高考英語匯編閱讀理解之文化類1

BasicMathintroducesstudentstothebasicconceptsofmathematics,aswellasthefundamentalsofmoretrickyareas.These

30fantasticlecturesaredesignedtoprovidestudentswithanunderstandingofarithmeticandtopreparethemforAlgebra（代數(shù)）

andbeyond.

ThelessonsinBasicMathcovereverybasicaspectofarithmetic.Theyalsolookintoexponents（指數(shù)），theorderof

operations,andsquareroots.Inadditiontolearninghowtoperformvariousmathematicaloperations,studentsdiscoverwhy

theseoperationswork,howaparticularmathematicaltopicrelatestootherbranchesofmathematics,andhowtheseoperations

canbeusedpractically.

Itstartsfromtherelativelyeasierconceptsandgraduallymovesontothemoretroublesomeones,soastoallowforsteadyand

sureunderstandingofthematerialbystudents.Thelecturesofferstudentsthechanceto“makesense“ofmathknowledgethat

mayhaveseemedsofrightening.Theyalsohelpstudentsprepareforcollegemathematicsandovercometheiranxietyaboutthis

amazing—andcompletelyunderstandable—fieldofstudy.

Bytheconclusionofthecourse,studentswillhaveimprovedtheirunderstandingofbasicmath.Theywillbeabletoclear

awaythemystery（神秘性）ofmathematicsandfacetheirstudieswithmoreconfidencethantheyeverimagined.Inaddition,

theywillstrengthentheirabilitytoacceptnewandexcitingmathematicalchallenges.

ProfessorH.Siegel,honoredbyKentuckyEducationalTelevisionas“thebestmathteacherinAmerica,“isadevoted

teacherandhasagiftforexplainingmathematicalconceptsinwaysthatmakethemseemclearandobvious.Fromthebasic

concreteideastothemoreabstractproblems,heismasterinmakingmathlectureslearner-friendlierandlessscary.

WithaPhDinMathematicsEducationfromUniversity,Dr.SiegelteachesmathematicsatCentralArizonaCollege.His

coursesincludevariousmake-upclassesandanumberoflecturesforfutureprimaryschoolteachers.

Ifthecoursefailstoprovidecompletesatisfactiontoyou,youcaneasilyexchangeitforanyothercoursethatweoffer.Or

youcangetyourmoneyback.

56.WhatdoesthecourseBasicMathmainlycover?

A.Algebra.B.CollegeMathematics.C.Arithmetic.D.MathematicsEducation.

57.WhatbenefitscanstudentsexpectfromBasicMath?

A.Strongerimaginativeability.B.Additionalpresentationskills.

C.Moremathematicalconfidence.D.Greaterchancesofbecomingteachers.

58.WhatcanwelearnaboutProfessorH.Siegel?

A.HeisaguestlectureratKentuckyEducationalTelevision.B.Heistodeliver30lecturesinBasicMath.

C.HeworksinGeorgiaStateUniversity.D.Hespecializesintrainingteachers.

59.Whereisthepassagemostlikelytohavebeentakenfrom?

A.Anewsreport.B.AbookreviewC.Alessonplan.D.Anadvertisement

2

Grown-upsareoftensurprisedbyhowwelltheyremembersomethingtheylearnedaschildrenbuthaveneverpracticed

eversince.Amanwhohasnothadachancetogoswimmingforyearscanstillswimaswellaseverwhenhegetsbackinthe

water.Hecangetonabicycleaftermanyyearsandstillrideaway.Hecanplaycatchandhitaballaswellashisson.Amother

whohasnotthoughtaboutthewordsforyearscanteachherdaughterthepoemthatbegins"Twinkle,littlestar"orremember

thestoryofCinderellaorandtheThreeBears.

Oneexplanationisthelawofoverlearning,whichcanbestatedasfollows:Oncewehavelearnedsomething,additional

learningtrials（嘗試）increasethelengthoftimewewillrememberit.

Inchildhoodweusuallycontinuetopracticesuchskillsasswimming,bicycleriding,andplayingbaseballlongafterwe

havelearnedthem.Wecontinuetolistentoandremindourselvesofwordssuchas"Twinkle,twinkle,littlestar"andchildhood

talessuchasCinderellaandGoldilocks.Wenotonlylearnbutoverlearn.

Themultiplicationtables（乘法口訣表）areanexceptiontothegeneralrulethatweforgetratherquicklythethingsthatwe

learninschool,becausetheyareanotherofthethingsweoverleaminchildhood.

Thelawofoverlearningexplainswhycramming（突擊學(xué)習(xí)）foranexamination,thoughitmayresultinapassinggrade,is

notasatisfactorywaytolearnacollegecourse.Bycramming,astudentmaylearnthesubjectwellenoughtogetbyonthe

examination,butheislikelysoontoforgetalmosteverythinghelearned.Alittleoverlearning,ontheotherhand,isreally

necessaryforone'sfuturedevelopment.

67.Whatisthemainideaofparagraph1?

A.Peoplerememberwellwhattheylearnedinchildhood.B.Childrenhaveabettermemorythangrown-ups.

C.Poemreadingisagoodwaytoleamwords.D.Storiesforchildrenareeasytoremember.

68.Theauthorexplainsthelawofoverlearningby.A.presentingresearchfindingB.settingdowngeneralrules

C.makingacomparisonD.usingexamples

69.Accordingtotheauthor,beingabletousemultiplicationtablesis.

A.aresultofoverlearningB.aspecialcaseofcramming

C.askilltodealwithmathproblemsD.abasicsteptowardsadvancedstudies

70.Whatistheauthor'sopiniononcramming?A.Itleadstofailureincollegeexams.B.It'shelpfulonlyinalimitedway.

C.It'spossibletoresultinpoormemory.D.Itincreasesstudents*learninginterest.

3

Facialexpressionscarrymeaningthatisdeterminedbysituationsandrelationships.Forexample,inAmericanculture

thesmileisingeneralanexpressionofpleasure.Yetitalsohasotheruses.Awoman'ssmileatapoliceofficerdoesnotcarry

thesamemeaningasthesmileshegivestoayoungchild.Asmilemayshowloveorpoliteness.Itcanalsohidetruefeelings.It

oftencausesconfusionacrosscultures.Forexample,manypeopleinRussiasmilingatstrangersinpublictobeunusualand

evenimproper.YetmanyAmericanssmilefreelyatstrangersinpublicplaces（thisislesscommoninbigcities）.SomeRussians

believethatAmericanssmileinthewrongplaces;someAmericansbelievethatRussiansdon'tsmileenough.InSoutheast

Asianculture,asmileisfrequentlyusedtocoverpainfulfeelings.Vietnamesepeoplemaytellasadstorybutendthestorywith

asmile.

Ourfacesshowemotions,butweshouldnotattemptto"read"peoplefromanothercultureaswewould"read”someone

fromourownculture.Thefactthatmembersofoneculturedonotexpresstheiremotionsasopenlyasdomembersofanother

doesnotmeanthattheydonotexperienceemotions.Rather,thereareculturaldifferencesintheamountoffacialexpressions

permitted.Forexample,inpublicandinformalsituationsmanyJapanesedonotshowtheiremotionsasfreelyasAmericansdo.

Whenwithfriends,JapaneseandAmericansseemtoshowtheiremotionssimilarly.

ItisdifficulttogeneralizeaboutAmericansandfacialexpressivenessbecauseofpersonalandculturaldifferencesinthe

UnitedStates.PeoplefromcertainculturalbackgroundsintheUnitedStatesseemtobemorefaciallyexpressivethanothers.

Thekeyistotrynottojudgepeoplewhosewaysofshowingemotionaredifferent.Ifwejudgeaccordingtoourowncultural

habits,wemaymakethemistakeof“reading“theotherpersonincorrectly.

49.WhatdoesthesmileusuallymeanintheU.S.?A.Love.B.Politeness.C.Joy.D.Thankfulness.

50.TheauthormentionsthesmileoftheVietnamesetoprovethatsmilecan__A.showfriendlinesstostrangers

B.beusedtohidetruefeelingsC.beusedinthewrongplacesD.showpersonalhabits

51.Whatshouldwedobeforeattemptingto"read”people?

A.LearnabouttheirrelationswithothersB.Understandtheirculturalbackgrounds

.C.Findoutabouttheirpastexperience.D.Figureoutwhattheywilldonext.

52.Whatwouldbethebesttitleforthetest?

A.CulturalDifferencesB.SmilesandRelationship

C.FacialExpressivenessD.HabitsandEmotions

4

Springiscoming,anditistimeforthoseabouttograduatetolookforjobs.Competitionistough,sojobseekersmust

carefullyconsidertheirpersonalchoices.Whateverwearewearing,ourfamilyandfriendsmayacceptus,buttheworkplace

maynot.

Ahighschoolnewspapereditorsaiditisunfairforcompaniestodiscouragevisibletattoos（紋身）noserings,orcertain

dressstyles.Itistrueyoucan'tjudgeabookbyitscover,yetpeopledo“cover“themselvesinordertoconvey（傳遞）certain

messages.Whatwewear,includingtattoosandnoserings,isanexpressionofwhoweare.Justaspeopleconveymessages

aboutthemselveswiththeirappearances?sodocompanies.Dressstandardsexistinthebusinessworldforanumberofreasons,

butthemainconcernisoftenaboutwhatcustomersaccept.

Othersmaysayhowtodressisamatterofpersonalfreedom,butfbrbusinessesitismoreaboutwhethertomakeorlose

money.Mostemployersdocareaboutthepersonalappearancesoftheiremployees,becausethosepeoplerepresentthe

companiestotheircustomers.

AsahiringmanagerIampaidtochoosethepeoplewhowouldmakethebestimpressiononourcustomers.Thereare

plentyofwell-qualifiedcandidates,soitisnotwrongtorejectsomeonewhomightdisappointmycustomers.EventhoughIam

open-minded,Ican'texpectallourcustomersare.

Thereisnobodytoblamebutyourselfifyoursetofchoicesdoesnotmatchthatofyourpreferredemployer.Nocompany

shouldhavetochangetosatisfyacandidatesimplycauseheorsheisunwillingtorespectitsstandards,aslongasitsstandards

arelegal.

57.Whichofthefollowingisthenewspapereditor5opinionaccordingtoParagraph2?A.People'sappearancescarry

messagesaboutthemselves.B.Customers'choicesinfluencedressstandardsincompanies.C.Candidateswithtattoosornose

ringsshouldbefairlytreated.D.Strangedressstylesshouldnotbeencouragedintheworkplace.

58.Whatcanbeinferredfromthetext?A.Candidateshavetowearwhatcompaniespreferfbraninterview.

B.Whattowearisnotamatterofpersonalchoiceforcompanies.

C.Companiessometimeshavetochangetorespecttheircandidates.

D.Hiringmanagersmakethebestimpressionontheircandidates.

59.Whichofthefollowingwouldbethebesttitleforthetext?

A.EmployeesMatterB.PersonalChoicesMatterC.AppearancesMatteD.HiringManagersMatter

60.Theauthor'sattitudetowardsstrangedressstylesintheworkplacemaybestbedescribedas.

A.enthusiasticB.negativeCpositiveD.sympathetic

5

Twofriendshaveanargumentthatbreaksuptheirfriendshipforever,eventhoughneitheronecanrememberhowthe

wholethinggotstarted.Suchsadeventshappenoverandoverinhighschoolsacrossthecountry.Infact,accordingtoan

officialreportonyouthviolence,'Inourcountrytoday,thegreatestthreattothelivesofchildrenandadolescentsisnotdisease

orstarvationorabandonment,buttheterriblerealityofviolence".Giventhatthisisthecase,whyaren'tstudentstaughtto

manageconflictthewaytheyaretaughttosolvemathproblems,drivecars,orstayphysicallyfit?

Firstofall,studentsneedtorealizethatconflictisunavoidable.Areportonviolenceamongmiddleschoolandhighschool

studentsindicatesthatmostviolentincidentsbetweenstudentsbeginwitharelativelyminorinsult（侮辱）.Forexample,afight

couldstartoverthefactthatonestudenteatsapeanutbuttersandwicheachlunchtime.Laughteroverthesandwichcanleadto

insults,whichinturncanleadtoviolence.Theproblemisn'tinthesandwich,butinthewaystudentsdealwiththeconflict.

Oncestudentsrecognizethatconflictisunavoidable,theycanpracticethegoldenruleofconflictresolution（解決）stay

calm.Oncethestudentfeelscalmer,heorsheshouldchoosewordsthatwillcalmtheotherpersondownaswell.Rudewords,

name-calling,andaccusationonlyaddfueltotheemotionalfireOntheotherhand,softwordsspokenatanormalsoundlevel

canputoutthefirebeforeitexplodesoutofcontrol.

Afterbothsideshavecalmeddown,theycanuseanotherkeystrategyforconflictresolution;listening.Listeningallows

thetwosidestounderstandeachother.Onepersonshoulddescribehisorherside,andtheotherpersonshouldlistenwithout

interrupting.Afterward,thelistenercanasknon-threateningquestionstoclarifythespeaker'sposition.Thenthetwopeople

shouldchangeroles.

Finally,studentsneedf.considerwhattheyarehearing.Thisdoesn'tmeantryingtofigureoutwhat'swrongwiththeother

person.Itmeansunderstandingwhattherealissueisandwhatbothsidesaretryingtoaccomplish.Forexample,ashouting

matchoverapeanutbuttersandwichmighthappenbecauseonepersonthinkstheotherpersonisunwillingtotrynewthings.

Studentsneedtoaskthemselvesquestionssuchasthese:Howdidthisstart?WhatdoIreallywant?WhatamIafraidoffAsthe

issuebecomesclearer,theconflictoftensimplybecomessmaller.Evenifitdoesn't,carefulthoughthelpsbothsidesfigureouta

mutualsolution.

Therewillalwaysbeconflictinschools,butthatdoesn'tmeanthereneedstobeviolence.AfterstudentsinAtlantastarted

aconflictresolutionprogram,accordingtoEducatorsforSocialResponsibility,"64percentoftheteachersreportedless

physicalviolenceintheclassroom;75percentoftheteachersreportedanincreaseinstudentcooperation;and92percentofthe

studentsfeltbetteraboutthemselves'1.Learningtoresolveconflictscanhelpstudentsdealwithfriends,,teachers,parents,

bosses,andcoworkers.Inthatway,conflictresolutionisabasiclifeskillthatshouldbetaughtinschoolsacrossthecountry.

50.Thisarticleismainlyabout_.A.thelivesofschoolchildrenB.thecauseofargumentsinschools

C.howtoanalyzeyouthviolenceD.howtodealwithschoolconflicts

51.FromParagraph2wecanlearnthatA,violenceismorelikelytooccuratlunchtimeB.asmallconflict

canleadtoviolenceC.studentstendtolosetheirtempereasilyD.theeatinghabitofastudentisoftenthecauseofa

fight

52.WhydostudentsneedtoaskthemselvesthequestionsstatedinParagraph5?A.Tofindoutwhotoblame.

B.Togetreadytobuynewthings.C.Tomakeclearwhattherealissueis.D.Tofigureouthowtostopthe

shoutingmatch.

53.AftertheconflictresolutionprogramwasstartedinAtlanta,itwasfoundthat.

A.therewasadecreaseinclassroomviolenceB.therewaslessstudentcooperationintheclassroom

C.moreteachersfellbetteraboutthemselvesinschoolsD.theteacher-studentrelationshipgreatlyimproved

54.Thewriter'spurposeforwritingthisarticleisto.

A.complainaboutproblemsinschooleducationB.teachstudentsdifferentstrategiesfbrschoollife

C.advocateteachingconflictmanagementinschoolsD.informteachersofthelateststudiesonschoolviolence

6

Ilovemyblackberry-it'smylittleconnectiontothelargerworldthatcangoanywherewithme.Ialsolovemylaptop

computer,asitholdsallofmywritingandthoughts.Despitethisloveoftechnology,1knowthattherearetimeswhenIneed

tomoveawayfromthesedevices（設(shè)備）andtrulycommunicatewithothers.Onoccasion,IteachacoursecalledHistory

Mattersforagroupofhighereducationmanagers.Mygoalsfortheclassincludeafulldiscussionofhistoricalthemesand

ideas.BecauseIwantstudentstothoroughlystudythematerialandexchangetheirideaswitheachotherintheclassroomJ

havearule—nolaptopJPads,phones,etc.Whenstudentsweretoldmyruleinadvanceoftheclass,someofthemwerenot

happy.

Moststudentsassumethatmyreasonsforthisruleincludeunpleasantexperiencesinthepastwithstudentsmisusing

technology.There'sabitoftruthtothat.SomestudentsassumethatIamanti-technology.There'snotruthinthatatall.Ilove

technologyandtrytokeepupwithitsoIcanrelatetomystudents.

TherealreasonwhyIaskstudentstoleavetechnologyatthedooristhatIthinkthereai-everyfewplacesinwhichwecan

havedeepconversionsandtmlyengagecomplexideas.Interruptionsbytechnologyoftenbreakconcentrationandallowfortoo

muchdependenceonoutsideinformationforideas.Iwantstudentstodigdeepwithinthemselvesforinspirationandideas.I

wantthemtopusheachothertothinkdifferentlyandmakeconnectionsbetweenthecoursethematerialandtheclass

discussion.

I'vebeenteachingmyhistoryclassinthiswayformanyyearsandtheevaluationsreflectstudentsatisfactionwiththe

environmentthatIcreate.Studentsrealizethatwithdeepconversationandchallenge,theylearnatalevelthathelpsthemkeep

thecoursematerialbeyondtheclassroom.

I'mnotsayingthatIwon'teverchangemymindabouttechnologyuseinmyhistoryclass,butuntilIhearareallygood

reasonforthechange,Fmstickingtomyplan.Afewhoursoftechnology-freedialogueisjusttoosweettogiveup.

63.Someofthestudentsinthehistoryclasswereunhappywith

A.thecoursematerialB.others,misuseoftechnologyC.discussiontopicsD.theauthor'sclassregulations

64.Theunderlinedword“engage“inpara.4probablymeansA.exploreB.acceptC.changeD.reject

65.Accordingtotheauthor,theuseoftechnologyintheclassroommay

A.keepstudentsfromdoingindependentthinkingB.encouragestudentstohavein-depthconversations

C.helpstudentstobetterunderstandcomplexthemesD.affectstudents'concentrationoncourseevaluation

66.ltcanbeinferredfromthelastparagraphthattheauthorA.isquitestubbornB.willgiveupteachinghistory

C.willchangehisteachingplansoonD.valuestechnology-freedialoguesinhisclass

7

GeorgeProchnikwouldliketheworldtoputasockinit.Hemakeshiscaseinanewbook,ListeningforMeaningina

WorldofNoise.Hereheexplainshimself（usinghisindoorvoice）:

"We'vebecomesoaccustomedtonoise,there'salmostadeepprejudiceagainsttheideathatsilencemightbebeneficial.If

youtellsomeonetobequiet,yousoundlikeanoldman.Butit'sneverbeenmoreimportanttofindcontinuingquiet.Silence

focusesus,improvesourhealth,andisakeytolastingpeaceandsatisfaction.,,€€Weneedtoexcitepeopleaboutthesoundsyou

starttohearifyoumerelyquietthingsdownalittle.DuringaJapaneseteaceremony,thesmallestsoundsbecomeakindof

art——thespoonsmakingalightringingsoundonabowl,theedgesofakimono（和月發(fā)）brushingagainstthefloo匚"

“Deafpeopleareveryattentiveinalmosteveryaspectoflife.Iftwodeafpeoplearewalkingtogether,usingsignlanguage,

theyconstantlywatchoutforeachotherandprotecteachotherbypayingsteadyattentiontotheother.Theyareconnectedyet

alsofullyawaieoftheirsurroundings.Evendeafteenagers!Weinthehearingworldcanlearnfromthem.Ifweremovethe

powerfulblasts（——陣陣）ofnoise,webecomeawareofanextraordinarilyrichworldaroundus—oflittlesoftsoundsandthe

soundoffootsteps,ofbirdsongsandicecracking（開裂聲）.It'sastonishinghowbeautifulthingssoundwhenyoucanreally

listen.”

72.Whatdoesthephrase“toputasockinit“inParagraph1probablymean?

A.tobequietB.tobecolorfulC.tobefullofloveD.tobeattentivetosomeone

73.WhatdoesProchniksayaboutus?A.WeareusedtoquietnessB.Wehavetoputupwithnoise

C.WedonotthinksilencetobebeneficialD.Wedonotbelievelastingpeacetobeavailable

74.WliichofthefollowingistrueaccordingtoProchnik?

A.WeneedmoresoundsinourlivesB.Thereisnothingtobelearnedfromthedeaf

C.WearenotawarehowrichtheworldaroundusisD.ThereistoomuchnoiseataJapaneseteaceremony

75.Itcanbeinferredfromthetextthat____.A.wecanbenefitalotfromoldpeopleB.itisagoodideatousesignlanguage

C.thereisnoescapefromtheworldofsoundD.itispossibletofindhowbeautifulthingssound

8

TimRichterandhiswife,Linda,hadtaughtforover30yearsnearBuffalo,NewYork-heincomputers,sheinspecial

education.''Teachingmeanseverythingtous,"Timwouldsay.InApril1998,helearnedhewouldneedaheartoperation.Itwas

thekindofnewsthatleadstosomeseriousthinkingaboutlife'spurpose.

Notlongafterthesurgery,TimsawabrochuredescribingImaginationLibrary,aprogramstartedbyDollyParton's

foundation（基金會）thatmailedabookeverymonthtochildrenfrombirthtoagefiveinthesingefshometownofSevier,

Tennessee.thought,maybeLindaandIcoulddosomethinglikethiswhenweretire,*'Timrecalls.Heplacedthebrochure

onhisdesk,nasareminder.'1

Fiveyearslater,nowretiredandwiththatbrochurestillonthedesk,Timclickedonimaginationlibrary.com.The

programhadbeenopeneduptopartnerswhocouldtakeadvantageofbookandpostagediscounts.Thequalityofthebookswas

ofgreatconcerntotheRichters.Ratherthansignuponline,theywenttoDollywoodforalook-see.4tWedidn'twanttogive

thechildrenrubbish,nsaysLinda.Thebooks-reviewedeachyearbyteachers,literacyspecialistsandDollywoodboard

members-includedclassicssuchasEzraJackKeats'sTheSnowyDayandnewerbookslikeAnnaDewdney'sLlamaLlama

series.

Satisfied,thecouplesetuptheRichterFamilyFoundationandgottowork.Since2004,theyhaveshippedmorethan12,200

bookstopreschoolersintheirintheirarea.MeganWilliams,amotheroffour,ismorethanappreciative:'Thisprogram

introducesustobooksFveneverheardof

TheRichtersspendabout$400amonthsendingbooksto200children."Somepeoplesitthereandwaittodie,“saysTim.

“Othersgetasbusyastheycaninthetimetheyhaveleft.”

61.WhatledTimtothinkseriouslyaboutthemeaningoflife?

A.Hishealthproblem.B.Hisloveforteaching.

C.Theinfluenceofhiswife.D.ThenewsfromtheWeb.

62.WhatdidTimwanttodoafterlearningaboutImaginationLibrary?A.Giveoutbrochures.

B.Dosomethingsimilar.C.WritebooksforchildrenD.Retirefrombeingateacher.

63.Accordingtothetext,DolllyPartonis.A.awell-knownsurgeonB.amotherofafour-year-old

C.asingerbominTennesseeD.acomputerprogrammer

64.WhydidtheRichtersgotoDollywood?A.Toavoidsigninguponline.B.TomeetDollywoodboardmembers.

C.TomakesurethebookswerethenewestD.Toseeifthebookswereofgoodquality.

65.WhatcanwelearnfromTim'swordsinthelastparagraph?A.Heneedsmoremoneytohelpthechildren.

B.Hewonderswhysomepeoplearesobusy.C.Hetriestosavethosewaitingtodie.

D.Heconsidershiseffortsworthwhile.

9

Theteacherwhodidthemosttoencouragemewas,asithappened,myaunt.ShewasMyrtleC.Manigault,thewifeofmy

mother'sbrotherBill.Shetaughtinsecondgradeatall-blackSummerSchoolinCamdeno.

Duringmychildhoodandyouth,AuntMyrtleencouragedmetodevelopeveryaspectofmypotential,withoutregardfor

whatwasconsideredpracticalorpossibleforblackfemales.Ilikedtosing;shelistenedtomyvoiceandpronounceditgood.I

couldn'tdance;shetaughtmethebasicdancingsteps.Shetookmetothetheatrenotjustchildren'stheatrebutadult

comediesanddramasandherfaiththatIcouldappreciateadultplayswasnotdisappointed.

Myauntalsotookdownbooksfromherextensivelibraryandsharedthemwithme.Ihadbooksathome,buttheywereall

seriousclassics.EvenasachildIhadastronglikingfbrhumor,andI'HneverforgetthejoyofdiscoveringDonMarquis's

Archy&Mehitabelthroughher.

Mostimportant,perhaps,AuntMyrtleprovidedmyfirstopportunitytowriteforpublication.Awriterherselfforoneofthe

blacknewspapers,shesuggestedmynametotheeditorasa“youthcolumnist”.Mycolumn,begunwhenIwasfourteen,was

supposedtocoverteenagesocialactivitiesanditdid--butitalsogavemethefreedomtowriteonmanyothersubjectsaswell

asthehabitofgatheringmaterial,thedisciplineofmeetingdeadlines,and,aftergraduationfromcollegesixyearslater,asolid

collectionofpublishedmaterialthatcarriedmynameandwasmypassporttoaseriesofwritingjobs.

TodayAuntMyrtleisstillanenthusiasticsupporterofher"favoriteniece”.Likeadiamond,shehasreflectedabright,

multifaceted（多面的）imageofpossibilitiestoeverypupilwhohascrossedherpath.

65.WhichofthefollowingdidAuntMyrtledototheauthorduringherchildhoodandyouth?

A.Shelenthersomeseriousclassics.B.Shecultivatedhertasteformusic.

C.Shediscoveredhertalentfordancing.D.Sheintroducedhertoadultplays.

66.WhatdoesArchy&MehitabelinParagraph3probablyreferto?

A.Abookofgreatfun.B.Awriterofhighfame.C.Aseriousmasterpiece.D.Aheartbreakingplay.

67.AuntMyrtlerecommendedtheauthortoanewspapereditormainlyto.

A.develophercapabilitiesforwriting.B.giveherachancetocollectmaterial

C.involveherinteenagesocialactivitiesD.offerheraseriesofwritingjobs.

68.WecanconcludefromthepassagethatAuntMyrtlewasateacherwho.

A.trainedpupilstobediligentandwell-disciplinedB.gavepupilsconfidenceinexploitingtheirpotential

C.emphasizedwhatwaspracticalorpossibleforpupilsD.helpedpupilsovercomedifficultiesinlearning

10

Someyearsago,IwashiredbyanAmericanbank.IreceivedaletterfromtheheadofthePersonnelDepartmentthatstarted,

"DearJohn,Iamquitepleasedthatyouhavedecidedtojoinus."That"quite”saddenedme.Ithoughthewassayinguwe're

kindofpleasedyoudeci