Anyone who cares about what schools and colleges teach and how their students learn will be interested in the memoir（回忆录）of Ralph W. Tyler, who is one of the most famous men in American education.
Born in Chicago in 1902, brought up and schooled in Nebraska, the 19-year-old college graduate Ralph Tyler became hooked on teaching while teaching as a science teacher in South Dakota and changed his major from medicine to education.
Graduate work at the University of Chicago found him connected with honorable educators Charles Judd and W. W. Charters, whose ideas of teaching and testing had an effect on his later work. In 1927, he became a teacher of Ohio State University where he further developed a new method of testing.
Tyler became well-known nationality in 1938, when he carried his work with the Eight-Year Study from Ohio State University to the University of Chicago at the invitation of Robert Hutchins.
Tyler was the first director of the Center for Advanced Study in the Behavioral Sciences at Stanford, a position he held for fourteen years. There, he firmly believed that researchers should be free to seek an independent spirit in their work.
Although Tyler officially retired in 1967, he never actually retired. He served on a long list of educational organizations in the United States and abroad. Even in his 80s he traveled across the country to advise teachers and management people on how to set objectives（目标）that develop the best teaching and learning within their schools.
43. Who are most probably interested in Ralph W. Tyler’s memoir?
A. Top managers.                         B. Language learners.
C. Serious educators.               D. Science organizations.
44. The words “hooked on teaching” underlined in Paragraph 2 probably mean ________.
A. attracted to teaching              B. tired of teaching
C. satisfied with teaching         D. unhappy about teaching
45. Where did Tyler work as the leader of a research center for over 10 years?
A. The University of Chicago.      B. Stanford University.
C. Ohio State University.              D. Nebraska University.

Howling is a behavior commonly observed among a wolf nark. An animals, wolves work together to hunt and rely on howling was an important means of communication each other. There are different explants of a wolf’s howl and it appears that there may be more to discover.      One theory is that wolves howl to bend better together. It’s almost as if howling together helps the pack stay together. Perhaps something similar to people feeling a sense of involvement with each other when singing a song together . But this theory may be wrong, explains Fred H. Harington, a professor who studies wolf behavior.     Indeed, there have been tines when wolves have been seen one moment howling in a exhorts, and the next, quarreling anions each other. It appears that usually the lowest-tanking menthes of the pack may actually be “punished” for
Joining in the churs at times. So is howling a way to strcagthen a social boad or just a way to reconfirm status among its members? ——Why do welves howl for sure?
What is cleat, however, is that howling is often used among packmates to locate each other. Hunting grounds are distant and it happens that woloves may separate from one another at times. When this happens, howling appcars to be an ercellent means of gathering.
Howling, interestingly, is a contagious behaviour. When one wolf starts to howl, very likely others will follow. This is often seen to occat in the morning, as if wolves were doing some sotr of “roll rall”where wolves all howl togeter to howl, very likely others will follow. This is often seen to occar in the morning, as if wolves were doing w some sotr of “roll call”where wolves all howl together to repotr their pteence.
【小题1】.What the por similarity between wolves’ how humaes ting in chorus?

Remembering names is an important social skill. Here are some ways to master it.

l  Recite and repeat in conversation.

When you hear a person's name, repeat it. Immediately say it to yourself several times without moving your lips. You could also repeat the name in a way that does not sound forced or artificial.

l  Ask the other person to recite and repeat.

You can let other people help you remember their names. After you've been introduced to someone, ask that person to spell the name and pronounce it correctly for you. Most people will be pleased by the effort you're making to learn their names.

l  Admit you don't know.

Admitting that you can't remember someone's name can actually make people relaxed. Most of them w ill feel sympathy if you say. "I'm working to remember names better. Yours is right on the tip of my tongue. What is it again?"

l  Use associations.

Link each person yon meet with one thing you find interesting or unusual. For example, you could make a mental note: "Vicki Cheng - tall, black hair." To reinforce your associations, write them on a small card as soon as possible.

l  Limit the number of new names you learn at one time.

When meeting a group of people, concentrate on remembering just two or three names. Free yourself from remembering every one. Few of the people in mass introductions expect you to remember their names. Another way is to limit yourself to learning just first names. Last names can come later.

l  Go early.

Consider going early to conferences, parties and classes. Sometimes just a few people show up on time. That's fewer names for you to remember. And as more people arrive, you can hear them being introduced to others - an automatic review for you.

1.How will most people feel when you try hard to remember their names?

A. They will be moved.                   B. They will be annoyed.

C. They will be delighted.                D. They  will be discouraged.

2. If you can't remember someone's name, you may _______.  

A. tell him the truth                         B. tell him a white lie

C. ask him for pity                       D. ask others to help you

3.When you meet a group of people, it is better to remember ______

A. all their names                        B. a couple of names first

C. just their last names                      D. as many names as possible

4. What does the text mainly tell us?

A. Tips on an important social skill.         B. Importance of attending parties.

C. How to make use of associations.         D. How to recite and repeat names.

Anyone who cares about what schools and colleges teach and how their students learn will be interested in the memoir（回忆录）of Ralph W. Tyler, who is one of the most famous men in American education.

Born in Chicago in 1902, brought up and schooled in Nebraska, the 19-year-old college graduate Ralph Tyler became hooked on teaching while teaching as a science teacher in South Dakota and changed his major from medicine to education.

Graduate work at the University of Chicago found him connected with honorable educators Charles Judd and W. W. Charters, whose ideas of teaching and testing had an effect on his later work. In 1927, he became a teacher of Ohio State University where he further developed a new method of testing.

Tyler became well-known nationality in 1938, when he carried his work with the Eight-Year Study from Ohio State University to the University of Chicago at the invitation of Robert Hutchins.

Tyler was the first director of the Center for Advanced Study in the Behavioral Sciences at Stanford, a position he held for fourteen years. There, he firmly believed that researchers should be free to seek an independent（独立的）spirit in their work.

Although Tyler officially retired in 1967, he never actually retired. He served on a long list of educational organizations in the United States and abroad. Even in his 80s he traveled across the country to advise teachers and management people on how to set objectives（目标）that develop the best teaching and learning within their schools. 68. Who are most probably interested in Ralph W. Tyler’s memoir?

A. Top managers.                       B. Language learners.

C. Serious educators.            D. Science organizations.

69. The words “hooked oh teaching” underlined in Paragraph 2 probably mean ________.

A. attracted to teaching          B. tired of teaching

C. satisfied with teaching       D. unhappy about teaching

70. Where did Tyler work as the leader of a research center for over 10 years?

A. The University of Chicago.          B. Stanford University.

C. Ohio State University.       D. Nebraska University.

请认真阅读下面对话，并根据各题所给首字母的提示，在答题卡上标有题号的横线上，写出一个英语单词的完整、正确形式，使对话通顺。

K=Karen           S=Selina

K: You’re late again.

S: Sorry, but there was a traffic （76） j           .

K: It’s to ways the same excuse. Try to think of something better next time.

S: But I’m telling the truth! There was an （77） a          in the cross-harbor tunnel. I don’t think buy one. It is hurt but it （78） t           the police over an hour to clear it. Anyway, how are you? You look a bit tired.

K: Well, actually, I’ve been （79） q            with my grandmother again. I feel sad because it is go （80） w             , she blames me, even though it’s not my fault.

S: What did your grandma say?

K: her favorite expression is “Young people are not as well behaved as they （81） u          to be,” She always complains that I don’t show her enough （82） r           .

S: Well, try and understand her. She can’t do all the things she did （83） w         she was young. It must be very frustrating. Just think, one day we’ll be old…

K; You’re right. I should be more （84） u         . I think I’ll buy her a present and apologize.

S: Right. Now you are feeling a bit better, it’s your turn to help me. Could you give me a hand with my maths homework?

K: Maths again! Okay, girl can we find somewhere to （85） e            first? I’m starving！