The best shopping in Sidney     

Sydney is one of the world’s biggest cities and has something for everyone when it comes to shopping. You will find excellent Australian products at the bottom of Sydney Tower, you can shop in 160 of Sydney’s favorite stores including 16 jewellery stores and many gift and fashion shops. It’s all the Westfield Counterpoint.

Tel: 92319300  Sovereign Hill

This prize-winning living museum is where Australia’s history comes alive! Visit daily or stay for the night and experience life of the Gold Rush days. A wonderful nightly sound and light show. “Blood on the Southern Cross” tells the story of the famous Eureka Uprising. Enjoy shopping along with real life character and entertainment. Four-star hotel and breakfast.

Tel: 53311944

Anchorage Restaurant

Come and enjoy our delicious Cantonese seafood right on the water’s edge in the historic fishing port of Williamstown with views of the city center across Port Phillip Bay.

Open 7 days a week.

11:00 am—2:00 pm

Dinner: Monday to Saturday.

5:00 pm—10:30 pm

Tel: 93976270 or 93977799     Cook’s Cottage

Built By James and Grace Cook, Parents of Captain James Cook. Cook’s Cottage stands proud in the Filztoy Gardens as a reminder of life in the eighteenths century, and as a celebration and commemoration（纪念）of the life and travels of Captain James Cook. Open 9:00 am—5:00 pm daily, and until 5:30 pm during the summer.

Tel: 94194677

1.Where can we most probably read this text?

A．In a newspaper.            B．In a magazine.

C．In traveling guide.        D．In a history textbook.

2.The business hours of Cook’s Cottage on Saturday in the summer are ________?

A．11:00 am—2:00 pm    B．5:00 pm—10:30 pm

C．9:00 am—5:30 pm      D．9:00 am—5:00 pm.

3.The Anchorage Restaurant is ________.

A．in Williamstown           B．in the center of the city

C．in Anchorage                D．in Port Philip Bay

4.Where can you spend the night in a tour?

A．Cook’s Cottage.             B．Sovereign Hill.

C．Sydney Tower.                        D．Westfield Counterpoint.

 

      we are alive , we can make it through through this natural disaster

A．Even if            B．As soon as         C．As if              D．so long as

 

The dirty, homeless man sat on the pavement, staring at the stones. He thought back more than twenty years to when he was a boy living in a small red brick house on this very street. He recalled the flower garden, the swing his dad made, and the bike he had saved up for months to buy.

The man shrugged impatiently, for the brightness of those pictures hurt him, and his memory traveled on another ten years. He had a job by then, plenty of friends and started to come home less. He did not really want to remember those years, nor the day when, because of debts, he had gone home planning to ask for money. He felt embarrassed, but he knew exactly where his dad kept the money. When his parents stepped out of the room, he took what he wanted and left.

That was the last time he had seen them. Ashamed, he went abroad, and his parents knew nothing about the years of wandering or time in prison. But locked in his cell he often thought of home. Once free, he would love to see his parents again, if they were still alive, and still wanted to see him.

When his prison time was up, he found a job, but couldn’t settle. Something was drawing him home. He did not want to arrive penniless, so he hitchhiked most of the long journey back. But less than a mile from his destination he started to feel sick with doubt. Could they ever accept this man who had so bitterly disappointed them?

He spent most of that day sitting under a tree. That evening he posted a letter which, although short, had taken him hours to write. It ended with:

I know it is unreasonable of me to suppose you want to see me ... so it’s up to you. I’ll come early Thursday morning. If you want me home, hang a white handkerchief in the window of my old bedroom. If it’s there, I’ll come in; if not, I’ll wave good-bye and go.

And now it was Thursday morning and he was sitting on the pavement at the end of the street. Finally he got up and walked slowly toward the old house. He drew a long breath and looked.

His parents were taking no risks. ________________________________________

The man threw his head back, gave a cry of relief and ran straight through the open front door.

1.Why did the man shrug impatiently (paragraph 2) while he was thinking of his childhood?

A. The thoughts made him angry.

B. He felt he had wasted time.

C. He was anxious to go home.

D. The sweet memory caused him much pain.

2.Why did it take him hours to write the letter?

A. He doubted if his parents still lived in that house.

B. He had much news to tell his parents.

C. He felt ashamed to ask for forgiveness.

D. He was longing to return home and felt excited.

3.In what order did the following events take place?

a. He took the money from his parents.

b. He bought a bicycle with his savings.

c. He was sentenced to prison.

d. He wrote the letter home.

e. He sat on the pavement.

f. He hitchhiked back home.

A. b, a, c, d, e, f                                                        B. b, a, c, f, d, e

C. a, c, b, d, f, a                                                         D. a, d, b, c, e, f

4.Which of the following best fits into paragraph 8?

A. Every inch of the house was covered in white. Sheets, pillowcases and table clothes had been placed on every window and door, making it look like a snow house.

B. The house before him was just as he remembered: the red bricks, the brown door and nothing else.

C. A colorful blanket was over the front door. On it, in large letters, was written, “Welcome home, son”.

D. A police car was parked in the drive way, and two officers stood at the front door.

5.The best title of the passage is _______.

A. Sweet Memory                                                   B. White Handkerchief

C. Abandoned Son                            D. Leaving Home

 

It is common and usual to see people freak out when they face challenges in their life. We all pass in different life problems and challenges. No one is free of life problems. Only a dead man faces no problem. As long as you are alive, challenges are everywhere.

How do you face problems and challenges in your life? Problems and challenges are the building blocks of your personality. They make you who you are. Besides, whether what happened in your life builds or destructs you depends on how you look at it. If you take your problems as troubles, they will be troubles and may cause destruction. If you take them as constructive tools, you are going to be built up on them.

Problems are everywhere. No one can avoid them. And they are good too. They open up a different look and opportunity if you are willing to see. When you face troubles, do not frustrate or freak out. Just cool yourself to think in a different direction. Think in a positive way. Every problem has its own good as well as bad sides. Focus on the good one. Look at the bright side.

Besides, there is always a good person, perhaps your mom or dad, or one of your friends, right beside you who can turn everything into your best if you are willing to turn to them. No matter what happens­, they will be there to help you. Trust them and they will never let you down. All you need to know is that you are loved wherever you are.

1.What’s the meaning of the underlined phrase “freak out” in Paragraph 1?

A. feel shy.   B. feel upset.   C. keep up.    D. stay calm.

2.In Paragraph 2, the writer implies that ______.

A. problems cause troubles

B. challenges can be avoided

C. attitude is everything

D. personalities are built on failures

3.According to the last paragraph, when we're in trouble, we ______.

A. can only depend on our parents    B. are not confident

C. should only believe ourselves      D. are not alone

4.What’s the writer’s purpose to write the passage?

A. To explain.         B. To compare.

C. To prove.                     D. To encourage.

 

In 1974, after filling out fifty applications, going through four interviews, and winning one offer, I took what I could get ----- a teaching job at what I considered a distant wild area: western New Jersey. My characteristic optimism was alive only when I reminded myself that I would be doing what I had wanted to do since I was fourteen ------- teaching English.

School started, but I felt more and more as if I were in a foreign country. Was this rural area really New Jersey? My students took a week off when hunting season began. I was told they were also frequently absent in late October to help their fathers make hay on the farms. I was a young woman from New York City, who thought that “Make hay while the sun shines” just meant to have a good time.

But, still, I was teaching English. I worked hard, taking time off only to eat and sleep. And then there was my sixth-grade class ---- seventeen boys and five girls who were only six years younger than me. I had a problem long before I knew it. I was struggling in my work as a young idealistic teacher. I wanted to make literature come alive and to promote a love of the written word. The students wanted to throw spitballs and whisper dirty words in the back of the room.

In college I had been taught that a successful educator should ignore bad behavior. So I did, confident that, as the textbook had said, the bad behavior would disappear as I gave my students positive attention. It sounds reasonable, but the text evidently ignored the fact that humans, particularly teenagers, rarely seems reasonable. By the time my boss, who was also my taskmaster, known to be the strictest, most demanding, most quick to fire inexperienced teachers, came into the classroom to observe me, the students exhibited very little good behavior to praise.

My boss sat in the back of the room. The boys in the class were making animal noises, hitting each other while the girls filed their nails or read magazines. I just pretended it all wasn’t happening, and went on lecturing and tried to ask some inspiring questions. My boss, sitting in the back of the classroom, seemed to be growing bigger and bigger. After twenty minutes he left, silently. Visions of unemployment marched before my eyes.

I felt mildly victorious that I got through the rest of class without crying, but at my next free period I had to face him. I wondered if he would let me finish out the day. I walked to his office, took a deep breath, and opened the door.

He was sitting in his chair, and he looked at me long and hard. I said nothing. All I could think of was that I was not an English teacher; I had been lying to myself, pretending that everything was fine.

When he spoke, he said simply, without accusation, “You had nothing to say to them.”

“You had nothing to say to them”. he repeated.” No wonder they are bored. Why not get to the meat of literature and stop talking about symbolism. Talk with them, not at them. And more important, why do you ignore their bad behavior”? We talked. He named my problems and offered solutions. We role-played. He was the bad student, and I was the forceful, yet, warm, teacher

As the year progressed, we spent many hours discussing literature and ideas about human beings and their motivations. He helped me identify my weaknesses and strengths. In short, he made a teacher of me by teaching me the reality of Emerson’s words: “The secret to education lies in respecting the pupil.”

Fifteen years later I still drive that same winding road to the same school. Thanks to the help I received that difficult first year, the school is my home now.

1. It can be inferred from the story that in 1974 ________________.

A．the writer became an optimistic person

B．the writer was very happy about her new job

C．it was rather difficult to get a job in the USA

D．it was easy to get a teaching job in New Jersey

2.According to the passage, which of the following is most probably the writer’s problem as a new teacher?

A．She had blind trust in what she learnt at college.

B．She didn’t ask experienced teachers for advice.

C．She took too much time off to eat and sleep.

D．She didn’t like teaching English literature.

3.What is the writer’s biggest worry after her taskmaster’s observation of her class?

A．She might lose her teaching job.

B．She might lose her students’ respect.

C．She couldn’t teach the same class any more.

D．She couldn’t ignore her students’ bad behavior any more.

4.Which of the following gives the writer a sense of mild victory?

A．Her talk about symbolism sounded convincing.

B．Her students behaved a little better than usual.

C．She managed to finish the class without crying.

D．She was invited for a talk by her boss after class.

5.The students behaved badly in the writer’s classes because

A．They were eager to embarrass her.

B．She didn’t really understand them.

C．They didn’t regard her as a good teacher.

D．She didn’t have a good command of English.

6.The taskmaster’s attitude towards the writer after his observation of her class can be described as________________.

A．cruel but encouraging                    B．fierce but forgiving

C．sincere and supportive                   D．angry and aggressive