My students often tell me that they don’t have “enough time” to do all their schoolwork.

My reply is often a brief “You have as much time as the president.” I usually carry on a bit about there being twenty-four hours in the day for everyone, and suggest that “not enough time” is not an acceptable explanation of not getting something done.

Once in graduate school, I tried to prove to one of my professors by saying that I was working hard. His answer to me was, “That’s irrelevant (无关的). What’s important is the quality of your work.” Since then I have had time to think carefully about the “hard worker” dodge (诀窍), and I have come to some conclusions — all relevant to the problem of how much time we have.

If you analyze the matter, you can identify two parts of the problem: There is, of course, the matter of “time”, which we can think of as fixed. Then there is the problem of “work” during that time. But, as my professor suggested, it’s not how hard one works but the quality of the product that’s important.

That led me to a new idea: the quality of the work. That concept is perhaps best explained by a sign I once saw on the wall in someone’s office: “Don’t work harder. Work smarter.” There is a lot of sense in that idea.

If you can’t get more time, and few of us can, the only solution is to improve the quality of the work. That means thinking of ways to get more out of the same time than we might otherwise get. That should lead us to an analysis of our work habits. Since “work” for students usually means “homework”, the expression “work habits” should be read as “study habits”.

Then, as a smart student, you will seek to improve those skills that you use in study, chiefly reading and writing. If you learn to read better and write better, there are big benefits that pay off in all your studies.

1.We can infer from the 2^nd paragraph that we students still _____ .

A．have enough time                       B．can meet the president

C．get everything done well                  D．should accept the explanation

2.Which of the following is TRUE according to the passage?

A．The author’s students make good use of their time to do all their homework.

B．The author tried to tell the professor that he/she (author) had done a good job.

C．You can’t improve the quality of the work if you can’t get more time.

D．You’ll try to improve your skills in reading and writing if you’re a clever student.

3.What’s the passage mainly about?

A．Students don’t have enough time.         B．Don’t work harder; work smarter.

C．No one can get more time.                D．Read better and write better.

 

Growing up, I remember my father as a silent, serious man not the sort of person around whom one could laugh. As a teenager arriving in America, knowing nothing, I wanted a father who could explain the human journey. In college, when friends called home for advice, 1 would sink into deep depression for what I did not have.

Today. at twenty-seven, I have come to rediscover them in ways that my teenage mind would not allow — as adults and as friends with their own faults and weaknesses.

One night after my move back home, I overheard my father on the telephone. There was some trouble. Later, Dad shared the problem with me. Apparently my legal training had earned me some privileges in his eyes. I talked through the problem with Dad. analyzing the purposes of the people involved and offering several negotiation strategies. He listened patiently before finally admitting, “I can’t think like that. I am a simple man.”

Dad is a brilliant scientist who can deconstruct (解构) the building blocks of nature. Yet human nature is a mystery to him. That night I realized that he was simply not skilled at dealing with people, much less the trouble of a conflicted teenager. It’s not in his nature to understand human desires.

And so, there it was — it was no one’s fault that my father held no interest in human lives while 1 placed great importance in them. We are at times born more sensitive, wide-eyed, and dreamy than our parents and become more curious and idealistic than them. Dad perhaps never expected me for a child. And I, who knew Dad as an intelligent man, had never understood that his intelligence did not cover all of my feelings.

It has saved me years of questioning and confusion. I now see my parents as people who have other relationships than just Father and Mother. I now overlook their many faults and weaknesses, which once annoyed me.

I now know my parents as friends: people who ask me for advice; people who need my support and understanding. And I’ve come to see my past clearly.

1.What was the author’s impression of her father when she was a teenager?

A. Friendly but irresponsible.

B. Intelligent but severe.

C. Cold and aggressive.

D. Caring and communicative.

2.Why did the author feel depressed when her friends called home?

A. She did not have a phone to a1l home.

B. Her father did not care about her human journey.

C. Her father was too busy to answer her phone.

D. Her father couldn’t give her appropriate advice.

3.After the author overheard her father on the telephone.

A. he blamed her for impoliteness

B. he rediscovered human nature

C. he consulted with her about his problem

D. he changed his attitude towards the author

4.The author realized that ______.

A. her father had too many faults and weaknesses

B. her father was not as intelligent as she had thought

C. her father was not good at interpersonal relationships

D. her father placed too much importance in social activities

5.Which of the following is the best title of this passage?

A. My Parents as Friends

B. My Parents as Advisors

C. My Father — a Serious Man

D. My Father — an Intelligent Scientist

 

When I was young, I wanted to be a teacher if I grew up，simply because I wanted to write on the chalkboard！My teachers seemed to be the   36  printers，curving their letters just so，and I wanted to do it   37 ！Now，after "higher education"，and three   38  career paths，I have come back to want to be a   39 ，but my reasons have changed. I was   40  in my years of high school，to have teachers that really   41  me as an individual, and I want to   42  this back.

A teacher's gentleness needs to be shown when    43   or encouraging the students. It is important to make the corrections in order for the students to learn.    44  ，this needs to be done in a    45   that will help to    46   the student to make the changes necessary,___47___  discouraging them from learning.Being patient is also extremely important，because the class needs to know what to    48   from the teacher.This will also help to build a better agreement with the students，and help both the teacher and students to learn more about each other.

If a teacher exhibits a true love of    49   and helping students learn，many of the qualities ___50___ above will just fall into place. The teacher that had the most    51   on me had the best fame in the school. She was strict，and she did demand a lot, but she was able to show us it was               ___52___she cared for us. She knew each of us was worth it，and she knew we each could do it. She __53___ knowledge，gently, firmly, patiently，respectfully, and most effectively. She gently encouraged us to make    54   when we needed to，and    55   us when we did. She was a true teacher, not just someone who taught，and this is the kind of teacher I hope to be.

1.                A．funniest        B．greatest        C．strangest  D．cleverest

 

2.                A．too            B．either          C．also  D．hard

 

3.                A．ordinary        B．familiar         C．difficult   D．different

 

4.                A．teacher        B．doctor          C．lawyer   D．secretary

 

5.                A．diligent         B．active          C．successful D．fortunate

 

6.                A．cared about     B．believed in      C．longed for D．thought about

 

7.                A．take           B．keep           C．give D．hold

 

8.                A．talking         B．working         C．correcting D．stressing

 

9.                A．Besides         B．Moreover       C．However  D．Otherwise

 

10.               A．sense          B．class           C．means D．manner

 

11.               A．prevent        B．motivate        C．force D．forbid

 

12.               A．beyond        B．through        C．without   D．towards

 

13.               A．result          B．hear           C．suffer D．expect

 

14.               A．teaching        B．learning        C．considering D．treating

 

15.               A．discussed       B．referred        C．mentioned D．engaged

 

16.               A．goal           B．impact         C．affect D．duty

 

17.               A．while          B．although        C．since D．because

 

18.               A．passed on       B．pulled on       C．kept on   D．turned on

 

19.               A．decisions       B．choices         C．changes   D．attempts

 

20.               A．blamed         B．ignored        C．helped    D．praised

 

 

My students often tell me that they don’t have “enough time” to do all their schoolwork．
My reply is often a brief “You have as much time as the president．”I usually carry on a bit about there being twenty-four hours in the day for everyone, and suggest that “not enough time” is not an acceptable explanation of not getting something done．
Once in graduate school，I tried to prove to one of my professors by saying that I was working hard．His answer to me was． “That’s irrelevant（无关的）．What’s important is the quality of your work． ” Since then I have had time to think carefully about the “hard worker” dodge（诀窍），and I have come to some conclusions—all relevant to the problem of how much time we have．
If you analyze the matter, you can identify two parts of the prob1em：There is, of course，the matter of “time”, which we call think of as fixed． Then there is the problem of “work” during that time． But, as my professor suggested, it’s not how hard one works but the quality of the product that’s important．
That led me to a new idea: the quality of the work．That concept is perhaps best explained by a sign I once saw on the wall in someone s office: “Don't work harder． Work smarter．” There is a lot of sense in that idea．
If you can’t get more time，and few of US can，the only solution is to improve the quality of the work．That means thinking of ways to get more out of the same time than we might otherwise get．That should lead us to an analysis of our work habits．Since “work” for students usually means “homework”, the expression “work habits’ should be read as “study habits”．
Then, as a smart student，you will seek to improve those skills that you use in study, chiefly reading and writing． If you learn to read better and write better，there are big advantages that pay off in all your studies．
【小题1】From the passage，we know that the author is probably      ．

A．a poet

B．an educator

C．a novelist

D．an engineer

【小题2】We can infer from the 2nd paragraph that we students still      ．

A．have enough time	B．can meet the president
C．get everything done well	D．should accept the explanation

【小题3】Which of the following is TRUE according to the passage?

A．The author's students make good use of their time to do all their homework．

B．The author tried to tell the professor that he／she（the author） had done a good job．

C．You can’t improve the quality of the work if you can’t get more time．

D．You’11 try to improve your skills in reading and writing if you're a clever student．

【小题4】What’s the passage mainly about?

A．Students don’t have enough time．	B．Don’t work harder; work smarter．
C．No one can get more time．	D．Read better and write better．

.Miss Yang is ill.____ is why I have come here to give lesson.

         A.It       B.That      C.There       D.This