Directions: Read the following passage. Answer the questions according to the information given in the passage and the required words limit. Write your answers on your answer sheet.
A political scientist from Indiana University whose work exploring how people come together to preserve their collective resources may provide important clues in the fight against climate change has become the first woman to win the Nobel prize for economics.
Elinor Ostrom, 76, shares 2009 Nobel prize with fellow American academic Oliver Williamson, 77. The Royal Swedish Academy of Sciences announced to the world the pair had been chosen to win the 40th prize in economic sciences.
For Ostrom, the award came, as a "big surprise". To rise to the peak of her area of learning has been a big journey, as she has had to struggle against her own weaknesses and the barriers of the system. At school in Los Angeles, she suffered from stuttering. She also faced the barriers common to most women of her generation entering the sciences --- she was discouraged from taking a PhD when she applied for graduate school.
Her field of study has been striking for how cross-disciplinary it is. Early on she gained a reputation for bringing economics, political science and sociology together.
What interests her is how common property can be managed successfully through groups in society. The findings of her research have been striking, as the Nobel committee pointed out, because they have challenged the traditional assumption that common property is poorly managed unless it is either controlled by government or privatized. She has shown how different individuals can band together and form collectives that protect the resource at hand.
“A lot of people are waiting for more international co-operation to solve global warming.” Ostrom said , “It is important that there is international agreement, but we can be taking steps at family level, community level, civic and national level … There are many steps that can be taken. That will not solve it on their own but continuously will make a big difference.”
81. How did Ostrom feel when she got the prize? (not more than 3 words)
82. What does “cross-disciplinary” mean according to the passage? (not more than 9 words)
83. Why was Ostrom advised not to take a PhD when she applied for graduate school? (not more than 9 words)
84. Why was Ostrom awarded the Nobel prize for economics? (not more than 16 words)
1) Your teens don’t want you to be their friends. What they need is for you to be a reliable responsible role model worthy of their respect, and not some overgrown child who wears too tight jeans or T-shirts with slogans advocating the good points of 100 proof liquor.
2) Don’t debate the teen ever. If she wants to debate, suggest she sign up for the Debate Club. If you buy into their teen logic (which is basically illogic, the product of an immature brain and every extreme of emotion known to mankind) your mouth will go dry. Teens need to know that no means no. Remember when your teen was two years old and he said “no” a lot? Well now it’s your turn, particularly when your teen wants to engage in behaviors that are dangerous.
3) Don’t buy your teen a car. If you do, he will total it in record time. Guaranteed. The teen should earn the car, or at least a portion of it (and by that I don’t mean one of the tires). You know how you take much better care of an item of clothing you spent a fortune on compared to one you bought in a bargain basement? It’s the same thing, only a car can 
do serious damage.
4) Encourage sports participation even if your teen has two left feet. In some sports, two left feet won’t knock him out of the box, so to speak. Sports participation develops perseverance and cheerfully functioning as a team member. You also will know where your child is every day after school (on the field, that is, or at a rival school). Just make sure you root for the right team, okay? Been there, done that.
5) Let the school know you in a good way so that school personnel do not dive under the desk when you approach. If you are asked to speak at the school, your teen will feel mighty proud. If you make something for the bake sale, try to make it taste edible and if you can’t see it through, do yo
urself and your child a favor and buy something at the local bakery or supermarket.
6) To know your teens’ friends is to know your teens. Teens have a secret life, and a parent’s goal is to find out secrecy that is sometimes thicker than the CIA and the KGB combined. If you really want to know what your kid is up to, get to know their friends. How? By being warm and kind, and by asking questions that don’t sound like an interrogation（审讯）, but serve that purpose without their knowing it. When your kids are doing something that might negatively affect their future, you should _____.
| A．have your kids express their opinions fully and then discuss with them |
| B．think about how you can be their close friends |
| C．report that to their school immediately |
| D．say no and tell them that they must stop |
According to the passage, as a parent, you should encourage your kids __________.
| A．to wear too tight jeans | B．to sign up for the Debate Club |
| C．to be greatly involved in sports | D．to make as many friends as they can |
The underlined word “total” in the third paragraph probably means ________.
| A．damage | B．add | C．buy | D．earn |
The passage mainly wants you to know that __________.
| A．kids have their secrecy and freedom |
| B．Raising Teenagers calls for certain parenting skills |
| C．your teen needs some house rules |
| D．the family is changing |
Today I was at the mall waiting for friends, when a lady wearing a knit hat and a sweater came up to me and, shivering, said, “I’m homeless. Would you mind buying me some food?”
In that split second, everything I’d learned since kindergarten flashed through my mind. Don’t talk to strangers… Be a good citizen… People will take advantage of you… Treat others as you wish to be treated…I guess love won the debate. “Sure,” I said. “What would you like?”
She thought and then said, “I’d like to get Chinese food.” We headed upstairs. She ordered soup, an egg roll, white rice, and pepper chicken. I would normally think that was a lot, but she had probably barely eaten in the last few days. I got my usual – lo mein and General Tso’s chicken.
Meanwhile I was eating my lo mein, picking around the cabbage and the other vegetables. Joyce said, “If you don’t like it you can take it back.” I told her that I liked it, but was not fond of the vegetables. She broke into a big grin. “You don’t like vegetables, huh? Neither did I. But now I do.” I immediately felt guilty. How could I be picking at my food across from someone who barely gets to eat at all?
I tried my best to finish, but she seemed to sense my guilt and said, “You don’t have to eat it if you don’t want it.” How could she know what I was feeling? I told her the dish was my favorite, but I just eat slowly.
She got up to get a to-go box. “Would you like one?” she asked, but I refused. I realized that this food would probably last her for a few days, and I was glad she had ordered a lot.
“Would you like these?” I asked, gesturing at the food I had left untouched. “Oh, no, thank you,” she said. “This is enough.” I got up to throw my tray away, feeling guilty again.
“I need to meet my friends now,” I explained. “It was so nice to meet you, Joyce.”
“You too, Claire,” she replied with a smile. “Thank you.”
I headed to the theater, and she went back downstairs. I kept puzzling, Why is Joyce homeless? She shouldn’t need people to buy her dinner. She was a nurse. She got good grades. She took pictures for her yearbook. She was the person I hope to be in the futu
re. How could such a good life be rewarded with horrible luck?
Anyway, I wish her the best, and hope that the force that brought us together will help her find what she deserves in life. From the second paragraph we know that the writer ___________.
| A．debated with the girl over moral issues |
| B．hated having to make a quick decision |
| C．hesitated before she decided to reach out |
| D．fell in love with the girl at first sight |
The writer felt guilty for a moment because _________.
| A．she was particular about food and also wasted so much |
| B．she was a strict vegetarian who ate very little |
| C．she didn’t order enough food for the girl |
| D．she urged the girl to take her share of food |
Why did Joyce end up unemployed and homeless?
| A．She was a victim of high education. |
| B．She actually had some kind of mental disorder. |
| C．She graduated with average grades. |
| D．The reason is not yet given. |
The passage is intended to _________.
| A．arouse readers' curiosity |
| B．explore social problems |
| C．teach readers a lesson |
| D．share a personal story |
Fear and its companion pain are two of the most useful things that men and animals possess, if they are properly used. If fire did not hurt when it burnt, children would play with it until their hands were burnt away. Similarly, if pain existed but fear didn’t, a child would burn himself or herself again and again, because fear would not warn himself or herself to keep away from the fire that had burnt himself or herself before. A really fearless soldier—and some do exist is not a good soldier because he is soon killed; and a dead soldier is of no use to his army. Fear and pain are therefore two guards without which men and animals might soon die out.
In our first sentence we suggested that fear should be properly used. If, for example, you never go out of your house because of the danger of being knocked down and killed in the street by a car, you are letting fear rule you too much. Even in your house you are not absolutely safe: an aeroplane may crash on your house, or ants may eat away some of the beams in your roof so that the latter falls on you, or you may get cancer!
The important thing is not to let fear rule you, but instead to use fear as your servant and guide. Fear will warn you of dangers; then you have to decide what action to 
take.
In many cases, you can take quick and successful action to avoid the danger. For example, you see a car coming straight towards you. Fear warns you, you j
ump out of the way, and all is well.
In some cases, however, you decide that there is nothing that you can do to avoid the danger. For example, you can’t prevent an aeroplane crashing onto your house. In this case, fear has given you its warning; you have examined it and decided on your course of action, so fear of this particular danger is no longer of any use to you, and you have to try to overcome it.Children would play with fire until their hands were burnt away if _________.
| A．they were given no warning beforehand | |
| B．they had never burnt themselves | |
| C．they had no sense of pain | D．they were fearful of the fire |
A really fearless soldier _____________.
| A．is of great use to the army | B．is not a real soldier |
| C．is nothing but a dead soldier | D．easily gets killed in a battle |
People sometimes succeed in timely avoiding the danger because _________.
| A．they have gained experience | B．they jump out of the way in time |
| C．they are calm in the face of danger | |
| D．they are warned of the danger by fear and take quick action |
What's the writer's suggestion when the danger can't be avoided?
| A．You have to try to overcome it. | B．Fear can really help you to run away. |
| C．Fear always helps you stay safe. | D．Fear is of great use to you. |
Sheep Smarter than Thought
London—S
heep, like turkeys and ostriches, are not considered the most clever animals. British scientists said last Wednesday humans may have underestimated the woolly creature. They could be much smarter than we think.
Researchers at the Babraham Institute in Cambridge, southern England, have shown that the animals have a good memory system and are extremely good at recognizing faces—which they think is a sure sign of intelligence.
Behavioral scientist Keith Kendrick and his friends trained 20 sheep to recognize and distinguish 25 pairs of sheep faces and used electrodes (电极) to measure their brain activity , which showed they could remember 50 faces for up to two years .
“If they can do that with faces, they have to have reasonable intelligence; otherwise, what is the point of having a system for remembering faces and not remembering anything else?” Kendrick said in an interview.
So hours of seemingly mindless eating grass may not be so mindless after all.
Kendrick believes sheep got their reputation as dumb (unable to speak, unintelligent) animals because they live in large groups and do not appear to have much individuality and are frightened of just about everything.
“All animals, including humans, once they are frightened, don’t tend to show signs of intelligent action,” he explained.
In research reported in the science journal Nature, Kendrick and his team showed that sheep, like humans, have a specialized system in the brain which allows them to distinguish between many different faces which look extremely similar.
“The most important finding (of the study) is that they are able , both from a behavioral point of view and from looking at the way the brain is organized , to remember a large number of individuals for a very long time,” said Kendrick. “It is a very strange system. They are showing similar abilities in many ways to humans.”From the first paragraph we can find that______. .
| A．people used to think sheep are smarter than the other animals |
| B．people used to raise sheep in a wrong way |
| C．people don’t consider sheep as clever animals |
| D．people have done a lot of research on sheep |
From what Kendrick said in the interview we learn that_____. .
| A．scientists have learned everything about sheep’s intelligence |
| B．scientists have learned a little about sheep’s intelligence |
| C．scientists can’t do anything more about sheep’s memory |
| D．scientists do not have to research animals’ memory |
As is known in the passage,__________.
| A．sheep are among the week animals |
| B．it is not right for people to raise sheep in groups |
| C．when sheep eat grass in the field their minds may be active |
| D．if people feel frightened, they may become braver |
About six years ago I was eating lunch in a restaurant in New York City when a woman and a young boy sat down at the next table, I couldn't help overhearing parts of their conversation. At one point the woman asked, “So, how have you been?” And the boy—who could not have been more than seven or eight years old—replied. “Frankly, I've been feeling a little depressed lately.”
This incident stuck in my mind because it confirmed my growing belief that children are changing. As far as I can remember, my friends and I didn't find out we were “depressed”, that is, in low spirits, until we were in high school.
Undoubtedly a change in children has increased steadily in recent years. Children don't seem childlike anymore. Children speak more like adults, dress more like adults and behave more like adults than they used to.
Whether this is good or bad is difficult to say, but it certainly is different. Childhood as it once was no longer exists. Why?
Human development depends not only on born biological states, but also on patterns of gaining social knowledge. Movement from one social role to another usually involves learning the secret
s of the new social positions. Children have always been taught adult secrets, but slowly and in stages; traditionally, we tell sixth graders things we keep hidden from fifth graders.
In the last 30 years, however, a secret-revelation（揭示） machine has been equipped in 98 percent of American homes. It is called television. Television passes information to all viewers alike, whether they are children or adults. Unable to resist the temptation （诱惑）, many children turn their attention from printed texts to the less challenging, more attractive moving pictures.
Communication through print, as a matter of fact, allows for a great deal of control over the social information which children will gain. Children must read simple books before they can read complex materials. According to the author, feeling depressed is ____________.
A．a sure sign of a m ental problem in a child |
| B．a mental state present in all humans, including children |
| C．something that cannot be avoided in children's mental development |
| D．something hardly to be expected in a young child |
According to the author, that today's children seem adult-like results from ____________.
| A．the widespread influence of television |
| B．the poor arrangement of teaching content |
| C．the fast pace of human scientific development |
| D．the rising standard of living |
What does the author think of communication through print for children?
| A．It enables children to gain more social information. |
| B．It develops children's interest in reading and writing. |
| C．It helps children to read and write well. |
D．It can control what children  are to learn. |
What does the author think of the change in today's children?
| A．He feels their adult-like behavior is so funny. |
| B．He thinks the change worthy of note. |
| C．He considers it a rapid development. |
| D．He seems to be upset about it. |