A young English teacher saved the lives of 30 students when he took_______of a bus after its driver suffered a serious heart attack. Guy Harvold, 24, had _______the students and three course leaders from Gatwick airport, and they were travelling to Bournemouth to _______their host families. They were going to_________a course at the ABC Language School in Bournemouth where Harvold works as a_______.
Harvold, who has not _______his driving test, said, “I realized the bus was out of control when I was_______the students.” The bus ran into trees at the side of the road and he _______the driver was slumped(倒伏)over the wheel. The driver didn’t_______. He was unconscious. The bus________a lamp post and it broke the glass on the front door before Harvold ________to bring the bus to a stop. Police ________the young teacher’s quick thinking. If he hadn’t________quickly, there could have been a terrible ________.
The bus driver never regained consciousness and died at Easy Surrey Hospital. He had worked regularly with the ________ and was very well regarded by the teachers and students. Harvold said, “I was ________ that no one else was hurt, but I hoped that the driver would ________.”
The head of the language school told the local newspaper that the school is going to send Harvold on a weekend ________to Dublin with a friend, thanking him for his________. A local driving school has also offered him six________driving lessons.
1.A. control B. care C. advantage D. note
2.A. taken in B. picked up C. tracked down D. helped out
3.A. greet B. thank C. invite D. meet
4.A. present B. introduce C. take D. organize
5.A. driver B. doctor C. librarian D. teacher
6.A. given B. marked C. passed D. conducted
7.A. speaking to B. waiting for C. returning to D. looking for
8.A. learned B. noticed C. mentioned D. doubted
9.A. sleep B. cry C. move D. recover
10.A. ran over B. went by C. carried D. hit
11.A. remembered B. continued C. prepared D. managed
12.A. witnessed B. recorded C. praised D. understood
13.A. appeared B. reacted C. escaped D. interrupted
14.A. delay B. accident C. mistake D. experience
15.A. airport B. hospital C. school D. police
16.A. happy B. fortunate C. touched D. sorry
17.A. survive B. retire C. relax D. succeed
18.A. project B. trip C. dinner D. duty
19.A. bravery B. skill C. quality D. knowledge
20.A. necessary B. easy C. different D. free
How to Remember What You Read
Reading is important. But the next step is making sure that you remember what you’ve read! 1.You may have just read the text, but the ideas, concepts and images(形象)may fly right out of your head. Here are a few tricks for remembering what you read.
●2.
If the plot, characters, or word usage is confusing for you, likely won’t be able to remember what you read. It’s a bit like reading a foreign language. If you don’t understand what you’re reading, how would you remember it? But there are a few things you can do… Use a dictionary: look up the difficult words.
●Are you connected?
Does a character remind you of friend? Don’t the setting make you want to visit the place? Does the look inspire you, and make you want to read more? With some books, you may feel a connection right away.3.How willing are you to make the connections happen?
●Read it; hear it; be it!
Read the lines. Then, speak them out loud. And, put some character into the words. When he was writing his novels, Charles Dickens would act out the parts of the characters, He’d make faces in the mirror, and change his voice for each character.4.
●How often do you read?
If you read frequently, you’ll likely have and easier time with remembering what you’re reading(and what you’ve read).5.As you make reading a regular part of your life, you’ll make more connections, stay more focused and understand the text better. You’ll learn to enjoy literature—as you remember what you read!
A. Are you confused?
B. Practice makes perfect.
C. What’s your motivation?
D. Memory is sometimes a tricky thing.
E. Marking helps you remember what you read.
F. But other books require a bit more work on your part
G. You can do the same thing when you are reading the text!
There are energy savings to be made from all recyclable materials, sometimes huge savings. Recycling plastics and aluminum, for instance, uses only 5% to 10% as much energy as producing new plastic or smelting (提炼)aluminum.
Long before most of us even noticed what we now call “the environment,” Buckminster Fuller said, “Pollution is nothing but the resources(资源)we are not harvesting. We allow them to be left around because we’ve been ignorant of their value.” To take one example, let’s compare the throwaway economy(经济)with a recycling economy as we feed a cat for life.
Say your cat weight 5kg and eats one can of food each day. Each empty can of its food weighs 40g. In a throwaway economy, you would throw away 5,475 cans over the car’s 15-year lifetime. That’s 219kg of steel-more tan a fifth of a ton and more than 40 times the cat’s weight.
In a recycling economy, we would make one set of 100 cans to start with, then replace them over and over again with recycled cans. Since almost 3% of the metal is lost during reprocessing, we’d have to make an extra 10 cans each year. But in all, only 150 cans will be used up over the cat’s lifetime-and we’ll still have 100 left over for the next cat.
Instead of using up 219kg of steel, we’ve use only 6kg. And because the process of recycling steel is less polluting than making new steel, we’ve also achieved the following significant savings; in energy use-47% to 74%; in air pollution—85%; in water pollution—35%; in water use—40%.
1.What does Buckminster Fuller say about pollution?
A. It is becoming more serious B. It destroys the environment
C. It benefits the economy D. It is the resources yet to be used
2.How many cans will be used up in a cat’s 15-year lifetime in a recycling economy?
A. 50. B. 100.
C. 150 D. 250
3.What is the author’s purpose in writing the text?
A. To promote the idea of recycling B. To introduce an environmentalist
C. To discuss the causes of pollution D. To defend the throwaway economy.
【推理关系】题干What is the author’s purpose in writing the text?☞文章内容In a recycling economy, we would make one set of 100 cans to start with, then replace them over and over again with recycled cans
It’s surprising how much simple movements of the body can affect the way we think. Using expansive gestures with open arms makes us feel more powerful, crossing your arms makes you more determined and lying down can bring more insights(领悟).
So if moving the body can have these effects, what about the clothes we wear? We’re all well aware of how dressing up in different ways can make us feel more attractive, sporty or professional, depending on the clothes we wear, but can the clothes actually change cognitive (认知的)performance or is it just a feeling?
Adam and Galinsky tested the effect of simply wearing a white lab coat on people’s powers of attention. The idea is that white coats are associated with scientists, who are in turn though to have close attention to detail.
What they found was that people wearing white coats performed better than those who weren’t. Indeed, they made only half as many errors as those wearing their own clothes on the Stroop Test( one way of measuring attention). The researchers call the effect “enclothed cognition,” suggesting that all manner of different clothes probably affect our cognition in many different ways.
This opens the way for all sorts of clothes-based experiments. Is the writer who wears a fedora more creative? Is the psychologist wearing little round glasses and smoking a cigar more insightful? Does a chef’s hat make the resultant food taste better?
From now on I will only be editing articles for PsyBlog while wearing a white coat to help keep the typing error count low. Hopefully you will be doing your part by reading PsyBlog in a cap and gown.(学位服).
1.What is the main idea of the text?
A. Body movements change the way people think
B. How people dress has an influence on their feelings
C. What people wear can affect their cognitive performance
D. People doing different jobs should wear different clothes
2.Adam and Galinsky’s experiment tested the effect of clothes on their wearers’___________.
A. insights B. movements
C. attention D. appearance
3.How does the author sound in the last paragraph?
A. Academic B. Humorous
C. Formal D. Hopeful
When I was in fourth grade, I worked part-time as a paperboy. Mrs. Stanley was one of my customers. She’d watch me coming down her street, and by the time I’d biked up to her doorstep, there’d be a cold drink waiting. I’d sit and drink while she talked.
Mrs. Stanley talked mostly about her dead husband, “Mr. Stanley and I went shopping this morning.” she’d say. The first time she said that, soda(汽水) went up my nose.
I told my father how Mrs. Stanley talked as if Mr. Stanley were still alive. Dad said she was probably lonely, and that I ought to sit and listen and nod my head and smile, and maybe she’d work it out of her system. So that’s what I did, and it turned out Dad was right. After a while she seemed content to leave her husband over at the cemetery(墓地).
I finally quit delivering newspapers and didn’t see Mrs. Stanley for several years. Then we crossed paths at a church fund-raiser(募捐活动). She was spooning mashed potatoes and looking happy. Four years before, she’d had to offer her paperboy a drink to have someone to talk with. Now she had friends. Her husband was gone, but life went on.
I live in the city now, and my paperboy is a lady named Edna with three kids. She asks me how I’m doing. When I don’t say “find,” she sticks around to hear my problems. She’s lived in the city most of her life, but she knows about community. Community isn’t so much a place as it is a state of mind. You find it whenever people ask how you’re doing because they care, and not because they’re getting paid to do so. Sometimes it’s good to just smile, nod your head and listen.
1.Why did soda go up the author’s nose one time?
A. He was talking fast B. He was shocked
C. He was in a hurry D. He was absent-minded
2.Why did the author sit and listen to Mrs. Stanley according to paragraph 3?
A. He enjoyed the drink B. He wanted to be helpful
C. He took the chance to rest D. He tried to please his dad
3.Which of the following can replace the underlined phrase “work it out of her system”?
A. recover from her sadness B. move out of the neighborhood
C. turn to her old friends D. speak out about her past
4.What does the author think people in a community should do?
A. Open up to others B. Depend on each other
C. Pay for others’ help D. Care about one another
书面表达
假如你是李华，最近你发现你的好友李鹏因为一次英语考试不及格有了厌学的情绪，你很担心他。请根据以下的要点给李鹏写一封英语邮件，鼓励他战胜困难、努力学习。
1．分析李鹏的学习情况。他上课不注意听讲等；
2．高中生应该如何面对考试中的失败和挫折；
3．对他今后的学习提供帮助。
注意：
1.短文必须包括所有要点，可以适当增加情节，使内容连贯。
2．词数100左右。
3．开头和结尾已经给出，不计入总词数。
4．参考词汇：frustration挫折
Dear Li Peng，
To be honest，I'm really concerned about you as I find you are tired of studying English after taking the exam. I'm writing to_________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Yours Sincerely，
Li Hua
