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1.Who is (are) the editor (s) of William Faulkner: Novels 1926-1929?
A. Noel Polk & Joseph Blotner. B. Phillip Lopate.
C. Tony Kushner. D. Leo Bersani.
2.How much do you pay for American Movie Critics?
A. US $45. B. US $40. C. US $35. D. US $25.
3.Which book do you buy if you want to read the play "Death of a Salesman" ?
A. Arthur Miller: Collected Plays 1944 -1961.
B. William Faulkner: Novels 1926-1929.
C. Henry James: Novels 1901 -1902.
D. American Movie Critics.
4.Henry James' only book written in the first person is
A. The Wings of the Dove. B. The Sacred Fount.
C. Soldiers'Pay. D. Mosquitoes.
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Besides the content of a book, _____the editor also cares about is the number of readers.
A．who B．why C．how D．what
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Besides the content of a book, ________ the editor also cares about is the number of readers.
A．who B．why
C．how D．what
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It is estimated that the novel will be _____ of his best sellers, for his novels are quite popular among young people．
| A．other | B．either | C．another | D．the other |
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The number of the people who cars increasing.
| A．owns, are | B．owns, is | C．own, is | D．own, are |
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The influence of this book might not have been reaching so far, ________for Mr. William, who dared to publish it.
A. if had it not been B. is it not being C. had it not been D. its only having been
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The following are letters to the editor of a school newspaper
Dear editor,
I’d like to express my opinion about grades. Students should be allowed to study without worrying about grades. Fortunately, most educators are becoming aware of the fact that students have different interests and abilities. I understand that grades are useful, but grades often limit creativity. Competing for better grades causes many students to turn down opportunities to pursue music, dramatics and sports. Grades force an arbitrary(武断的) standard of success on everyone. I do not demand as some extremists do, that grades be removed immediately. However, I do believe that less emphasis should be placed on grades. I hope that someday grades will become optional at Village High School.
Magdalena Smith
Drama Club
Dear editor,
I’d like to say
something about grades. Let’s
face the facts about grades. Grades perform three basic functions. First, grades motivate students to work at their highest level of competence. Second, they act as a reward for hardworking students and as a punishment to students who do not work hard. Finally, grades are used as an effective standard by which to measure student achievement. Good grades help students to get jobs and to get into university. I've spoken with a number of students who have jobs, and most of them say that they were hired primarily on the basis of their grades. My grades helped me land a part-time job and will help me get into university next year. I think grades are extremely important at Village High School.
Simon Harper
Science Club
1.Which of the following is not Magdalena Smith’s opinion?
A. Students may give up the chance to learn music and sports for grades.
B. Students’ creativity may not be developed for grades.
C. Grades should not be used to measure a person’s success.
D. Grades should be taken away at once.
2.We can learn Simon Harper _____.
A. believes in the benefits of good grades
B. is concerned about students' creativity
C. doesn't work too hard at his studies
D. supports students' interests and abilities
3.From the second letter, we can infer that Simon Harper is a/an_____.
A. teacher B. headmaster C. student D. advertiser
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We are not who we think we are.
The American self-image is spread with the golden glow of opportunity．We think of the United States as a land of unlimited possibility，not so much a classless society but as a place where class is mutable—a place where brains，energy and ambition are what counts，not the circumstances of one's birth.
The Economic Mobility Project， an ambitious research led by Pew Charitable Trusts， looked at the economic fortunes of a large group of families over time， comparing the income of parents in the late 1960s with the income of their children in the late 1990s and early 2000s．Here is the finding: "The 'rags to riches' story is much more common in Hollywood than on Main Street． Only 6 percent of children born to parents with family income at the very bottom move to the top.
That is right， just 6 percent of children born to parents who ranked in the bottom of the study sample， in terms of income， were able to bootstrap their way into the top． Meanwhile， an incredible 42 percent of children born into that lowest are still stuck at the bottom，having been unable to climb a single rung of the income ladder.
It is noted that even in Britain---a nation we think of as burdened with a hidebound class system-children who are born poor have a better chance of moving up． When the studies were released，most reporters focused on the finding that African-Americans born to middle-class or upper middle-class families are earning slightly less，in inflation-adjusted dollars，than did their parents.
One of the studies indicates，in fact，that most of the financial gains white families have made in the past three decades can be attributed to the entry of white women into the labor force．This is much less true for African-Americans.
The picture that emerges from all the quintiles，correlations and percentages is of a nation in which，overall，"the current generation of adults is better off than the previous one"，as one of the studies notes.
The median income of the families in the sample group was $55，600 in the late 1960s; their children's median family income was measured at $71，900．However，this rising tide has not lifted all boats equally．The rich have seen far greater income gains than have the poor.
Even more troubling is that our nation of America as the land of opportunity gets little support from the data．Americans move fairly easily up and down the middle rungs of the ladder，but there is "stickiness at the ends" —four out of ten children who are born poor will remain poor，and four out of ten who are born rich will stay rich.
1.What did the Economic Mobility Project find in its research?
A． Children from low-income families are unable to bootstrap their way to the top.
B． Hollywood actors and actresses are upwardly mobile from rags to riches.
C． The rags to riches story is more fiction than reality.
D． The rags to riches story is only true for a small minority of whites.
2.It can be inferred from the undertone of the writer that America，as a classless society，should ________.
A． perfect its self-image as a land of opportunity
B． have a higher level of upward mobility than Britain
C． enable African-Americans to have exclusive access to well-paid employment
D． encourage the current generation to work as hard as the previous generation
3.Which of the following statements is TRUE according to the passage?
A． The US is a land where brains，energy and ambition are what counts.
B． Inequality persists between whites and blacks in financial gains.
C． Middle-class families earn slightly less with inflation considered.
D． Children in lowest-income families manage to climb a single rung of the ladder.
4.What might be the best title for this passage?
A． Social Upward Mobility.
B． Incredible Income Gains.
C． Inequality in Wealth.
D． America Not Land of Opportunity.
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We are not who we think we are.
The American self-image is spread with the golden glow of opportunity. We think of the United States as a land of unlimited possibility, not so much a classless society but as a place where class is mutable—a place where brains, energy and ambition are what counts, not the circumstances of one's birth.
The Economic Mobility Project, an ambitious research led by Pew Charitable Trusts, looked at the economic fortunes of a large group of families over time, comparing the income of parents in the late 1960s with the income of their children in the late 1990s and early 2000s. Here is the finding: "The 'rags to riches' story is much more common in Hollywood than on Main Street. Only 6 percent of children born to parents with family income at the very bottom move to the top.
That is right, just 6 percent of children born to parents who ranked in the bottom of the study sample, in terms of income, were able to bootstrap their way into the top . Meanwhile, an incredible 42 percent of children born into that lowest are still stuck at the bottom, having been unable to climb a single rung of the income ladder.
It is noted that even in Britain---a nation we think of as burdened with a hidebound class system-children who are born poor have a better chance of moving up. When the studies were released, most reporters focused on the finding that African-Americans born to middle-class or upper middle-class families are earning slightly less, in inflation-adjusted dollars, than did their parents.
One of the studies indicates, in fact, that most of the financial gains white families have made in the past three decades can be attributed to the entry of white women into the labor force. This is much less true for African-Americans.
The picture that emerges from all the quintiles, correlations and percentages is of a nation in which, overall, "the current generation of adults is better off than the previous one", as one of the studies notes.
The median income of the families in the sample group was $55,600 in the late 1960s; their children's median family income was measured at $71,900. However, this rising tide has not lifted all boats equally. The rich have seen far greater income gains than have the poor.
Even more troubling is that our nation of America as the land of opportunity gets little support from the data. Americans move fairly easily up and down the middle rungs of the ladder, but there is "stickiness at the ends" —four out of ten children who are born poor will remain poor, and four out often who are born rich will stay rich.
1.What did the Economic Mobility Project find in its research?
A. Children from low-income families are unable to bootstrap their way to the top.
B. Hollywood actors and actresses are upwardly mobile from rags to riches.
C. The rags to riches story is more fiction than reality.
D. The rags to riches story is only true for a small minority of whites.
2.It can be inferred from the undertone of the writer that America, as a classless society, should ________.
A. perfect its self-image as a land of opportunity
B. have a higher level of upward mobility than Britain
C. enable African-Americans to have exclusive access to well-paid employment
D. encourage the current generation to work as hard as the previous generation
3.Which of the following statements is TRUE according to the passage?
A. The US is a land where brains, energy and ambition are what counts.
B. Inequality persists between whites and blacks in financial gains.
C. Middle-class families earn slightly less with inflation considered.
D. Children in lowest-income families manage to climb a single rung of the ladder.
4.What might be the best title for this passage?
A. Social Upward Mobility.
B. Incredible Income Gains.
C. Inequality in Wealth.
D. America Not Land of Opportunity.
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Most of his time in reading novels.
| A．are spent | B．is spent | C．were spent | D．was spending |
something about grades. Let’s
face the facts about grades. Grades perform three basic functions. First, grades motivate students to work at their highest level of competence. Second, they act as a reward for hardworking students and as a punishment to students who do not work hard. Finally, grades are used as an effective standard by which to measure student achievement. Good grades help students to get jobs and to get into university. I've spoken with a number of students who have jobs, and most of them say that they were hired primarily on the basis of their grades. My grades helped me land a part-time job and will help me get into university next year. I think grades are extremely important at Village High School.