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Section BIn, this section, there is one passage followed by a summary. Read the passage ca

Section B

In, this section, there is one passage followed by a summary. Read the passage carefully and complete the summary below by choosing no more than three words from the passage. Remember to write the answers on the answer sheet.

My mother started the San Francisco version of the Joy Luck Club in 1949, two years before I was born. This was the year my mother and father left China with one stiff leather trunk filled only with fancy silk dresses. There was no time to pack anything else, my mother had explained to my father after they boarded the boat. Still his hands swam frantically between the slippery silks, looking for his cotton shirts and wool pants.

When they arrived in San Francisco, my father made her hide those shiny clothes. She wore the same brown-checked Chinese dress until the Refugee Welcome Society gave her two hand-me-down dresses, all too large in sizes for American women. The society was composed of a group of white-haired American missionary ladies from the First Chinese Baptist Church. And because of their gifts, my parents could not refuse their invitation to join the church. Nor could they ignore the old ladies' practical advice to improve their English through Bible study class on Wednesday nights and, later, through choir practice on Saturday mornings. This was how my parents met the Hus, the Jongs, and the St. Clairs. My mother could sense that the women of these families also had unspeakable tragedies they had left behind in China and hopes they couldn't begin to express in their fragile English. Or at least, my mother recognized the numbness in these women's faces. And she saw how quickly their eyes moved when she told them her idea for the Joy Luck Club.

Joy Luck was an idea my mother remembered from the days of her first marriage in Kweilin, before the Japanese came. That's why I think of Joy Luck as her Kweilin story. It was the story she would always tell me when she was bored, when there was nothing to do, when every bowl had been washed and the Formica table had been wiped down twice, when my father sat reading the newspaper and smoking one Pall Mall cigarette after another, a warning not to disturb him. This is when my mother would take out a box of old ski sweaters sent to us by unseen relatives from Vancouver. She would snip the bottom of a sweater and pull out a kinky thread of yarn, anchoring it to a piece of cardboard. And as she began to roll with one sweeping rhythm, she would start her story. Over the years, she told me the same story, except for the ending, which grew darker, casting long shadows into her life, and eventually into mine.

"I thought up Joy Luck on a summer night that was so hot even the moths fainted to the ground, their wings were so heavy with the damp heat. Every place was so crowded there was no room for fresh air. Unbearable smells from the sewers rose up to my second-story window and the stink had nowhere else to go but into my nose. At all hours of the night and day, I heard screaming sounds. I didn't know if it was a peasant slitting the throat of a runaway pig or an officer beating a half-dead peasant for lying in his way on the sidewalk. I didn't go to the window to find out. What use would it have been? And that's when I thought I needed something to do to help me move. "

"My idea was to have a gathering of four women, one for each corner of my mah-jong table. I knew which women I wanted to ask. They were all young like me, with wishful faces. "

"Each week one of us would host a party to raise money and to raise our spirits. The hostess had to serve special dyansyin foods to bring good fortune of all kinds—dumplings shaped like silver money ingots, long rice noodles for long life, boiled peanuts for conceiving sons, and of course, many good-luck oranges for a plentiful, sweet life. "

"We decided to hold parties and pretend each week had become the new year. Each week we could forget past wrongs done to us. We weren't allowed to think a bad thought. We feasted, we laughed, we played games, lost and won, we told the best stories. And each week, we could hope to be lucky. That hope was our only joy. And that's how we came to call our little parties Joy Luck. "

SUMMARY

The San Francisco version of the Joy Luck Club was founded by my mother【51】my birth. In 1949, my parents left China for the U. S., where my mother was forbidden to wear【52】What she did wear was dresses offered by the【53】, which was run by a group of old American missionary ladies. Later, my mother got acquainted with some families also of Chinese origin. The women from the families also had【54】that they could not express. With these women, my mother started the Joy Luck Club to hold【55】and to forget wrongs done to them.

(66)

提问人:网友imujenkin 发布时间:2022-01-07
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更多“Section BIn, this section, the…”相关的问题
第1题
Section BDirections: In this section, you will hear 3 short passages. At the end of each p

Section B

Directions: In this section, you will hear 3 short passages. At the end of each passage, you will hear some questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A, B, C and D.

听力原文: Most summer school courses in Britain last for two to four weeks. During that time, students live either with a British family, or at the school, or in a hotel. They have about 15 hours of lessens every Monday to Friday -- usually in the mornings. Each school has a lot of different courses. Some are for beginners and others are for intermediate or advanced students. The lessons are fun; the classes are small and the teachers are all from English -speaking countries. But summer school students don't just speak English in the classroom. They are in Britain, so they speak and read and hear it outside too. That' s why they learn se quickly and why a summer school course is really a holiday. Only one third of each course is taught in the classroom. The rest takes place during a busy afternoon and evening timetable of visits, sport and games. These activities help everyone to make new friends, have fun and improve their English.

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A.Courses in British history.

B.Language courses.

C.Courses in sports.

D.Teacher training courses.

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第2题
SECTION CNEWS BROADCASTDirections: In this section you will hear everything ONCE ONLY. Lis

SECTION C NEWS BROADCAST

Directions: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. At the end of each news item, you will be given 10 seconds to answer the questions.

听力原文: As public support for his Iraq policy declines, President Bush is working to convince wary Americans that he has a military and political strategy for success in the war in which 1,730 U.S. troops have been killed.

In his radio address on Saturday, Bush warned that there is likely to be more tough fighting to come in Iraq. And, as he did in his meeting at the White House Friday with Iraqi Prime Minister Ibrahim al-Jaafari, Bush urged Americans to share their confidence in a positive outcome to the war.

In the Democratic radio response, Zbigniew Brzezinski, national security adviser in the Carter administration, alleged that the war has been conducted with "tactical and strategic incompetence." He said the war has tamed Iraq into a training ground for terrorists and noted that Osama bin Laden, the mastermind of the Sept. 11, 2001, attacks, has not been captured.

Bush's message that Iraqis are overcoming their fears and working to defeat those opposed to an Iraqi democracy is likely to be echoed in a prime-time address he’ll make Tuesday from Fort Bragg, N.C. The address at the home of the Army's elite 82nd Airborne Division will mark the first anniversary of the transfer of power from the U.S.-led coalition to Iraq's interim government.

The president told radio listeners his strategy for military success is to defeat members of Saddam Hussein's former regime and foreign and Iraqi terrorists and criminals responsible for the violence. At the same time, the United States is helping train Iraqi security forces so U.S. troops can eventually return home. Bush said the United States would continue helping Iraqis build a democracy. He said al-Jaafari assured him the Iraqi government would meet its deadline to draft a new constitution.

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第3题
SECTION BPASSAGESDirections: In this section, you will hear several passages. Listen to th

SECTION B PASSAGES

Directions: In this section, you will hear several passages. Listen to the passages carefully and then answer the questions that follow.

听力原文: Robert Spring, a 19th century forger, was so good at his profession that he was able to make his living for 15 years by selling false signatures of famous Americans. In 1858 in Philadelphia Spring opened a bookstore. At first he prospered by selling his small but genuine collection of early US autographs. Discovering his ability at copying handwriting, he began imitating signatures of George Washington and Ben Franklin and writing them to the title pages of old books to lessen the chance of detection, he sent his forgeries to England and Canada for sale and circulation.

Forgers have a hard time selling their products. A forger cannot approach a respectable buyer but must deal with people who don't have much knowledge in the field.

In Spring's time, right after the Civil War Britain was stir fond of the Southern states, se Spring invented a respectable maiden lady known as Miss Fanny Jackson, the only daughter of General "Stonewall" Jackson. For several years Miss Fanny's financial problems forced her to sell a great number of letters and manuscripts belonging to her famous father. Spring had to work very hard to satisfy the demand. All this activity didn't prevent Spring from dying in poverty, leaving sharp-eyed experts the difficult task of separating his forgeries from the originals.

Robert Spring spent 15 yearn ______.

A.running a bookstore in Philadelphia

B.corresponding with Miss Fanny Jackson

C.as a forger

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第4题
SECTION ACONVERSATIONSDirections: In this section you will hear several conversations. Lis

SECTION A CONVERSATIONS

Directions: In this section you will hear several conversations. Listen to the conversations carefully and then answer the questions that follow.

听力原文:M: Mum, I'm getting bored. Could you tell me a story?

F: Well.. It goes like this. The Paris Opera House was a huge building, with seventeen floors, of which seven were below the ground. Underneath the building there was a dark lake. In the middle of this lake was an island, and on that island, one hundred years ago, lived the Phantom.

M: Why was he called Phantom?

F: Because when he was born, he was so ugly that his own mother made him wear a mask, and forced him to leave home while still a child. Years later, he made a secret home for himself inside the Paris Opera House. Nobody knew who he was, yet people could hear him singing at night. So they called him Phantom.

M: Could he sing well?

F: Yes, wonderfully. He even used the voice to gain power over Christine, a beautiful young singer at the Opera.

M: Did they fall in love with each other?

F: I can only say that the Phantom loved Christine very much. And he wanted her for himself. In the end, he kidnapped her from the stage, in front of the whole audience.

M: Wasn't there anyone saving her?

F: Yes, a man called Raoul. He loved Christine, too. But the Phantom captured him and kept him in a prison. In the Phantom's hot, se, Christine pulled off his mask. When she saw a horrible face with no nose and yellow eyes, she was shocked. But then she felt sorry for him. She gently kissed his face.

M: Did the Phantom become a handsome man?

F: No, sweet. But Christine's kiss made him cry with joy for no one had ever touched him before. He released Raoul, and told him to take Christine away, to safety. Then he disappeared magically, and was never seen again.

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A.One hundred years ago.

B.Two hundred years ago.

C.Three hundred' years ago.

D.Four hundred years ago.

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第5题
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第6题
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Section B

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However important we regard school life to be, there is no denying the fact that children spend more time at home than in the classroom. Therefore, the great influence of the parents cannot be ignored or discounted by the teacher. They can become strong allies of the school personnel or they can consciously or unconsciously hinder and thwart curricular objectives.

Administrators have been aware of the need to keep parents acquainted with the newer methods used in schools. Many principals have conducted workshops explaining such matters as the reading readiness program, manuscript. writing and developmental mathematics.

Moreover, the classroom teacher, with the permission of the supervisors, can also play an important role in enlightening parents. The informal tea and the many interviews carried on during the year, as well as ways of reporting pupils' progress, can significantly aid in achieving a harmonious interplay between school and home.

To illustrate, suppose that a father has been drilling Junior in arithmetic processes night after night. In a friendly interview, the teacher can help the parent elevate his natural paternal interest into productive channels. He might be persuaded to let Junior participate in discussing the family budget, buying the food, using a yardstick or measuring up at home, setting the clock, calculating mileage on a trip and engaging in scores of other activities that have a mathematical basis.

If the father follows the advice, it is reasonable to assume that he will soon realize his son is making satisfactory progress in mathematics, and at the same time, enjoying the work.

Too often, however, teachers' conferences with parents are devoted to petty accounts of children's misdemeanors, complaints about laziness and poor work habits, and suggestions for penalties and rewards at home.

What is needed is more creative approach in which the teacher, as a professional adviser, plants ideas in parent's minds for the best utilization of the many hours that the child spends out of the classroom.

In this way, the school and the home join forces in fostering the fullest development of youngsters' capacities.

The central idea conveyed in the passage is that ______.

A.home training is more important than school training in that a child spends se many hours with parents

B.teachers can and should help parents to understand the objectives of the school

C.parents need to realize how to cooperate with the teachers in educating their children

D.parents have unconsciously hindered and obstructed curricular objectives

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第7题
在Linux系统中编写Shell脚本程序,第一行应该写:()

A.#! /bin/bash

B./bin/bash

C./bin/sh

D.# /bin/bash

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第8题
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C./bin/kafka-console-producer.sh

D./bin/kafka-console-producer.start

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A.chmod 511 /usr/bin/passwd

B.chmod 611 /usr/bin/passwd

C.hmod 411 /usr/bin/passwd

D.chmod 111 /usr/bin/passwd

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第10题
一个bash shell脚本的第一行是()?

A.#/bin/csh

B.#/bin/bash

C./bin/bash

D.#!/bin/bash

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第11题
查询VNF所在计算节点的KVM版本的指令为()

A./usr/bin/qemu-system-x86_32–version

B./usr/bin/qemu-system-x86_64–version

C./usr/bin/qemu-system-x86_64–softversion

D./usr/bin/qemu-system-x86_32–softversion

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