One must try his best to __________to the new environment.A.adoptB.adapt

A.A.adopt

B.B.adapt

C.C.adept

D.D.apt

One must try his best to __________to the new environment.

A.adopt

B.adapt

C.adept

D.apt

wear special clothes for dinner,so if you are asked out to dinner you must find out whether you are expected to wear a dinner suit,for you would feel very upset if,when you get there,you were the only person in ordinary clothes.Dinner is generally served at about half past seven.All the members of the family sit down together and eat on their best behavior.The head of the family sits at one end of the table,his wife sits at the other end.If there is a guest,he generally sits in the place of honor,which is at the fight of the lady of the house.If there are several guests,the most important is asked to sit there.When the meal conversation is carried on,you should try to get in conversation with the person on your right or left,but you should not try to talk to someone who is a long way from you.

rom the last time they had a similar problem. They often accept the opinions or ideas of other people. Other times they begin to act without thinking; they try to find a solution by trial and error. However, when all these methods fail, the person with a problem has to start analyzing. There are six stages in analyzing a problem.

First the person must recognize that there is a problem. For example, Sam's bicycle is broken, and he cannot ride it to class as he usually does. Sam must see that there is a problem with his bicycle.

Next the thinker must define the problem. Before Sam can repair his bicycle, he must find the reason why it does not work. For instance, he must determine if the problem is with the gears, the brakes, or the frame. He must make his problem more specific.

Now the person must look for information that will make the problem clearer and lead to possible solutions. For in stance, suppose Sam decided that his bike does not work because there is something wrong with the gear wheels. At this time, he can look in his bicycle repair book and read about gears. He can talk to his friends at the bike shop. He can look at his gears carefully.

After studying the problem, the person should have several suggestions for a possible solution.

Take Sam as an illustration. His suggestions might be: put oil on the gear wheels; buy new gear wheels and replace the old ones; tighten or loosen the gear wheels.

Eventually one suggestion seems to be the solution to the problem. Sometimes the final idea comes very suddenly because the thinker suddenly sees something new or sees something in a new way. Sam, for example, suddenly sees that there is a piece of chewing gum between the gear wheels. He immediately realizes the solution to his problem: he must clean the gear wheels.

Finally the solution is tested. Sam cleans the gear wheels and finds that afterwards his bicycle works perfectly. In short, he has solved the problem.

What is the best title for this passage？

A．Six Stages for Repairing Sam's Bicycle.

B．Possible Ways to Problem-solving.

C．Necessities of Problem Analysis.

D．Suggestions for Analyzing a Problem.

A.will

B.is to

C. is going to

oung person thinking of going on the stage is " Don't " ! But it is useless to try to discourage someone who feels that he must act, although the chances of his becoming famous are slim. The normal way to begin is to go to a drama school. Then the young actor or actress takes up work with a theatrical company, usually as an assistant stage manager. This means doing everything that there is to do in the theatre:painting scenery, publicity (宣传) , taking care of the costumes (舞台服装) , and even acting in very small parts. It is very hard work indeed. The hours are long and the salary is tiny.

Of course, some people have remarkable chances which lead to fame and success without this long and hard training. Connie Pratt, for example, was just an ordinary girl working in a bicycle factory. A film producer happened to catch sight of her one morning waiting at a bus stop, as he drove past in his car. He stopped and asked if she would like to go to the film studio to do a test, and she thought he was joking. It took the producer twenty minutes to convince Connie that he was serious. The test was successful. And within a few weeks she was playing the leading part opposite one of the most famous actors of the day. But chances like this happen once in a blue moon!

From the very beginning, the author puts it clearly that acting is a profession______.

A．for ambitious people only

B．for young people only

C．too difficult for young people

D．sought after by too many people

le is a bit oversimplified. No child imitates every action he sees. Sometimes, the example the parent wants him to follow is ignored while he takes over contrary patterns from some other ' example. Therefore we must turn to a more subtle theory than "Monkey see, monkey do".

Look at it from the child's point of view. Here he is in a new situation, lacking a ready response. He is seeking a response which will gain certain ends. If he lacks a ready response for the situation, and cannot reason out what to do, he observes a model who seems able to get the right result. The child looks for an authority or expert who can show what to do.

There is a second element at work in this situation. The child may be able to attain his immediate goal only to find that his method brings criticism from people who observe him. When shouting across the house achieves his immediate end of delivering a message, he is told emphatically that such a racket is unpleasant, that he should walk into the next room and say his say quietly. Thus, the desire to solve any objective situation is overlaid with the desire to solve it properly. One of the early things the child learns is that he gets more affection and approval when his parents like his response. Then other adults reward some actions and criticize others. If one is to maintain the support of others and his own self-respect, he must adopt responses his social group approves.

In finding trial responses, the learner does not choose models at random. He imitates the person who seems a good person to be like, rather than a person whose social status he wished to avoid. If the pupil wants to be a good violinist, he will observe and try to copy the techniques of capable players; while some other person may most influence his approach to books.

Admiration of one quality often leads us to admire a person as a whole, and he becomes an identifying figure. We use some people as models over a wide range of situations, imitating much that they do. We learn that they are dependable and rewarding models because imitating them leads to success.

The statement that children learn by imitation is incomplete because ______.

A．they only imitate authorities and experts

B．they are not willing to copy their parents

C．the process of identification has been ignored

D．the nature of their imitation as a form. of behavior. has been neglected

le oversimplified. No child imitates every action he sees. Sometimes, the example the parent wants him to follow is ignored while he takes over contrary patterns from some other example. Therefore we must turn to a mom subtle theory than "Monkey see, monkey do".

Look at it from the child's point of view. Here he is in a new situation, lacking a ready response. He is seeking a response which will gain certain ends. If he lacks a ready response for the situation, and cannot reason out what to do, he observes a model who seems able to get the right result. The child looks for an authority or expert who can show what to do.

There is a second element at work in this situation. The child may be able to attain his immediate goal only to find that his method brings criticism from people who observe him. When shouting across the house achieves his immediate end of delivering a message, he is told emphatically that such a racket is unpleasant, that he should walk into the next room and say his say quietly. Thus, the desire to solve any objective situation is overlaid with the desire to solve it properly. One of the early things the child learns is that he gets more affection and approval when his parents like his response. Then other adults reward some actions and criticize others. If one is to maintain the support of others and his own self-respect, he must adopt responses his social group approves.

In finding trial responses, the learner does not choose models at random. He imitates the person who seems a good person to be like, rather than a person whose social status he wishes to avoid. If the pupil wants to be a good violinist, he will observe and try to copy the techniques of capable players; while some other person may most influence his approach to books.

Admiration of one quality often leads us to admire a person as a whole, and he becomes an identifying figure. We use some people as models over a wide range of situations, imitating much that they do. We learn that they are dependable and rewarding models because imitating them leads to success.

The statement that children learn by imitation is incomplete because______.

A．they only imitate authorities and experts

B．they are not willing to copy their parents

C．the process of identification has been ignored

D．the nature of their imitation as a form. of behavior. has been neglected

A.fulfill

B.avoid

C.do

D.finish

A man who knows a bit about carpentry (木工术) will make his table more quickly than the man who does not. If the instructions are not very clear, or the shape of a piece is puzzling his experience helps him to conclude that it must fit there, or that its function must be that. In the same way, the reader's sense and experience helps him to predict what the writer is likely to ,say next; that he must be going to say this rather than that. A reader who can think along with the writer in this way will find the text.

This skill is so useful that you may wish to make your students aware of it so that they can use it to tackle difficult texts. It does seem to be the case that as we read we make hypotheses (假设) about what the writer intends to say; these are immediately modified by what he actually does say, and are replaced by new hypotheses about what will follow. We have all had the experience of believing we were understanding a text until suddenly brought to a halt by some word or phrase that would not fit into the pattern and forced us to reread and readjust our thoughts. Such occurrences lend support to the notion of reading as a constant making and remaking of hypotheses.

If you are interested in finding out how far this idea accords with (符合) practice, you may like to try out the text and questions. To do so, take a piece of card and use it to mask the text. Move it down the page, revealing only one

t a time. Answer the question before you go on to look at the next section. Check your prediction against what the text actually says, and use the new knowledge to improve your next prediction. You will need to look back to earlier parts of the text if you are to make accurate prediction, for you must keep in mind the general organization of the argument as well as the detail within each sentence. If you have tried this out, you have probably been interested to find how much you can predict, though naturally we should not expect to be right every time -- otherwise there would be no need for us to read.

Conscious use of this technique can be helpful when we are faced with a part of the text that we find difficult: if we can see the overall pattern of the text, and the way the argument is organized, we can make a reasoned guess at the next step. Having an idea of what something might mean can be a great help in interpreting it.

The author uses the examples of carpentry and reading to show______.

A．the importance of making prediction

B．the similarity in using one's senses

C．the necessity of making use of one's knowledge

D．the most effective method in doing anything

his production. He must store a large quantity of grain【B1】consuming all his grain immediately. He can continue to support himself and his family【B2】he produces a surplus. He must use this surplus in three ways: as seed for sowing, as an insurance【B3】the unpredictable effects of bad weather and as a commodity which he must sell in order to【B4】old agricultural implements and obtain chemical fertilizers to【B5】the soil. He may also need money to construct irrigation【B6】and improve his farm in other ways. If no surplus is available, a farmer cannot be【B7】. He must either sell some of his property or【B8】extra fids in the form. of loans. Naturally he will try to borrow money at a low【B9】of interest, but loans of this kind are not【B10】obtainable.

【B1】

A．other than

B．as well as

C．instead of

D．more than