4 . There is some frost on the lawn. The temperature must __________ (drop) down under zero degree last night. （所给词的适当形式填空）

7 . Types of Social Groups

Life places us in a complex web of relationships with other people. Our humanness arises out of these relationships in the course of social interaction. Moreover, our humanness must be sustained through social interaction -- and fairly constantly so. When an association continues long enough for two people to become linked together by a relatively stable set of expectations, it is called a relationship.

People are bound within relationships by two types of bonds: expressive ties and instrumental ties. Expressive ties are social links formed when we emotionally invest ourselves in and commit ourselves to other people. Through association with people who are meaningful to us, we achieve a sense of security, love, acceptance, companionship, and personal worth. Instrumental ties are social links focused when we cooperate with other people to achieve some goal.

Occasionally, this may mean working with, instead of against, competitors. More often, we simply cooperate with others to reach some end without endowing the relationship with any larger significance.

Sociologists have built on the distinction between expressive and instrumental ties to distinguish between two types of groups: primary and secondary. A primary group involves two or more people who enjoy a direct, intimate, cohesive relationship with one another. Expressive ties predominate in primary groups: we view the people as ends in themselves and valuable in their own right. A secondary group entails two or more people who are involved in an impersonal relationship and have come together for a specific, practical purpose. Instrumental ties predominate in secondary groups ; we perceive people as means to ends rather than as ends in their own right. sometimes primary group relationships evolve out of secondary group relationships. This happens in many work settings. People on the job often develop close relationships with coworkers as they come to share gripes, jokes, gossip, and satisfactions.

A number of conditions enhance the likelihood that primary groups will arise. First, group size is important. We find it difficult to get to know people personally when they are milling about and dispersed in large groups. In small groups we have a better chance to initiate contact and establish rapport with them. Second, face - to - face contact allows us to size up others. Seeing and talking with one another in close physical proximity makes possible a subtle exchange of ideas and feelings. And third, the probability that we will develop primary group bonds increases as we have frequent and continuous contact. Our ties with people often deepen as we interact with them across time and gradually evolve interlocking habits and interests.

Primary groups are fundamental to us and to society. Sociologists view primary groups as bridges between individuals and the larger society because they transmit, mediate, and interpret a society’s cultural patterns and provide the sense of oneness so critical for social solidarity. Primary groups, then serve both as carriers of social norms and as enforcers of them.

1. According to Paragraph 1, which of the following statements is true of a relationship?

A．It is a structure of associations with many people.

B．It should be studied in the course of social interaction.

C．It places great demands on people.

D．It develops gradually over time.

2. Which of the following can be inferred from the author’s claim in paragraph 4 that primary group relationships sometimes evolve out of secondary group relationships?

A．Secondary group relationships begin by being primary group relationships.

B．A secondary group relationship that is highly visible quickly becomes a primary group relationship.

C．Sociologists believe that only primary group relationships are important to society.

D．Even in secondary groups, frequent communication serves to bring people into close relationships.

3. The phrase “size up” in paragraph 5 is closest in meaning to “________”.

A．enlarge	B．evaluate
C．impress	D．accept

4. This passage is developed primarily by ________.

A．drawing comparisons between theory and practice

B．presenting two opposing theories

C．defining important concepts

D．discussing causes and their effects

8 . Not too many decades ago it seemed “obvious” both to the general public and to sociologists that modern society has changed people’s natural relations, loosened their responsibilities to kin (亲戚) and neighbors, and substituted in their place superficial relationships with passing acquaintances. However, in recent years a growing body of research   has revealed that the “obvious” is not true. It seems that if you are a city resident, you typically know a smaller proportion of your neighbors than you do if you are a resident of a smaller community. But, for the most part, this fact has few significant consequences. It does not necessarily follow that if you know few of your neighbors you will know no one else.

Even in very large cities, people maintain close social ties within small, private social worlds. Indeed, the number and   quality of   meaningful   relationships   do   not   differ   between more and less urban people. Small-town residents are more involved with kin than are big-city residents. Yet city dwellers compensate by developing friendships with people who share similar interests and activities. Urbanism many produce a different style of life, but the quality of life   does not differ between town and city. Nor are residents of large communities any likelier to display psychological symptoms of stress or alienation, a feeling of not belonging, than are residents of smaller communities. However, city dwellers do worry more about crime, and this leads them to a distrust of strangers.

These findings do not imply that urbanism makes little or no difference. If neighbors are strangers to one another, they are less likely to sweep the sidewalk of an elderly couple living   next door or keep an eye out for young trouble makers. Moreover, as Wirth suggested, there may be a link between a community’s population size and its social heterogeneity (多样性). For instance, sociologists have found much evidence that the size of a community is associated with bad behavior including gambling, drugs, etc. Large-city urbanities are also more likely than their small-town counterparts to have a cosmopolitan(见多识广)outlook, to display less responsibility to traditional kinship roles, to vote for leftist political candidates, and to be tolerant of nontraditional religious groups, unpopular political groups, and so—called undesirables. Everything considered, heterogeneity and unusual behavior seem to be outcomes of large population size.

1. Which of the following statements best describes the organization of the first paragraph?

A．An argument is examined and possible solutions given.

B．Two contrasting views are presented.

C．Research results concerning the quality of urban life are presented in order of time.

D．A detail description of the difference between urban and small-town life is given.

2. According to the passage, it was once a common belief that urban residents .

A．could not develop long-standing relationships.

B．did not have the same interests as their neighbors.

C．tended to be associated with bad behavior.

D．usually had more friends.

3. One of the   consequences   of   urban   life   is   that   impersonal   relationships   among   neighbors .

A．disrupt people’s natural relations.

B．make them worry about crime.

C．cause them no to show concern for one another.

D．cause them to be suspicious of each other.

4. It can be inferred from the passage that the bigger a community is____,

A．the better its quality of life

B．the more tolerant and open-minded it is.

C．the likelier it is to display psychological symptoms of stress.

D．the more similar its interests

9 . Gender Stereotypes Are Messing with Your Kid

Gender stereotypes are messing with your kid. It’s not just one movie. It’s not just one TV show. It’s constant exposure to the same dated concepts in the media over and over, starting before preschool and lasting a lifetime --- concepts like: Boys are smarter than girls: certain jobs are best for men and others for women; and even that girls are responsible for their own sexual assaults.

According to a recent report, which analyzed more than 150 articles, interviews, books, and other social-scientific research, gender stereotypes in moves and on TV shows are more than persistient.    1     what make these messages stick --- and harder for parents to counteract – is that they’re timed for the precise moment in kids’ development when they’re most receptive to their influence.

Think of preschoolers who are just beginning to identify as boys or girls. The characters they see on TV often have an obvious masculine or feminine appearance, such as a superhero’s big muscles or a princess’ long hair. These characters also are often associated with specific traits---for example, being strong and brave or fearful and meek.     2     That “Strong and brave” superhero becomes aggressive and hostile. That “fearful and meek” princess becomes submissive and weak.

For young audiences who absorb ideas from the media on how to behave and what to become, these characterizations can lead to false assumptions and harmful conclusions. These oversimplified characterizations play out in many ways over and over. According to the report, a lifetime of viewing stereotypical media becomes so ingrained that it can ultimately affect kids’ career choices, self-worth, relationships, and ability to achieve their full potential.

And lots of parent are concerned about these issues, too. We polled nearly 1,000 parents across the country and found that they believe the media has a significant influence on their kids, from how girls should look and behave to how seeing violence can affect boys’ beliefs about themselves.     3    Because, let’s face it: exaggerating the differences entertained. It’s not what we really want our kids to emulate.

While there are movies and TV shows that defy gender stereotypes---and Hollywood is making some progress on this front --- you’re not going to be able to prevent your kids from seeing everything that sends the wrong message. And your kids probably like a lot of media that reinforces stereotypes.     4    When you actively role-model gender equality, speak out against stereotypes, and challenge outdated ideas, kids will hear that loud and clear.

A．Luckily, parents can assert control over the messages that Hollywood dishes out.

B．You have a lot of control over your kids’ media --- mostly when they’re little, but even as they grow.

C．Fortunately, the most powerful messages kids absorb are from you.

D．Ideally, self-segregate based on gender --- boys want to play with boys, and girls want to play with girls.

E．They’re incredibly effective at teaching kids what the culture expects of boys and girls.

F．Fast-forward to the tween and teen years, when characters begin to wrestle with relationships, life, and job prospects.

10 . When I first met Begay at Los Ninos Elementary on “King and Queen Day”, she was wearing a smile ear-to-ear.

This morning, though, Begay was______. The parent she had been trying to_____was a no-show again. Begay______needed to talk to her. Her boy was smart, but now about a year behind. She______there were problems at home. He was always late and had already missed too much school.

By 8 a.m. , kids were arriving, and Begay’s______quickly became a beehive（蜂窝）of activity. Forty-five minutes_______, the little boy finally walked in, shoulders sunk, head_______. Rather than______him in front of the class, Begay welcomed him warmly. He was testing Begay’s long-held_______that no child is a lost cause, no matter how______he seems. “It’s the unspoken       _____teachers start out with,” Begay said.

During lunch I sat down with Begay’s students and asked them what they liked about her.

“ She never gets angry, “ said one girl. A boy______:” She’s funny and likes telling jokes.”

Before we left the______, the shy, quiet girl next to me______,” She teaches me when I don’t want to learn.”

Her_______stayed with me. When I_______it with Begay, I told her that I felt it was a very       _____thing for a child to say. She agreed.

“They never______that to me.” said Begay, “But that’s what I_______. I want them to enjoy school. I want them to feel like someone_______them.”

1.

A．sensitive

B．worried

C．thrilled

D．energetic

2.

A．meet

B．investigate

C．enquire

D．praise

3.

A．gradually

B．occasionally

C．abruptly

D．desperately

4.

A．clarified

B．revealed

C．suspected

D．acknowledged

5.

A．classroom

B．school

C．canteen

D．house

6.

A．after

B．before

C．later

D．ago

7.

A．rose

B．bowed

C．nodded

D．shook

8.

A．disturbing

B．astonishing

C．capturing

D．embarrassing

9.

A．conclusion

B．dream

C．belief

D．ambition

10.

A．awesome

B．troubled

C．innocent

D．careless

11.

A．commitment

B．assumption

C．proposal

D．regulation

12.

A．rejected

B．declared

C．added

D．protested

13.

A．office

B．kitchen

C．playground

D．table

14.

A．shouted

B．whispered

C．cried

D．suggested

15.

A．comment

B．adventure

C．experience

D．discovery

16.

A．interpreted

B．promoted

C．shared

D．demonstrated

17.

A．fancy

B．comprehensive

C．crucial

D．meaningful

18.

A．do

B．express

C．guarantee

D．leave

19.

A．acquire

B．secure

C．accomplish

D．pursue

20.

A．believes in

B．stands by

C．tums against

D．fears for