What should you think about when you try to find your career? You are probably better at some school subjects than others. These may show strengths that you can use in your work. A boy who is good at mathematics can use that in engineering career. A girl who spells well and likes English may be good at office work. So it is important to know the subjects you do well in at school. On the other hand, you may not have any specially strong or weak subjects but your records show a general satisfactory standard. Although not all subjects can be used directly in a job, they may have indirect value.
Your school may have taught you skills, such as typing or technical drawing, which you can use in your work. You may be good at mental work or cookery and look for a job where you can improve these skills.
If you have had a part - time job on Saturday or in the summer, think what you gained from it. If nothing else, you may have learned how to get to work on time, to follow instructions and to get on with older workers. You may have learned to give correct change in a shop, for example. Just as important, you may become interested in a particular industry or career you see from the inside in a part - time job.
Facing your weak points is also part of knowing yourself. You may be all thumbs when you handle tools; perhaps you are a poor speller or cannot add up a column of figures. It is bitter to face any weaknesses than to pretend they do not exist. Your school record, for instance, may not be too good, yet it is an important part of your background. You should not feel sorry about it but instead recognize that you will have a chance of a fresh start at work.
1. The first paragraph of the passage is mainly about ________.| A．the indirect value of school work |
| B．the importance of being good at all subjects |
| C．knowing one’s strong or weak subjects at school |
| D．using school performance to help to choose a career |
| A．a good way to find out his weak points |
| B．one of the best ways of earning extra money |
| C．of great use for his work in the future |
| D．a waste of time he could have spent on study |
| A．may do well in his future work |
| B．won’t be able to find a suitable job |
| C．may be a complete failure in the future |
| D．will regret not having worked harder at school |
| A．knowing oneself in looking for a job |
| B．developing one’s abilities useful in school |
| C．gaining much knowledge by working hard at school |
| D．choosing a career according to what one is skilled in |
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【推荐1】By day, Jack is a teacher. In his spare time though he goes on stage beside pianist Mary — not as a musician but as her page turner. “I’m not a trained musician, but I’ve learnt to read music so I can help Mary in her performance.”
Jack has been the group’s official page turner for the past four years. His job is to sit beside the pianist and turn the pages of the score so the musician doesn’t have to break the flow of sound by doing it themselves. He said he became just as nervous as those playing instruments on stage.
“A lot of skills are needed for the job. You have to make sure you don’t turn two pages at once and make sure you find the repeats in the music when you have to go back to the right spot.” Jack explained.
Being a page turner requires plenty of practice. Some pieces of music can go for 40 minutes and require up to 50 page turns, including back turns for repeat passages. Silent onstage communication is key, and each pianist has their own style of “nodding” to indicate a page turn which they need to practise with their page turner.
But like all performances, there are moments when things go wrong. “I was turning the page to get ready for the next page, but the draft wind from the turn caused the spare pages to fall off the stand,” Jack said, “Luckily I was able to catch them and put them back.”
Most page turners are piano students or up-and-coming concert pianists, although Mary has once asked her husband to help her out on stage.
“My husband is the worst page turner,” she laughed. “He’s interested in the music, feeling every note, but I have to say, ‘Turn, turn!’ Jack is the best page turner I’ve had in my entire life.”
1. What is Jack required to do as a page turner?| A．Fix the piano. | B．Play the piano. |
| C．Sing songs. | D．Read music. |
| A．Boring. | B．Demanding. | C．Difficult. | D．Dangerous. |
| A．Counting the pages. | B．Catching falling objects. |
| C．Recognizing the “nodding”. | D．Performing in his own style. |
| A．He has very poor eyesight. | B．He ignores the audience. |
| C．He has no interest in music. | D．He forgets to do his job. |
【推荐2】As the manager for a newly formed team, you want to help your team members get to an effective and high-performing state as quickly as possible.
During the Forming stage, members of the project team meet each other and learn about the tasks they need to perform.
The Storming stage is characterized by interpersonal issues such as conflicts. During this stage it is common for team members to challenge each other, including the project manager! Team members may also question what they are doing and how it is being done. As the project manager, this will likely be the most challenging time leading your project. Understanding that this type of conflict is normal for any team will help you pass through this stage successfully. During this stage, some of the skills that help you build your team are conflict management, active listening, and relationship building.
As conflicts become less intense and the team members begin to understand and accept each other, the team will gradually move into the Norming stage. It is during this stage that your team starts to come together and is able to focus more effectively on the project tasks and objectives.
| A．It is also important for you to be confident and positive. |
| B．Several researchers put forward different theories. |
| C．In the Performing stage, team members are comfortable with each other. |
| D．Your behavior has a huge influence on your team members. |
| E．One of the most influential theories was developed by Bruce Tuckman. |
| F．You need to focus on keeping everyone moving in the right direction. |
| G．Team members try to see how they fit in and understand what is expected. |
【推荐3】Hope Matters
Reyes Guana, 42, grew up in a poor Mexican family. He has seven brothers and sisters. His parents always had two jobs to make ends meet.
As a boy, Guana had a good relationship with the school cleaner. He called her "Nike" because she wore Nike shoes. The boy liked how Nike made everything clean. He told her he wanted to be a cleaner, too. "Well, it's good if you want to be a cleaner," Nike told little Guana. "But make sure you go to college."
Guana also looked up to the principal of his school. The school leader told the boy that his job was to help students and teachers. "Wow, when I grow up, I want to do what you're doing," Guana told him. "Well, if you stick to your dream, you will," the principal replied.
And Guana really got there. But it was quite a long journey for him. Twenty-three years ago, he followed in Nike's footsteps and was cleaning schools. He worked at three schools to pay for his college education. He held that job for four years and then worked his way up to being a school safety monitor. After that, he worked as a teacher for a few years.
Now, as a principal, Guana never forgets where he came from. He helps students from poor families and shows respect for every school staff member. He always invites everyone to school parties, including those who clean the floors and those who drive the school buses.
1. Guana hoped to be a cleaner because he ________.| A．was good at cleaning | B．admired the cleaner "Nike" a lot |
| C．needed to support his poor family | D．had to pay for his college education |
| A．when he was nineteen | B．after he worked as a teacher |
| C．as soon as he got enough money | D．before he became a principal |
| A．went back to "Nike" | B．entered a college |
| C．realized one's dream | D．became well-known |
| A．Guana should have been named principal earlier |
| B．a boy from a poor family can have a bright future |
| C．a cleaner is more important than a college student |
| D．the cleaners and the drivers should get more respect |
【推荐1】Not setting homework can be impossible in certain situations. There are many arguments in favor of homework, and most teachers would agree with many, if not all, of the following: homework is a perfect opportunity to go over calmly what was done with the teacher, and rethink and develop that initial input; homework offers a moment for students to work as individuals and develop learner self-governance outside the classroom; students and parents expect homework to be set and to be corrected. Nevertheless, the drawbacks that homework may have are often overlooked.
There are two key issues which need to be raised when dealing with the concept of homework. Firstly, there is the question of home. Often homework is not done at home at all, but at a friend’s house, on the street, on the bus on the way to class or sitting on the step outside school before it opens. What’s more, all too often, for it to be done effectively at home, homework requires the participation and involvement of other adults. Parents play a crucial role in a child’s education, but they can t always be available, for a number of very valid reasons, and a tutor’s ability to aid, guide, encourage and simply organize a son or daughter s study may be limited in many ways. The implication are unsetting: if homework is crucial to success in class, some children have an automatic disability.
Considering the second part of the compound noun opens up further questions. If the idea of home can be problematic, so too can the concept of work. Again, this will depend enormously on the context but, very often there is a lot of work put in. Demands on their time and attention span(持续时间)and all sorts of other impositions mean homework is usually something to get out of the way, to be ticked off as done, with the exercises completed as fast as possible. It is not always seen as useful times spent developing and strengthening what is done in class but, rather, as something quickly finished to keep the teacher at bay. It might be correct or not, copied from a friend or cut and pasted from the internet, but the important thing is that a teacher sees the exercise completed and, as a result, the task achieved: how much effort went into that result is not always appreciated or easy to evaluate and, even when work clearly falls below standard, and the mere fact of its having been done is often good enough. Teacher and students are happy because everyone has officially fulfilled their commitment.
The ideal that students go home, think back to what they did with their teacher, use the great resources their books and the internet provide to revise, reflect and put everything they have seen in class in place, into action, into practice, does not often happen with some students.
1. Which of the following is not among the advantages of homework according to paragraph 1?| A．Solidifying the knowledge and skills learnt in class. |
| B．Developing the ability of the independent learning. |
| C．Building a closer teacher-student relationship. |
| D．Meeting the requirements of students and parents. |
| A．their tutors are not always available to support them |
| B．they are born without the ability to deal with concepts |
| C．their family circumstances limit their learning ability |
| D．some unknown reasons greatly hold up their progress |
| A．blocks teachers from knowing more about their students |
| B．imposes enormous meaningless evaluating work on teachers |
| C．displays the great efforts students make to satisfy their teachers |
| D．shows achievements teachers expect to accomplish in their work |
| A．Are you ready for homework yet? |
| B．Is there a way out for homework? |
| C．Home and Work: both are hard to ignore. |
| D．Homework or No homework: it is your choice. |
【推荐2】We often hear such statements: “I spilled (洒出) juice, but it wasn’t my fault.”, “I got in trouble at school, but it wasn’t my fault.” or “I was in a car accident, but it wasn’t my fault.” That “It’s not my fault.” is a go-to response for so many people and especially teenagers.
Parents complain they are tired of the “excuse”. The reason why variations of “It’s not my fault.” are so popular is that it lets us off the hook from guilt and blame. I’m a fan of not owning responsibility for things that I can’t control. Teens who often say “It’s my fault.” when something bad happens tend to be highly self-critical, perfectionistic and more easier to be troubled by anxiety and depression.
While it is important to recognize lack of reason to blame oneself, many teens over-rely on “It’s not my fault.” When trying to get them to take responsibility, parents usually attempt to convince their teens that something is their fault. The approach tends to be ineffective and turn into a power struggle. No one wins. A more effective approach can be to stress significant drawbacks to consistently focusing on removing our responsibility with this phrase.
Overuse of the phrase can result in feelings of lack of ability to control their own lives. This sense has been shown to cause low motivation. Besides creating feelings of lack of ability, overuse of “It’s not my fault.” focuses a teen’s attention on what is done as opposed to what needs to be done.
People may not have caused all their problems but they have to solve them anyway. The example I frequently share with teens is the question of what one will do if he is pushed into a deep lake. One can certainly stay in water, yelling, “It’s not my fault.” However, that won’t get him out of water. He needs to swim to the shore, regardless of the fault.
If you take a proper approach to communicating with your teens, you can help them avoid over-reliance on “It’s not my fault.”
1. What phenomenon is described in Paragraph 1?| A．The teenagers’ dislike for school life. |
| B．The common trouble faced by teenagers. |
| C．The reasons for blaming others for accidents. |
| D．The tendency for people not to be responsible for mess in life. |
| A．Those lacking confidence and ambition. |
| B．Those allowing others to find excuses. |
| C．Those unable to get along well with others. |
| D．Those often blaming themselves for some incidents. |
| A．Supportive. | B．Negative. |
| C．Ambiguous. | D．Neutral. |
| A．We should try to avoid troubling others. |
| B．We should focus on how to solve problems. |
| C．We should dare to point out others’ mistakes. |
| D．We should be self-critical as much as possible. |
【推荐3】My friend Fowkes, tells a story of a class he took. On the first day the professor marched up to the blackboard, looked through his notes, cleared his throat, and began. Fowkes was the only student in the course. Once Fowkes fell ill and missed a class. When he returned, to Fowkes’s astonishment, the professor began to deliver not the next lecture in the sequence but the one after. Had he lectured to an empty hall in the absence of his only student? It was perfectly possible. This story happened in 1930s, when books were short and expensive.
Today, professors continue to lecture and students to listen much as they did. It’s time for us to abandon the lecture system and turn to methods that really work.
Attending lectures is passive learning, at least for inexperienced listeners. Active learning, in which students write essays or perform experiments and then have their work evaluated by an instructor, is far more beneficial for those who have not yet fully learned how to learn. Most students learn best by engaging in debate. They need small discussion classes that demand a joint effort of teacher and students rather than classes in which one person, however learned, expresses his or her own ideas.
The lecture system harms professors as well. It reduces feedback to a minimum, so that the lecturer can neither judge how well students understand the material nor benefit from their questions or comments. Questions that require the speaker to clarify unclear points and comments that challenge inadequately constructed arguments are indispensable to scholarship. Without them, the liveliest mind becomes dull.
If lectures make so little sense, why have they been allowed to continue? The truth is that lectures are easier on everyone than debates. Lectures give some students an opportunity to sit back and let the professor run the show. In a classroom where everyone contributes, students are less able to hide and professors have less room to show off how smart they are.
Worse still, the lectures too frequently come at the wrong end of the students’ educational careers - during the first two years, when they most need close, even individual, instruction. If lecture classes were restricted to junior and senior undergraduates and to graduate students, who are more academically independent and more capable of working on their own, they would be far less destructive of students’ interests and enthusiasms. After all, students must learn to listen before they can listen to learn.
1. The author tells a story in Paragraph 1 to _________.| A．lead into the main argumentation |
| B．provide the historical background |
| C．show reasons of lecture absences |
| D．compare two different kinds of classes |
| A．Students take passive part in small discussion classes. |
| B．The professors need more room to present their talents. |
| C．Lectures are mainly intended for junior and senior students. |
| D．It is far from beneficial for those academically inexperienced students. |
| A．common | B．necessary |
| C．available | D．abundant |
| A．College Lectures: Graduates or Undergraduates? |
| B．College Lectures: Advantages and Disadvantages |
| C．College Lectures: Continue or Not? |
| D．College Lectures: Today and Past |
【推荐1】The term "bird brain" is frequently used to describe a person's lack of intelligence and good decision-making ability. However, some scientists believe it should be considered a praise, given that many birds can perform human tasks like producing and using tools, solving problems, and planning for future needs. Now, Griffin, an African Grey parrot, has proved that birds may even possess better visual memories than human adults and children.
The study, led by Hrag Pailian, a researcher at Harvard University, had the parrot compete in the game against twenty-one undergraduate students and twenty-one 6 to 8-year-old children. The popular challenge involves hiding a small object under one of three or more upside-down cups, which are moved around. Participants are required to accurately identify the cup under which the object lies. To make the task more challenging, the researchers required participants to track two, three, and four objects at the same time.
An analysis of the results showed that Griffin outperformed the 6 to 8-year-olds across all levels on average. Even more impressive, the "bird brain" performed as well as, or slightly better than, the 21 Harvard students on 12 of the 14 trials! It was only in the final two tests, which had the most objects and most movement, that the parrot fell behind the adults. However, Griffin's performance was never below that of the children.
Griffin was the candidate of choice because the scientists needed an animal that had a brain functionality similar to that of humans. "The fact that the smart parrot loves to show off his brain power in exchange for a few cashews (腰果) did not hurt either", said Irene Pepperberg, a Harvard lecturer, who has trained Griffin and several other African Grey parrots, has been studying the species for over four decades and is considered a pioneer in the study of bird intelligence.
1. What were the participants required to do in the study?| A．Identify different kinds of objects. | B．Tell where the hidden object lies. |
| C．Track other participants' performance. | D．Move around upside-down cups. |
| A．6 to 8-year-olds did better than Griffin. |
| B．Parrots have a better memory than other birds. |
| C．Harvard students have a better visual memory. |
| D．Griffin outsmarted Harvard students in some trials. |
| A．It was good at making decisions. |
| B．It was specially trained for experiments. |
| C．It had similar brain functions to human beings. |
| D．It loved to show off his language power for some treats. |
| A．"Bird brain" becomes a term for a stupid person. |
| B．Harvard lecturer pioneers in bird intelligence study. |
| C．Parrot outsmarted Harvard students in visual memory test. |
| D．Researchers made new discoveries about human intelligence. |
I know you think these notes are silly. I have watched you wear a long face over the years when I give them to you. But understand that sometimes I want to tell you something and I want to get it just right. Putting it down on paper helps me do that. I wish I had been a better writer, I wish I had gone to college. If I had, I think I would have studied English and maybe my vocabulary would have improved. So many times I feel I am using the same words over and over. Like a woman wearing the same dress every day. So boring！
What I want to say to you, Charley, is that you are marrying a wonderful girl. I think of Catherine in many ways like I think of Roberta. Like a daughter. She is sweet and patient. You should be the same with her, Charley.
Here is what you are going to find out about marriage: you have to work at it together. And have to love three things. You have to love
1) Each other.
2) Your children (when you have some).
3) Your marriage.
What I mean by that last one is, there may be times that you fight, and sometimes you and Catherine won’t even like each other. But those are the times you have to love your marriage like a third party. Look at your wedding photos. Look at any memories you’ve made. And if you believe in those memories, they will pull you back together.
I’m very proud of you today, Charley. I am putting this in your tuxedo pocket because I know how you lose things.
I love you every day！
Mom
1. Why did the mother write the letter to Charley?| A．To congratulate her son. | B．To give him some advice. |
| C．To show her pity. | D．To talk things through. |
| A．To congratulate her son. | B．To give him some advice. |
| C．To show her pity. | D．To talk things through. |
| A．Regret. | B．Pride. | C．Care. | D．Complaint. |
| A．He is forgetful. | B．He is patient. |
| C．He is boring. | D．He is worried. |
【推荐3】Prateek Sharma was born into a family of farmers. After 10 years of being a chief manager of Kotak Mahindra Bank, he did a good job and earned a good pay. But Prateek couldn’t continue the corporation life with ease, as his heart was always in farming. So he worked as a banker on weekdays and on weekends travelled 100 km to get to his 5-acre in Dhaba Khurd.
By the end of 2015, Prateek had set up a house on his farm to grow offseason vegetables. Prateek thought he’d quit his job once he was able to earn enough from farming, but this wasn’t an easy decision to make. This was because costs to grow these vegetables were very high, along with the fact that farmers weren’t a part of the value chain and thus couldn’t decide the price of their own vegetables.
Fortunately, Prateek met Vinay Yadav, another educated farmer. They then decided to start their own value chain and sell their vegetables and grains, while skipping the middlemen. The variety of vegetables they grew wasn’t enough, so they decided to form a group of farmers.
Once the plan was ready, the group was registered by the name of Farmer Producer Organization (FPO). However, the trial failed in the first year as most of the farmers were grain growers and had limited knowledge of growing vegetables. However, the largest reason was the switch to organic from chemical.
Luckily, once the soil was used to organic methods, the next round of crops were successful and the FPO had a good amount of produce. So at the end of 2017, Prateek finally quit his job and devoted all his time to farming. Now he’s successful and recently his team has started two farmer resource centers at Dhaba Khurd and Nathrula Canj.
1. Why did Prateek have trouble continuing his life as a banker?| A．He felt it so boring to be a banker. |
| B．He almost never satisfied his boss. |
| C．He found farming easier to do well. |
| D．He was enthusiastic about farming. |
| A．The prices of organic products were low. |
| B．The income from farming wasn’t much. |
| C．He had no money to put into farming. |
| D．He found farming produce hard to sell. |
| A．Building their own marketing system. |
| B．Raising the prices of their products. |
| C．Switching from chemical to organic. |
| D．Adding the kinds of vegetables grown. |
| A．Their no experience in growing vegetables. |
| B．Their poor management on the employees. |
| C．The soil’s not adapting to organic farming. |
| D．The wrong ways of doing organic farming. |
【推荐1】US Open Championships
The US Open has been in existence for more than 130 years. The first tournament was held in 1881 at the Newport Casino. It was called the US National Singles Championship. Entry was limited to only those clubs which were members of the United States National Lawn Tennis Association, and the competitors were all male, competing in both singles and doubles. Richard Sears won the men's championship and he went on to win the next six men's singles championships.
The Wimbledon
In 1875, the All England Croquet Club was troubled financially due to declining membership. A new sport called lawn tennis was gaining fast in popularity and taking away the members. Two years later, a new roller was needed for maintaining its lawns so the club proposed to hold a tournament to raise money. Twenty-two players entered that first Wimbledon tournament which was won by Spencer Gore in straight sets over W. C. Marshall. Two hundred spectators each paid a shilling to watch the final game, enabling the club to buy the needed roller plus some extra cash.
The French Open
The very first French Championship was way back in 1891, and the tournament has since grown into one of the four tennis Grand Slam tournaments we know today. The first competition was a one-day national championship which was won by a British. The competition was poorly attended by world class players. It took 24 years before it became fully international and an accepted tennis grand slam event. After the First World War, French tennis was achieving stature. Suzanne Lenglen was the predominant French player, winning the championships six times between 1920 and 1926.
The Australian Open
The very first tennis tournament ever played in Australia was held in January 1880, on the courts of the Melbourne Cricket Club. In 1905, the Australian Open was established as the Australasian Tennis Championship and was played at the Warehouseman's Cricket Ground in Melbourne. It became the Australian Championship in 1927 and the Australian Open in 1969. Women's events were added in 1922.
1. Which of the following statements about the first U.S. Open is right?| A．It has a history of 130 years. |
| B．Only men were allowed to play in the game. |
| C．Richard Sears won six championships. |
| D．It has remained about the same through all these years. |
| A．raise some fund for a lawn roller | B．attract more people to play tennis |
| C．attract more audience to watch the game | D．celebrate the renaming of the club |
| A．the tournament has been played in the same place all these years |
| B．twenty-two players played in the first tournament |
| C．few good tennis players took part in the first French Championship |
| D．the players played in singles and doubles in the tournament |
| A．they were all born in the same year |
| B．they all had only male players in the first tournament |
| C．they have all experienced financial difficulties |
| D．they all have had a history of 130 years or more |
| A．how the four international tennis tournaments came into being |
| B．how long it took for women to have the right to play in the game |
| C．how the four international tennis tournaments get their present names |
| D．why the tennis tournaments are held in these four countries |
【推荐2】Chewing gum(口香糖) has its origins in ancient times from Mayans to Greeks who would chew the resin(树脂)of certain trees for medical purposes and maybe even for freshening breath. The history of chewing gum continued as Native Americans introduced it to European settlers.
Chewing gum hit the market after Santa Anna brought a case of chicle(糖胶树脂) from Mexico to New York. Santa Anna gave some to the part-time inventor Thomas Adams Thomas Adams changed the gum and marketed it as a candy. The invention took off and was known as Chiclets.
In 1900 Frank Fleer coate chewing gum with sugar, and in 1906 Blibber Blubber was invented, but never made it to market. Blibber Blubber was too sticky and it was also too difficult to remove the burst bubble(破了的泡泡) from one's skin without using some special tools.
A history of bubblegum just wouldn’t be complete without mentioning the gumball machine, which popularized gum. The first gumball machine came onto the scene in 1907 and sold sugar-coated chewing gum.
However, it wasn't until 1928 that bubblegum was created. Walter Diemer, working for Frank Fleer's gum company, discovered bubblegum by accident while experimenting in the lab during his breaks, The gum was named Dubble Bubble. Pink was the only color which could be used at the time, and Dubble Bubble has remained pink ever since.
According to the International Chewing Gum Association,during WWII Dubble Bubble was handed out by US military members as gifts, thereby spreading its popularity among the peoples of Europe, Africa, and Asia. And in the 1930s he first bubblegum cards appeared. "the pictures changed from war heroes to Wild West figures to professional athletes."
Bubblegum has been popular ever since, especially among children, thanks to its inventive shapes, and sugary flavors, from original bubblegum to a yardstick of fruity bubblegum.
1. How did Thomas Adams deal with the chicle. that Santa Anna gave to him?| A．He sold it to the military. |
| B．He introduced it to Europeans. |
| C．He turned it into chewing gum. |
| D．He used it for medical purposes. |
| A．Chiclets | B．Gumballs. |
| C．Dubble Bubble. | D．Blibber Blubber. |
| A．It was pink-colored. |
| B．It was candy-coated. |
| C．It was hard to remove from one's skin. |
| D．It was invented by a US military member. |
| A．The popularity of gum. |
| B．The history of bubblegum. |
| C．The origins of chewing gum. |
| D．The invention of the gumball machine. |
【推荐3】Men have long been puzzled by the amount women pack, when they go on holiday. They despair (绝望)as they watch their beloved spend much money on extra baggage charge. Nearly half of these women admitted to lying about the weight of their case to their partner before leaving for the airport, in fear of being made to unload some unnecessary items.
But it's a fact that women pack more than they need. On average, a woman needs around 57 items in suitcase for a two-week holiday, yet most women pack nearer to 150 items, ranging from skirts, tops, underwear and high heels. In addition, women pack more sun cream, make-up and hair appliances than they are likely to need. They all take up space in the suitcase, only a third of them will see the light of day once at the holiday place.
79 percent of women admitted to taking extra items with them, with the reason for this being ''just in case''. Women plan their holiday wardrobe months in advance. Packing enough clothes and other items to last a month is not enough for some women. They'd take a chance to shop for new items while holidaying abroad. So they'll return with even more luggage in their cases.
Professor Karen Pine said, ''Women are tempted to take familiar items with them on holiday, often everything except the kitchen sink. Some people find traveling stressful, particularly when they'e unsure about the home comforts available at their holiday place. They over- pack to help cope with those feelings of stress and reduce the uncertainty. ''
This will come as no surprise to some men, who are used to trying to squeeze their partner's luggage into the boot of the car with their own, smaller case. On the other hand, men pack very lightly, with only an average of 40 items for a two-week holiday.
1. What is the main idea of the passage?| A．Women are good at picking holiday suitcase. |
| B．Women over-pack by two third when on holiday. |
| C．Women will go shopping every time they go on holiday. |
| D．Women take good care of themselves while holidaying. |
| A．About 57 items. | B．About 79 items. |
| C．About 97 items. | D．About 150 items. |
| A．they want to show off their items |
| B．they prefer a more comfortable holiday |
| C．they are afraid they'll need them during the holiday |
| D．they would like to clean their clothes wardrobe very much |
| A．Opposed. | B．Supportive. |
| C．Positive. | D．Concerned. |
| A．Going on holiday will cost a lot. |
| B．Women don't prefer to go on a holiday. |
| C．People tend to feel tired and stressed on holiday. |
| D．It's understandable that women over-pack in a sense. |
