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Dear David,

I am an university student. I once thought life at the university must be excellent, but now I changed my mind. I have three roommates, and I was the last one move into the dormitory. Last term, I got along peacefully and happy. But I find they are not willing to be with me now. They don¡¯t talk with me, and they¡¯ve become cold towards me. Many time, I wanted to talk with them about how I felt like, but I failed to find an opening. When leaving alone, I always recall this sadness. But I am an honest student. Why don¡¯t I win true friendship?

 

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Stage fright or performance anxiety is the anxiety, or fear which may occur in an individual by the requirement to perform in front of an audience. It is most commonly seen in school situations, like stand-up projects and class speeches. It has numerous forms: heart beating fast, trembling hands and legs, sweaty hands, dry mouth etc.

In fact, most of the fear occurs before you step on stage. Once you¡¯re up there, it usually goes away. Thus, it is a phenomenon that you must learn to control. Try to think of stage fright in a positive way. It heightens your energy, adds color to your cheeks. With these good side effects you will actually look healthier and more physically attractive.

Many of the top performers in the world get stage fright so you are in good company. Stage fright may come and go or decrease, but it usually does not disappear permanently. You must concentrate on getting the feeling out and present what you have prepared calmly.

Remember ¡°Nobody¡± ever died from stage fright. But, according to surveys, many people would rather die than give a speech. If that applies to you, and you are an unlucky guy who is with stage fright the whole time, try out some of the strategies(²ßÂÔ) as follows to help get yourself under control. Realize that you may never overcome stage fright, but you can learn to control it, and use it to your advantage.

Strategies are as follows when the program begins:

1) If legs are trembling, lean on table or shift legs or move.

2) Don¡¯t hold notes. The audience can see them shake. Use three-by-five cards instead.

3) Use eye contact. Look at the friendliest faces in the audience.

Remember nervousness doesn¡¯t show one-tenth as much as it feels. Before each presentation, make a short list of the items you think will make you feel better. Don¡¯t be afraid to experiment with different combinations. You never know which ones will work best until you try. Use these steps to control stage fright so it doesn¡¯t control you. Once you are used to stage fright, you will find you on the road to a great speech-maker.

1.Someone may be most likely to suffer from stage fright when he/she is ______.

A. attending an English class

B. standing in a classroom

C. watching a performance

D. talking in front of people

2.By thinking of stage fright in a positive way, one could ______.

A. learn to control stage fright

B. get rid of stage fright

C. calm down before stepping on stage

D. become more physically attractive

3.Which of the following is true?

A. Top performers usually suffer from stage fright.

B. Stage fright may stay with a person for a life time.

C. Nobody would rather die than give a speech.

D. No one can overcome or control stage fright.

4.The author advises people with stage fright to ______.

A. show one-tenth of their nervousness

B. experiment with different kinds of stage fright

C. refer to the strategies whenever they feel the need

D. use one of the strategies each time

5.The passage mainly talks about ______.

A. how to deal with stage fright

B. what stage fright is like

C. when stage fright occurs

D. why people have stage fright

 

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The young couple, who returned my lost wallet, left ______I could ask for their names.

A. while B. before C. after D. since

 

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From the time I was seven, I had a dream of becoming a member of the Students Union. I always my school leaders for taking responsibility for all of us. So I dreamed of being a leader like them.

Years _ _ by, and soon I was able to take part in the elections, I would win. But the reality was that I hadn¡¯t had a chance. I wasn¡¯t beautiful. Girls across the school hardly knew me. I just did not have what it to win a school election. I was .

As I cried in my room that evening, I suddenly took a deep breath and decided I wouldn¡¯t stop dreaming. I decided that I would for elections again in my final year at school ¡ª and I would make every effort to the election.

I recognized that my rivals had a lot of things in their favor. What were the points that would work in _ _ favor? I had good grades, and I was friendly and helpful. And my biggest was the faith I had. I would not allow my plain appearance to hold me _ _ from putting my best foot forward. That evening, I my election plans a whole year ahead of time.

I realized that girls would have to get to know me and recognize that I had the ability to them. I loved making friends and I liked being helpful, I decided that perhaps I could use these qualities to work to my advantage. In order to learn how to present a great election , I also attended a course on effective public speaking.

The day after the election, when the principal announced I won the second highest number of votes, the students . That joy on the faces of all my friends showed me that my victory was theirs.

Suddenly, I realized that I had much more than I had dreamed of. I had made many new friends and had helped people along the way. I had won the and love of my school-mates and they me as somebody who would stand by them. I was able to put a smile on their faces and their day.

1.A. praised B. remembered C. admired D. believed

2.A. flied B. flowed C. flew D. passed

3.A. pretending B. planning C. hoping D. judging

4.A. took B. provided C. meant D. offered

5.A. concerned B. angry C. surprised D. upset

6.A. enter B. speak C. pay D. wait

7.A. win B. beat C. defeat D. earn

8.A. their B. your C. my D. our

9.A. problem B. worry C. strength D. dream

10.A. in B. back C. out D. up

11.A. discussed B. began C. announced D. challenged

12.A. reconsider B. accompany C. support D. represent

13.A. but B. and C. or D. so

14.A. speech B. capsule C. meeting D. promise

15.A. nodded B. gathered C. cried D. cheered

16. A. also B. still C. almost D. only

17.A. accomplished B. absorbed C. devoted D. developed

18.A. announcement B. admission C. recognition D. arrangement

19.A. thought B. spoke C. considered D. said

20.A. enlarge B. brighten C. wish D. experience

 

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---How long have you been here? ---About half an hour, Jack ______me here.

A. had driven B. has driven C. drives D. drove

 

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Computer technology has become a major part of people¡¯s lives. This technology has its own special words. One example is the word mouse. A computer mouse is not a small animal that lives in buildings and open fields. It is a small device that you move around on a flat surface in front of a computer. The mouse moves the pointer on the computer screen.

Computer expert Douglas Engelbart developed the idea for the mouse in the early 1960s. The first computer mouse was a carved block of wood with two metal wheels. It was called a mouse because it had a tail at one end. The tail was the wire that connected it to the computer.

Using a computer takes some training. People who are experts are sometimes called hakers. A hacker is usually a person who writes software programs in a special computer language. But the word hacker is also used to describe a person who tries to steal information from computer systems.

Another well-known computer word is Google. It is the name of a popular ¡°search engine¡± for the Internet. People use the search engine to find information about almost any subject on the Internet. The people who started the company named it Google because in maths, google is an extremely large number. It is the number one followed by 100 zeros.

When you ¡°Google¡± a subject, you can get a large amount of information about it . Some people like to google their friends or themselves to see how many times their names appears on the Internet.

If you Google someone, you might find that person¡¯s name on a blog. A blog is the shortened name for a Web log. A blog is a personal Web page. It may contain stories, comments, pictures and links to other Web sites. Some people add information to their blogs every day. People who have blogs are called bloggers.

Blogs are not the same as spam. Spam is unwanted sales messages sent to your electronic mailbox. The name is based on a funny joke many years ago on a British television show, ¡° Monty Python¡¯s Flying Circus¡±. Some friends are at an eating place that only serves a processed meat product from the United States called SPAM. Every time the friends try to speak, another group of people starts singing the word SPAM very loudly. This interferes with the friends¡¯ discussion---just as unwanted sales messages interfere with communication over the Internet.

1.What is the passage mainly talking about?

A. Computer technology. B. Computer history.

C. Computer words. D. Computer experts.

2.Why is the small device called a mouse?

A. Because it was a carved block of wood.

B. Because it has two metal wheels.

C. Because it moves like a real mouse.

D. Because it has a ¡°tail¡± at one end.

3.What do we know about hackers?

A. They are not computer experts.

B. They don¡¯t write software programs.

C. They sometimes try to steal information.

D. They are always bloggers.

4.As a computer term, spam refers to________.

A. junk mail B. electronic mailboxes

C. sales messages D. processed meat products

 

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As any homemaker who has tried to keep order at the dinner table knows, there is far more to a family meal than food. Sociologist Michael Lewis has been studying 50 families to find out just how much more.

Lewis and his co-workers carried out their study by videotaping(¼Ïñ) the families while they ate ordinary meals in their own homes. They found that parents with small families talk actively with each other and their children. But as the number of children gets larger, conversation gives way to the parents¡¯ efforts to control the loud noise they make. That can have an important effect on the children. ¡°In general the more question-asking the parents do, the higher the children¡¯s IQ scores,¡± Lewis says. ¡°And the more children there are, the less question-asking there is.¡±

The study also provides an explanation for why middle children often seem to have a harder time in life than their siblings(ÐֵܽãÃÃ). Lewis found that in families with three or four children, dinner conversation is likely to center on the oldest child, who has the most to talk about, and the youngest, who needs the most attention. ¡°Middle children are invisible,¡± says Lewis. ¡°When you see someone get up from the table and walk around during dinner, chances are it¡¯s the middle child.¡± There is, however, one thing that stops all conversation and prevents anyone from having attention ¡°When the TV is on,¡± Lewis says, ¡°dinner is a non-event.¡±

1.£®The writer¡¯s purpose in writing the text is to _________.

A. report on the findings of a study

B. teach parents ways to keep order at the dinner table

C. show the relationship between parents and children

D. give information about family problems

2.£®Parents with large families ask fewer questions at dinner because ____________.

A. they are busy serving food to their children

B. they are tired out having prepared food for the whole family

C. they have to pay more attention to younger children

D. they are busy keeping order at the dinner table

3.£®By saying ¡°Middle children are invisible¡± in paragraph 3, Lewis means that middle children ______.

A. have to help their parents to serve dinner

B. find it hard to keep up with other children

C. are often kept away from the dinner table

D. get the least attention from the family

4.£®Lewis¡¯ research provides an answer to the question _________.

A. why TV is important in family life

B. why middle children seem to have more difficulties in life

C. why children in small families seem to be quieter

D. why parents should keep good order

5.£®Which of the following statements would the writer agree to?

A. Parents should talk to each of their children frequently.

B. It is a good idea to have the TV on during dinner.

C. It is important to have the right food for children.

D. Elder children should help the younger ones at dinner

 

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In the mid-1950s, I was a somewhat bored early-adolescent male student who believed that doing any more than necessary was wasted effort. One day, this approach threw me into embarrassment

In Mrs. Totten¡¯s eighth-grade math class at Central Avenue School in Anderson, Indiana, we were learning to add and subtract decimals (СÊý).

Our teacher typically assigned daily homework, which would be recited in class the following day. On most days, our grades were based on our oral answer to homework questions.

Mrs. Totten usually walked up and down the rows of desks requesting answers from student after student in the order the questions had appeared on our homework sheets. She would start either at the front or the back of the classroom and work toward the other end.

Since I was seated near the middle of about 35 students, it was easy to figure out which questions I might have to answer. This particular time, I had completed my usual two or three problems according to my calculations.

What I failed to expect was that several students were absent, which threw off my estimate. As Mrs. Totten made her way from the beginning of the class£¬I desperately tried to determine which math problem I would get. I tried to work it out before she got to me, but I had brain freeze and couldn¡¯t function.

When Mrs. Totten reached my desk£¬she asked what answer I¡¯d got for problem No. 14. ¡°I¡­I didn¡¯t get anything,¡± I answered£¬and my face felt warm.

¡°Correct,¡± she said.

It turned out that the correct answer was zero.

What did I learn that day? First, always do all your homework. Second, in real life it isn¡¯t always what you say but how you say it that matters. Third£¬I would never make it as a mathematician.

If I could choose one school day that taught me the most, it would be that one.

1.What does the underlined part in Paragraph 1 indicate?

A. It is wise to value one¡¯s time.

B. It is important to make an effort

C. It is right to stick to one¡¯s belief.

D. It is enough to do the necessary.

2.Usually, Mrs. Totten asked her students to _______.

A. recite their homework together

B. grade their homework themselves

C. answer their homework questions orally

D. check the answers to their homework questions

3.The author could work out which questions to answer since the teacher always _______.

A. asked questions in a regular way

B. walked up and down when asking questions

C. chose two or three questions for the students

D. requested her students to finish their usual questions

4.The author failed to get the questions he had expected because _______.

A. the class didn¡¯t begin as usual

B. several students didn¡¯t come to school

C. he didn¡¯t try hard to make his estimate

D. Mrs. Totten didn¡¯t start from the back of the class

5.Which of the following can be the best title for the passage?

A. An Unforgettable Teacher B. A Future Mathematician

C. An Effective Approach D. A Valuable Lesson

 

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¡ªHer father is very rich.

¡ª________ She wouldn't accept his help even if it were offered.

A.What for? B. So what?

C.No doubt. D.No wonder.

 

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