“Why?” said the Caterpillar.
Here was another puzzling question. As Alice could not think out any good reason, and as the Caterpillar seemed to be very unpleasant, she turned away.
“Come back!” the Caterpillar called after her. “I’ve something important to tell you!”
This certainly gave Alice some hope. Alice turned and came back again.
31. Where may their talk take place?
A. In a wonderland. B. In the field. C. In the tree. D. Outside the hole.
32. Alice didn’t feel __________ during her talk with Caterpillar.
A. shy B. sad C. angry D. strange
33. Why did Alice think she was not herself?
A. Because she was too young to understand the changes.
B. Because being changed several times in a day made her feel puzzled.
C. Because she didn’t like her changes
D. Because she didn’t feel very well.
34. Put the following statements in the correct order according to the story.
① Alice drew herself up.
② Alice used an example to explain the changes to herself.
③ Alice couldn’t explain herself.
④ Alice turned away.
⑤ Alice looked at Caterpillar for some time in silence.
A. ⑤②③④① B. ⑤②③①④ C. ⑤③②④① D.⑤③②①④
35. Which of the following sentences can be added to the end of the story?
A. “Don’t be silly. You are still yourself.” said the Caterpillar.
B. “Don’t be angry. You think you’re changed, do you?” said the Caterpillar.
C. “Don’t be sad. You’ll grow bigger again.” said the Caterpillar.
D. “Don’t be afraid. You can go home now.” said the Caterpillar.
D
You either have it, or you don’t-a sense of direction. But why is it that some people could find their way across the Sahara without a map while others can lose themselves in the next street?
Scientists say we’re all born with a sense of direction, but it is not properly understood how it works. One theory is that people with a good sense of direction have simply worked harder at developing it. Research being carried out at Liverpool University supports this idea and suggests that if we don’t use it, we lose it.
“Children as young as seven have the ability to find their way around,” says Jim Martland, research director of the project. “However, if they are not allowed out alone or are taken everywhere by car, they never develop the skills.”
Jim Martland also emphasizes that young people should be taught certain skills to improve their sense of direction. He makes the following suggestions:
If you are using a map, turn it so that it relates to(与……有联系) the way you are facing.
If you leave your bike in a strange place, put it near something like a big stone or a tree-something easy to recognize. Note landmarks on the route as you go away from your bike. When you return, go back along the same route.
Simplify(简化) the way for finding your direction by using lines such as streets in a town, streams, or wells in the countryside to guide you. Count your steps so that you know how far you have gone and note any landmarks such as towerblocks or hills which can help to find out where you are.
Now you will never get lost again!
36. Children have the ability to find the way around when they are ______ years old.
A. 5 B. 6 C. 7 D. 8
37. Which of the following things cannot be used as landmarks?
A. Tower blocks. B. Hills. C. Wells. D. Bikes.
38. What does the underlined word “emphasize” mean in the passage?
A. To give special importance to something.
B. To express thanks for somebody.
C. To understand or become aware of a fact.
D. To admire somebody.
39. Scientists believe that __________.
A. some babies are born with a sense of direction
B. people learn a sense of direction as they grow older
C. people never lose their sense of direction
D. everybody has a sense of direction from birth
40. What may be the best title of the passage?
A. A research on direction.
B. A sense of direction.
C. People’s ability of finding the way.
D. Scientists’ research on skills.
E
As you are soon on your way to Eastern Europe, here are a few tips on what you should pack. In general, pack lightly, with only the most basic clothes. People dress casually(随便地) in Eastern Europe, so you don’t need to bring along your smartest clothing.
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