1．Laura was away in Paris for over a week. When she got home, there was a pile of mail ________ (wait) for her.
2．The room is empty except for a bookshelf ________ (stand) in one corner.
3．I stopped the car ________ (take) a short break as I was feeling tired.
4．The sunlight is white and blinding, ________ (throw) hard-edged shadows on the ground.
5．Let those in need ________ (understand) that we will go all out to help them.
6．The witnesses________ (question) by the police just now gave very different descriptions of the fight.
7．Not________ (know) which university to attend, the girl asked her teacher for advice.
8．The airport ________ (complete) next year will help promote tourism in this area.
9．In some languages, 100 words make up half of all words________ (use) in daily conversations.
10．They might just have a place ________ (leave) on the writing course — why don't you give it a try?
Freud was one of the first scientists 1．________ (make) serious research of the mind. The mind is the collection of activities 2．________ (base) in the brain that involve how we act, think, feel and reason.
He used long talks with patients and the study of dreams 3．________ (search) for the causes of mental and emotional problems. He also tried hypnosis. He wanted to see if 4．________(put) patients into a sleep?like condition would help ease 5．________ (trouble) minds. In most cases he found the effects only temporary.
Freud worked hard, although what he did might sound easy. His method involved 6．________ (sit) with his patients and 7．________ (listen) to them talk. He had them 8．________ (talk) about whatever they were thinking. All ideas, thoughts and anything that entered their mind had to 9．________ (express). There could be no 10．________ (hold) back because of fear or guilt.
I applied for conservation(保护) work in Iceland for a number of reasons. Firstly, as a keen geographer, I wanted to make a positive difference to the environment. Secondly, I was fascinated by the prospect of observing and interacting(互相影响) with the environmental work. Thirdly, I was eager to meet new people with similar values to mine.
The work was separated into two weeks. The first week was spent working on a path alongside the waterfall Dettifoss. Large amounts of tourist erosion had occurred off the main path upon the surrounding vegetation. The goal was to line the original path with large rocks to prevent people from straying onto the surrounding area.
Teamwork was essential here; while around half the volunteer team prepared the path to be lined, the others collected the large rocks in pairs, making a large number of trips to and from the path. Independent work would have been ineffective, so it was necessary to use teamwork skills.
The second week involved the removal of Lupinus, an invasive, foreign plant species. Working alongside senior members of the Iceland Environment Agency, I gained a valuable insight(了解) into the daily routines of such an organization, and its values of teamwork, efficiency, and sustainability(可持续性).
Both weeks required a strict schedule to be met. In both weeks, the team was camping. On workdays, it was necessary to be awake by 8am, to be out of the tent, to have breakfast, and to have made lunch by 9am, and to set off for work as soon as possible thereafter. Optimistic targets were set for each day with high spirits, good teamwork, self-motivation and effective schedule. The targets were met without fail.
Overall, my time in Iceland proved to be a valuable experience, during which I developed a wide range of employability skills and acquired a valuable knowledge about the importance of conservation and sustainability for our natural environment.
1．Why did the author go to Iceland for two weeks? ________
A．To take his holiday there.
B．To gain some work experience.
C．To do some voluntary work there.
D．To research the environment there.
2．What was the team's task in the second week in Iceland? ________
A．To treat a common local disease.
B．To meet some geography experts.
C．To remove a kind of foreign plant.
D．To visit the path along the waterfall.
3．What did the author think was the most important thing to their work in Iceland? ________
A．High spirits. B．Teamwork.
C．Optimistic targets. D．Self-motivation.
4．We can infer from this text that the author ________.
A．is an expert in planting Lupinus
B．is determined to visit Iceland again
C．is praised by the Iceland Environment Agency
D．greatly values his experience in Iceland
The term “lifelong learning” is often used to define the attitude of staying in a learning mode. It is a term that is used loosely and lacks structure, importance, value and support in India.
Many developed countries, for example Canada, have government programs based on UNESCO guidelines and even offer financial support under Lifelong Learning Plans(LLPs). In the Indian context, learning is often done to earn a degree. We are a degree-oriented country. A hard fact that these degrees are sometimes mere pieces of paper, which do not establish any fact of real learning happening, or that some degrees do not help get a job in today's times, is still not an accepted reality. The concept of voluntary and continuous learning, whether to enhance professional or personal skills, is still a long shot in India.
The whole idea of lifelong learning recognized the fact that not all learning need be formal, or restricted to student life until the age of twenty-eight years. It can be a process that is continuous throughout life, based on situations and varied needs. Take the case of a retired professional. She may be interested in fine arts, but wasn't able to do so in her career. Can't she then enroll(登记) in a degree program of fine arts after retirement? Our current system doesn't quite support such needs of learning, for it doesn't admit anybody beyond the age of 45．
Another aspect of lifelong learning is “life-deep learning”. It is another word for value education or value-based teaching. In earlier times, there used to be period in classroom learning called moral science that taught the importance of right versus wrong.
Further, “life-wide learning” is a term that refers to lateral(横向的)learning — from experiences and situations different from formal, structured education.
These three concepts — lifelong learning, life-deep learning and life-wide learning — constitute the framework of UNESCO's recommendation to take education to the next level.
5．The term “lifelong learning” is used to ________.
A．show the attitude of studying hard
B．describe the status of keeping a positive learning
C．define the importance of knowing the outside world
D．explain the concept of staying informed on all trends
6．Which of the following cannot be used to describe “lifelong learning”? ________.
7．What can we infer from the example of the woman in Paragraph 3? ________.
A．She didn't do well in her career before retirement.
B．She didn't become an artist until the age of 45．
C．She gained a chance to study fine arts after retirement.
D．The elderly lose the right of study in the current system.
8．Which of the following has the same effect of “life-deep learning”? ________.
时间 2月21日下午四点 地点 教学楼会议大厅
参加者 全体师生 演讲者 两位地震专家
目的 减少地震危害, 增强自救(self-help)能力 内容 介绍重大地震及如何自救
Lecture on earthquake safety tips 4 / 4
8．to be completed
5．细节理解题.由第一段中的“The term’lifelong learning’ is often used to define the attitude of staying in a learning mode.”可知,终身学习常用来定义一种保持学习的状态,故．
6．细节理解题.由第三段中的“The whole idea of lifelong learning recognized the fact that not all learning need be formal”可知,并不是所有的学习都是正式的,终身学习不同于正规学习.
8．细节理解题.由第四段中的“Another aspect of lifelong learning is’life?deep learning’. It is another word for value education or value?based teaching.”可知,深度学习实际是指“价值教育”或“道德教育”。
Lecture on earthquake safety tips
In order to reduce the destruction caused by earthquakes and to promote the students' self?help skills, a lecture was given by two earthquake experts in the Conference Hall of the Teaching Building at 4pm on February 21st. All students and teachers attended the lecture.
Showing the pictures of some major earthquakes worldwide, the experts talked about the great damage caused by earthquakes. And then they gave some practical self?help tips on how to survive after earthquakes.
When asked how they felt about the lecture, some students said that they knew more about earthquakes and the safety tips were very helpful.
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