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35. ¡ªJack should have calmed down at the party!

¡ªBut the kids made so much noise that he couldn¡¯t help but _______. A. face the music

B. eat like a bird D. fly off the handle

C. mend his ways

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In our modern world, when something wears out, we throw it away and buy a new one. The 36 is that countries around the world have growing mountains of 37 because people are throwing out more rubbish than ever before.

How did we 38 a throwaway society? First of all, it is now easier to 39 an object than to spend time and money to repair it. 40 modern manufacturing and technology, companies are able to produce products quickly and inexpensively. Products are plentiful and 41 .

Another cause is our 42 of disposable (Ò»´ÎÐÔµÄ) products. As 43 people, we are always looking for 44 to save time and make our lives easier. Companies 45 thousands of different kinds of disposable products: paper plates, plastic cups, and cameras, to name a few.

Our appetite for new products also 46 to the problem. We are 47 buying new things. Advertisements persuade us that 48 is better and that we will be happier with the latest products. The result is that we 49 useful possessions to make room for new ones.

All around the world, we can see the 50 of this throwaway lifestyle. Mountains of rubbish just keep getting bigger. To 51 the amount of rubbish and to protect the 52 , more governments are requiring people to recycle materials. 53 , this is not enough to solve (½â¾ö) our problem.

Maybe there is another way out. We need to repair our possessions 54 throwing them away. We also need to rethink our attitudes about 55 . Repairing our possessions and changing our spending habits may be the best way to reduce the amount of rubbish and take care of our environment.

36. A. key B. problem

B. debt

C. project

C. gifts

D. reason

D. products

37. A. rubbish 38. A. face

B. observe B. control B. As to

B. cheap B. lack

C. become

C. hide

D. change

D. replace

D. Regardless of

39. A. withdraw 40. A. Thanks to 41. A. funny

C. Except for C. safe

D. powerful D. love D. kind

42. A. division 43. A. sensitive 44. A. places 45. A. produce

C. prevention

C. busy

B. brave

B. ways

C. jobs D. friends

D. preserve D. adapts

B. receive B. returns

C. donate

46. A. contributes 47. A. tired of 48. A. higher

C. responds

B. worried about

B. newer

C. addicted to D. ashamed for C. stronger

D. larger D. pick up D. consequences D. measure

D. environment D. Meanwhile

49. A. throw away B. pay for 50. A. advantages 51. A. show

B. purposes B. record

C. hold onto C. functions

C. decrease C. consumers C. Therefore

52. A. technology 53. A. However 54. A. by

B. brands B. Otherwise

B. instead of C. in favour of D. after

55. A. collecting B. repairing

C. spending D. advertising

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A

e- Learning: An Alternative Learning Opportunity Day school Program Secondary students across Toronto District School Board(TDSB) are invited to take

one or two e-Learning courses on their day school timetable. Students will remain on the roll at their day school. The on-line classroom provides an innovative, relevant and interactive learning environment. The courses and on-line classroom are provided by the Ministry of Education. These on-line courses are taught by TDSB secondary school teachers; are part of the TDSB Student¡¯s timetable; and appear on the Student¡¯s report upon completion. Benefits of e-Learning Include: access to courses that may not be available at his or her TDSB school; using technology to provide students with current information: and, assistance to solve timetable conflicts. Is e-Learning for You? Students who are successful in an on-line course are usually: able to plan, organize time and complete assignments and activities; capable of working independently in a responsible and honest manner; and, able to regularly use a computer or mobile device with internet access. Students need to spend at least as much time with their on-line course work as they would in a face-to-face classroom course. 56. E-Learning courses are different from other TDSB courses in that _________. A. they are an addition to TDSB courses B. they are not on the day school timetable C. they are not included on students¡¯ reports D. they are given by best TDSB teachers

57. What do students need to do before completing e-Learning courses? A. To learn information technology on-line. B. To update their mobile devices regularly. C. To do their assignments independently.

D. To talk face to face with their teachers.

B

Why College Is Not Home

The college years are supposed to be a time for important growth in autonomy(×ÔÖ÷ÐÔ) and the development of adult identity. However, now they are becoming an extended period of adolescence, during which many of today¡¯s students and are not shouldered with adult responsibilities.

For previous generations, college was a decisive break from parental control; guidance and support needed to come from people of the same age and from within. In the past two decades, however, continued connection with and dependence on family, thanks to cell phones, email and social media, have increased significantly. Some parents go so far as to help with coursework. Instead of promoting the idea of college as a passage from the shelter of the family to autonomy and adult responsibility, universities have given in to the idea that they should provide the same environment as that of the home.

To prepare for increased autonomy and responsibility, college needs to be a time of exploration and experimentation. This process involves £¢trying on £¢ new ways of thinking about oneself both intellectually and personally. While we should provide £¢safe spaces£¢ within colleges, we must also make it safe to express opinions and challenge majority views. Intellectual growth and flexibility are fostered by strict debate and questioning. Learning to deal with the social world is equally important. Because a college community differs from the family, many students will struggle to find a sense of belonging. If students rely on administrators to regulate their social behavior and thinking pattern, they are not facing the challenge of finding an identity within a larger and complex community.

Moreover, the tendency for universities to monitor and shape student behavior runs up against another characteristic of young adults: the response to being controlled by their elders. If acceptable social behavior is too strictly defined and controlled, the insensitive or aggressive behavior that administrators are seeking to minimize may actually be encouraged.

It is not surprising that young people are likely to burst out, particularly when there