We find it difficult （) （短语 make money 的合适形式)to （发现做某事很难)support our family.

We find () difficult that we should finish the work on time.

A、 that

B、 them

C、 us

D、 it

A、more and more difficult

B、much and much difficult

C、much and much more difficult

D、difficulter and difficulter

We may draw a conclusion that______.

A. latchkey children enjoy having such a large amount of time alone

B. latchkey children try to hide their feeling

C. latchkey children often watch TV with their parents

D. it's difficult to find out how many latchkey children there are

A.他们在辩论中如此表现了一番,以致我们不得不称赞他们

B.他们在辩论表现很糟糕,我们很难不为他们难过。

C.他们在辩论中表现非常出色,我们很难不佩服他们。

A.他们在辩论中如此表现了一番，以至我们不得不称赞他们 。

B.他们在辩论中表现非常出色，我们很难不佩服他们 。

C.他们在辩论中行为得体，使我们觉得难以超越他们。

D.他们的辩论表现很糟糕，我们很难不为他们难过。

when the traveling conditions are good. Good traveling conditions (11) a comfortable mode of transportation，knowledge of the country's language，familiarity (12) the customs and habits of the people in the country，and pleasant traveling companions. All of US have had nice trips (13) this.

Most of us have also had trips that we would (14) to forget. Many conditions Can produce a bad traveling experience. For example，if the four conditions listed above do not exist，we will probably have a bad experience， (15) at best a difficult (16) . Students who travel to a foreign country to study often have a difficult trip. They usually travel alone. They don't know the language of the new country (17) . They often arrive in the new country (18) a huge international airport. From the airport，they need to find their way to their school. Maybe they need to change airplanes，to take a bus，a train，or a taxi. They need to do all this in a country (19) everything is unfamiliar. Later，after the experiences are over，they Can laugh. But at the (20) ，they feel terrible.

A. include

B. conclude

C. hold

D. contain

A man who knows a bit about carpentry (木工术) will make his table more quickly than the man who does not. If the instructions are not very clear, or the shape of a piece is puzzling his experience helps him to conclude that it must fit there, or that its function must be that. In the same way, the reader's sense and experience helps him to predict what the writer is likely to ,say next; that he must be going to say this rather than that. A reader who can think along with the writer in this way will find the text.

This skill is so useful that you may wish to make your students aware of it so that they can use it to tackle difficult texts. It does seem to be the case that as we read we make hypotheses (假设) about what the writer intends to say; these are immediately modified by what he actually does say, and are replaced by new hypotheses about what will follow. We have all had the experience of believing we were understanding a text until suddenly brought to a halt by some word or phrase that would not fit into the pattern and forced us to reread and readjust our thoughts. Such occurrences lend support to the notion of reading as a constant making and remaking of hypotheses.

If you are interested in finding out how far this idea accords with (符合) practice, you may like to try out the text and questions. To do so, take a piece of card and use it to mask the text. Move it down the page, revealing only one

t a time. Answer the question before you go on to look at the next section. Check your prediction against what the text actually says, and use the new knowledge to improve your next prediction. You will need to look back to earlier parts of the text if you are to make accurate prediction, for you must keep in mind the general organization of the argument as well as the detail within each sentence. If you have tried this out, you have probably been interested to find how much you can predict, though naturally we should not expect to be right every time -- otherwise there would be no need for us to read.

Conscious use of this technique can be helpful when we are faced with a part of the text that we find difficult: if we can see the overall pattern of the text, and the way the argument is organized, we can make a reasoned guess at the next step. Having an idea of what something might mean can be a great help in interpreting it.

The author uses the examples of carpentry and reading to show______.

A．the importance of making prediction

B．the similarity in using one's senses

C．the necessity of making use of one's knowledge

D．the most effective method in doing anything

s. In Sweden, France and many other countries, a lot of people understand English, too. It is one of the __2__ languages at international meetings. Most international business letters are __3__ in English. Many books and magazines are printed in English, too .English __4__ be difficult, but it is very useful. It is a bridge to so much knowledge. If you know English, you'll find you can __5__ the world better, so we should study it hard.

1)、

A.written

B.may

C.is spoken

D.learn

E.working

2)、A.written

B.may

C.is spoken

D.learn

E.working

3)、A.written

B.may

C.is spoken

D.learn

E.working

4)、A.written

B.may

C.is spoken

D.learn

E.working

5)、A.written

B.may

C.is spoken

D.learn

E.working

Sharing Silence

Deaf teenagers Orlando Chavez and German Resendiz have been friends since kindergarten(幼儿园)． Together the two boys，who go to Escondido High School in California，have had the difficult job of learning in schools where the majority of the students can speak and hear．

Orlando lost his hearing at the age of one．German was born deaf，and his parents moved from Mexico to find a school where he could learn sign language．He met Orlando on their first day of kindergarten．

“We were in a special class with about 25 other deaf kids，”German remembers．“Before then，I didn’t know I was deaf and that I was different．”

“Being young and deaf in regular classes was very hard，”signs Orlando．“The other kids didn't understand us and we didn't understand them．But we”ve all grown up together，and today，I'm popular be cause I'm deaf．Kids try hard to communicate with me．”

Some things are very difficult for the two boys．“We can't talk on the phone，so if we need help，we can't call an emergency service，”German signs．“And we can't order food in a drive-thru．”

Despite their difficulties，the two boys have found work putting food in bags at a local supermarket． They got their jobs through a“workability”program，designed for teenagers from local schools with different types of learning disabilities．

German has worked in the supermarket since August，and Orlando started in November．

“The other people who work here have been very nice to us，”Orlando signs．“They even sign some times．At first，we were nervous，but we've learned a lot and we’re getting better．”

The opportunity to earn money has been exciting，both boys said．After high school，they hope to attend the National Technical Institute for the Deaf in New York．

0rlando and German have been______．

A．to Mexico together．

B．deaf since they were born．

C．to different high schools．

D．friends since they were very young．