With a school record like a young woman,（) why didn’t you try for a university schola

I'm equally _________about every school record that I have broken.

A． interested

B． interesting

C． excited

D． exciting

With a school record like yours，________why you didn‘t try for a university scholarship.

A.I" m shocked

B.I" m puzzled

C.I" m amazed

D.I feel pity

A．will be a complete failure in his future work

B．will not be able to find a suitable job

C．will regret not having worked harder at school

D．may do well in his future work

1+Amy Johnson was a very ambitious and energetic person. She did not have much in common with other girls in her school, however. She played football better than most boys, and unfortunately she made a rather bad impression on many of her teachers. Amy just didn’t act the way they thought a girl should. She studied at a university and later took a job as a typist. Although she was enthusiastic and did her best, she made many mistakes and was poorly paid. She didn’t want to be a typist anyway — she dreamed of becoming a pilot.

Amy moved to London, borrowed some money, and learned to fly. Nobody, however, wanted to hire a female pilot. She decided to fly alone to Australia to prove that she could fly as well as any man. Her parents lent her money to buy an airplane.

Amy set off on May 5, 1930. her route took her over Vienna, Constantinople, and Baghdad. She was caught in a sandstorm and had to make an emergency landing in the desert. But she landed in India six days later. She had broken the record to India by two days. Over Burma she ran into a monsoon, and was able to save herself only by landing on a football field. She finally reached Australia. The plane propeller had been broken during her last landing, and she had to crash land. But Amy had proved that she could fly — and that a woman could do almost anything she really put her mind to.

Amy Johnson later married the pilot who had come to her rescue in Australia.

28、Amy had broken the record toIndiawhen she arrived there ________ .

A.in two days

B.in less than two days

C.in less than six days

D.in more than six days

29、Amy had to crash land because _______ .

A.there was something wrong with her plane

B.there was no airport for her to land

C.she ran out of gasoline

D.she felt dizzy

30、 That Amy married the pilot was simply because ________ .

A.she loved him

B.she was saved by him

C.they fell in love at first sight

D.they were both pilots

Unwillingly to School

By Katrin Fitz Herbert

Every child with a poor school attendance record is a child in danger. At best, he is in danger of not fulfilling his educational potential; at worst, he is in danger of cruelty or neglect.

Enforced school absence in childhood is sometimes used by adults to justify their own career failure. It is difficult for a child to play truant regularly if his parents are keen for him to attend school. Much truancy is openly condoned; as for the rest, not knowing that your children play truant is equivalent to not ensuring that they are at school. It shows lack of interest in their whereabouts, apathy about their education, or inability to control them — i.e., ineffective parents...

The characteristics which lead families to reject regular schooling are likely to have other detrimental effects on the children besides educational failure. For what could make parents decide that the most widely agreed route to secure employment, social acceptance and personal satisfaction is not for them？ The first reason is a general difficulty in dealing with family responsibilities, particularly in the stressful environment of modern cities. Getting the child to school on time is too much to cope with (alarm clock, breakfast, clothes, shoes, gym clothes, lunch money). Secondly, the child’s company may comfort a depressed, isolated mother.

The school’s insistence on uniforms or other obligations and, possibly, its undisguised disapproval of an "inadequate" family, may be the last straw. Children who grow up in such families are likely to be deprived in many ways besides education.

In these families, education is written off as a waste of time. For a child growing up, this is possibly more serious than the loss of education. Habitual non-attendance can accustom children very early in their lives to rejecting the values and legal requirements of society. It is a training in deviance and anti-social behaviour which can lay the foundation for a generally deviant career. The common progression from truancy or parentally-condoned absence to juvenile crime has been reliably established.

In greatest danger of all is the child who successfully plays truant for long periods without his parents’ knowledge. His personal isolation and alienation, not just from conventional behaviour but from his own family, puts him in danger of delinquency, drugs or mental illness in later life. Truancy has been called the "kindergarten of crime", and bad school attendance spells failure and possible unemployment in later life.

It was soon realized that non-attendance was too complex and serious a problem to be dealt with by education departments alone. Much responsibility for school attendance was, therefore, transferred to social workers. This move has, on its own, however, possibly created as many problems as it has solved. This is because the seriousness with which they regard non-attendance is an issue on which social workers and workers in education differ. Social workers tend to regard it as merely one symptom of social failure which, particularly if homelessness, physical neglect, marital problems and illness are present, does not justify more attention than the rest.

Workers in education consider the other problems as all the more reason why the children concerned should have the advantage of regular schooling. The longer they stay truant, the greater are their chances of getting into further trouble. One chief education welfare officer told me: "The best form. of social service you can do for deprived children is to see that they receive education in the normal school setting."

I was given access to a few cases of nine-year-old children selected by their head teacher for causing concern due to problems arising outside school. I read their files and talked to the workers involved about how each, from his professional point of view, saw the chain of events since the initial referral. In cases concerned with school absence, this method produced a commentary of the slow progression towards stalemate which can occur when two departments with different priorities are jointly responsible for solving the same problem. For how can a decisive plan for action ever be formed if it depends on the cooperation of two people who basically disagree？

Non-attendance can so injure a child’s life chances that it deserves to be tackled by a more single-minded attack than this. A concerted policy should focus on the following areas: first, the school’s own capacity for holding the interest of pupils; second, its efficiency in registering unexplained absences; third, school-oriented social work; fourth, boarding schools; and fifth, public attitude.

The general climate of a school is obviously a powerful factor in a child’s decision to play truant, so creating an acceptable school atmosphere is one of the most challenging assignments teachers face. It must, however, be distinguished from the separate task of setting up efficient machinery for following up suspected truants. This consists of treating any unexplained absence—even lateness, which is often an indication of absence to come as serious. If the school immediately queries the first and subsequent unexplained absence, it will be much more difficult for the child to become a habitual absentee.

The school’s success in keeping non-attendance to a minimum also depends on the effectiveness of its education welfare officer, the official link between school and home. Ideally, when alerted about a suspected absence, he makes an immediate home visit to see what has gone wrong. In the first instance he may simply go to "collect excuses", gradually forming his own idea of the real reason for the child’s absence the child is bullied at school, the mother is unhappy when the child is at school, the family does not get up in time, the parents don’t know about the truancy, the child has not got a uniform, and so on. Though the officer will do what he can to alleviate any problem he stumbles on, his main interest is to get the child back to school.

Another ingredient of a general attack on chronic non-attendance should be boarding education. Every Education Welfare Officer has his core of cases of children whose parents do not believe in education; who have such psychological problems of their own that they need their children for company or who are so anti-authority that they will not hand their children over to any representatives of the "establishment" they detest. These are the parents with whom the officer, and the school or social workers get nowhere and whose children get no education to speak of, if left in their home environment.

Teachers, education welfare officers and social workers are sometimes excessively reluctant to consider boarding school. They regard it as a punitive action with a certain finality for the child. Many referrals are, therefore, made too late to be really useful. Sending a child to a boarding school should be to improve a situation which is not going well. However, everybody is so wary of it, that we tend to use it when it is really too late; when parents are ready to be relieved of a child who is a problem—thus giving the child good reason to feel rejected. When the child is still wanted, and sent to boarding school against his parents’ will, then it can really solve the problem by answering the child’s educational needs, without destroying family bonds.

Finally, the public apathy towards truancy is a positive incentive to children who have difficulties at school. The man in the street, even when knocked sideways by a diminutive footballer during school hours, merely curses and walks on. Would absence rates be any different if the public occasionally "had a go" at obvious non-attenders and encouraged them to give their teachers another chance to make school worthwhile for them？

1.Every child with poor school attendance record is unable to fulfill his educational potential and is going to suffer cruelty or neglect. ()

2.Many parents do not know that their children play truant regularly, which shows their lack of interest in their children’s education or inability to control them. ()

3.Parent’s difficulty in dealing with family responsibility is not a reason which leads families to reject regular schooling. ()

4.Habitual non-attendance can cause children reject the values and legal requirements of society very early in their lives. ()

5.Truancy or parentally-condoned absence may or may not lead to juvenile crime. ()

6.Mental illness in later life is another bad effect of truancy. ()

7.Non-attendance is such a complex and serious problem that it can’t be dealt with by education department alone. ()

8.According to this passage, the social workers and educational department didn’t cooperate very well because they disagree basically. ()

9.According to the writer, registering unexplained absence is not very effective to resolve regular non-attendance. ()

10.Unlike the parents, the teachers, social workers and education welfare officers are unwilling to send truants to boarding school in the early stage.()

it may seem painful to sit down and make a study plan，it really can take away a lot of stress. Here are some tips on making a plan that you can follow:

A timetable will help you see how you spend your time every day. For a one- week period，take notes of your daily activities. Record things like when you are at work，school，or home with family. This way you can find days and times that can be devoted to studying.

Set priorities. First find out areas in which you’re strong and others in which you need more efforts. Then arrange your time accordingly.

Find your goals for each learning period，and develop a plan that can help you achieve those goals. Take into consideration tests，papers，and projects that will take more time than others. Be flexible. When exams are close，cut time on parties，cinemas，etc.，so that you can pay more attention to study.

If you can，find time for study by yourself and time for study with friends. Try to choose those who can spend time together with you and those who can help you with your weak subjects. One way to make you follow your plan is to find time for extracurricular activities，such as exercises，hobbies，and joining school clubs. When you are studying，remember to take breaks so that you won’t get bored. After some rest，you will get your mind more active for study. A good study plan can help you get a great start on the way to success. It can make you work better，and improve both your outlook and outcome at school. 1. It is useful to make a study plan because ____________.

A. it is not painful to make one B. it can bring fun to your study C. it can take away stress

2. To make a timetable，you need to ____________.

A. take notes of your daily activities B. see how you spend time every day C. find time that can be devoted to study

3. When following a study plan，you need to ____________.

A. pay more attention to study B. be flexible C. cut time on parties

4. Try to study together with friends who _____________.

A. are good at learning B. are interested in learning

C. can help you with your weak subjects

5. ____________ during study so that you won’t get bored.

A. Take breaks B. Follow your plan C. Play

with other girls in her school, however.She played football better than most boys, and unfortunately she made a rather bad impression on many of her teachers.Amy ju st didn’t B.critical C.neutral D.positive A B C D DD A D A B act the way they thought a girl should.She studied at a university and later took a job as a typist.Although she was enthusiastic an did her best, she made many mistakes and was poorly paid.She didn’t want to be a typist anyway --- she dreamed of becoming a pilot ! Amy moved to London, borrowed some money, and learned to fly.Nobody, however, wanted to hire a female pilot.She decided to fly alone to Australia to prove that she could fly as well as any man.Her parents lent her money to buy an airplane.Amy set off on May 5, 1930.Her route took her over Vienna, Constantinople, and Baghdad.She was caught in a sandstorm and had to make an emergency landing in the desert.But she landed in India six days later.She had broken the record to India by two days.Over Burma she ran into a monsoon(季风), and was able to save herself only by landing on a football field.She finally reached Australa.The plane propeller(螺旋浆)had been broken during her last landing, and she had to crash-land.But Amy had proved that she could fly --- and that a woman could do almost anything she really put her mind to.Amy Johnson later married the pilot who had come to her rescue in Australia.

1.Amy’s teacher didn’t like her because ________.

A.she was ambitious

B.she played football well

C.she impressed them deeply

D.she didn’t act as a girl

2.Amy was poorly paid as she ________.

A.didn’t type well

B.was too enthusiastic

C.didn’t try her best

D.wanted to be pilot

3.Amy had broken the record to India when she arrived there ________.

A.in two days

B.in less than two days

C.in less than six days

D.in more than six days

4.Amy had to crash-land because ________.

A.there was something wrong with her plane

B.there was no airport for her to land

C.she ran out of gasoline

D.she felt dizzy

5.That Amy married the pilot was simply because ________.

A.she loved him

B.she was saved by him

C.they fell in love at first sight

D.they were both pilots

ra. I remember when I first started (1) .the violin in my school's program as an inexperienced fourth grader. As my interest in music grew, I (2) to find a private school to improve my skills.

During my first lesson, I was (3) at what Dr.T was teaching-how to hold the violin! To me, that was a basic skill I had long before (4). However, the following week, I found what I thought I had learned was completely

(5)____ With high expectations of me, Dr. T pointed out many mistakes of my holding the violin and corrected them. As I became (6)with the holding skills, Dr. T started giving me actual pieces of (7). At the same time, I became more and more interested in our school's orchestra.

1 hadn't intended to become a section leader in middle school until we were giventhe (8).to try out for our orchestra's first (9). During the first class, our conductor (指挥) , Mrs. V, introduced us to a section

leader's resposibilities. These (10)included helping others with the concert music and (11) good example. After discussion, I decided to (12)

and started preparing the given piece. Every day, I would(13)for at least 45 minutes. This was easier saidthan done. Such practice lasted a month. It (14)a lot of attention and willpower. By the end of the (15) The time for audition (试演) came. As I unpacked my violin case, I started to (16)my decision. However, when 1 entered Mrs. V's homely office, I felt more (17)

To my surprise, the audition was more (18),than I had imagined. Mrs. V said that I had a good (19)ofbecoming the first-class violinist! The next day,1 (20).that, I had become our section's first chair.

1.()

A、buying

B、playing

C、repairing

D、borrowing

2.()

A、stopped

B、pretended

C、decided

D、continued

3.()

A、surprised

B、excited

C、nervous

D、mad

4.()

A、described

B、forgot

C、remembered

D、mastered

5.()

A、reasonable

B、wrong

C、useful

D、clear

6.()

A、familiar

B、careful

C、busy

D、popular

7.()

A、information

B、news

C、music

D、luck

8.()

A、pleasure

B、message

C、convenience

D、attention

9.()

A、event

B、task

C、record

D、chair

10.()

A、duties

B、activities

C、pieces

D. opinions

11.()

A、following

B、having

C、setting

D、taking

12.()

A、work out

B、try out

C、come out

D、move out

13.()

A、watch

B、think

C、sing

D、practice

14.()

A、required

B、avoided

C、saved

D、showed

15.()

A、year

B、month

C、week

D、day

16.()

A、like

B、make

C、change

D、doubt

17()

.A、relaxed

B、serious

C、worried

D、frightened

18.()

A、interesting

B、important

C、pleasant

D、boring

19.()

A、method

B、command

C、suggestion

D、chance

20.()

A、admitted

B、learned

C、replied

D、accepted

听力原文： Amy Johnson was a very ambitious and energetic person. She didn't have much in common with other girls in her school, however. She played football better than most boys, and unfortunately she made a rather bad impression on many of her teachers. Amy just didn't act the way they thought a girl should. She studied at a university and later took a job as a typist. Although she was enthusiastic and did her best, she made a lot of mistakes and was poorly paid. She didn't want to be a typist anyway -- she dreamed of becoming a pilot!

Amy moved to London, borrowed some money, and learned to fly. Nobody, however, wanted to hire a female pilot. She decided to fly alone to Australia to prove that she could fly as well as any man. Her parents lent her money to buy an airplane.

Amy set off on May 5,1930. Her route took over Vienna, Constantinople, and Baghdad. She was caught in a sandstorm and had to make an emergency landing in the desert. But she landed in India six days later. She had broken the record to India by two days. Over Burma, she ran into a monsoon, and was able to save herself only by landing on a football field. She finally reached Australia. The plane propeller had been broken during her last landing, and she had to crash-land. But Amy had proved that she could fly -- and that a woman could do almost anything she really put her mind to.

(33)

A．Because she played football better than most boys.

B．Because she made a lot of mistakes though she did-her best.

C．Because she performed poorly in her studies.

D．Because she didn't act the way the teachers thought a girl should.