长喜英语 专四阅读周计划 第三周星期二

星期3 WednesdaySuccess covers a multitude of blunders.成功由大量失望铸就。

It is customary for adults to forget how hard and dull and long school is. The learning by memory of all the basic things one must know is most incredible and unending effort. Learning to read is probably the most difficult and revolutionary thing that happens to the human brain and if y ou don‟t believ e that, watch an illiterate adult try to do it. School is not easy and it is not for the most part very much fun, but then, if you are very lucky, you may find a real teacher. Three real teachers in a lifetime are the very best of my luck. My first was a science and math teacher in high school, my second, a professor of creative writing at Stanford, and my third was my friend and partner, Ed Rickets.I have come to believe that a great teacher is a great artist and that there are as few as there are any other great artists. It might even be the greatest of the arts since the medium is the human mind and spirit.My three teachers had these things in common: They all loved what they were doing. They did not tell. They catalyzed(催化，刺激) a burning desire to know. Under their influence, the horizon sprung wide and fear went away and the unknown became knowable. But most important of all, the truth, that dangerous stuff, became beautiful and very precious.I shall speak only of my first teacher because in addition to the other things, she brought discovery.She aroused us to shouting, book-waving discussion. She had the noisiest class in school and she di dn‟t ev en seem to know it. We could never stick to the subject. Our speculation ranged the world. She breathed curiosity into us so that we brought in facts or truths shielded in our hands like captured fireflies.She was fired and perhaps rightly so, for failing to teach fundamentals. Such things must be learned. But she left a passion in us for the pure knowable world and she inflamed me with a curiosity which has never left. I could not do simple arithmetic but through her I sensed that abstract mathematics was very much like music. When she was relieved, sadness came over us but the light did not go out. She left her signature on us, the literature of the teacher who writes on minds. I have had many teachers who told me soon-forgotten backs but only three who crested in me a new thing, a new attitude and a new hunger. I suppose that to a large extent I am the unsigned manuscript of the high school teacher. What deathless power lies in the hands of such a person?I can tell my son who looks forward with horror to fifteen years of drudgery (繁重而乏味的工作) that somewhere in the dusty dark a magic may happen that will light up the years if he isvery lucky.1. According to the first paragraph, the author assumes that[A] an illiterate adult enjoy learning knowledge.[B] learning to read is a tough thing.[C] school life is easy and enjoyable.[D] adults often remember their dull school life.2. According to the passage, all of the following can make a teacher EXCEPT that[A] teachers are keen on their career.[B] teachers can enlighten students to conceive.[C] teachers should be also artists in other fields.[D] teachers inspire students to discover.3. According to the author, what‟s the most important feature for a real teacher?[A] A teacher should make fun in the class.[B] A teacher should breathe curiosity into students.[C] A teacher should school basic things.[D] A teacher should be knowledgeable.4. Mentioning the first teac her‟s influence, the author compared himself to[A] a captured firefly.[B] a musician.[C] light.[D] an unsigned manuscript.5. An appropriate title for the passage might be[A] What Makes a Real Teacher?[B] My First Real Teacher[C] Three teachers of Mine[D] A Teacher Who Inflames MeText BOn most shores you will notice that the sea level changes throughout the day. These ups and downs of the seas are called tides.Why should tides occur? Everything on t he Earth‟s surface is attr acted towards the Earth by a force called gravity. The Moon and the Sun also have a gravitational pull of their own. As the Moon passes around the Earth it attracts the waters of the oceans on the side facing it, pulling them away from the Earth, and causing them to bulge. On the opposite side from this “tidal bulge”, there is another one because on that side, the land is closer to the Moon than the waters, and the land is pulled away from the seas, leaving a bulge behind. These two bulges remain in the same position in relation to the Moon, but the rotation of the Earth means that each of them appears to move around the Earth. These bulges are called high water, and the gaps between them are called low water.There are two other factors that help in the formation of the tides. You know that if you cause the water in your bath to rock, it may rise and fall against the side of the bath for some time. In the same way, once the tides have begun, the waters tend to continue to rock up and down and they are given an extra push by the attraction of the Moon. The Sun also tends to attract the Earth‟s oceans towards itself, but because it is so much further away, the attraction is less important. Atcertain times of the year, however, the Sun, the Moon, and the Earth are all in a straight line. When this happens, the attraction of the Sun is added to the attraction of the Moon and tides are extra high.Waves are almost wholly the result of wind blowing across the surface of the water. The wind drags the water to form waves which move slowly forward, and get larger. Although the wave shape moves forward, each particle of water moves round in circles and does not change its average position. The height of a wave depends on three factors: how hard the wind is blowing, how long the wind has been blowing, and the fetch. The word “fetch” means the length of the stretch of open water over which the wind is blowing.6. What is the major cause of the formation of the tides?[A] The gravity of the Earth.[B] The pull of the Sun and the Moon.[C] The attraction of the Moon to the oceans and land.[D] The gravitational pull of the Moon to the bulge.7. Each tidal bulge seems to move around the Earth because of[A] the relationship between the Moon and the Earth.[B] the positions of the two bulges.[C] the rotation of the Earth.[D] the gravitational pull of the Moon.8. Tides reach their maximum when[A] a strong wind blows on the surface of the water.[B] the Sun and the Moon form a right angle with the Earth.[C] the Sun also tends to attract the Ea rth‟s oceans.[D] the Sun, the Moon, and the Earth are in line.9. Which of the following is NOT true according to the passage?[A] When the wave moves forward, the water moves forward, too.[B] The height of a wave is related to wind speed.[C] Tides are different from waves.[D] Waves are usually the result of wind blowing.Text CIn general, our society is becoming one of giant enterprises directed by a bureaucratic management in which man becomes a small, well-oiled cog (齿轮)in the machinery. The oiling is done with higher wages, well-ventilated factories and piped music, and by psychologists and “human relations” experts; yet all this oiling does not alter the fact that man has become powerless, that he does not whole heartedly participate in his work and that he is bored with it. In fact, the blue and white-collar workers have become economic puppets who dance to the tune of automated machines and bureaucratic management.The workers and employees are anxious, not only because they might find themselves out of a job; they are anxious also because they are unable to acquire any real satisfaction or interest in life. They live and die without ever having confronted the fundamental realities of human existence as emotionally independent and productive human beings.Those higher up on the social ladder are no less anxious. Their lives are no less empty than those of their subordinates. They are even more insecure in some respects. They are in highlycompetitive race. To be promoted or fall behind is not a matter of salary but even more a matter of self-respect. When they apply for their first job, they are tested for intelligence as well as for the right mixture of submissiveness and independence. From that moment on they are tested again and again —by the psychologists, for whom testing is a big business, and by their superiors, who judge their behavior, sociability, capacity to go along, etc. This constant need to prove that one is as good as or better than one‟s fellow competitor creates constant anxiety and stress, the very causes of unhappiness and illness.Am I suggesting that we should return to the pre-industrial mode of production or to nineteenth century “free enterprise” capitalism? Certainly not. Problems are never solved by returning to a stage which one has already outgrown. I suggest transforming our social system from a bureaucratically managed industrialism in which maximal production and consumption are ends in themselves into a humanist industrialism in which man and full development of his potentialities — those of love and of reason — are the aims of all social arrangements. Production and consumption should serve only as means to this end, and should be prevented from ruling man.10. By “a well-oiled cog in the machinery” the author implies that man is[A] working in complete harmony with the rest of the society.[B] a humble component of the society, especially when working smoothly.[C] an unimportant part compared with the rest of society, though functioning smoothly.[D] a necessary part of the society though each individual‟s func tion is negligible.11. The real cause of the anxiety of the workers and employees is that[A] they are likely to lose their jobs.[B] they have no genuine satisfaction or interest in life.[C] they are faced with the fundamental realities of human existence.[D] they are deprived of their individuality and independence.12. Why do the higher-ups feel anxious?[A] Because their lives are emptier than their subordinates‟.[B] Because they are repeatedly tested by the psychologists.[C] Because they feel oppressed by their superiors.[D] Because they need to prove they‟re better than other competitors.13. According to the passage, real happiness of life probably belongs to those[A] who could keep far away from this competitive world.[B] who are at the bottom of the society.[C] who are higher up in their social status.[D] who prove better than their fellow competitors.14. In the last paragraph the author suggests that we should[A] resort to the production mode of our ancestors.[B] enable man to fully develop his potentialities.[C] offer higher wages to the workers and employees.[D] take the fundamental realities for granted.15. What‟s the author‟s attitude towards industrialism?[A] Approval. [B] Suspicion.[C] Dissatisfaction. [D] Tolerance.Text DCAMBRIDGE, Mass., Feb. 11 ― Recalling her coming of age as the only girl in a privileged, tradition-bound family in Virginia horse country, Drew Gilpin Faust, 59, has often spoken of her “continued confrontations” with her mother “about the requirements of what she usually called femininity.” Her mother, Catharine, she has said, told her repeatedly, “It‟s a man‟s world, sweetie, and the sooner you learn that the better off you‟ll be.”Instead, Dr. Faust left home at an early age, to be educated at Concord A cademy, then a girls‟ prep school in Massachusetts, and at Bryn Mawr College, a women‟s college known for creating future leaders, and to become a leading Civil War scholar. And Sunday, through the convergence of grand changes in higher education, her own achievements and the resignation of Harvard‟s previous president under pressure, she became the first woman appointed to lead the Ivy League university founded in 1636.Catharine Drew Gilpin was born on Sept. 18, 1947, and grew up in Clarke County, Va., in the Shenandoah Valley. She was always known as Drew. Her father, McGhee Tyson Gilpin, bred thoroughbred horses.Her father, her two uncles, her great-uncle, two of her three brothers (including Tyson) and numerous male cousins all went to Princeton, but since Princeton did not admit women in the mid-1960s, she went to Bryn Mawr. Majoring in history, she took classes with Mary Maples Dunn, a professor who would become the president of Smith College, the acting dean of the Radcliffe Institute for Advanced Study and a close friend and advocate.It was significant, Dr. Dunn said, that Dr. Faust had been educated at Concord Academy and Bryn Mawr. “I think these women‟s institutions in those days tended to give these young women a very good sense of themselves and encouraged them to develop their own ideas and to express themselves confidently,” she said. “It was an invaluable experience in a world in which women were second-class citizens.”Dr. Faust graduated from Bryn Mawr in 1968, magna cum laude (以优异的成绩) with honors in history. She went on to the University of Pennsylvania, where she received a master‟s in 1971 and a doctorate in 1975 in American civilization.She was a professor at Penn for 25 years, including five years as the chairwoman of the Department o f American Civilization. She was director of the Women‟s Studies Program for four years.In 2001, as Dr. Dunn was stepping down as acting dean of the Radcliffe Institute, the remnant of Radcliffe College, which had been absorbed into Harvard in 1999, Dr. Faust became the dean. She made major organizational changes, cut costs and laid off a quarter of the staff, transforming Radcliffe into an internationally known home for scholars from multiple disciplines.Asked Sunday whether her appointment signified the end of sex inequities at the university, Dr. Faust said: “Of course not. There is a lot of work still to be done, especially in the sciences.”What would her mother, who never went to college and died in 1966, have to say about her appointment? “I‟ve often thought about that,” she said. “I‟ve had dialogues with my dead mother over the 40 years since she died.”Then she added with a regretful smile, “I think in many ways that comment ― …It‟s a man‟s world, sweetie‟ ― was a bitter comment from a woman of a generation who didn‟t have the kind of choices my generation of women had.”16. At the beginning of the passage, the author indicates that[A] Dr. Faust tried her best to meet her mother‟s requirement of the femininity.[B] there is a deep conflict between Dr. Faust and her mother.[C] Dr. Faust didn‟t agree with her mother‟s idea about the femininity.[D] Dr. Faust‟s mother was a feminist.17. Which of the following contributes to Faust‟s appointment in Harvard?[A] Tremendous changes in the field of higher education[B] Recommendation of Harvard‟s previous president.[C] Her own effort to compete for the position.[D] The stepping down of Dr. Dunn.18. Drew Gilpin Faust didn‟t go to the Princeton University because[A] her father, uncles and brothers all graduated from this university.[B] the Princeton University didn‟t accept females in those days.[C] she always wanted to go to the Bryn Mawr College.[D] she wanted to take classes with Dr. Dunn.19. Dr. Dunn‟s words implies that[A] Concorrd Academy and Bryn Mawr were women‟s institutions in those days.[B] the study in Concorrd Academy and Bryn Mawr benefited Faust a lot.[C] Concorrd Academy and Bryn Mawr encouraged women‟s own ideas[D] women were regarded as second-class citizens in their time.20. According to the last four paragraphs, we know that[A] Dr. Dunn reformed the Redcliffe Institute in many respects.[B] Dr. Faust thought that sex equity is still exiting, especially in the sciences.[C] Dr. Faust‟s mother had often thought about her daughter‟s appointment.[D] Dr. Faust felt regret about not listening to her mother‟s bitter comment.语境词汇Text A1. spring v.开裂，破裂；出现2. breathe v.使…充满（某种感情）；呼吸3. shield vt.保护，防御n.盾；防护物，挡板4. inflame vt.使燃烧；使…激动或愤怒；加剧5. relieve vt.换班，接替（工作）；缓解；消除6. crest vt.在…加饰章n.鸟冠Text B1. ups and downs 高低起伏；盛衰；沉浮2. gravity n.重力，引力；重要性，严重性3. pull n.引力；影响力v.拉，拖；吸引4. rotation n.旋转；循环5. fetch n.风域，风区vt.取来；去请…来6. stretch n.一段水域（或陆地）vt.＆vi.伸展Text C1. bureaucratic a.官僚的，官僚主义的2. enterprise n.企、事业单位3. ventilate vt.使通风；将…公开并引起讨论4. piped music <贬>在公共场所不断播放的轻音乐5. puppet n.木偶，傀儡6. subordinate n.属下，部属a.下级的，次要的7. submissiveness n.柔顺，服从Text D1. tradition-bound a.恪守传统的，受传统束缚的2. femininity n.女性特质，女子气质3. thoroughbred a.（指动物）优良品种的；受过良好教养的4. acting dean n.代理主任5. advocate n.支持者v.主张,拥护6. doctorate n.博士学位7. remnant n.遗留的痕迹；残余难句突破Text A1. Learning to read is probably the most difficult and revolutionary thing that happens to the human brain and if you do n‟t believe that, watch an illiterate adult try to do it.【分析】并列复合句。

竭诚为您提供优质文档/双击可除英语阅读周计划篇一：英语阅读周计划来源：《英语阅读周计划》（聚焦图书）时间：20XX-3-22提供者：张文燕前言Reading,areyouready?阅读，你计划好了吗？阅读，在考试中，分量自不必说，在今后的工作乃至生活中，它仍然是您叱咤风云的一把利剑。

可当您走进琳琅满目的书店时，你茫然了。

各种阅读教材充斥着你的视线，各种广告语让你视觉疲劳，你无从抉择??有大部头的、有活页纸的、有精装的、有平装的，梦一翻，大同小异。

怎么办？有计划地选书，才不会错过；有计划地阅读，才不会浪费时间；有效地阅读，才能最大限度地释放你的自由空间！这一切均源于计划，源于科学而合理的计划！而阅读周计划，不是单纯的阅读时间表，也不是简单的组合材料，而是一套科学有序的阅读体系，是一套有针对性地将效率、技能、题量、考点等有机结合在一起的阅读解决方案！阅读周计划系列丛书历经多年修订，现已经成为师生广为流传的阅读经典之作。

一时间，各种仿冒之作如雨后春笋般冒出来。

但这么多年以来，我们一直保持与课表时代俱进，与一线教改先锋同行，全身心致力于新课程标准下的阅读专项研究。

我们拥有全国上百万师生的使用反馈，拥有几十位特高级一线教师实施指导，能实时实现与教学实践无缝对接。

这就是为什么“我们从来只有被模仿，从未被超越”的根源所在。

我们根据新课标教学与考试中的“积累与创新并重”、“选材与生活贴近”、“教学自主探究”三大原则设计了这套丛书，并在图书的“鲜活度、实用度、精准度”三方面不断进行品质升级，从而奠定了《阅读周计划》不可动摇的品牌基础。

阅读周计划是什么，与其说是一本辅导书，不如说是一种“效率与能力并重、计划终生受用”的学习理念；是一套“难度量身定做，方法科学配置”的标准化阅读教材；是一套“最大限度地释放自由空间”的快乐学习法则！本套书跳出了“阅读要与教材同步”的怪圈，追求阅读质的提升。

英语，作为一门工具类学科，其自身的学科特点注定了其学习方式不可能是一课一课地机械模仿教材，而是讲求一种潜移默化的渗透、积累，最后达到运用自如的境界。

星期3 WednesdaySuccess covers a multitude of blunders.成功由大量失望铸就。

Text AIt is customary for adults to forget how hard and dull and long school is. The learning by memory of all the basic things one must know is most incredible and unending effort. Learning to read is probably the most difficult and revolutionary thing that happens to the human brain and if you don’t believ e that, watch an illiterate adult try to do it. School is not easy and it is not for the most part very much fun, but then, if you are very lucky, you may find a real teacher. Three real teachers in a lifetime are the very best of my luck. My first was a science and math teacher in high school, my second, a professor of creative writing at Stanford, and my third was my friend and partner, Ed Rickets.I have come to believe that a great teacher is a great artist and that there are as few as there are any other great artists. It might even be the greatest of the arts since the medium is the human mind and spirit.My three teachers had these things in common: They all loved what they were doing. They did not tell. They catalyzed(催化，刺激) a burning desire to know. Under their influence, the horizon sprung wide and fear went away and the unknown becameknowable. But most important of all, the truth, that dangerous stuff, became beautiful and very precious.I shall speak only of my first teacher because in addition to the other things, she brought discovery.She aroused us to shouting, book-waving discussion. She had the noisiest class in school and she di dn’t ev en seem to know it. We could never stick to the subject. Our speculation ranged the world. She breathed curiosity into us so that we brought in facts or truths shielded in our hands like captured fireflies.She was fired and perhaps rightly so, for failing to teach fundamentals. Such things must be learned. But she left a passion in us for the pure knowable world and she inflamed me with a curiosity which has never left. I could not do simple arithmetic but through her I sensed that abstract mathematics was very much like music. When she was relieved, sadness came over us but the light did not go out. She left her signature on us, the literature of the teacher who writes on minds. I have had many teachers who told me soon-forgotten backs but only three who crested in me a new thing, a new attitude and a new hunger. I suppose that to a large extent I am the unsignedmanuscript of the high school teacher. What deathless power lies in the hands of such a personI can tell my son who looks forward with horror to fifteen years of drudgery (繁重而乏味的工作) that somewhere in the dusty dark a magic may happen that will light up the years if he is very lucky.1. According to the first paragraph, the author assumes that[A] an illiterate adult enjoy learning knowledge.[B] learning to read is a tough thing.[C] school life is easy and enjoyable.[D] adults often remember their dull school life.2. According to the passage, all of the following can make a teacher EXCEPT that[A] teachers are keen on their career.[B] teachers can enlighten students to conceive.[C] teachers should be also artists in other fields.[D] teachers inspire students to discover.3. According to the author, what’s the most important feature for a real teacher[A] A teacher should make fun in the class.[B] A teacher should breathe curiosity into students.[C] A teacher should school basic things.[D] A teacher should be knowledgeable.4. Mentioning the first teac her’s influence, the author compared himself to[A] a captured firefly.[B] a musician.[C] light.[D] an unsigned manuscript.5. An appropriate title for the passage might be[A] What Makes a Real Teacher[B] My First Real Teacher[C] Three teachers of Mine[D] A Teacher Who Inflames MeText BOn most shores you will notice that the sea level changes throughout the day. These ups and downs of the seas are called tides.Why should tides occur Everything on t he Earth’s surface is attracted towards the Earth by a force called gravity. The Moon and the Sun also have a gravitational pull of their own. As the Moon passes around the Earth it attracts the waters of the oceans on the side facing it, pulling them away from the Earth, and causing them to bulge. On the opposite side from this “tidal bulge”, there is another one because on that side, the land is closer to the Moon than the waters, and the land is pulled away from the seas, leaving a bulge behind. These two bulges remain in the same position in relation to the Moon, but the rotation of the Earth means that each of them appears to move around the Earth. These bulges are called high water, and the gaps between them are called low water.There are two other factors that help in the formation ofthe tides. You know that if you cause the water in your bath to rock, it may rise and fall against the side of the bath for some time. In the same way, once the tides have begun, the waters tend to continue to rock up and down and they are given an extra push by the attraction of the Moon. The Sun also tends to attract the Earth’s oceans towards itself, but because it is so much further away, the attraction is less important. At certain times of the year, however, the Sun, the Moon, and the Earth are all in a straight line. When this happens, the attraction of the Sun is added to the attraction of the Moon and tides are extra high.Waves are almost wholly the result of wind blowing across the surface of the water. The wind drags the water to form waves which move slowly forward, and get larger. Although the wave shape moves forward, each particle of water moves round in circles and does not change its average position. The height of a wave depends on three factors: how hard the wind is blowing, how long the wind has been blowing, and the fetch. The word “fetch” means the length of the stretch of open water over which the wind is blowing.6. What is the major cause of the formation of the tides[A] The gravity of the Earth.[B] The pull of the Sun and the Moon.[C] The attraction of the Moon to the oceans and land.[D] The gravitational pull of the Moon to the bulge.7. Each tidal bulge seems to move around the Earth because of[A] the relationship between the Moon and the Earth.[B] the positions of the two bulges.[C] the rotation of the Earth.[D] the gravitational pull of the Moon.8. Tides reach their maximum when[A] a strong wind blows on the surface of the water.[B] the Sun and the Moon form a right angle with the Earth.[C] the Sun also tends to attract the Ea rth’s oceans.[D] the Sun, the Moon, and the Earth are in line.9. Which of the following is NOT true according to the passage[A] When the wave moves forward, the water moves forward, too.[B] The height of a wave is related to wind speed.[C] Tides are different from waves.[D] Waves are usually the result of wind blowing.Text CIn general, our society is becoming one of giant enterprises directed by a bureaucratic management in which man becomes a small, well-oiled cog (齿轮)in the machinery. The oiling is done with higher wages, well-ventilated factories and piped music, and by psychologists and “human relations” experts; yet all this oiling does not alter the fact that man has become powerless, that he does not whole heartedly participate in his work and that he is bored with it. In fact, the blue and white-collar workers have become economic puppets who dance to the tune of automated machines and bureaucratic management.The workers and employees are anxious, not only because they might find themselves out of a job; they are anxious alsobecause they are unable to acquire any real satisfaction or interest in life. They live and die without ever having confronted the fundamental realities of human existence as emotionally independent and productive human beings.Those higher up on the social ladder are no less anxious. Their lives are no less empty than those of their subordinates. They are even more insecure in some respects. They are in highly competitive race. To be promoted or fall behind is not a matter of salary but even more a matter of self-respect. When they apply for their first job, they are tested for intelligence as well as for the right mixture of submissiveness and independence. From that moment on they are tested again and again —by the psychologists, for whom testing is a big business, and by their superiors, who judge their behavior, sociability, capacity to go along, etc. This constant need to prove that one is as good as or better than one’s fellow competitor creates constant anxiety and stress, the very causes of unhappiness and illness.Am I suggesting that we should return to the pre-industrial mode of production or to nineteenth century “free enterprise” capitalism Certainly not. Problems are never solved byreturning to a stage which one has already outgrown. I suggest transforming our social system from a bureaucratically managed industrialism in which maximal production and consumption are ends in themselves into a humanist industrialism in which man and full development of his potentialities —those of love and of reason —are the aims of all social arrangements. Production and consumption should serve only as means to this end, and should be prevented from ruling man.10. By “a well-oiled cog in the machinery” the author implies that man is[A] working in complete harmony with the rest of the society.[B] a humble component of the society, especially when working smoothly.[C] an unimportant part compared with the rest of society, though functioning smoothly.[D] a necessary part of the society though each individual’s function is negligible.11. The real cause of the anxiety of the workers and employees is that[A] they are likely to lose their jobs.[B] they have no genuine satisfaction or interest in life.[C] they are faced with the fundamental realities of human existence.[D] they are deprived of their individuality and independence.12. Why do the higher-ups feel anxious[A] Because their lives are emptier than their subordinates’.[B] Because they are repeatedly tested by the psychologists.[C] Because they feel oppressed by their superiors.[D] Because they need to prove they’re better than other competitors.13. According to the passage, real happiness of life probably belongs to those[A] who could keep far away from this competitive world.[B] who are at the bottom of the society.[C] who are higher up in their social status.[D] who prove better than their fellow competitors.14. In the last paragraph the author suggests that we should[A] resort to the production mode of our ancestors.[B] enable man to fully develop his potentialities.[C] offer higher wages to the workers and employees.[D] take the fundamental realities for granted.15. What’s the author’s attitude towards industrialism[A] Approval. [B] Suspicion.[C] Dissatisfaction. [D] Tolerance.Text DCAMBRIDGE, Mass., Feb. 11 ― Recalling her coming of age as the only girl in a privileged, tradition-bound family in Virginia horse country, Drew Gilpin Faust, 59, has often spoken of her “continued confrontations” with her mother “about the requirements of what she usually called femininity.” Her mother, Catharine, she has said, told her repeatedly, “It’s a man’s world, sweetie, and the sooner you learn that thebetter off you’ll be.”Instead, Dr. Faust left home at an early age, to be educated at Concord Academy, then a girls’ prep school in Massachusetts, and at Bryn Mawr College, a women’s college known for creating future leaders, and to become a leading Civil War scholar. And Sunday, through the convergence of grand changes in higher education, her own achievements and the resignation of Harvard’s previous president under pressure, she became the first woman appointed to lead the Ivy League university founded in 1636.Catharine Drew Gilpin was born on Sept. 18, 1947, and grew up in Clarke County, Va., in the Shenandoah Valley. She was always known as Drew. Her father, McGhee Tyson Gilpin, bred thoroughbred horses.Her father, her two uncles, her great-uncle, two of her three brothers (including Tyson) and numerous male cousins all went to Princeton, but since Princeton did not admit women in the mid-1960s, she went to Bryn Mawr. Majoring in history, she took classes with Mary Maples Dunn, a professor who would become the president of Smith College, the acting dean of the Radcliffe Institute for Advanced Study and a close friend and advocate.It was significant, Dr. Dunn said, that Dr. Faust had been educated at Concord Academy and Bryn Mawr. “I think these women’s institutions in those days tended to give these young women a very good sense of themselves and encouraged them to develop their own ideas and to express themselves confidently,” she said. “It was an invaluable experience in a world in which women were second-class citizens.”Dr. Faust graduated from Bryn Mawr in 1968, magna cum laude (以优异的成绩) with honors in history. She went on to the University of Pennsylvania, where she received a master’s in 1971 and a doctorate in 1975 in American civilization.She was a professor at Penn for 25 years, including five years as the chairwoman of the Department of American Civilization. She was director of the Women’s Studies Program for four years.In 2001, as Dr. Dunn was stepping down as acting dean of the Radcliffe Institute, the remnant of Radcliffe College, which had been absorbed into Harvard in 1999, Dr. Faust became the dean. She made major organizational changes, cut costs and laid off a quarter of the staff, transforming Radcliffe into an internationally known home for scholars from multipledisciplines.Asked Sunday whether her appointment signified the end of sex inequities at the university, Dr. Faust said: “Of course not. There is a lot of work still to be done, especially in the sciences.”What would her mother, who never went to college and died in 1966, have to say about her appointment “I’ve often thought about that,” she said. “I’ve had dialogues with my dead mother over the 40 years since she died.”Then she added with a regretful s mile, “I think in many ways that comment ― ‘It’s a man’s world, sweetie’ ― was a bitter comment from a woman of a generation who didn’t have the kind of choices my generation of women had.”16. At the beginning of the passage, the author indicates that[A] Dr. Faust tried her best to meet her mother’s requirement of the femininity.[B] there is a deep conflict between Dr. Faust and her mother.[C] Dr. Faust didn’t agree with her mother’s idea about the femininity.[D] Dr. Faust’s mother was a feminist.17. Which of the following contributes to Faust’s appointment in Harvard[A] Tremendous changes in the field of higher education[B] Recommendation of Harvard’s previous president.[C] Her own effort to compete for the position.[D] The stepping down of Dr. Dunn.18. Drew Gilpin Faust didn’t go to the Princeton University because[A] her father, uncles and brothers all graduated from this university.[B] the Princeton University didn’t accept females in those days.[C] she always wanted to go to the Bryn Mawr College.[D] she wanted to take classes with Dr. Dunn.19. Dr. Dunn’s words implies that[A] Concorrd Academy and Bryn Mawr were women’s institutionsin those days.[B] the study in Concorrd Academy and Bryn Mawr benefited Faust a lot.[C] Concorrd Academy and Bryn Mawr encouraged women’s own ideas[D] women were regarded as second-class citizens in their time.20. According to the last four paragraphs, we know that[A] Dr. Dunn reformed the Redcliffe Institute in many respects.[B] Dr. Faust thought that sex equity is still exiting, especially in the sciences.[C] Dr. Faust’s mother had often thought about her daughter’s appointment.[D] Dr. Faust felt regret about not listening to her mother’s bitter comment.语境词汇1. spring v.开裂，破裂；出现2. breathe v.使…充满（某种感情）；呼吸3. shield vt.保护，防御n.盾；防护物，挡板4. inflame vt.使燃烧；使…激动或愤怒；加剧5. relieve vt.换班，接替（工作）；缓解；消除6. crest vt.在…加饰章n.鸟冠Text B1. ups and downs 高低起伏；盛衰；沉浮2. gravity n.重力，引力；重要性，严重性3. pull n.引力；影响力v.拉，拖；吸引4. rotation n.旋转；循环5. fetch n.风域，风区vt.取来；去请…来6. stretch n.一段水域（或陆地）vt.＆vi.伸展1. bureaucratic a.官僚的，官僚主义的2. enterprise n.企、事业单位3. ventilate vt.使通风；将…公开并引起讨论4. piped music <贬>在公共场所不断播放的轻音乐5. puppet n.木偶，傀儡6. subordinate n.属下，部属a.下级的，次要的7. submissiveness n.柔顺，服从Text D1. tradition-bound a.恪守传统的，受传统束缚的2. femininity n.女性特质，女子气质3. thoroughbred a.（指动物）优良品种的；受过良好教养的4. acting dean n.代理主任5. advocate n.支持者v.主张,拥护6. doctorate n.博士学位7. remnant n.遗留的痕迹；残余难句突破Text A1. Learning to read is probably the most difficult and revolutionary thing that happens to the human brain and if you do n’t believe that, watch an illiterate adult try to do it.【分析】并列复合句。

星期3 WednesdaySuccess covers a multitude of blunders.成功由大量失望铸就。

学习内容题材词数建议时间错误统计做题备忘Text A 教育人物487 6分钟/5Text B 自然现象404 5.5分钟/4Text C 工业社会394 6分钟/6Text D 女性人物573 7.5分钟/5今日练习It is customary for adults to forget how hard and dull and long school is. The learning by memory of all the basic things one must know is most incredible and unending effort. Learning to read is probably the most difficult and revolutionary thing that happens to the human brain and if y ou don’t believ e that, watch an illiterate adult try to do it. School is not easy and it is not for the most part very much fun, but then, if you are very lucky, you may find a real teacher. Three real teachers in a lifetime are the very best of my luck. My first was a science and math teacher in high school, my second, a professor of creative writing at Stanford, and my third was my friend and partner, Ed Rickets.I have come to believe that a great teacher is a great artist and that there are as few as there are any other great artists. It might even be the greatest of the arts since the medium is the human mind and spirit.My three teachers had these things in common: They all loved what they were doing. They did not tell. They catalyzed(催化，刺激) a burning desire to know. Under their influence, the horizon sprung wide and fear went away and the unknown became knowable. But most important of all, the truth, that dangerous stuff, became beautiful and very precious.I shall speak only of my first teacher because in addition to the other things, she brought discovery.She aroused us to shouting, book-waving discussion. She had the noisiest class in school and she di dn’t ev en seem to know it. We could never stick to the subject. Our speculation ranged the world. She breathed curiosity into us so that we brought in facts or truths shielded in our hands like captured fireflies.She was fired and perhaps rightly so, for failing to teach fundamentals. Such things must be learned. But she left a passion in us for the pure knowable world and she inflamed me with a curiosity which has never left. I could not do simple arithmetic but through her I sensed that abstract mathematics was very much like music. When she was relieved, sadness came over us but the light did not go out. She left her signature on us, the literature of the teacher who writes on minds. I have had many teachers who told me soon-forgotten backs but only three who crested in me a new thing, a new attitude and a new hunger. I suppose that to a large extent I am the unsigned manuscript of the high school teacher. What deathless power lies in the hands of such a person?I can tell my son who looks forward with horror to fifteen years of drudgery (繁重而乏味的工作) that somewhere in the dusty dark a magic may happen that will light up the years if he isvery lucky.1. According to the first paragraph, the author assumes that[A] an illiterate adult enjoy learning knowledge.[B] learning to read is a tough thing.[C] school life is easy and enjoyable.[D] adults often remember their dull school life.2. According to the passage, all of the following can make a teacher EXCEPT that[A] teachers are keen on their career.[B] teachers can enlighten students to conceive.[C] teachers should be also artists in other fields.[D] teachers inspire students to discover.3. According to the author, what’s the most important feature for a real teacher?[A] A teacher should make fun in the class.[B] A teacher should breathe curiosity into students.[C] A teacher should school basic things.[D] A teacher should be knowledgeable.4. Mentioning the first teac her’s influence, the author compared himself to[A] a captured firefly.[B] a musician.[C] light.[D] an unsigned manuscript.5. An appropriate title for the passage might be[A] What Makes a Real Teacher?[B] My First Real Teacher[C] Three teachers of Mine[D] A Teacher Who Inflames MeText BOn most shores you will notice that the sea level changes throughout the day. These ups and downs of the seas are called tides.Why should tides occur? Everything on t he Earth’s surface is attr acted towards the Earth by a force called gravity. The Moon and the Sun also have a gravitational pull of their own. As the Moon passes around the Earth it attracts the waters of the oceans on the side facing it, pulling them away from the Earth, and causing them to bulge. On the opposite side from this “tidal bulge”, there is another one because on that side, the land is closer to the Moon than the waters, and the land is pulled away from the seas, leaving a bulge behind. These two bulges remain in the same position in relation to the Moon, but the rotation of the Earth means that each of them appears to move around the Earth. These bulges are called high water, and the gaps between them are called low water.There are two other factors that help in the formation of the tides. You know that if you cause the water in your bath to rock, it may rise and fall against the side of the bath for some time. In the same way, once the tides have begun, the waters tend to continue to rock up and down and they are given an extra push by the attraction of the Moon. The Sun also tends to attract the Earth’s oceans towards itself, but because it is so much further away, the attraction is less important. At。

英语周计划参考答案周一：词汇复习与新词学习1. 复习上周学习的20个单词，每个单词造句。

2. 学习本周新单词表中的20个单词，包括它们的用法和例句。

周二：语法练习1. 完成一份关于过去完成时态的练习题。

2. 通过阅读材料，找出并标记过去完成时态的句子。

周三：听力训练1. 听一段英语新闻，记录关键信息。

2. 观看一段英文电影或电视剧，注意角色之间的对话。

周四：口语交流1. 与同学进行英语对话练习，主题为“我的周末计划”。

2. 准备并进行一个简短的英语演讲，主题自选。

周五：阅读理解与写作1. 阅读一篇英文文章，并回答文章后的问题。

2. 写一篇不少于200字的英语短文，描述你的日常生活。

周六：综合应用1. 完成一份英语综合试卷，包括词汇、语法、阅读和写作。

2. 参加一个英语角活动，与他人交流学习心得。

周日：自主学习与反思1. 复习本周所学内容，确保掌握所有知识点。

2. 写下本周学习反思，包括学习中的困难和解决办法。

附加练习：1. 每天至少阅读30分钟英文书籍或文章。

2. 每天至少听15分钟英语音频，可以是歌曲、播客或有声书。

3. 尝试用英语写日记，记录日常生活的点滴。

注意事项：- 确保每天的学习时间分配合理，避免过度疲劳。

- 学习时保持专注，尽量减少干扰。

- 遇到不懂的地方要及时查阅资料或向老师求助。

- 学习过程中要注重理论与实践相结合，多进行实际应用。

通过以上周计划，学生可以系统地复习和学习英语，提高英语水平。

同时，通过不断的实践和应用，加深对英语知识的理解和掌握。

一、导言随着全球化的发展，英语作为国际通用语言，逐渐成为了人们学习和应用的重要工具。

然而，对许多学生来说，英语阅读训练一直是一个难题。

针对5年级学生的实际情况，我们编写了一份周计划，旨在帮助学生提高英语阅读能力，从而更好地应对学校和日常生活中的英语学习和应用。

二、周计划内容1. 周一：选择一本适合5年级水平的英语简易读物，约30分钟，通过阅读提高学生的英语阅读能力。

2. 周二：继续阅读上次选择的读物，但这次要求学生做读后复述或总结，约20分钟，通过复述或总结，帮助学生巩固所学的知识，提高语言表达能力。

3. 周三：邀请学生们进行小组讨论，每个小组选择一篇文章，每人阅读一遍，然后进行交流和讨论，通过互动讨论促进学生们的思维活跃，提高彼此之间的语言交流和表达能力。

4. 周四：播放一段有英文字幕的视瓶，约20分钟，让学生通过视听学习，并配合情景可以提高学生对英语语言的感知和理解。

5. 周五：进行一次英语阅读能力测试，以检验学生在本周阅读训练中所获得的知识和能力，同时也可以便于老师了解学生的学习情况，为下周的教学提供参考。

三、周计划实施方式为有效地实施本周计划，我们建议老师在课堂上进行指导和辅导，同时也鼓励家长在家对孩子的学习进行一定的监督和指导。

为了让学生更好地参与和理解本周计划，老师可以在课前做好准备，提前选择好儿童读物和视瓶，确保素材的适合性和质量，以达到更好的教学效果。

老师还可以布置一些小作业或提出问题，鼓励学生积极思考和参与讨论，并给予适当的鼓励和奖励。

四、周计划效果评价老师可以通过观察学生的表现情况、学生的阅读能力测试结果、学生的学习情况和家长的反馈等多种渠道来评价本周计划的效果。

学生们的改进空间和建议也应该被及时收集和总结，以不断完善和改进本周计划。

五、结语通过本周计划的实施，我们相信学生们的英语阅读能力将会有所提高，同时也可以增强学生对英语的兴趣和热爱。

我们鼓励学生们坚持阅读，相信在老师和家长的共同呵护下，学生们一定会取得更好地成绩。

英语四级阅读理解备考计划一、背景介绍英语四级阅读理解是英语四级考试中的一项重要内容，考察考生对文章的理解能力和阅读技巧。

为了在考试中取得好成绩，制定一个备考计划是非常必要的。

二、目标设定1. 提高文章阅读理解的能力；2. 培养阅读时的细致观察和分析问题的能力；3. 锻炼快速找出文章中的关键信息的能力；4. 增加词汇量，提高对文章中生词的理解。

三、备考方法1. 扩大阅读量通过大量的阅读来提高阅读理解的能力，包括英语报刊、杂志、网站等，可以选择自己感兴趣的领域来阅读。

2. 阅读理解练习找一些相关的阅读理解练习题，增加对不同题型和题材的适应性。

可以通过做题来熟悉各类题型，掌握解题技巧。

3. 制定规律的学习计划每天花一定的时间来进行英语四级阅读理解的学习，可以根据自己的时间和能力制定，比如每天阅读一篇文章并做相关的练习。

4. 标注关键信息在阅读过程中，可以用铅笔或者荧光笔标注出关键信息，如主题句、重要细节、解释性句子等，这样有助于快速找到答案。

5. 积累词汇通过阅读来积累词汇量，可以通过单词卡片、手机应用等方式进行记忆和复习。

针对阅读中出现的生词进行重点记忆。

6. 模拟考试在备考过程中定期进行模拟考试，模拟考试能够帮助考生熟悉考试形式和时间，提升答题的速度和准确度。

7. 多听多说加强听力和口语训练，通过多听多说来提高英语的整体水平，有助于更好地理解文章中的信息。

四、备考计划安排1. 第一周：阅读理解练习 + 词汇积累每天阅读一篇文章，并做相关的练习题，同时积累新的词汇。

2. 第二周：模拟考试 + 阅读理解练习进行一次模拟考试，然后根据模拟考试的结果来调整备考计划，继续进行阅读理解练习。

3. 第三周：扩大阅读量 + 词汇积累每天阅读两篇文章，包括新闻、科技、文化等不同领域，同时继续积累词汇量。

4. 第四周：模拟考试 + 阅读理解练习进行第二次模拟考试，对照上次模拟考试的结果进行分析和总结，继续进行阅读理解练习。

星期2 TuesdayDon't make a mountain out of a molehill.不要小题大做。

Text ABecket not only traveled light, he lived light. In the entire world he owned just the clothes he stood up in, a full suitcase and a bank account. Arriving anywhere with these possessions, he might just as easily put up for a month or a year as for a single night. For long stays, not less than a month, he might take a furnished flat, sometimes even a house. But whatever the length, he rarely needed anything he did not have with him. He was, he liked to think, a self-contained person.Becket had one occasional anxiety: the suspicion that he owned more than would fit comfortably into the case. The feeling, when it comes, was the signal for him to throw something away or just leave it lying about. This was automatic fate of his worn-out clothes, for example. Having no use for choice or variety, he kept just a raincoat, a suit, a pair of shoes and a few shirts, socks and so on; no more in the clothing line. He bought and read many books and left them where he happened to be sitting when he finished them. They quickly found new owners.Becket was a professional traveler, interested and interesting. He was not one to do a country in a week or a city in three days. He liked to get a feel of a place by living in it, reading its newspapers, watching its TV; discussing its affairs. He always tried to make a few friends —if necessary even by stopping a suitable-looking person in the street and talking to him. It worked well almost in nine cases out of ten. Though Beck et’s health gave him no cause for alarm, he made a point of seeing a doctor as soon as he arrived anywhere. “A doctor knows a place and its people better than anyone,” he used to say. He never went to see a doctor; he always sent for one; that, he found, was the quickest way to confidences, which came out freely as soon as he mentioned that he was a writer.Becket was an artist as well. He painted pictures of his places and, when he had gathered enough information, he wrote about them. He sold his work, through an agent, to newspapers and magazines. It was an agreeable sort of life for a good social mixer, and as Becket never stayed anywhere for long, he enjoyed the satisfying advantages of paying little in taxes.1. What do we know about Be cket’s possessions?[A] He had enough baggage to stay for only one night.[B] He carried all of them around with him.[C] He often threw or gave them away.[D] He left most of his things at home when he traveled.2. Becket took over a flat when[A] there were no suitable hotels.[B] he meant to stay somewhere for several nights.[C] he was sure of staying a year or more.[D] he expected not to move on for a month at least.3. If anything worried Becket, it was[A] the thought of having too much baggage.[B] his habit of leaving things lying about.[C] the fact that he owned so little.[D] the poor state of his clothes.4. What was the usual result when Becket talked to strangers in the street?[A] He made many new friends in that way.[B] People thought he was ill and sent for a doctor.[C] The people he spoke to felt annoyed with him.[D] He usually turned out to be disappointed at the talking.5. Which of the following about Becket is NOT true?[A] He never stayed anywhere for too long a time.[B] He was good at dealing with people.[C] He was satisfied with his mobile life.[D] He never forgot to visit a doctor wherever he went.6. How did Becket feel about taxation?[A] It worried him, so he kept moving from place to place.[B] He hated it, so he broke the tax laws.[C] He was pleased he could honestly avoid it.[D] He felt ashamed of not paying taxes.Text BAmerica’s city dwellers are a mobile people. The decennial censuses provided documentation in their redundant accounts of rapid changes and growth in most of our great cities. But statistical evidence is hardly needed. The changes in our cities have occurred so rapidly that the perception of mobility is an integral part of every urban dweller’s experience. Hometowns are transformed in the intervals between visits. The neighborhoods of our childhood present alien appearances and the landmarks that anchored our memories have disappeared.How do these dramatic changes in residential areas come about? In part, industry and commerce in their expansion encroach upon land used for residences. But, in larger part, the changes are mass movements of families — the end results of countless thousands of residence shifts made by the urban Americans every year. Compounded in the mass, the residence shifts of urban households produce most of the change and flux of urban population structures.Some of the mobility is an expression of the growth of our population. Every new family started ordinarily means another household formed. But the mobility that occurs is much greater than can be accounted for only by the addition of new households to our population. The high level of mobility implies that established households are involved in a large-scale game of “musical chairs” in which housing is exchanged from time to time.Residential shifts often accompany the dissolution of households, although not as consistently as in the case of the formations of new household. A divorce or separation forces at least one to move, and often both husband and wife shift residence. Mortality sometimes precipitates a move on the part of the remaining members of the household. But, neither divorcenor mortality, when added to new household formation, can account for more than a very small part of the American mobility rate.Another part of the high residential mobility rate might be traced to change occurring in the labor force. American workers change jobs frequently and some of the residential mobility might be viewed as a consequence of job shifts. But most residential shifts do not involve long-distance movements. About three fourths of such shifts do not cross country boundaries and many of them take place within smaller areas. Neither can job shifts account for the overall picture of mobility, much of which is kind of “milling about” within small areas of the city.7. At the end of Para. 1 the author implies that[A] Americans forget the landmarks of their hometowns easily.[B] Americans don’t usually notice the rapid changes around them.[C] On returning to their hometowns, Americans may not recognize their childhood friends.[D] Upon visiting their hometowns, Americans may feel unfamiliar about the new appearances.8. The addition of new households can’t account for the mobility because[A] they are expressions of population growth.[B] new families are unstable and therefore unreliable.[C] new households are exchanging houses from time to time.[D] the previously established households also keep changing houses.9. Americans who change their jobs usually[A] like to live near their working places.[B] prefer small towns to big cities.[C] dislike moving to far away places.[D] think it worthwhile to move to a foreign country.10. Which of the following can account for a larger part of the high American mobility rate?[A] Expansion of industry and commerce.[B] Not mentioned in the passage.[C] Divorce and mortality.[D] Changes occurring in the labor force.Text CThere’s a dark little joke exchanged by educators with a dissident streak: Rip Van Winkle awakens in the 21st century after a hundred-year snooze and is, of course, utterly bewildered by what he sees. Men and women dash about, talking to small metal devices pinned to their ears. Young people sit at home on sofas, moving miniature athletes around on electronic screens. Older folk defy death and disability with metronomes (节拍器) in their chests and with hips made of metal and plastic. Airports, hospitals, shopping malls — every place Rip goes just puzzles him. But when he finally walks into a schoolroom, the old man knows exactly where he is. “This is a school,” he declares. “We used to have these black in 1906. Only now the blackboards are green.”American school s aren’t exactly frozen in time, but considering the pace of change in other areas of life, our public schools tend to feel like throwbacks. Kids spend much of the day as their great-grandparents once did: sitting in rows, listening to teachers lecture, scribbling notes by hand, reading from textbooks that are out of date by the time they are printed. A yawning chasm (with an emphasis on yawning) separates the world inside the schoolhouse from the world outside.For the past five years, the national conversation on education has focused on reading scores, mathtests and closing the “achievement gap” between social classes. This is not a story about that conversation. This is a story about the big public conversation the nation is not having about education, the one that will ultimately determine not merely whether some fraction of our children get “left behind” but also whether an entire generation of kids will fail to make the grade in the global economy because they can’t think their way through abstract problems, work in teams, distinguish good information from bad or speak a language other than English.This week the conversation will burst onto the front page, when the New Commission on the Skills of the American Workforce, a high-powered, bipartisan(代表两党的)assembly of Education Secretaries, government and other education leaders releases a blueprint for rethinking American education from pre-K to 12 and beyond to better prepare students to thrive in the global economy. While that report includes some controversial proposals, there is nonetheless a remarkable consensus among educators and business and policy leaders on one key conclusion: we need to bring what we teach and how we teach into the 21st century.Right now w e’re aiming too low. Competency in reading and math —the focus of so much No Child Left Behind testing —is the meager minimum. Scientific and technical skills are, likewise, utterly necessary but insufficient. Today’s economy demands not only a high-level competence in the traditional academic disciplines but also what might be called 21st century skills. Here’s w hat they are: knowing more about the world, thinking outside the box, becoming smarter about new sources of information, developing good people skills.Can our public schools, originally designed to educate workers for agrarian(土地的)life and industrial-age factories, make the necessary shifts? The state of Michigan, admitting that it can no longer count on the unwell auto industry to absorb its poorly educated and low-skilled workers, is retooling its high schools, instituting what are among the most rigorous graduation requirements in the nation. Elsewhere, organizations like the Bill and Melinda Gates Foundation, the Carnegie Foundation for the Advancement of Teaching and the Asia Society are pouring money and expertise into model programs to show the way.11. The purpose of the dark little joke in the first paragraph was[A] to describe the modern life.[B] to introduce the present situation of American schools.[C] to introduce Rip Van Winkle.[D] to explain how the old man knows where he is.12. What is the aut hor’s i mpression of today’s American school children?[A] Their school life is definitely isolated from the outside.[B] They can hand in their homework by internet.[C] They no longer use the textbook in the class.[D] Their school life seems the same as their great-grandparents.13. In the aut hor’s op inion, the big public conversation will[A] focus on closing the achievement gap between social classes.[B] focus on the teaching method and educational curriculum.[C] determine whether the children will lose in the world economic development.[D] determine whether the children can speak a second language other than English.14. What has been agreed on in the report of the New Commission?[A] A conversation between the bipartisan representative members.[B] The release of a blueprint for rethinking American education.[C] Proposals on better the student to thrive in the world economy.[D] The necessity to change the present teaching content and method.15. According to the passage, which of the following is NOT true?[A] American school is developing to some degree.[B] No Child Left Behind testing focuses on the reading and math capability of children.[C] The graduation requirement of Michigan is very liberal.[D] Our public schools designed to culture workers for farms and industrial factories at first.Text DMom always said milk was good for you. But Mom hasn’t been heeding her own advice. For decades, milk consumption has trickled downward while that of cola has nearly tripled. Among beverages, milk ranks fourth in popularity after soft drinks, coffee and beer.Pepsi is trying to raise milk’s profile by applying the marketing tactics that have spread cola to all parts of the globe. The company is starting smaller, test marketing a beverage called Smooth Moos Smoothies in Texas, Oklahoma and Kansas. It is a 2% fat dairy shake package in old-fashioned milk bottles, and it comes in such flavors as double chocolate and banana. The product gives consumers 25% of their daily calcium requirement and keeps retailers happy with a shelf life(保质期) of nine months. “Here was an opportunity to take something traditionally thought of as a commonplace and make it fun and dynamic,” says April Thornton, director of new products at Pep si. Don’t look for Cindy Crawford endorsement: at about 250 calories, Smooth Moos tops a can of Pepsi by 100 calories.Italy’s milk giant Parmalat also has cola on its mind. The company makes boxed, ultra-heated milk, popular in Italy that has a shelf life of up to six months. In the U.S. market, Parmalat has introduced boxed and fresh varieties and is spending $25 million on advertising in an effort to make itself “the Coca-Cola of milk”.The milk mustache campaign, with such notables as Christie Brinkley, Jennifer Aniston and Lauren Becall sporting white upper lips and exclaiming, “Milk, what a surprise!” has been running since last January. The National Fluid Milk Processor Board has also joined forces with its California counterpart to license a series o f TV spots called “Got Milk?” The theme is that people only think about milk when they haven’t got it. “For the first time the industry is focusing on milk as a beverage,” says Gordon McDonald, senior vice president at the American Dairy Association. “Usin g beverage-marketing tactics can work for milk. Milk products, packaging and advertising haven’t changed in 25 years, but now we are taking a look at all these things to make milk more competitive.”Is it? The answer may well be yes. Boosted by the campaigns, milk sales have increased for the first time in decades, up 9% over last year. That’s not enough to strain the dairy herd, and milk’s not going to be replacing Chardonnay at Hollywood parties. But for a product that’s been in a 30-year funk (怯懦), it’s not a bad start to a comeback.16. At the beginning of the passage, it is implied that[A] milk is good for children.[B] milk is a household necessity.[C] milk consumption has declined because of cola.[D] milk consumption has fallen behind that of soft drinks.17. What is NOT true about Smooth Moos Smoothies?[A] It was developed by Pepsi.[B] It was a new kind of cola.[C] It has a longer self life than traditional milk products.[D] Some people won’t like its high calor ies.18. By “For the first time…as a beverage”, Gordon McDonald implies that[A] milk used to be thought of as non-beverage.[B] milk used to be consumed by drinkers only.[C] the industry intends to reformulate milk’s image.[D] the industry is bringing out a cartful of new milk beverages.19. From the last paragraph we know that[A] Milk has little possibility to become more competitive.[B] Milk sales have been increasing for decades.[C] Milk will someday take the place of other beverages.[D] Milk products have seen depression for 30 years.20. What’s the author’s attitude towards the milk campaign?[A] Objective and actual.[B] Cynical and indifferent.[C] Serious and pessimistic.[D] Argumentative and optimistic.语境词汇Text A1. light ad.轻装地n.光v.点燃2. self-contained a.独立的；沉默寡言的3. automatic a.必然的；自动的；无意识的4. confidence n.知心话；信任；信心5. agreeable a.惬意的；易相处的；适宜的6. mixer n.善于或者不善于交际的人；搅拌机Text B1. census n.人口调查2. interval n.间隔，空隙；幕间休息；中断3. anchor v.使固定；抛锚泊船n.铁锚4. dissolution n.解散，解除；溶解，液化5. mortality n.死亡率，死亡数目6. precipitate v.突然地发生；使陷入Text C1. dissident n.&a.持异议的（人），持不同政见的（人）2. pin vt.使固定；（用别针）别住n.别针；胸针3. scribble v.潦草地书写；乱涂n.乱涂乱写的东西4. yawn vi.裂开，豁开；打哈欠，欠身n.呵欠；裂口5. chasm n.分歧，隔阂；（地壳的）裂隙，断层6. meager a.贫乏的；少量的；瘦的Text D1. heed vt.听某人的劝告，听从2. beverage n.饮料3. shake n.奶昔4. package vt.将…加以包装n.包装5. endorsement n.赞同，支持6. notable n.名人，要人a.显著的，著名的7. sport vt.＆vi.炫耀；嬉戏n.运动8. exclaim vt.＆vi.呼喊，惊叫，大声说9. boost vt.推动；提高n.帮助；提高难句突破Text A1. Becket had one occasional anxiety: the suspicion that he owned more than would fit comfortably into the case.【分析】复合句。

长喜英语专四阅读周计划第三周星期四后快乐周末学英语找长喜第三周欢乐周末欢乐周末阅读点津5大题型解题妙招一、事实细节题因此类题都是针对原文某一详细信息出题，解答此类题时，考生需要先抓住问题中的关键词，然后快速回到文章中找到这一细节。

在认真阅读过细节所在句子的前后几句后，再核对、分析、推断所给选项，得出正确答案。

1．在原文细节处消失一些关键词，如however，but，moreover，therefore，thus时，要特殊留意句子前后意义的转折、递进、因果等关系。

2．细节题的答案一般是同义替换项或者同义转换项，少数状况下可在原文直接摄取答案。

3．选项与原句内容相像，但其中含有肯定语气词的一般不是答案。

这些语气词有：must，never，the most，all，merely，only，have to，any，no，completely，none，hardly等。

选项中含不非常确定的语气词的一般是答案，这些词有：could，may，often，should，usually，might，most，more or less，likely，possible等。

4．若题干中含有Not或Except等词，通常可采纳排解法进行解答。

首先要抓住题干关键词，回到原文中查找相关信息，一一排解原文提到的选项。

在专四的阅读中，该类题与原文相符的三个选项通常不会集中在一处，而是分散在相邻的几段中，所以需要特殊留意。

二、推理推断题推理推断题主要测试考生对没有直接说出来的隐含内容能否正确理解并得出正确结论，或对前面已叙述的内容或下文将要叙述的内容进行正确的推理。

考生需依据内容、规律关系，有理有据地推断出正确答案。

1．精确定位考查点。

此种题有两种考法：一是通过题干关键词直接告知考生信息定位点；另一种是与要考生依据答案中提到的细节到原文中去查找相关信息。

2．合乎常理、意义深刻的一般是答案；而措辞过于肯定的，一般不是答案。

3．对原文内容进行复述或同义转述的不是答案。