Welcome to one of the largest collections of footwear (鞋类) in the world that will make you green with envy. Here at the Footwear Museum you can see exhibits from all over the word. You can find out about shoes worn by everyone from the Ancient Egyptians to pop starts.

21. Where would you find a famous singer’s shoes?

A. Room3.                                                                    B. Room 2.

C. Room1.                                                                   D. The Footwear Library.

22. All exhibits in each room       .

A. have the same shape                                                     B. share the same theme

C. are made of the same material                                       D. belong to the same social class

23. Which of the following is true according to the text?

A. Room 2 is the most visited place in the museum.

B. The oldest exhibits in Room 1 were made in the 1950s.

C. Room 3 has a richer variety of exhibits than the others.

D. Researchers come to the Footwear Library for information.

24. What’s the purpose of this passage?

A. To attract people to visit the museum.

B. To persuade people to donate more shoes.

C. To provide shoe researchers with information.

D. To offer people more choices in shoe fashion.

Students and Technology in the Classroom

I love my blackberry (黑莓手机)—it’s my little connection to the larger world that can go anywhere with me. I also love ray laptop computer, as it holds all of my writing and thoughts. Although I love the technology. I know that there are times when I need to move away from these devices (设备) and truly communicate with others.

On one occasion, I teach a course called History Matters for a group of higher education managers. My goals for the class include a full discussion of historical themes and ideas. Because I want students to thoroughly study the material and exchange their ideas with each other in the classroom, I have a rule —no laptops. IPads, phones, etc. When students were told my rule in advance of the class, some of them were not happy.

Most students think that my reasons for (his rule include unpleasant experiences in the past with students misusing technology. There’s a bit of truth to that. Some students think that I am anti-technology There’s no truth in that at all. I love technology and try to keep up with it so I can relate to my students.

The real reason why I ask students to leave technology at the door is that I think there are few places in which we can have deep conversations and engage complex ideas. Interruptions by technology often break concentration and allow for too much dependence on outside information for idea. I want students to dig deep within themselves for inspiration and ideas. I want them to push each other to think differently and make connections between the course material and the class discussion.

I’ve been teaching my history class in this way for many years and the evaluations reflect student satisfaction with the environment that I create. Students realize that with deep conversation and challenge, they learn at a level at that helps them keep the course material beyond the classroom.

I’m not saying that I won’t ever change my mind about technology use in my history class, but until I hear a really good reason for the change. I’m sticking to my plan A few hours of technology-free dialogue is just too sweet to give up.

25. Some of the students in the history class were unhappy with       .

A. the course material                                                  B. the author’s class rules

C. discussion topics                                                            D. others’ misuse of technology

26. What does the author think of the use of technology in the classroom?

A. It keeps students from doing independent thinking.

B. It encourages students to have deep conversations.

C. It helps students to better understand difficult themes.

D. It affects students’ concentration on the teacher’s ideas.

27. It can be inferred from the Iasi paragraph that the author       .

A. will give up teaching history

B. is quite stubborn in teaching

C. will change his teaching plan soon

D. values technology-free dialogues in his class

 “Oh, my god. Are you serious?”

That’s a reaction I often get when people hear the laic of my childhood.

It’s a story I don’t often share. Growing up in a bad home, I learned to protect myself by not speaking up. I’ve seldom said anything about how badly I was treated and hurt as a child.

I don’t talk about how my name was changed at least three times, what it was like lo live in my van (厢式货车) or how I’ve struggled with anxiety, depression (沮丧), and warning to kill myself.

But I learned lo sun speaking up for myself. I went on to earn two graduate degrees and I will complete my Doctor’s degree this year. I’ve also become a widely published author. So, how did I get to where I am today?

What’s helped me is surrounding myself with caring, loving people. I’ve learned day-to-day skills through research, trial and error, and with the help of skilled professionals.

They’ve taught me how to slow down, to breathe, to be thankful for what I’ve got. They’re the ones who make my goals possible. They have also taught me to turn my past experiences into strength-to make the negatives into positives.

My hope is that sharing my story might help others to see what is possible even in the darkest of times and help others to speak out.

I don’t think I’m in any way special or unique. I’m a common man, no more deserving (值得帮助的) than anyone else. But for far too long. I’ve been afraid that others think I’m damaged goods. I’ve worried about how I might be treated differently.

Pain and fear teach us to be silent. It’s time for that to change.

I don’t know what tomorrow might bring. But one thing I’ve learned is that if we can hold on and find help, if we find ways to get through the day and speak up, we’ll not only survive, but become stronger than before.

Our very survival can be an inspiration all on its own. And with love of my friends. I look forward lo so much more than completing my education -I look forward to the future.

28. Which might not be related to the author’s childhood?

A. Trust.                             B. Depression.                          C. Anxiety.                          D. Disappointment

29. How did the author gel today’s success?

A. Learning by himself                                                        B. Getting support from his parents

C. Being special and talented                                             D. Holding on and finding help from others.

30. What’s the author’s purpose of sharing the story?

A. To become stronger than before.

B. To become a better publisher.

C. To change the ways to speak up.

D. To encourage others to make the most of their dark times of life.

31. What can we learn from the author’s experience?

A. Our childhood life decides our future.

B. We should keep silent when meeting pain and fear.

C. Managing to survive when in trouble can makes us stronger.

D We should overcome the difficulty depending on ourselves.

The U.S. high school dropout rate has fallen in recent years, with the number of dropouts dropping from 1 million in 2012 to about 750.000 in 2016, according to a new study released on Tuesday. The number of “dropout factories’’—high school in which fewer than 60 percent of freshmen graduate in four years—dropped significantly during the same period.

“Clear progress is being made," said Bob Wise, a former West Virginia governor who heads the Alliance for Excellent Education, one of the organizations that published the study.

“It’s not a total success yet. We shouldn’t take a victory lap. But we can at least start warming up.”

Education Secretary Arne Duncan has said the improving graduation rate serves as evidence that the nation’s public school are making progress. But there are many reasons that graduation rates can rise, and not all of them have to do with stronger schools preparing more students for life after high school.

Alabama, for example, made outsize gains in 2014: Its graduation rate jumped more than six percentage points, the second-biggest in the nation. But the increase agreed with a policy change that took in the same year. Alabama students no longer had to pass a high school exit exam to cam a diploma. So what looks like a major improvement stemmed at least in part from easier requirements.

It’s also not dear how many students are graduating with the skills they need for the workplace or for college Graduation requirements vary widely across states, and many states offer multiple levels of diplomas with different requirements.

Arizona students can cam a standard diploma that requires four courses in math, four in English and three in science, according to Achieve, a nonprofit organization that has studied graduation requirements in each state. But Arizona students also can cam a “Grand Canyon” diploma, which requires just two courses each in math, science and English—less than many colleges require for admission.

32 The passage is meant to say that       .

A. there are few dropouts in U.S. high schools

B. the U.S. high school dropout rate has fallen

C the number of “dropout factories” has increased

D the number of high school students is increasing

33. What can we infer from Paragraph 2?

A The U.S. government has completely stop high school students’ dropout.

B. The U.S. high school dropout rate becomes more and more serious.

C. The U.S. high school dropout rate starts to become lower.

D. The U.S. high school dropout rate gets embarrassing.

34 Why does the author mention Alabama?

A. To warn the U.S. education is not successful.

B. To prove Alabama’s education develops very fast.

C. To show graduation rate doesn’t mean everything.

D. To advise students to try to get different diplomas.

35. What do we know about the “Grand Canyon” diploma in Arizona?

A. Students need to put more efforts into it.

B. It’s much required for colleges in Arizona.

C. It’s more difficult to get than a standard diploma.

D. Students who get it won’t necessarily be admitted to colleges.

Doctors say anger can be on extremely damaging emotion, unless you learn how to deal with it. They warn that anger can lead to heart disease, stomach problems, headaches, emotional problems and possibly cancer.

  36   Some people express anger openly in a calm reasonable way. Others burst with anger, and scream and yell. But other people keep their anger inside. They cannot or will not express it. This is called repressing (压制) anger.

For years many doctors thought that repressing anger was more dangerous to a person’s health than expressing it. They said that when a person is angry, the brain releases the same hormones (荷尔蒙). They speed the heart rate, raise blood pressure, or sugar into the blood, etc.   37 

Some doctors say that both repressing and expressing anger can be dangerous. They believe that those who express anger violently may be more likely to develop heart disease, and they believe that those who keep anger inside may face a greater danger of high blood pressure.

  38   They say the first step is to admit that you are angry and to recognize the real cause of the anger, then decide if the cause is serious enough to get angry about. If it is, they say. “  39   Wait until your anger has cooled down and you are able to express yourself calmly and reasonably.”

Doctors say that a good way to deal with anger is to find humor in the situation that has made you angry.   40 

A. Anger may cause you a cancer.

B. Do not express your anger while angry.

C. In general the person feels excited and ready to act.

D. They said that laughter is much healthier than anger.

E. Doctors say the solution is learning how to deal with anger.

F. Anger is a normal emotion that we all feet from time to time.

G. Expressing anger violently is more harmful than repressing it.