如果结果不匹配，请 
更多“---Where did Edith go?---He we…”相关的问题
some reason said: “I wish all of the white students to stand for a moment.” I rose with the others.The teacher looked at me and, calling my name, said: “You sit down for the present, and rise with the others.” I did not quite understand her.She repeated: “You sit down now, and rise with the others.” I sat down puzzled.I saw and heard nothing.When the other were asked to rise, I did not know it.When school was dismissed, I went out unconsciously.A few of the white boys laughed at me, saying: “Oh, you’re a nigger, too.”
I hurried on as fast as I could to where my looking-glass hung on the wall in my own little room.For an instant I was afraid to look, but when I did, I looked long and earnestly.I was accustomed t o hearing remarks about my beauty, but now, for the first time, I became conscious of it and recognized it.I noticed the ivory(象牙)whiteness of my skin, the beauty of my mouth, the size and the liquid darkness of my eyes.I ran downstairs and rushed to wh ere my mother was sitting.I buried my head in her lap and cried out: “Mother, tell me, am I a nigger？” I could not see her face, but I felt her hands on my head.I looked up into her face.There were tears in her eyes and I could see that she was sufferin g for me.And then it was that.
I looked at her critically for the first time.I had thought of her in a childish way only as the most beautiful woman in the world; now I looked at her searching for defects(缺点).I could see that her skin was almost brown,and that she did differ in some way from the other ladies who came to the house; yet, even so I could see that she was more beautiful than any of them.She must have felt that I was examining her, for she hid her face in my hair and said with difficulty：“No, my darling, you are not a nigger.” She went on: “If anyone calls you a nigger, don’t notice them.”
But the more she talked, the less was I reassured, and I stopped her by asking:“Well, mother, am I white？ Are you white？” She answered tremblingly(颤抖的): “No, I am not white, but your father is one of the greatest men in the country.The best blood of the South is in you.” This suddenly opened up in my heart a fresh fear, and I almost fiercely demanded: “Who is my father？ Where is he？” She stroked my hair and said: “I’ll tell you about him some day.” I sobbed(抽泣): “I want to know now.” She answered: “No, not now.”
1.We can infer from the passage that “a nigger ”means().
A.a white person
B.a black person
C.anyone that is not white
D.anyone that i s not black
2.When the teacher asked him to sit down and rise with the others ,the author was confused because().
A.he never considered himself a non-white person
B.he thought the teacher didn’t recognize him
C.he thought he should be considered
D.he thought it rude for the teacher to call his name
3.It was on that day that he began to realize that().
A.he was a nigger
B.he was different from others because of his beauty
C.his color was like that of his mother
D.he differed from oth er white people even with his beauty
4.From the passage we can learn that().
A.the boy’s father left them for some reasons
B.the boy’s mother didn’t want to mention his father at all
C.the boy never met his father before
D.the boy’s mother hated his father
5.This passage generally tells us a story of ().
A.a boy who suddenly realized that he was a colored person
B.a boy who had been looked down upon because he had no father
C.the miserable life of colored people
D.the life of a one-parent family
He closed his ears to the sound of the lunch bell, and when dinnertime came, he refused to go down to the place where people had their dinner, saying that he did not feel well.
The following day he did not get up until breakfast was over, pretending that he had overslept.At lunch time, too, he kept out of the way.By the time of the dinner, however, he became so hungry that he could even have eaten paper.
“I can't stand this any longer,”he said to himself.“I must have something to eat.” At dinner table he ate everything put in front of him.When he was quite satisfied, he felt stronger and at once went to see the waiter."Bring me the bill," he said to the waiter.
“The bill？” said the waiter in surprise.
“Yes,” answered the traveler.
“There isn't any bill here.” Said the waiter.“On this ship, meals are already included in the ticket.”
31.The traveler thought that he().
A.would find no food served on board
B.could not get home_ without having meals on board
C.could do without any food before he got home
D.would not be allowed to eat on board
32.“He closed his ears to the sound of the lunch bell,” means ()
A.he did not hear the lunch bell
B.he heard the lunch bell but didn't go for lunch
C.he put something in his ears to close them
D.he did not know it was the lunch bell
33.The first day he did not have his lunch because he did not().
A.feel well
B.know the time for lunch
C.hear the lunch bell
D.have the money
34.What did the traveler mean when he said “I can't stand this any longer.”？ ()
A.I can't understand it.
B.I can't stay hungry any longer.
C.I can't keep my feet on this place any longer.
D.I must sit down for a while.
35.He became so hungry that he().
A.went to sleep
B.ate paper
C.went to the dinner-table
D.kept out of the way
First of all, living at college gives me a sense of responsibility and of being on my own. My parents aren't around to say, "No, you're not going out tonight," or "Did you finish your homework？" Everything I do has to be my decision, and that makes me responsible for my own life. During the second week I was at college, I had to go out and look for a bank where I could open an account. And when I got to the bank, I had to decide whether to have a checking or savings account and whether or not to get a credit card. Decisions! Decisions! Friendly people are another thing I like about college. On the first day I came to Marymount University here in Virginia from New York, I was a bit confused about where I was going. My mother and I drove in. We did not know the building we were supposed to go to, but the guard was very nice. With a smile, he told us what building we were looking for and where we could park our car. My room was on the first floor of New Gerard, and I knew I had to go through some glass doors, but my mother and I didn't know which ones. Some students saw me and asked, "Are you a new student？" When they found out I was looking for New Gerard, one said, "Oh, just follow us; that's where we're going." Even now I feel comfortable in the dorm because there are friendly people around to talk with.I do like a lot of things about college, but that doesn't mean I don't think about things at home. Although I like college, I can still get homesick. New York is a very good place, too! And sometimes I miss it!
6. The text is perhaps written by ________.
A. a new student
B. a new teacher
C. a foreign reporter
D. a foreign visitor
7. What does "gives me a sense of responsibility" in the first sentence of Paragraph 2 mean？ It means it makes me feel ________.
A. responsible for my parents.
B. responsible for my teacher.
C. responsible for the school.
D. responsible for myself.
8. One thing that he liked was ________.
A. the comfortable dorm
B. finding his way around
C. his studies as a first year student
D. the friendly people
9. What is New Gerard？
A. It's a student's name.
B. It's a teacher's name.
C. It's a dorm's name.
D. It's a school's name.
10. Which of the following is NOT true？
A. People in Marymount University are friendly.
B. The writer likes the new experience in the university.
C. The writer drove to Marymount University with his mother.
D. The writer is not homesick
He returned from his first visit to the place in late autumn, and could not get back until the snow melted in the following spring.Then he went to the pilot of a small plane, who earned his living by carrying hunters over parts of the country where there were no roads and no railways.He asked the pilot to take him back to the piece of forest.
The pilot did not know the place, so the hunter showed it to him on the map.“But there is nowhere to land there,” said the pilot.“I have flown over that we can’t land anywhere between this river and these mountains.”
“I thought you were a wonderful pilot,” said the hunter, “some of my friends said you could land a plane on a postage stamp.”
“That’s right,” answered the pilot.“I can land a plane where nobody else can.But I tell you there is nowhere to land in the place you are talking about.”
“And what if I tell you that another pilot did land me there last spring？” said the hunter.
“Is that true？” asked the pilot.
“Yes, it is.I swear it.”
Well, this pilot could not let himself beaten by another, so he agreed to take the hunter.
When they reached the place, the hunter pointed out a small spot without trees in the middle of the forest, with a steep rise(陡坡) at one end.The pilot thought there was not enough room to land there, but the hunter said that the other pilot had done so the year before, so down went the plane.When it came to the rise, it turned right over onto its back.As the hunter climbed out, he smiled happily and said, “Yes, that is exactly how the other pilot managed it last time.”.
6.The hunter in the story went to the forest ().
A.once
B.two times
C.many times
D.none of the above
7.In the story the hunter asked a pilot to take him to the piece of forest.This pilot was ().
A.the same pilot who had taken him to the place once
B.a different pilot who had never been to that part of the country
C.a pilot who had been to the place many times
D.a pilot who had never heard of such a place
8.It was difficult for the pilot to land the plane because ().
A.the place for landing was as big as a room
B.the place for landing was as small as a postage stamp
C.there wasn't any place to land
D.there was a room near the landing place
9.“When it came to the rise, I turned right over onto its back.” What do the words “its back” refer to？()
A.the back of the rise
B.the pilot’s back
C.the back of the plane
D.the back of the small spot
10.The hunter got to the plane the first time().
A.by jumping out of the place during the flight
B.in an entirely different way
C.exactly the same way as he got there the second time
D.by climbing down the tree on which the place hand landed
Six Potential Brain Benefits of Bilingual Education
A) Brains，brains，brains. People are fascinated by brain research. And yet it can be hard to point to places where our education system is really making use of the latest neuroscience(神经科学) findings.But there is one happy link where research is meeting practice: bilingual(双语的)education.“In thelast 20 years or so，there's been a virtual explosion of research on bilingualism,”says Judith Kroll，aprofessor at the University of California，Riverside.
B)Again and again，researchers have found，“ bilingualism is an experience that shapes our brain for life,”in the words of Gigi Luk，an associate professor at Harvard's Graduate School of Education. Atthe same time，one of the hottest trends in public schooling is what's often called dual-language or two-way immersion programs.
C)Traditional programs for English-language learners，or ELLs，focus on assimilating students into
English as quickly as possible. Dual-language classrooms，by contrast，provide instruction acrosssubjects to both English natives and English learners，in both English and a target languagc. The goal isfunctional bilingualism and biliteracy for all students by middle school. New York City，NorthCarolina，Delaware，Utah，Oregon and Washington state are among the places expanding dual-language classrooms.
D)The trend flies in the face of some of the culture wars of two decades ago，when advocates insisted on “English first”education.Most famously，California passed Proposition 227 in 1998. It was intendedto sharply reduce the amount of time that English-language learners spent in bilingual settings.Proposition 58，passed by California voters on November 8，largely reversed that decision，paving theway for a huge expansion of bilingual education in the state that has the largest population of English-language learners.
E) Some of the insistence on English-first was founded on research produced decades ago，in which bilingual students underperformed monolingual(单语的)English speakers and had lower IQ scores.Today's scholars，like Ellen Bialystok at York University in Toronto，say that research was “deeplyflawed.”“Earlier research looked at socially disadvantaged groups,”agrees Antonella Sorace at theUniversity of Edinburgh in Scotland.“This has been completely contradicted by recent rescarch”thatcompares groups more similar to each other.
F) So what does recent research say about the potential benefits of bilingual education？ It turns out that, in many ways，the real trick to speaking two languages consists in managing not to speak one of thoselanguages at a given moment—which is fundamentally a feat of paying attention. Saying “Goodbye”tomom and then“Guten tag”to your teacher，or managing to ask for a crayola roja instead of a redcrayon(蜡笔)，requires skills called “inhibition”and“task switching.”These skills are subsets of anability called executive function.
G) People who speak two languages often outperform. monolinguals on general measures of executive function.“Bilinguals can pay focused attention without being distracted and also improve in the abilityto switch from one task to another,”says Sorace.
H) Do these same advantages benefit a child who begins learning a second language in kindergarten instead of as a baby？ We don't yet know.Patterns of language learning and language use are complex. ButGigi Luk at Harvard cites at least one brain-imaging study on adolescents that shows similar changes inbrain structure when compared with those who are bilingual from birth，even when they didn't beginpracticing a second language in earnest before late childhood.
l) Young children being raised bilingual have to follow social cues to figure out which language to use with which person and in what setting.As a result，says Sorace，bilingual children as young as age 3 havedemonstrated a head start on tests of perspective-taking and theory of mind—both of which arefundamental social and emotional skills.
J) About 10 percent of students in the Portland，Oregon public schools are assigned by lottery to dual-language classrooms that offer instruction in Spanish，Japanese or Mandarin，alongside English.Jennifer Steele at American University conducted a four-year，randomized trial and found that thesedual-language students outperformed their peers in English-reading skills by a full school-year's worthof learning by the end of middle school. Because the effects are found in reading，not in math orscience where there were few differences，Steele suggests that learning two languages makes studentsmore aware of how language works in general.
K) The research of Gigi Luk at Harvard offers a slightly different explanation. She has recently done a small study looking at a group of 100 fourth-graders in Massachusetts who had similar reading scores ona standard test，but very different language experiences.Some were foreign-language dominant andothers were English natives.Here's what's interesting.The students who were dominant in a foreignlanguage weren't yet comfortably bilingual;they were just starting to learn English.Therefore，bydefinition，they had a much weaker English vocabulary than the native speakers. Yet they were just asgood at interpreting a text.“This is very surprising,”Luk says.“ You would expect the readingcomprehension performance to mirror the vocabulary—it's a cornerstonc of comprehension.”
L) How did the foreign-language dominant speakers manage this feat？ Well，Luk found，they also scored higher on tests of executive functioning.So，even though they didn't have huge mental dictionaries todraw on，they may have been great puzzle-solvers，taking into account higher-level concepts such aswhether a single sentence made sense within an overall story line. They got to the same results as themonolinguals，by a different path.
M)American public school classrooms as a whole are becoming more segregated by race and class.Dual-language programs can be an exception.Because they are composed of native English speakersdeliberately placed together with recent immigrants，they tend to be more ethnically and economicallybalanced. And therc is some evidence that this helps kids of all backgrounds gain comfort withdiversity and different cultures.
N) Several of the researchers also pointed out that，in bilingual education，non-English-dominant students and their families tend to feel that their home language is heard and valued，compared with aclassroom where the home language is left at the door in favor of English. This can improve students'sense of belonging and increase parents’ involvement in their children's education，including behaviorslike reading to children.“Many parents fear their language is an obstacle，a problem，and if theyabandon it their child will integrate better,”says Antonella Sorace of the University of Edinburgh.“We tell them they're not doing their child a favor by giving up their language.”
O)One theme that was striking in speaking to all these researchers was just how strongly they advocated for dual-language classrooms.Thomas and Collier have advised many school systems on how to expandtheir dual-language programs，and Sorace runs“Bilingualism Matters,”an international network ofresearchers who promote bilingual education projects. This type of advocacy among scientists isunusual;even more so because the "bilingual advantage hypothesis”is being challenged once again.
P) Areview of studies published last year found that cognitive advantages failed to appear in 83 percent of published studics，though in a separate analysis，the sum of effects was still significantly positive.Onepotential explanation offered by the researchers is that advantages that are measurable in the veryyoung and very old tend to fade when testing young adults at the peak of their cognitive powers.And,they countered that no negative effects of bilingual education have been found. So，even if theadvantagcs are small，they are still worth it. Not to mention one obvious，outstanding fact:"Bilingualchildren can speak two languages!”
36. A study found that there are similar changes in brain structure between those who are bilingual from birth and those who start learning a second language later.
37. Unlike traditional monolingual programs，bilingual classrooms aim at developing students’ ability touse two languages by middle school.
38.A study showed that dual-language students did significantly better than their peers in reading Englishtcxts.
39.About twenty years ago，bilingual practice was strongly discouraged，especially in California.
40. Ethnically and economically balanced bilingual classrooms are found to be helpful for kids to get usedto social and cultural diversity.
41.Researchers now claim that earlier research on bilingual education was seriously flawed.
42. According to a researcher，dual-language experiences exert a lifelong influence on one's brain.
43. Advocates of bilingual education argued that it produces positive effects though they may be limited.44. Bilingual speakers often do better than monolinguals in completing certain tasks 41.
45. When their native language is used，parents can become more involved in their children's education.
Five days off work is a harsh penalty for dragging a woman alongside a bus by her arm？ Baxa said, "Any time you take money away from someone, it is a harsh punishment. The driver makes $14 an hour. Multiply that by 40 and you can see what he lost. "
Yes, that comes to $560, a tidy sum. But we know that people in the private sector are fired for far less every day. If the people who run the CTA think that the loss of a week's pay is more than enough, I offer them a sporting proposition: Give me a bus. Then have their wives stick their arms in the doorway of the bus, and I'll slam the door shut, stop the gas pedal and take them for a fast one-block jog. And I'll pay $560 to anyone who is bold enough to try it. Any takers？ Mr. Baxa？ Anybody？ I didn't think so.
1.The nurse half-entered one of the buses because____.
A、the bus they wanted didn't stop there
B、she wanted the driver to stop the bus
C、she wanted to get some information from the driver
D、she and her uncle couldn't wait any longer at the corner
2.The reason why the woman trotted alongside the bus was that____.
A、she couldn't get herself away from the bus
B、the driver closed the door before she heard the answer
C、she was dragged by the bus driver
D、she wanted to get the driver's badge number
3.How many blocks was the woman away from the corner where she waited when the bus driver finally let her off？ ____
A、Almost one block.
B、Almost two blocks.
C、Probably three blocks.
D、Probably five or six blocks.
4.The bus driver's punishment was____.
A、being dismissed from the CTA
B、being out of work for a week
C、paying a fine of $560
D、working without pay for five days
5.Why did the author offer a sporting proposition？ ____
A、Because the CTA paid little attention to the incident.
B、Because the bus driver had not been fired.
C、Because he wanted to threaten the CTA people.
D、Because he thought the penalty was not a harsh on
re they found her had been her home for many years. Her parents were unknown. They left her long ago. At the orphanage, the girl, like all the children there, was taught to read and write. While she was studying at the orphanage，she learned something else-to be independent. At twenty-one，she left the orphanage and began work as a secretary. And then, in 1975, while she was still working as an ordinary secretary, something special
happened. She entered the Miss Hong Kong competition and won it. This was the turning point in her life. Now her name, Mary Cheung, was known to everybody.
Mary entered the competition because she wanted to show that orphanage girls could be something. Winning the competition gave her the chance to start a new life. This led her first into television and then into business as a manager. When she was working as a manager, she had trouble with her reports. "My English just wasn't good enough." she says. Luckily, she had a boyfriend (who later became her husband) to help her. Mary studied management at Hong Kong Polytechnic and graduated in 1980. She started her own business in 1985. But she did not stop developing herself. She then studied at the University of Hong Kong. Since 1987，she had spent a lot of time on photography. She has held several exhibitions of her work in many places-China, New Zealand and Paris. She still found time, however, to work on TV, write for newspapers and bring up her family.
The girl from the street has come a long way, but her journey is not finished yet.()
1. Before Mary Cheung was brought to the orphanage, she had lived in the streets for many years. ()
2. The sentence "orphanage girls could be something" means that orphanage girls could be popular and successful. ()
3. Her life changed in 1985. ()
4. This passage is probably taken from a novel. ()
5. Mary's boyfriend was good at English. ()
1.In the past,many young people ______.
A.knew the effects of war
B.went in for politics
C.liked to save the wounded in wars
D.were willing to be soldiers
2.Now with TV people can _____.
A.discus politics at an information center
B.show more interest in politics
C.make their own decisions on political affairs
D.express their opinions freely
3.The author thinks that TV advertisements _____.
A.are not reliable on the whole
B.are useless to people
C.are a good guide to adults
D.are very harmful to the young
4.Which is NOT true according to the passage？_____
A.People have become used to crimes now
B.With a TV set some problems can be solved quickly
C.People now like to read books with picture
D.The adults are less violent than the young
5.From the passage,we can conclude that _____.
A.children should keep away from TV
B.TV programs should be improved
C.children’s books should have pictures
D.TV has a deep influence on the young
More ambiguous than other scientific inventions familiar to modem artists, but no less influential, are the psychoanalytic studies of Freud and his followers, discoveries that have penetrated recent art, especially Surrealism. (超现实主义)
The surrealists, in their struggle to escape the monotony and frustrations of everyday life, claimed that dreams were the only hope. Turning to the irrational world of their unconscious, they banished all time barriers and moral judgments to combine disconnected dream experiences from the past, present and intervening psychological states. The surrealists were concerned with overlapping emotions more than with overlapping forms. Their paintings often become segmented capsules of associative experiences. As to them, obsessive and often unrelated images replaced the direct emotional messages of Expressionism. They did not need to smash paint and canvas ; they went beyond this to smash the whole continuity of logical thought.
There is little doubt that contemporary art has taken much from contemporary life. In a period when science has made revolutionary strides, artists in their studios have not been unaware of scientists in their laboratories. At the same time, this has rarely been a one-way street. Painters and sculptors, though admittedly influenced by modem science, have also molded and changed our world. If break-up has been a vital part of their expression, it has not always been a symbol of destruction. Quite the contrary: it has been used to examine more fully, to penetrate more deeply, to analyze more thoroughly, to enlarge, isolate and make more familiar certain aspects of life that earlier were apt to neglect. In addition, at times it provides rich multiple experiences so organized as not merely to reflect our world, but in fact to interpret it.
41.The author argues that Freud's studies .
A.are more comprehensible than other scientific inventions
B.are more controversial than any other scientific findings
C.have been largely influenced by contemporary arts
D.have found their expression in the Surrealism's claims
42.The Surrealism made every endeavor .
A.to transform. real existence into incoherent dreams
B.to diminish all time barriers and moral judgments
C.to express their disconnected unconscious thoughts
D.to substitute direct expressions for fragmented images
