Passage 1
How to say hello in Japanese depends on (取决于) when you say it. This is very much like different greetings (问候语) used in English at different times of the day or night. In Japanese culture, it also depends on whether you are on the phone or meeting somebody or whether you are close to the person you are greeting. We don't get formal with our close friends. We seldom greet them with \"Good morning\" or \"Good evening\". A \"Hi\" is enough.
Although the most popular and most well-known translation for \"Hello\" is still \"Konnichiwa\word for it. Actually, the correct greeting in English for \"Konnichiwa\" is \"Good day\" or \"Good noon, \" and I am sure you wouldn't like greeting people with a \"Good day\" at any time, and neither do Japanese like saying \"Konnichiwa\" when they want to say \"Hello\".
So what to do? Let's do it the way the Japanese do. Use \"Ohaiyo Gozaimasu\" for \"Good morninghe afternoon. Things differ when you are on the phone. Just say \"Moshi, Moshi\is actually similar to saying \"Hello\" over the phone, because one hardly ever uses \"Good morning\" or \"Good evening\" right after picking up the phone. Next time, I'll tell something about my life in a Japan.
1. What is the best title for this passage? ________
A. How to greet close friends in Japanese.
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B. How to say hello in Japanese.
C. Some difference between English and Japanese. D. How to greet people in Japanese.
2. Japanese people greet each other by saying \"________\" in the afternoon. A. Konnichiwa B. Ohaiyo Gozaimasu C. Konbanwa D. A. Moshi, Moshi
3. In the writer's opinion ________.
A. Japanese culture is similar to American culture B. people don't need to be police to their close friends C. Japanese people are very friendly to each other
D. Japanese people don't like using \"Konnichiwa\" as a greeting for the whole day 4. We can learn from the passage that the writer ________.
A. is from Britain B. is working in a radio station now
C. knows both Japanese and Chinese D. lived in Japan for some time
Passage 2
An allowance (零花钱) is an important tool for teaching kids how to budget (预算) save and make their decisions. Children remember and learn from mistakes when
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their own dollars are lost or spent foolishly.
How large an allowance is appropriate? Experts say there is not a right amount. Actual amount differs from region to region, and from family to family.
To set an appropriate allowance for your child, work up a weekly budget. Allow for entertainment expenses such as movies and snacks. Next, include everyday expenses such as lunch money, bus fare, school supplies. \"If you make the child responsible for these bills, \" says Josephine Swanson, a consumer specialist, \"he or she will learn to budget for necessary expenditures. \"
Finally, add some extra money to make saving possible. If you can, keep your child's allowance in line with that of his friends. A child whose purchasing power falls away below his peers' can feel left out.
It can be tough but avoid excusing your children when they make a mistake with their allowance. When Brooke Stephens was ten and growing up in Jacksonville, her mother gave her \\1. 75 which was for bus fare and lunch. \"If you lost your money, \" Brooke's mother told her, \"you walk home. \"
One week the girl spent all her allowance in a candy store; then she called home for a ride. \"Mom made me walk home, \" recalls Stephens, now a financial planner in Brooklyn. \"At first I was angry. But I finally realized that she was trying to teach me an important lesson. \"
Experts advise that an allowance should not be tied directly to daily chores. Kids should help around the houses not because they get paid for it but because they share responsibilities as members of a family. You might, however, pay a child for doing extra
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jobs at home, which can develop his or her initiative.
1. Which of the following is the possible title of the passage? ________ A. How to develop a child's initiative.
B. How to work up an amount of pocket money. C. How to teach a child to save money. D. How to teach a child about money.
2. It can be inferred from the passage that if child is given an allowance, he or she may ________.
A. spend all the money very soon B. be spoiled and finally ruined
C. feel responsible and careful about money D. lost the money and can not return home
3. In Paragraph 4, the words \"his peers\" refer to ________. A. his parents C. his financial experts
B. his teachers D. his friends
4. The author implies in the passage that ________. A. paying children for their housework is no good
B. a child's initiative can be developed if he or she is paid for all the housework C. children don't feel lost or lonely if they have no pocket money
D. children may learn to put aside some money if they are given a great amount of pocket money
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Passage 3
If English means endless new words, difficult grammar and sometimes strange pronunciation, you are wrong. Haven't you noticed that you have become smarter since you started to learn a second language?
According to a new study by a British university, learning a second language can lead to an increase in your brainpower. Researchers found that learning other languages changes grey matter (灰质). This is the area of the brain which deals with information. It is similar to the way that exercise builds muscles. The study also found the effect is greater, the younger people learn a second language.
A team led by Dr Andrea Michelle, from University College London, took a group of Britons who only spoke English. They were compared with a group of \"early bilinguals\" who had learnt a second language before the age of five, as well as a number of later learners.
Scans showed that grey matter density (密度) in the brain was greater in bilinguals than in people without a second language. But the longer a person waited before mastering a new language, the smaller the difference.
\"Our findings suggest that the structure of the brain is changed by the experience of learning a second language, \" said the scientists.
It means that the change itself increases the ability to learn.
Professor Dylan Vaughan Jones of the University of Wales has researched the link between bilingualism and maths skills. \"Having two languages gives you two windows on the world and makes the brain more flexible (灵活的). \" he said. \"You are actually
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going beyond language and have a better understanding of different ideas. \"
The findings were matched in a study of native Italian speakers who had learned English as a second language between the ages of two and 34. Reading, writing, and comprehension were all tested. The results showed that the younger they started to learn, the better. \"Studying a language means you get an entrance to another world, \" explained the scientists.
1. The underlined word \"bilingual\" probably means ________ . A. a researcher on language learning
B. a person who is good at learning foreign languages C. a person who can speak two languages D. an active language learner
2. Which of the following statements is true, according to the passage? ________ A. Bilinguals have greater grey matter density than those who speak only one language. B. The younger one starts to learn a second language, the more stupid he will be. C. The participants (参与者) of Dr. Andrea's team's study are all bilinguals. D. Grey matter is an area in people's brain only receiving information. 3. In the second paragraph, the writer mentions exercise in order to ________ . A. say language is also a kind of physical labor
B. prove that one needs more practice when he/she is learning a language C. to show the importance of using the language when you learn the language D. make people believe language learning helps grey matter work well 4. The main subject talked about in this passage is ________ .
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A. science on learning a second language B. man's ability of learning a second language C. language can help brain power D. language learning and math study
Passage 4
It’s 3 o’clock and you’ve been hard at work. As you sit at your desk, a strong desire for chocolate overcomes you. You try to busy yourself to make it go away. But it doesn’t. Here is another situation. Perhaps you are not feeling well. The only thing you want to eat is a big bowl of chicken soup, like your mum used to make when you were sick as a child. Food cravings are a strong desire for a specific type of food. And they are normal.
Scientists at the website How Stuff Works compare hunger and cravings this way. Hunger is a fairly simple connection between the stomach and the brain. They even call it simply “stomach hunger”. When our stomachs burn up all of the food we have eaten, a hormone (激素) sends a message to one part of the brain for more food, which regulates our most basic body functions such as thirst, hunger and sleep. The brain then produces a chemical to start the appetite and you eat. Hunger is a function of survival.
A craving is more complex. It activates brain areas related to emotion, memory and reward. These are the same areas of the brain activated during drug-craving studies. Because of this, some scientists call food cravings “mind hunger”. People often crave foods that are high in fat and sugar. Foods that are high in fat or high in sugar produce
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chemicals in the brain. These chemicals give us feelings of pleasure.
In a 2007 study, researchers at Cambridge University found that dieting or restricted eating generally increases the possibility of food cravings. So, the more you deny yourself a food that you want, the more you may crave it. However, fasting (禁食) is a bit different. They found that eating no food at all for a short period of time lessened food cravings.
So, the next time you crave something very specific, know that your brain may be more to blame than your stomach.
1. What is the function of the first paragraph? A. To deepen the understanding of hunger. B. To lead to the topic of the whole passage. C. To report the discovery of craving study. D. To remind readers of their own special food. 2. What do we learn about food cravings? A. It means the stomach functions well. B. It ensures a person survives hunger. C. It shows food is linked to feelings.
D. It proves the brain decides your appetite. 3. What’s the likely result of dieting? A. The increase of food desire. C. The refusal of fat and sugar. 4. What does the passage mainly discuss?
B. The decrease of chemicals. D. The disappearance of appetite.
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A. The findings of food cravings. C. The functions of brain areas.
B. What hunger is all about. D. What dieting may bring us.
Passage 5
As graduation day approached, excitement increased. Being out of high school meant I was finally coming of age(成人). Soon I would be on my own, making my own decisions, doing what I wanted without someone looking over my shoulder and it meant going to school with boys-a welcome change coming from an all-girl high school.
There was never any question in my mind that I would go to a college away from home. My mother's idea, on the other hand, was just the opposite. Trying her best not to force her preferences on me, she would subtly ask whether I had considered particular schools, all of which happened to be located in or near my hometown of Chicago. Once it was established that, as long as it was financially affordable, I would be going away anyway, my family's perspective changed. Their concern shifted from whether I was going away to how far. The schools I was considering on the East Coast suddenly looked much more attractive than those in California.
But which college I would attend was just one of what seemed like a never-ending list of unknown! What would college be like? Would the other students like me? Would I make friends easily? Would I miss my family so much that I wouldn't be able to stand it? And what about the work --- would I be able to keep up? (Being an A student in high school seemed to offer little assurance that I would be able to survive college. ) What if the college I selected turned out to be a horrible mistake? Would I be able to transfer
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to another school?
The panic set in. My feelings took a 180-degree turn. I really didn't want to leave high school at all, and it was questionable whether I wanted to grow up after all. It had been nice being respected as a senior by the underclass students for the past year; I didn't enjoy the idea of being on the bottom rung of the ladder again.
Despite months of expectation, nothing could have prepared me for the impact of the actual day. As the familiar must of ''Pomp and Circumstance'' echoed in the background, I looked around at the other students in white caps and gowns as we solemnly(庄严地) filed into the auditorium(礼堂). Tears welled up uncontrollably in my eyes, and I was consumed by a rush of sadness. As if in a daze, I rose from my seat when I heard my name called and slowly crossed the stage to receive my diploma(毕业证书). As I reached out my hand, I knew that I was reaching not just for a piece of paper but for a brand-new life. Exciting as the prospect of a new life seemed, it wasn't easy saying goodbye to the old ones --- the familiar faces, the familiar routine. I would even miss that chemistry class I wasn't particularly fond of and the long commute each day between home and school that I hated. Good or bad, it was what I knew.
That September, I was fortunate to attend a wonderful university in Providence, Rhode Island. I needn't have worried about liking it. My years there turned out to be some of the best years of my life. And as for friends, I still treasure some of the friendships I formed there today. Years later, financial difficulties forced my high school to close its doors for good. Although going back is impossible, it's comforting to know I can revisit my special memories any time.
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1. Which of the following is NOT the reason for the author's feeling excited about graduation?
A. Making her own decision. C. Having schoolmates of both sexes. 2. The author's mother __________.
A. did not care which college her daughter went to.
B. tried her best to tell the author which college was her favorite. C. preferred the colleges on the Est Coast to those in California D. was willing to allow the author to make her own choice. 3. Why did the author worry about her schoolwork in college?
A. Good performance in high school doesn’t necessarily mean success in college. B. Feeling lonely in an entirely new school may have a negative influence. C. Unbearable homesickness may stop the author from focusing on study. D. Peer pressure in a good university makes it hard to keep up.
4. What does the underlined part ''being on the bottom rung of the ladder'' mean? A. Being a freshman. C. Being a loser.
B. Being an unpopular student. D. Being a childish person. B. Doing whatever she wants. D. Getting away from parents.
5. What can we learn from the last two paragraphs?
A. The author was eager to say goodbye to the old school days. B. The author found she was attached to her old school.
C. The author missed her chemistry lessons because they were her favorite. D. The author felt comforted because she could revisit her old school.
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6. What does the author mainly describe in this article? A. Her happiness to be admitted to a wonderful university.
B. Her eagerness to go to a wonderful university far away from home. C. Her excitement during the months leading to the graduation ceremony. D. Her mixed feelings during the months before and on graduation day.
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参考答案
Passage 1
1. D主旨大意题。文章首段就提出了主日语中是如何跟别人打招呼，选D。 2. C细节理解题。根据题干关键词“In the afternoon”可以定位短文第三段“and \"Konbanwato\" greet somebody in the afternoon. ”，可知下午问候别人应该用Konbanwa。选C。
3. D推理判断题。根据短文第二段“I am sure you wouldn't like greeting people with a. . . say \"Hello\". ”可知作者认为在日本, 人们不会一天到晚用Konniqiwa来跟别人打招呼。选D。
4. D推理判断题。从最后一段的第一句和最后一句“Let's do it the way the Japanese do”和“I'll tell something about my life in a Japan. ”可以得出D选项。
Passage 2
1. D主旨大意题。根据文章第一段“An allowance (零花钱) is an important tool for teaching kids how to budget (预算) save and make their decisions. ”以及全文来看，作者主要是通过零花钱来教孩子如何去理财，所以D选项正确。
2. C推理判断题。根据第一段“An allowance (零花钱) is an important tool for teaching kids how to budget (预算) save and make their decisions. ”和第三段“\"If you make the child responsible for these bills,\" …… necessary expenditures. \"”可以得知如果给孩子钱，让孩子为自己的花销负责的话，他们就会学会去理财，所以C选项正确。
3. D词义猜测题。根据第四段第二句，“If you can, keep your child's allowance in line with that of his friends. A child whose purchasing power falls away below his
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peers' can feel left out. ”可以得知，peer是friend的同义替换词，所以D选项正确。
4. A推理判断题。根据文章最后一段“Kids should help around the houses not because they get paid for it but because they share responsibilities as members of a family. ”可以得知，作者认为孩子帮忙做家务不能是因为得到了报酬，而应该是因为他们愿意作为家庭的一员共同承担家庭的责任。故选A。
Passage 3
1. C词义理解题。第二段“…learning a second language can lead to an increase in your brain power. ”和第三段“…had learnt a second language before the age of five, as well as a number of later learners”可归纳C正确。
2. A细节理解题。从第二段的“Researchers found that learning other languages changes grey matter (灰质) …The study also found the effect is greater, the younger people learn a second language. ”可以推断出A选项是正确的。
3. D推理判断题。作者在这一段里把语言学习对大脑的促进作用比作体育锻炼能促进肌肉健全，就是为了说明语言学习对大脑的促进有类似的作用。
4. C主旨大意题。考查理解主旨大意的能力。作者在第一段中就提出了本文的主题，然后下文围绕这一主题进行深入地阐述，即“语言学习可以提高你的智力”。故C选项正确。
Passage 4
1. B目的意图题。根据第一段最后一句Food cravings are a strong desire for a specific type of food. And they are normal. 可知, 第一段是为了引出整篇文章的话题。故选B。
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2. C推理判断题。根据第三段最后一句Food cravings are a strong desire for a specific type of food. And they are normal. 可知, 食物与感觉是有关系的。故选C。
3. A推理判断题。根据倒数第二段第一句In a 2007 study, researchers at Cambridge University found that “dieting or restricted eating generally increases the possibility of food craving. 可知, 节食的结果会导致食欲的增加。故选A。
4. A主旨大意题。根据最后一段So, the next time you crave something very specific, know that your brain may be more to blame than your stomach. 可知, 本文主要谈论饮食冲动的研究结果。
Passage 5
1. D细节理解题。根据第一段的Being out of high school meant …..and it meant going to school with boys可知, 作者为毕业的临近感到兴奋是因为：离开高中就意味着她终于到了成人的年纪, 很快她就可以自己做决定, 在不需要任何监管的情况下做自己想做的, 也意味着可以和男孩子一起上学。D. Getting away from parents. (远离父母)不符合以上说法, 故选D项。
2. C推理判断题。根据第二段的There was never any question ……was just the opposite(毫无疑问我心里想去离家远的大学, 而母亲的想法正好和我的相反)和my family's perspective changed. ……than those in California. (我家人的观点改变了, 他们关心的问题从我是否要远离变成了我要离开多远。我突然觉得东海岸的学校看起来比加州那些学校有吸引力)可知, 家人的观点改变后, 作者突然觉得东海岸的学校比加州的学校好。由此推测, 比起加州的学校作者的妈妈更喜欢东海岸的学校。C. preferred the colleges on the Est Coast to those in California(比起加州的学校更喜欢东海岸的学校)符合以上推测, 故选C项。
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3. A细节理解题。根据第三段的And what about the work --- would I be able to keep up? (Being an A student in high school seemed to offer little assurance that I would be able to survive college. ) (学习会怎么样呢？我能继续保持吗？（作为高中的A)可知, 作者担心大学的学习, 是因为等生似乎并不能保证我顺利完成大学学业）
高中的好成绩不一定意为着顺利度过大学。A. Good performance in high school doesn't necessarily mean success in college. ( 高中的好成绩不一定意为着大学里的成功)符合以上说法, 故选A项。
4. A词义猜测题。根据划线部分所在句子It had been nice being respected as a senior by the underclass students for the past year; I didn't enjoy the idea of being on the bottom rung of the ladder again. 可知, 作为一名高年级的学生受到下级学生的尊敬, 这是一件很愉快的事, 我不喜欢再一次being on the bottom rung of the ladder again 的想法。根据句意, 再结合上文提到作者要上大学了, 可猜测划线部分的意思是“作为大学新生”。A. Being a freshman. (作为新生)符合以上猜测, 故选A项。
5. B推理判断题。根据倒数第二段的Exciting as the prospect of a new life seemed, …..and school that I hated. Good or bad, it was what I knew. (尽管新生活似乎是令人兴奋的, 但是要和那些熟悉的脸庞, 熟悉的路线说再见也不容易。我甚至会想念我非常不喜欢的化学课, 以及我讨厌的每天从家到学校的漫长通勤。无论好与坏, 这就是我知道的)可推测, 作者突然发现自己很依恋曾经的学校。B. The author found she was attached to her old school. ( 作者发现她很依恋曾经的学校)符合以上推测, 故选B项。
6. D主旨大意题。根据文章的主要内容, 尤其第一段的As graduation day
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approached, excitement increased. 可知毕业临近作者有兴奋的感觉, 第四段的Then panic set in可知作者有慌乱, 第六段的Despite months of expectation和Exciting as the prospect of a new life seemed, it wasn't easy saying goodbye to the old ones可知作者对大学有期待, 但也怀念高中生活。所以, 本文主要讲述了作者在毕业前和毕业当天的复杂心情。D. Her mixed feelings during the months before and on graduation day. (她在毕业前几个月和毕业当的天复杂心情)符合以上说法, 故选D项。
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