be so familiar will be the increasing number of women who are looking actively for advancement of for a new job in your offices. This woman may be equipped with professional skills and perhaps valuable experience. She will not be content to be Executive Assistant to Mr. Seldom Seen of the Assistant Vice President’s Girl Friday, who is the only one who comes in on Saturday. She is the symbol of what I call the Second Wave of Feminism. She is the modern woman who is determined to be.
Her forerunner was the radical feminist who interpreted her trapped position as a female as oppression by the master class of men. Men, she believed, had created a domestic, servile role for women in order that men could have the career and the opportunity to participate in making the great decisions of society. Thus the radical feminist held that women through history had been oppressed and dehumanized, mainly because man chose to exploit his wife and the mother of his children. Sometimes it was deliberate exploitation and sometimes it was the innocence of never looking beneath the pretensions of life.
The radical feminists found strength in banding together. Coming to recognize each other for the first time, they could explore their own identities, realize their own power, and view the male and his system as the common enemy. The first phases of feminism in the last five years often took on this militant, class-warfare tone. Betty Friedan, Gloria Steinem, Germaine Greer, and many others hammered home their ideas with a persistence that aroused and intrigued many of the brightest and most able women in the country. Consciousness-raising groups allowed women to explore both their identities and their dreams—and the two were often found in direct conflict. What is the stereotyped role of American women? Marriage. A son. Two daughters. Breakfast. Ironing. Lunch. Bowling, maybe a garden club of for the very daring, non-credit courses in ceramics. Perhaps an occasional cocktail party. Dinner. Football or baseball on TV. Each day the same. Never any growth in expectations—unless it is growth because the husband has succeeded. The inevitable question: ―Is that all there is to life?‖
The rapid growth of many feminist organizations attests to the fact that these radical feminists had touched some vital nerves. The magazine ―Ms.‖ was born in the year of the death of the magazine ―Life.‖ But too often the consciousness-raising sessions became ends in themselves. Too often sexism reversed itself and man-hating was encouraged. Many had been with the male chauvinist.
It is not difficult, therefore, to detect a trend toward moderation. Consciousness-raising increasingly is regarded as a means to independence and fulfillment, rather than a ceremony of fulfillment itself. Genuine independence can be realized through competence, through finding a career, through the use of education. Remember that for many decades the education of women was not supposed to be useful.
67. What was the main idea of this passage? A. The Second Wave of Feminist. C. The Unity of Women.
B. Women’s Independent Spirits. D. The Action of Union.
68. What was the author’s attitude toward the radical? A. He supported it wholeheartedly. C. He disapproved to some extent. 69. What does the word ―militant‖ mean?
A. Aggressive. B. Ambitions. C. Progressive. D. Independent. 70. What was the radical feminist’s view point about the male? A. Women were exploited by the male.
B. Women were independent of the male. D. The male were their common enemy.
B. He opposed it strongly. D. He ignored it completely.
C. Women’s lives were deprived by the male.
第Ⅱ卷 (两部分 共35分)
第四部分 任务型阅读 (共10小题；每小题1分，满分10分)
请认真阅读下列短文，并根据所读内容在文章后表格中的空格里填入一个最恰当的单词。 注意：每个空格只填1个单词。请将答案写在答题卡上相应题号的横线上。
The back-to-school season is upon us, and once again, parents across the country have loaded their kids’ backpacks up with snack packs and school supplies. It’s a good moment to reflect on what else we should be giving our kids as they head off to school.
American parents are feeling particularly anxious about that question this year. The educational process feels more than ever like a race, one that starts in pre-school and doesn’t end until your child is admitted to the perfect college. Most parents are more worried than they need to be about their children’s grades, test scores and IQ. And what we don’t think about enough is how to help our children build their character—how to help them develop skills like perseverance, optimism, responsibility, and self-control, which together do more to determine success than S.A.T. scores or I.Q.
There is growing evidence that our anxiety about our children’s school performance may
actually be holding them back from learning some of these valuable skills. If you’re concerned only with a child’s G.P.A., then you will likely choose to minimize the challenges the child faces in school. With real challenge comes the risk of real failure. And in a competitive academic environment, the idea of failure can be very scary, to students and parents alike.
But experiencing failure is a critical part of building character. Recent research by a team of psychologists found that adults who had experienced little or no failure growing up were actually less happy and confident than those who had experienced a few significant setbacks in childhood. ―Overcoming those obstacles,‖ the researchers assumed, ―could teach effective coping skills, help engage social support networks, create a sense of mastery over past adversity, and foster beliefs in the ability to cope successfully in the future.‖
By contrast, when we protect our children from every possible failure—when we call their teachers to get an extension on a paper; when we urge them to choose only those subjects they’re good at—we are denying them those same character-building experiences. As the psychologists Madeline Levine and Dan Kindlon have written, that can lead to difficulties in adolescence and young adulthood, when overprotected young people finally confront real problems on their own and don’t know how to overcome them.
In the classroom and outside of it, American parents need to encourage children to take chances, to challenge themselves, to risk failure. In the meantime, giving our kids room to fail may be one of the best ways we can help them succeed.
Back to School: Why Perseverance Is More Important than Good Grades? ?Parents throughout America(71) ▲ their kids’ backpacks up Common phenomena with snacks and school supplies. ?Many American parents don’t(72) ▲ enough importance to their kids’ character building. The writer’s(73) ▲ Parents should pay more attention to their kids’ character building. ?Parents’ anxiety about their kids’ performance may(75) ▲ them from learning some valuable skills. ?Parents concerned only with a kid’s G.P.A. have a (76) ▲ to minimize the challenges the child faces. Evidence and (74) ▲ findings ?Adults who have experienced a few significant setbacks in childhood are (77) ▲ and more confident than those who haven’t. ?Denying kids character-building experiences can(78) ▲ in difficulties in adolescence and young adulthood. The writer’s suggestions
? (79) ▲ kids to be risk-takers. ?Give kids room to experience(80) ▲ .
第六部分 书面表达 （共25分）
阅读下面材料，然后按要求写一篇150词左右的英语短文。
James Bender, in his book How to Talk Well tells the story of a farmer who grew award-winning corn. Each year he won a blue ribbon. One year a newspaper reporter interviewed him and learned something interesting about how he grew it.
The reporter discovered that the farmer shared his seed corn with his neighbors. ―How can you afford to share your best seed corn with your neighbors when they are entering corn in competition with yours each year?‖ The reporter asked. ―Why,‖ said the farmer, ―didn’t you know? The wind picks up pollen(花粉) from the ripening corn and carries it from field to field. If my neighbors grow bad corn, cross-pollination(异花受粉) will slowly reduce the quality of my corn. If I am to grow good corn, I must help my neighbors grow good corn. ‖
He is very much aware of the connectedness of life. His corn cannot improve unless his neighbors’ corn also improves. The lesson for each of us is this: If we are to grow good corn, we must help our neighbors grow good corn. 【写作要求】
1.突出：人与人之间本应和睦相处、互帮互助、共同进步； 2. 以约30个词概括短文的要点； 3. 发表你的看法，谈谈你的认识。 【注意事项】
1、作文中可以使用实例来支持你的论点，也可以参照阅读材料的内容论述，但不得直接引用原文中的句子；
2、作文中不能出现真实姓名和学校名称。
【评分标准】概括准确，语言规范，内容合适，篇章连贯。
2015秋高三英语周练（2）
1-5 BBAAC
6-10 BACBC 11-15 ACBAC
16-20 CABCA
21—25 DBCBD 26—30 DDACC 31—35 CABDA
36-40 DBACD 41-45 BACAC 46-50 DDBAC 51-55 BAADC 56-58 ACB 59-62 BCDA 63-66 CBAD 67-70 ACAD 71. load 72. attach 73. view/opinion 74. research
75. discourage/prevent/stop/keep 76. tendency 77. happier 78. result 79. Encourage 80. failure(s)
A farmer always won a blue ribbon in the state fair every year. His secret is that he helped his neighbor grow good corn to grow his own corn better.
So is our life. People in the world cannot live by his or her self, not depending on others. Those who choose to live well should also help the poor to live well, for the value of a life is not measured by the wealth one gains but by what the life brings to others. In fact, we're all members of a big family. As a Chinese saying goes, ―One for all and all for one.‖ Donating blood to others benefits the donator. Picking up rubbish in your neighborhood creates a tidy environment for all the residents.
Therefore, we should help each other and get along with each other to improve our lives. Only in this way can we get our dreams of living a harmonious life realiz