When Colonel Harland Sanders retired at the age of 65, he had little to show for himself, except an old Caddie roadster, a $105 monthly pension (退休金) check ,and a recipe (秘方) for chicken．

Knowing he couldn’t live on his pension, he took his chicken recipe in hand, got behind the wheel of his van （货车）,and set out to make his fortune．His first plan was to sell his chicken recipe to restaurant owners, who would in turn give him a residual（酬金）for every piece of chicken they sold—5 cents per chicken．The first restaurateur he called on turned him down．

So did the second．

So did the third．

In fact, the first 1,008 sales calls Colonel Sanders made ended in rejection．Still, he continued to call on owners as he traveled across the USA, sleeping in his car to save money．Prospect number 1,009 gave him first “yes”．

After two years of making daily sales he had signed up a total of five restaurants．Still the Colonel pressed on , knowing that he had a great chicken recipe and that someday the idea would catch on ．

Of course, you know how the story ends．The idea did catch on．By 1963 the Colonel had 600 restaurants across the country selling his secret recipe of Kentucky Fried Chicken （with ll herbs and spices ）．

In 1964 he was bought out by future Kentucky governor John Brown．Even though the sale made him a multi-millionaire, he continued to represent and promote KFC until his death in 1990．

68. What did he have when Colonel Sanders retired? (no more than 14 words)

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69. Why did Colonel Sanders plan to sell his recipe? ( no more than 10 words)

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70. When did Colonel Sanders’ sale receive the first welcome ? ( no more than 6 words)

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In 1987, while serving as the public affairs officer at Fort Bragg, I would frequently visit the local high schools to speak to the students about the Army. As a lieutenant colonel(中校), I found it particularly rewarding to talk with the teenagers about the benefits of military service, if only for a few years of their lives.

During one of these visits, I reported to the secretary in the principal’s office to let her know that I was here for the third-period class. I was a little surprised when she told me. “The principal would like to see you before you go to the class.”

As I entered his office, I was greeted by a gentleman who appeared to be in his late thirties, and he welcomed me with a smile and a handshake. “You don’t remember me, do you?” he said.

I looked closely at the face again and could not recall where we may have met before.

“You were my company commander in basic training at Fort Jackson in 1970,” the principal said.

“Let me help you out,” he suggested. “You gave me a three-day pass to go home and see my newborn baby.” I immediately remembered the incident!

“Yes,” I said. “I remember now.” It was the only three-day pass I had issued because the soldiers were on their way to Vietnam immediately after they finished training. But I knew if I did not let him go home to see his son and something happened to him, I would regret denying the opportunity he had to be with his family.

“Come on, Colonel. I’d like to introduce you to ‘the baby’. He’s in your third-period class. By letting me go see him, you gave me a reason to stay focused and to come home safe from that war. Thank you , sir.”

It was the most rewarding class I had ever given, and I had no problem in telling the students about the bonds of friendship and the values that Army life can provide…and that can last a lifetime.

1. In the writer’s opinion, talking to teens about the Army is       .

A. a forced task                           B. a pleasant thing

C. an unavoidable duty         D. an embarrassing experience

2. Why did the principal want to see the writer?

A. He wanted to send his son to the Army.

B. He felt sorry for causing the writer trouble.

C. He was disappointed at the writer’s lecture.

D. He intended to express his thanks to the writer.

3.The underlined part in the text suggests that       .

  A. the son may die                          B. the son may become ill

C. the soldier may die in the war     D. the soldier may be hurt in the training

4. What might be the most suitable title for the text?

A. A soldier remembers.               B. A principal thinks

C. A baby grows                          D. A lecture continues

 

In 1987, while serving as the public affairs officer at Fort Bragg, I would frequently visit the local high schools to speak to the students about the Army. As a lieutenant colonel(中校), I found it particularly rewarding to talk with the teenagers about the benefits of military service, if only for a few years of their lives.
During one of these visits, I reported to the secretary in the principal’s office to let her know that I was here for the third-period class. I was a little surprised when she told me. “The principal would like to see you before you go to the class.”
As I entered his office, I was greeted by a gentleman who appeared to be in his late thirties, and he welcomed me with a smile and a handshake. “You don’t remember me, do you?” he said.
I looked closely at the face again and could not recall where we may have met before.
“You were my company commander in basic training at Fort Jackson in 1970,” the principal said.
“Let me help you out,” he suggested. “You gave me a three-day pass to go home and see my newborn baby.” I immediately remembered the incident!
“Yes,” I said. “I remember now.” It was the only three-day pass I had issued because the soldiers were on their way to Vietnam immediately after they finished training. But I knew if I did not let him go home to see his son and something happened to him, I would regret denying the opportunity he had to be with his family.
“Come on, Colonel. I’d like to introduce you to ‘the baby’. He’s in your third-period class. By letting me go see him, you gave me a reason to stay focused and to come home safe from that war. Thank you , sir.”
It was the most rewarding class I had ever given, and I had no problem in telling the students about the bonds of friendship and the values that Army life can provide…and that can last a lifetime.
【小题1】 In the writer’s opinion, talking to teens about the Army is       .

A．a forced task	B．a pleasant thing
C．an unavoidable duty	D．an embarrassing experience

【小题2】 Why did the principal want to see the writer?

A．He wanted to send his son to the Army.

B．He felt sorry for causing the writer trouble.

C．He was disappointed at the writer’s lecture.

D．He intended to express his thanks to the writer.

【小题3】The underlined part in the text suggests that       .

A．the son may die	B．the son may become ill
C．the soldier may die in the war	D．the soldier may be hurt in the training

【小题4】 What might be the most suitable title for the text?

A．A soldier remembers.	B．A principal thinks
C．A baby grows	D．A lecture continues

Each year, road accidents kill a million people and injure millions more . The economic costs are greatest for developing countries . Earlier this year , the United Nations called for a campaign to improve road safety .

One way to avoid accidents is better driving . Another is better roads and bridges . Engineers in the Unites States have designed ten new concrete mixtures that they think could make bridges last longer .

Professor Paul Tikalsky leads the experiments by a team at Pennsylvania State University . He says bridges made of concrete now last about twenty-five to thirty-five years . But he says the new mixtures might extend that to seventy –five or even one-hundred years .

Concrete is made of stone , sand , water and cement(水泥). The materials in the cement hold the concrete together . Ancient Romans built with concrete . Yet strengthened concrete bridges did not appear until the late 1800s . People keep looking for new ways to improve concrete . Professor Tikalsky says it is one of the most complex of all chemical systems .

The new mixtures designed by his team contain industrial waste products . He says these make the concrete better able to resist damage from water and salt over time . One of the products is fly ash . This is released into the air as pollution when coal is burned .

Professor Tikalsky says particles (颗粒)of fly ash are almost exactly the same size and chemical structure as Portland cement . This is the most costly material in concrete . So using fly ash to replace some of it would save money .

The federal government is paying for part of the research . Engineers anywhere can use the technology . Professor Tikalsky says some of the ideas have already been put to use in China , the Philippines and other countries .

1.Why did the United Nations launch the campaign ?

A．Because the United Nations wanted to reduce road accidents and economic costs

B．Because two million people were killed in the accidents .

C．Because engineers wanted to design ten new concrete mixtures .

D．Because the United Nations made bridges of the new mixtures which could last for about 20 to 35

years .

2.What does the underlined word “ this ” in the sixth paragraph refer to ?

A．Fly ash

B．Portland cement

C．Sand

D．Chemical

3.Which of the following statements is TRUE ?

A．Ten new concrete bridges have already been built in the United States .

B．A new concrete bridge could last 50 more years than an ordinary concrete one .

C．People didn’t know how to build with cement until the late 1800s .

D．Water and salt won’t do any damage to bridges over time .

4.What does the passage mainly tell us ?

A．The causes of road accidents .	B．The advantages of fly ash
C．The measures of avoiding road accidents	D．Latest information about long-life concrete bridges

 

In 1987, while serving as the public affairs officer at Fort Bragg, I would frequently visit the local high schools to speak to the students about the Army. As a lieutenant colonel(中校), I found it particularly rewarding to talk with the teenagers about the benefits of military service, if only for a few years of their lives.

During one of these visits, I reported to the secretary in the principal’s office to let her know that I was here for the third-period class. I was a little surprised when she told me. “The principal would like to see you before you go to the class.”

As I entered his office, I was greeted by a gentleman who appeared to be in his late thirties, and he welcomed me with a smile and a handshake. “You don’t remember me, do you?” he said.

I looked closely at the face again and could not recall where we may have met before.

“You were my company commander in basic training at Fort Jackson in 1970,” the principal said.

“Let me help you out,” he suggested. “You gave me a three-day pass to go home and see my newborn baby.” I immediately remembered the incident!

“Yes,” I said. “I remember now.” It was the only three-day pass I had issued because the soldiers were on their way to Vietnam immediately after they finished training. But I knew if I did not let him go home to see his son and something happened to him, I would regret denying the opportunity he had to be with his family.

“Come on, Colonel. I’d like to introduce you to ‘the baby’. He’s in your third-period class. By letting me go see him, you gave me a reason to stay focused and to come home safe from that war. Thank you , sir.”

It was the most rewarding class I had ever given, and I had no problem in telling the students about the bonds of friendship and the values that Army life can provide…and that can last a lifetime.

In the writer’s opinion, talking to teens about the Army is       .

A. a forced task                           B. a pleasant thing

C. an unavoidable duty         D. an embarrassing experience

Why did the principal want to see the writer?

A. He wanted to send his son to the Army.

B. He felt sorry for causing the writer trouble.

C. He was disappointed at the writer’s lecture.

D. He intended to express his thanks to the writer.

The underlined part in the text suggests that       .

  A. the son may die                          B. the son may become ill

C. the soldier may die in the war     D. the soldier may be hurt in the training

What might be the most suitable title for the text?

A. A soldier remembers.               B. A principal thinks

C. A baby grows                          D. A lecture continues