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A woman of the 19th century, when women were just beginning to be allowed the right to an education, was at risk from being independent and intelligent. Elizabeth Peabody was such a woman who lived beyond her age. In her teaching career, she was able to communicate to her pupils some of her own passion for acquiring knowledge. For her, education was not an accumulation of facts but rather a life-long process that developed the whole person.

   Little is known about why she remained single all her life. Many researchers assume that she was too independent to need a husband, or, as she wrote, that marriage would keep her to the cup of domestic life. No matter how hard she tried to keep herself away from a married life, she was an important player in her sisters’ marriages.

In 1837, she discovered that a neighbor from her childhood was the author of several stories that moved her very much. She introduced him to writers and brought his work to the attention of American readers. This man known as Nathaniel Hawthorne began visiting the Peabody home, where he met and fell in love with her sister Sophia. But there was a mix-up in Elizabeth as she tried to be useful to Hawthorne. She forced him to write something she offered. Understandably, Nathaniel Hawthorne became increasingly unhappy about her desire to manage his and Sophia’s lives, and as time went on, they grew more distant.

Miss Peabody was the center of academic activities. The educator Horace Mann, regarded as the father of American education, was drawn to her and benefited from her thought about education. Elizabeth’s sister Mary lost her heart to Mann at first sight, but she had imagined that perhaps he was in love with Elizabeth. Until Mary and Mann got married in 1843 there were some hard feelings between the sisters.

64．According to the first paragraph, Miss Peabody was______________.

      A．risky, independent and intelligent       B．independent, intelligent and eager to learn

     C．lively, independent and passionate         D．a(chǎn)ble, risky and full of love for knowledge

65．What does the writer think Miss Peabody think of education?

       A．Education must represent a process of accumulating facts.

       B．Education should benefit a person in every way for all time.

       C．Education is a long way a person should take at birth.

D．Education can make a person cleaver and independent．

66．Why did Nathaniel Hawthorne grow distant from Miss Peabody?

      A．Because he didn’t tolerate her ideas of writing stories.

       B．Because he didn’t like the way she introduced him to others.

      C．Because he hated her being involved in his family life．         

D．Because he wanted to separate Sophia from her sister.

67．Which of the following is true about Horace Mann?

      A．He took advantage of the academic activities.

     B．He fell in love with Elizabeth at first sight.

      C．He was attracted by Mary’s beauty.

      D．He made great contributions to American education.

A woman of the 19th century, when women were just beginning to be allowed the right to an education, was at risk from being independent and intelligent. Elizabeth Peabody was such a woman who lived beyond her age. In her teaching career, she was able to communicate to her pupils some of her own passion for acquiring knowledge. For her, education was not an accumulation of facts but rather a life-long process that developed the whole person.

   Little is known about why she remained single all her life. Many researchers assume that she was too independent to need a husband, or, as she wrote, that marriage would keep her to the cup of domestic life. No matter how hard she tried to keep herself away from a married life, she was an important player in her sisters’ marriages.

In 1837, she discovered that a neighbor from her childhood was the author of several stories that moved her very much. She introduced him to writers and brought his work to the attention of American readers. This man known as Nathaniel Hawthorne began visiting the Peabody home, where he met and fell in love with her sister Sophia. But there was a mix-up in Elizabeth as she tried to be useful to Hawthorne. She forced him to write something she offered. Understandably, Nathaniel Hawthorne became increasingly unhappy about her desire to manage his and Sophia’s lives, and as time went on, they grew more distant.

Miss Peabody was the center of academic activities. The educator Horace Mann, regarded as the father of American education, was drawn to her and benefited from her thought about education. Elizabeth’s sister Mary lost her heart to Mann at first sight, but she had imagined that perhaps he was in love with Elizabeth. Until Mary and Mann got married in 1843 there were some hard feelings between the sisters.

1．According to the first paragraph, Miss Peabody was______________.

      A．risky, independent and intelligent          B．independent, intelligent and eager to learn

     C．lively, independent and passionate         D．a(chǎn)ble, risky and full of love for knowledge

2．What does the writer think Miss Peabody think of education?

       A．Education must represent a process of accumulating facts.

       B．Education should benefit a person in every way for all time.

       C．Education is a long way a person should take at birth.

D．Education can make a person cleaver and independent．

3．Why did Nathaniel Hawthorne grow distant from Miss Peabody?

      A．Because he didn’t tolerate her ideas of writing stories.

       B．Because he didn’t like the way she introduced him to others.

      C．Because he hated her being involved in his family life．

D．Because he wanted to separate Sophia from her sister.

4．Which of the following is true about Horace Mann?

      A．He took advantage of the academic activities.

     B．He fell in love with Elizabeth at first sight.

      C．He was attracted by Mary’s beauty.

      D．He made great contributions to American education.

For thousands of years, people thought of glass as something beautiful to look at. Only recently have they come to think of it as something to look through. Stores display their goods in large glass windows. Glass bottles that hold food and drink allow us to see the contents. Glass is used to make spectacles(銀鏡), microscopes, telescopes, and many other extremely useful and necessary objects.

      Until the Second World War, most of the glass used for optical instruments (光學(xué)儀器) was imported from Europe. However, during the war Americans could not get European glass, and they were forced to make their own. As a result, new kinds of glass were developed that had been unknown before. These new effects were achieved by mixing other chemical elements with the sand. Some of these new glasses are very strong and can resist many kinds of shocks. According to a legend, a very hard glass was invented by a Roman, who showed his discovery to the Emperor. When the Emperor saw the glass he feared that it would become more valuable than gold and silver, making his treasure worthless  Therefore, he had the glassmaker killed, and the secret was not discovered again for hundreds of years.

      In the 20th century, safety glass was invented for use in modern cars and planes. Safety glass is made by placing a layer of plastic between two layers of glass. When the outside layer of glass is broken, the pieces do not fly around and injure people. Some glass of this type is strong enough to resist bullets.

      Although in recent years plastics have replaced glass under conditions where glass might be easily broken, there are new uses being developed for glass that were never imagined in the past. Perhaps the greatest advantage of glass is that its constituent parts (組成) are inexpensive and can be found all over the world.

1. According to the passage, glass today is regarded as________.

     A. something beautiful to look at only

     B. something useful in many ways

    C, something useless except for displaying goods

    D. the only thing to make bottles with

2. Why did Americans begin to make their own glass during the Second World War?

    A. They could not obtain it from Europe.

    B. They refused to use European glass.

    C. The glass made in Europe was out of date.

    D. Their advanced techniques encouraged them to do so.

3. A legend says that when the Roman Emperor saw the hard glass ________.

    A. he accepted it with delight

    B. he gave the inventor a lot of gold

    C. he regarded it as worthless

    D. he disliked the discovery

4. All of the following concerning safety glass are discussed in the text EXCEPT ________.

    A. its uses           B. its strength           C. its structure         D. its limitations

5. According to Paragraph 4, which of the following is true of glass?

    A. Glass has been replaced by plastics.

    B. New uses of glass being developed will be very expensive.

    C. The constituent parts of glass are low in price.

    D. The constituent parts of glass cannot be found everywhere.

He is ______ one of the most famous writers in the city_______ he lives.

A. thought of ; where                             B. regarded; in which

C. considered; in which                           D. looked on; where

D
Three Central Texas men were honored with the Texas Department of Public Safety’s Director’s Award in a Tuesday morning ceremony for their heroism in saving the victims of a fiery two-car accident.
The accident occurred on March 25 when a vehicle lost control while traveling on a rain-soaked State Highway 6 near Baylor Camp Road. It ran into an oncoming vehicle, leaving the passengers trapped inside as both vehicles burst into flames.
Bonge was the first on the scene and heard children screaming. He broke through a back window and pulled Mallory Smith, 10, and her sister, Megan Smith, 9, from the wreckage.
The girls’ mother, Beckie Smith, was not with them at the time of the wreck, as they were traveling with their baby sitter, Lisa Bowbin.
Beckie Smith still remembers the sickening feeling she had upon receiving the call informing her of the wreck and the despair as she drove to the scene.
Bozeman and Clemmons arrived shortly after Bonge and helped rescue the other victims and attempted to put out the fires.
“I was nervous,” Bozeman said. “I don’t feel like I’m a hero. I was just doing what anyone should do in that situation. I hope someone would do the same for me.”
Everyone at the accident made it out alive, with the victims suffering from nonlife-threatening injuries. Mallory Smith broke both femurs(股骨), and Megan had neck and back injuries. Bowbin is still recovering from a broken pelvis(骨盆), ankle and foot.
The rescuers also were taken to the hospital and treated for cuts and smoke breathing, Bonge said.
In addition, Bozeman got to meet accident victim Anthony Russo in the hospital after the accident, where Russo presented him with a glass frame inscribed(刻;雕 )with “Thank you,” Bozeman said. Those involved in that fateful encounter on Highway 6 credited God blessing for bringing them together.
“Whatever the circumstances, Tuesday’s ceremony provided a time to be grateful for those who put their lives on the line for the lives of complete strangers,” Beckie Smith said, “We’re calling it The Miracle on Highway 6.”
53. What’s the main idea of the passage?
A. Three persons were awarded for rescuing victims in a car accident.
B. Three ordinary people were regarded as great heroes.
C. Several victims were carried to safety from the burning cars.
D. A car accident occurred on a rain-soaked State Highway 6.
54. Who saved Megan Smith from the damaged car?
A. Clemmons.           B. Anthony Russo.          C. Bozeman.      D. Bonge.
55. Which of the following can be used to describe Bozeman?
A. Kind.                  B. Modest.                           C. Excited.       D. Smart.
56. It can be inferred from what Beckie Smith said that _______.
A. she regarded the accident as a wonder
B. she was frightened by the serious accident
C. she thought highly of the rescuers
D. she called on others to learn from the rescuers