I always pay attention to the first impression I leave upon strangers. However, I have  16 that no stranger cares much about what you have done.

It was Saturday. I was very excited after a week’s hard study. What was more, my former classmate and best friend was coming to visit me.

When dusk   17   near, my friend appeared on time. We decided to have supper together and went to a restaurant. To my astonishment, many people were   18   at us as if we were monsters from another planet. I looked myself up and down but found nothing was   19  . When I cast my eyes at my friend, suddenly I realized what had happened: I was with a boy   20  .

My friend also noticed it. We looked at each other and smiled.  21  , people kept staring at us throughout our meal   22   the strange atmosphere made me uncomfortable.

During the meal, I   23  that my friend finish as fast as possible so that we could get out of such an embarrassing situation.

Suddenly my friend noticed another classmate passing by the   24   and he rose to his feet to   25   him. But he was in such a hurry that he knocked down the table, leading to the hot soup pouring all over me. What was more, his voice caught people’s   26   again. The   27   on their faces showed that they were laughing at us.

How embarrassed I was! My face turned red and I wished I could find a hole to   28   in. as quickly as possible, I rushed out of the restaurant.

My friend   29   and he caught up with me when I was so tired that I had to stop. But he was so   30   that it surprised me.

“Don’t be too   31   what people think about you”, he said to me. “In fact, to many   32  , you are just a passing figure, like a piece of cloud in the sky, which will disappear in no   33  . Nobody knows who you are. You can just be yourself.”

Yes, he is right. No one in the restaurant actually knew who I was. I should just be myself and   34   others’ prejudices aside.

Life is a long road and we need not make so much fuss of （大惊小怪）  35   things, or it is too tiring.

A. recognized                B. realized                     C. guessed                    D. predicted

A. ended                       B. fell                           C. stood                       D. drew

A. staring                            B. smiling                     C. speaking                   D. aiming

A. new                         B. lost                          C. wrong                      D. fresh

A. completely                B. separately                 C. lonely                       D. alone 

A. Meaningfully             B. Therefore                 C. However                  D. Similarly

A. but                          B. while                        C. or                            D. and

A. called                       B. suggested                 C. thought                    D. whispered

A. shop                        B. bank                        C. restaurant                 D. school

A. stop                         B. join                          C. prevent                    D. hold

A. laugh                       B. worry                      C. thought                    D. attention

A. joy                           B. expression                C. disappointment          D. appearance

A. live                          B. sleep                        C. hide                         D. wait

A. finished                    B. followed                   C. completed                D. stopped

A. calm                        B. excited                     C. pleased                     D. angry

A. curious about            B. surprised at               C. nervous about           D. interested in

A. customers                B. strangers                  C. classmates                D. waiters

A. time                         B. hurry                       C. wait                         D. line

A. manage                    B. gather                      C. make                       D. leave

A. tiny                          B. incredible                  C. additional                  D. interesting

Nowadays many people have to work very hard in order to live a better life. And the harder they work, the less they pay attention to their health. But it’s very important for us to keep healthy in our everyday life. Here are some ways for you to follow.  

        First, you should have a healthy diet. It’s necessary to eat enough fish and vegetables, as they contain many kinds of vitamin you need every day. Do not eat too much fat, such as butter or anything too fatty. Too many sweets can do harm to your teeth, so you’d better not eat too many sweets or chocolates and keep off coffee.  

        Second, good habits can help you keep fit. Doing regular exercise is certainly a good way to ensure that your body is healthy. After a day’s work, an eight-hour sleep is needed. And avoid working or studying too hard.  

56．According to the passage, the reason why many people have to work hard nowadays is that they want to ______.

A．earn a lot of money   B．live a better life  C．pay attention to their health  D．keep healthy 

57．Eating too many ______ can do harm to your teeth.

A．fish                  B．vegetables              C．sweets                    D．carrots 

58．Doing the following can help you keep fit except ______.

A．doing regular exercise                          B．sleeping eight hours a day 

C．keeping good habits                         D．working too hard 

59．The best title might probably be ______.

A．keep fit                          B．live a better life C．eat more fruit             D．study too hard

Tired of telling students to ask questions and to think about what they were doing, Damien Hynes, a high school geography teacher in Australia, decided to do an experiment to test what he had long been thinking．He wrote some well-organized nonsense （something untrue） on the blackboard．The students simply copied it but very few asked any questions．This shows that students are willing to believe anything given by teachers．The story is repeated in support of the Project for Enhancing Effective Learning （PEEL）．

       PEEL was carried out by some teachers and researchers in Melbourne who had concluded that normal teaching methods seldom achieve their intended goals; what the teachers think they are teaching is one thing and what the students actually learn is something else．Students’ lack of an over-all view of learning goals and their concentration on test scores make them see each lesson as a separate activity．

       Researchers realized that many students do not come into class empty-headed but have their own explanations of how the world works．Their own ideas can remain important to them even when they differ from scientific explanations that are learned later．In fact such ideas are hardly affected by traditional teaching．Students accept the teacher’s scientific explanation, but do not drop their own．They simply keep both and use them practically: in a class test, they copy the teacher’s idea, but in real life they use their own．

       Clearly what was needed was to make students understand their learning process（过程）, and this is what the PEEL teachers set out to deal with．On the surface,（表面） a class being taught by PEEL methods only differs from an ordinary class in being a little noisier, because more people are talking．But there are some meaningful changes．Students are given much more time to express their views, and teachers don’t make immediate judgment．The students are allowed to guide what is done in class and their own ideas are always respected．This draws their attention to the actual learning process, and they become responsible for their own progress．

The aim of Hynes’ experiment was to ______．

       A．show that students didn’t think about what they learnt

       B．prove the effectiveness of the project known as PEEL

       C．test students’ general knowledge about geography

       D．encourage students to ask more questions in class

Why did some teachers and researchers carry out PEEL?

       A．To ensure teachers do scientific work．

       B．To help students get higher test scores．

       C．To find the differences between what is taught and learnt．

       D．To help normal teaching methods achieve their goals．

An important difference between PEEL and non-PEEL classes is that in the PEEL classes ______．

       A．the teacher does not give the usual scientific explanations

       B．students always have their own knowledge of the subject

       C．more attention is paid to the students’ own ideas

       D．the best explanations are given by the students

What is Damien Hynes？

       A．He is a teacher who teaches geography in a high school in Australia

       B．He is a geography teacher and a researcher in Australia

       C．He is a teacher teaching geography in a high school in Austria

       D．He is a high school geography teacher in Austria．

Tired of telling students to ask questions and to think about what they were doing, Damien Hynes, a high school geography teacher in Australia, decided to do an experiment to test what he had long been thinking.He wrote some well-organized nonsense （something untrue） on the blackboard.The students simply copied it but very few asked any questions.This shows that students are willing to believe anything given by teachers.The story is repeated in support of the Project for Enhancing Effective Learning （PEEL）.
PEEL was carried out by some teachers and researchers in Melbourne who had concluded that normal teaching methods seldom achieve their intended goals; what the teachers think they are teaching is one thing and what the students actually learn is something else.Students’ lack of an over-all view of learning goals and their concentration on test scores make them see each lesson as a separate activity.
Researchers realized that many students do not come into class empty-headed but have their own explanations of how the world works.Their own ideas can remain important to them even when they differ from scientific explanations that are learned later.In fact such ideas are hardly affected by traditional teaching.Students accept the teacher’s scientific explanation, but do not drop their own.They simply keep both and use them practically: in a class test, they copy the teacher’s idea, but in real life they use their own.
Clearly what was needed was to make students understand their learning process（过程）, and this is what the PEEL teachers set out to deal with.On the surface,（表面） a class being taught by PEEL methods only differs from an ordinary class in being a little noisier, because more people are talking.But there are some meaningful changes.Students are given much more time to express their views, and teachers don’t make immediate judgment.The students are allowed to guide what is done in class and their own ideas are always respected.This draws their attention to the actual learning process, and they become responsible for their own progress.

1. 1.

   The aim of Hynes’ experiment was to ______.

   1. A.
      show that students didn’t think about what they learnt
   2. B.
      prove the effectiveness of the project known as PEEL
   3. C.
      test students’ general knowledge about geography
   4. D.
      encourage students to ask more questions in class
2. 2.

   Why did some teachers and researchers carry out PEEL?

   1. A.
      To ensure teachers do scientific work.
   2. B.
      To help students get higher test scores.
   3. C.
      To find the differences between what is taught and learnt.
   4. D.
      To help normal teaching methods achieve their goals.
3. 3.

   An important difference between PEEL and non-PEEL classes is that in the PEEL classes ______.

   1. A.
      the teacher does not give the usual scientific explanations
   2. B.
      students always have their own knowledge of the subject
   3. C.
      more attention is paid to the students’ own ideas
   4. D.
      the best explanations are given by the students
4. 4.

   What is Damien Hynes？

   1. A.
      He is a teacher who teaches geography in a high school in Australia
   2. B.
      He is a geography teacher and a researcher in Australia
   3. C.
      He is a teacher teaching geography in a high school in Austria
   4. D.
      He is a high school geography teacher in Austria.