We are not who we think we are.
The American self-image is spread with the golden glow of opportunity. We think of the United States as a land of unlimited possibility, not so much a classless society but as a place where class is mutable—a place where brains, energy and ambition are what counts, not the circumstances of one's birth.
The Economic Mobility Project, an ambitious research led by Pew Charitable Trusts, looked at the economic fortunes of a large group of families over time, comparing the income of parents in the late 1960s with the income of their children in the late 1990s and early 2000s. Here is the finding: "The 'rags to riches' story is much more common in Hollywood than on Main Street. Only 6 percent of children born to parents with family income at the very bottom move to the top.
That is right, just 6 percent of children born to parents who ranked in the bottom of the study sample, in terms of income, were able to bootstrap their way into the top . Meanwhile, an incredible 42 percent of children born into that lowest are still stuck at the bottom, having been unable to climb a single rung of the income ladder.
It is noted that even in Britain---a nation we think of as burdened with a hidebound class system-children who are born poor have a better chance of moving up. When the studies were released, most reporters focused on the finding that African-Americans born to middle-class or upper middle-class families are earning slightly less, in inflation-adjusted dollars, than did their parents.
One of the studies indicates, in fact, that most of the financial gains white families have made in the past three decades can be attributed to the entry of white women into the labor force. This is much less true for African-Americans.
The picture that emerges from all the quintiles, correlations and percentages is of a nation in which, overall, "the current generation of adults is better off than the previous one", as one of the studies notes.
The median income of the families in the sample group was $55,600 in the late 1960s; their children's median family income was measured at $71,900. However, this rising tide has not lifted all boats equally. The rich have seen far greater income gains than have the poor.
Even more troubling is that our nation of America as the land of opportunity gets little support from the data. Americans move fairly easily up and down the middle rungs of the ladder, but there is "stickiness at the ends" —four out of ten children who are born poor will remain poor, and four out often who are born rich will stay rich.
1.What did the Economic Mobility Project find in its research?
A. Children from low-income families are unable to bootstrap their way to the top.
B. Hollywood actors and actresses are upwardly mobile from rags to riches.
C. The rags to riches story is more fiction than reality.
D. The rags to riches story is only true for a small minority of whites.
2.It can be inferred from the undertone of the writer that America, as a classless society, should ________.
A. perfect its self-image as a land of opportunity
B. have a higher level of upward mobility than Britain
C. enable African-Americans to have exclusive access to well-paid employment
D. encourage the current generation to work as hard as the previous generation
3.Which of the following statements is TRUE according to the passage?
A. The US is a land where brains, energy and ambition are what counts.
B. Inequality persists between whites and blacks in financial gains.
C. Middle-class families earn slightly less with inflation considered.
D. Children in lowest-income families manage to climb a single rung of the ladder.
4.What might be the best title for this passage?
A. Social Upward Mobility.
B. Incredible Income Gains.
C. Inequality in Wealth.
D. America Not Land of Opportunity.
Children start out as natural scientists, eager to look into the world around them. Helping them enjoy science can be easy; there’s no need for a lot of scientific terms or expensive lab equipment. You only have to share your children’s curiosity. Firstly, listen to their questions. I once visited a classroom of seven-year-olds to talk about science as a job. The children asked me “textbook questions” about schooling, salary and whether I liked my job. When I finished answering, we sat facing one another in silence. Finally I said, “Now that we’re finished with your lists, do you have questions of your own about science?”
After a long pause, a boy raised his hand, “Have you ever seen a grasshopper(蚱蜢) eat? When I try eating leaves like that, I get a stomachache. Why?”
This began a set of questions that lasted nearly two hours.
Secondly, give them time to think. Studies over the past 30 years have shown that, after asking a question, adults typically wait only one second or less for an answer, no time for a child to think. When adults increase their “wait time” to three seconds or more, children give more logical, complete and creative answers.
Thirdly, watch your language. Once you have a child involved in a science discussion, don’t jump in with “That’s right” or “Very good”. These words work well when it comes to encouraging good behavior. But in talking about science, quick praise can signal that discussion is over. Instead, keep things going by saying “That’s interesting” or “I’d never thought of it that way before”, or coming up with more questions or ideas.
Never push a child to “Think”. It doesn’t make sense, children are always thinking, without your telling them to. What’s more, this can turn a conversation into a performance. The child will try to find the answer you want, in as few words as possible, so that he will be a smaller target(目标) for your disagreement.
Lastly, show; don’t tell. Real-life impressions of nature are far more impressive than any lesson children can learn from a book or a television program. Let children look at their fingertips through a magnifying glass(放大镜), and they’ll understand why you want them to wash before dinner. Rather than saying that water evaporates(蒸发), set a pot of water to boil and let them watch the water level drop.
1.According to the passage, children are natural scientists, and to raise their interest, the most important thing for adults to do is _______.
A. to let them see the world around
B. to share the children’s curiosity
C. to explain difficult phrases about science
D. to supply the children with lab equipment
2. In the last sentence of the first paragraph, the word “lists” could best be replaced by ______.
A. any questions B. any problems
C. questions from textbooks D. any number of questions
3.According to the passage, children can answer questions in a more logical, complete and creative way if adults ________.
A. ask them to answer quickly
B. wait for one or two seconds after a question
C. tell them to answer the next day
D. wait at least for three seconds after a question
4.In which of the following paragraph(s) does the author tell us what to say to encourage children in a science discussion?
A. The second and third. B. The fourth and fifth.
C. The fifth and sixth. D. The fifth.
5.The author mentions all of the following techniques for adults to share with their children’s curiosity except that adults should ________.
A. tell their children stories instead of reciting(背诵) facts.
B. offer their children chances to see things for themselves.
C. be patient enough when their children answer questions.
D. encourage their children to ask questions of their own.
Brenda Linson never goes anywhere without an empty spectacles case. It is as vital to her as her purse. Yet, she doesn’t wear glasses. The reason she cannot do without it is that she cannot read and she cannot write. If ever she gets into any situation where she might be expected to do either of these things, she fishes around in her bag for the spectacles case, finds it’s empty, and asks the person concerned to do the reading for her. Until a few months ago hardly anybody knew about her problem. Her husband didn’t know and her children didn’t know. The children still don’t.
She had many tactics for hiding her difficult—for example, never lingering near a phone at work, in case she had to answer it and might be required to write something down.
It has never occurred to the children that their mother cannot read. She doesn’t read them stories, but then their father doesn’t either, so they find nothing surprising in the fact. Similarly they just accept that Dad is the one who writes the sick notes and reads the school reports. Now that the elder boy Tom is quite a proficient reader, Brenda can skillfully get him to read any notes brought home from school simply by asking,“What’s that all about, then?”
Brenda’s husband never guessed the truth in ten years of marriage. For one thing, he insists on handling all domestic correspondence and bills himself. A salesman for a large company, he travels a great deal and so is not around so much to spot the truth. While he’s away Brenda cores with any situations by explaining that she cannot do anything until she’s discussed it with her husband.
Brenda was very successful in her job until recently. For the last five years she had worked as waitress at an expensive restaurant, and had eventually been promoted to head waitress. She kept the thing a secret there too, and got over the practical difficulties somehow.
1. Brenda’s children have never found out about her problem as__________.
A. she isn’t often at home.
B. they are too young to guess the truth.
C. they find it normal to ask their father for everything.
D. they think it natural that short-sighted people like their mother don’t do much reading or writing.
2.What most probably made Brenda try hard to hide her difficulty?
A. Her desire to be successful in her job.
B. Her fear of losing face.
C. Her deceitful nature.
D. Both A and B.
3.Of the following suggested titles, which is the most appropriate?
A. Brenda and Her Family
B. A Woman Who Doesn’t Wear Glasses
C. A Woman with an Empty Spectacles Case
D. The Miserable Life of a Waitress
We are looking for teachers for our private secondary school in Nigeria. This is a Christian school and we are looking for Christian teachers. Accommodations are provided and salaries can be discussed. Volunteers are welcome to apply but those with teaching qualifications and experience will be first chosen. Subjects: English, French or Art. Those who teach other subjects are also welcome.
Applicant 1 Modupe Bvuma
I have a master's degree in Managerial Psychology and know a little French. I'm looking for a job either as a teacher or as a personnel manager. I'm a Christian and live in Nigeria, Africa and I'd be glad to be given the opportunity.
Applicant 2 Rachel Moore
I'm an Australian and have experience in working with children in the local church, although I don't believe in Jesus. I have bachelor's degrees in both Art and Education. I have relinquished my job with my pupils and now have settled in Nigeria, Africa to look for a job teaching English or French.
Applicant 3 Mwanyimi Bushabu
I've been in Africa for 5 years as a banker. It is advantageous for me to teach French at your school since it's my mother tongue, I am a Church member and promise I shall keep the Christian standards at your school.
Applicant 4 Freddie Matthews
I am to graduate from the University of Nottingham, England. I have gained teaching experience by tutoring children in lots of families and will have a teaching qualification. I'm interested in your job.
Applicant 5 Adelaide White
I am an Egyptian living in San Francisco, the USA. I'm a Christian. I have been a teacher of English and French for 12 years. I am currently an advisor in schools. Besides my master's degree, my post bachelor's degree is in Pupils Personnel Service Credentials. I want to return to my continent.
1.According to the passage, for teachers to work in the mentioned secondary school in Nigeria, ________.
A. their salary will be determined by the school.
B. the housing issue is left for further discussion.
C. their religious belief ought to be confirmed.
D. they must have got related qualifications.
2.Supposing the school needs an African to teach French, who would be the best choice?
A. Modupe Bvuma. B. Mwanyimi Bushabu. C. Rachel Moore. D. Adelaide White.
3. Which of the following can best replace the underlined word “relinquished” in the passage?
A. quit B. discussed C. reconsidered D. shared
4.Which of the following statements is TRUE?
A. Mwanyimi Bushabu is a Christian and works as a banker in his motherland.
B. It is not probable for Rachel Moore to be employed as a teacher by the school.
C. Adelaide White has 12 years' teaching experience but now is out of work.
D. Freddie Matthews has gained experience in teaching in a university.
On Thursday afternoon Mrs. Clarke, dressed for going out, took her handbag with her money and her key in it, pulled the door behind her to lock it and went to the Over 60s Club. She always went there on Thursdays. It was a nice outing for an old woman who lived alone.
At six o’clock she came home, let herself in and at once smelt cigarette smoke. Cigarette smoke in her house? How? Had someone got in? She checked the back door and the windows. All were locked or fastened, as usual. There was no sign of forced entry.
Over a cup of tea she wondered whether someone might have a key that fitted her front door—“a master key ”perhaps. So she stayed at home the following Thursday. Nothing happened. Was anyone watching her movements? On the Thursday after that she went out at her usual time, dressed as usual, but she didn’t go to the club. Instead she took a short cut home again, letting herself in through her garden and the back door. She settled down to wait.
It was just after four o’clock when the front door bell rang. Mrs. Clarke was making a cup of tea at the time. The bell rang again, and then she heard her letter box being pushed open. With the kettle of boiling water in her hand, she moved quietly toward the front door. A long piece of wire appeared through the letter box, and then a hand. The wire turned and caught around the knob on the door lock. Mrs. Clarke raised the kettle and poured the water over the hand. There was a shout outside, and the skin seemed to drop off the fingers like a glove. The wire fell to the floor, the hand was pulled back, and Mrs. Clarke heard the sound of running feet.
1.Mrs. Clarke looked forward to Thursday because__________.
A. she worked at a club on the day
B. she lived alone
C. she visited a club on Thursdays
D. a special visitor came on Thursday Clarke
2. If someone had made a forced entry,________.
A. Mrs. Clarke would have found a broken door or window
B. he or she was still in the house
C. things would have been thrown about
D. he or she would have needed a master key
3.According to the passage, which of the following is right?
A. She is about more than 50 years old.
B. The next day after she found something unusual in her house, she stayed at home.
C. The man who tried to enter her house wore a pair of gloves.
D. Mrs. Clarke was in an attempt to trick the thief when she noticed something unusual.
4.The wire fell to the floor________.
A. because Mrs. Clarke refused to open the door
B. when the man’s glove dropped off
C. because it was too hot to hold
D. because the man just wanted to get away
"Efficiency is the by-product of comfort," says Dr. Erwin Tichauer of New York University. To prove this____, Dr. Tichauer uses his capability to find_____ways to do things. _____, he felt that the traditional kind of pliers(钳子）______a better design. The usual____limited hand movement and used unnecessary force because it bent the_____. So he designed a pair of pliers to allow the wrist to remain in a comfortable position.
To improve the design of______and then make work easier, Dr. Tichauer____the old tools. He asks such questions as: why ____a stepladder have four legs____three are more stable? Why dose a screwdriver (螺丝刀) have to be made with straight handles? After testing his____, he has invented a new tool that causes less muscle injury and is more efficient.
Tichauer is not interested in getting ____ from his inventions. In fact, he says, "We _____ people to steal from us. At New York University, we do not patent(注册专利）knowledge or invention."__ __companies have adopted some of his inventions.
As a biochemist, as well as inventor, Dr Techauer____the effect of stress on areas of the body. Even easy______work may put heavy stress on small areas of body and____causes a serious disease. Thus his studies of workers in factories who use the____tool all day long are extremely____in learning about the damage on human body? Dr. Techauer knows that he can not redesign the ____ so he redesigns the tool!
1.A. argument B. impression C. statement D. expectation
2.A. unusual B. easier C. new D. correct
3.A. Especially B. What's more C. Meanwhile D. For example
4.A. followed B. showed C. needed D. proved
5.A. design B. habits C. materials D. work
6.A. body B. finger C. hand D. wrist
7.A. pliers B. a tool C. a stepladder D. screwdrivers
8.A. tests B. uses C. fixes D. destroys
9.A. could B. will C. would D. must
10.A. if B. because C. when D. once
11.A. inventions B. theories C. tools D. questions
12.A. recognized B. famous C. excited D. rich
13.A. encourage B. prevent C. warn D. forgive
14.A. Modern B. Research C. Commercial D. Industrial
15.A. teaches B. studies C. produces D. discovers
16.A. physical B. daily C. office D. research
17.A. in time B. in addition C. immediately D. commonly
18.A. wrong B. old C. same D. heavy
19.A. suitable B. valuable C. logical D. practical
20.A. work B. study C. labor D. body
