How do you think of the following example? Many Japanese never take the vacations they should enjoy, but with the coming of "Golden Week", several holidays following one after another in late April and early May, they pour out of the country in the tens of thousands. So when traveling, whether on business or for pleasure, the first thing to think about are hotels. The kind of hotel you choose is decided according to how much money you want to spend. There are small hotels with very few services, where the prices are low, or there are large hotels with all the very latest comforts, where you could spend all the money you have in the bank for a very comfortable night. There are several different kinds of people who go to hotels. Some want to live, rather than just stay, in a hotel; hotels which are designed to meet their needs are called residential hotels. However, most people who stay in hotels are either business people or tourists on holiday. In most hotels, there are two kinds of rooms: single rooms, for the use of one person, and double rooms, for the use of two people. In addition, in large hotels, there are also suites , which include two or more rooms connected together -- perhaps a bedroom and a living room. They are for people who are very rich or very important. From the example of many Japanese, we can learn that_. A) they don't enjoy taking vacations because it's too expensive B) they enjoy touring in "Golden Week" because it consists of several holidays C) they don't have vacations unless they go abroad D) they enjoy staying at home unless they have enough time and money
B
(Question)
Eleven-year-olds are to learn Shakespeare using the approaches taken by actors, and English teachers will be encouraged to let pupils walk around the classroom rather than read the plays while pupils are sitting at their desks. Within the English curriculum you tend to look at a play text as a piece of literature rather than performance. But you can't possibly understand Shakespeare's language if you're just reading it in your head. Shakespeare is difficult; it's not a 21stcentury text. You have to use different ways to understand it. The new teaching way focuses on how actors come to understand Shakespeare's language. In fact actors have the same nervousness about Shakespeare's language as young people in schools do. But in six to eight weeks they get to a place of complete confidence about the play. Pupils can do as well. Exercises devised are to let children aged 11 to 14 imitate the methods of professional actors. Written and oral assessments developed alongside the lessons will show how well students have understood the texts. In one task pupils will work on creating four key physical figures of king, warrior , lover and joker, finding which lines of their chosen character go with those features first and then acting them out. Through this they can examine how a character such as Macbeth can switch dramatically within one scene from soldier to kingly figure to trick planner. It's really creative but you're still getting a really wonderful model of understanding. _ Educators think Shakespeare should be a central part of every young person's education. Developing a love of Shakespeare at a young age often leads to a lifelong passion for literature and helps to improve a child's reading and writing. You cannot understand Shakespeare's words easily because _ . A) they are pieces of literature B) their expressions are different C) ordinary people cannot understand them D) they are performances
(Answer)
B
Ques: Feeling exhausted and hopeless, I began walking to my car. Every step seemed tiring, and every step was another to survive. As I looked up into the sky I thought about how my grandmother had left me, and my anger began to return. I was annoyed by the loss, and my belief in God was beginning to fade. I couldn't understand why these things happened. So as I stood in a public parking lot a million questions formed in my mind. Why did this happen to me? Aren't we supposed to get signs from the people that pass on? Why did I not feel her presence anymore? Is there a heaven? Suddenly, a woman driving right by my side rolled down her window and distracted my unanswered thoughts. "Excuse me, excuse me, excuse me," she said loudly. Thinking she was going to ask for my parking spot, I simply pointed to my car. The thought of having to say where my car was seemed like too much to bear. "No, excuse me," she said again. At this point, I felt I had no choice but to see what this annoying lady wanted. As I got closer, I was startled--was this my grandmother's nurse, Adu, who lived with her during her final months? I soon realized that she wasn't, although the resemblance was unusual. Then, I realized that this Adu was searching for something in her bag. Surprisingly, I was overcome by a sense of relief that led me to be patient the entire time the lady was searching. Others would be nervous by a stranger reaching in their bag, but I wasn't. She finally reached to the very bottom of her bag and handed me a three-page booklet. "It looks like you need this," she said calmly with a warm smile on her face. I looked down at the mysterious and obviously used booklet and on the front cover in big bold letters read "What Hope for Dead Loved Ones?" It took me only a few seconds to comprehend the exchange with this woman, but by the time I looked up, she was gone. I walked slowly into my car holding the tiny little book that was given to me with fear that it would fly away in the wind. I didn't know what it was exactly, but I knew... What can we learn about the author's grandmother? A) She often made the author angry. B) She left nothing to the author. C) She was kind to the author. D) She lost faith in God.
Ans: C
Ques: Nuclear power's danger to health, safety, and even life itself can be summed up in one word: radiation. Nuclear radiation has a certain mystery about it, partly because it cannot be detected by human senses. It can't be seen or heard, or touched or tasted, even though it may be all around us. There are other things like that. For example, radio waves are all around us but we can't detect them, sense them, without a radio receiver. Similarly, we can't sense radioactivity without a radiation detector. But unlike common radio waves, nuclear radiation is not harmless to human beings and other living things. At very high levels, radiation can kill an animal or human being immediately by killing masses of cells in vital organs. But even the lowest levels can do serious damage. There is no levels of radiation that is completely safe. If the radiation does not hit anything important, the damage may not be serious. This is the case when only a few cells are hit, and if they are killed immediately. Your body will replace the dead cells with healthy ones. But if the few cells are only damaged, and if they reproduce themselves, you may be in trouble. They can grow into cancer. Sometimes this does not show up for many years. This is another reason for some of the mystery about nuclear radiation. Serious damage can be done without the victim being aware at the time that damage has occurred. A person can be irradiated and feel fine, then die for cancer five, ten, or twenty years later as a result. Or a child can be born weak as a result of radiation absorbed by its grandparents. Radiation can hurt us. We must know the truth. If a human being is hit by nuclear radiation, he may _ . A) die of cancer after many years B) die immediately C) have a child who may be born weak D) all of the above
Ans:
D