mistakes, if it’s a good journey. So if you value learning, if you value growing and improving, then you should value mistakes. They are amazing things that make a world of brilliance possible. 1.Why do most of us feel bad about making mistakes? A. Because mistakes make us suffer a lot. B. Because it’s a natural part in our life. C. Because we’ve been taught so from a young age. D. Because mistakes have ruined many people’s careers. 2.According to the passage, what is the right attitude to mistakes? A. We should try to avoid making mistakes. B. We should owe great inventions mainly to mistakes. C. We should treat mistakes as good chances to learn. D. We should make feeling bad about mistakes an unconscious reaction. 3.The underlined word “toddler” in Paragraph 6 probably means . A. a small child learning to walk B. a kindergarten child learning to draw C. a primary pupil learning to read D. a school teenager learning to write 4.We can learn from the passage that . A. most of us can really grow from success B. growing and improving are based on mistakes C. we learn to make mistakes by trial and error D. we read about something and know how to do it right away
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