B
Mr Smith was the manager of a hotel in Springfield. One weekend all of the hotels in the city were full because there was a large meeting. Late in the evening three men came into the hotel and asked for rooms. Mr Smith explained that because of the meeting, there were no rooms ready for use. The men were very unhappy because they had no place to stay in.
Mr Smith wanted to help them. He remembered that Room 414, a very small room, was empty. He asked them if they would share a room. The three men agreed. Mr Smith told them that the room would cost $30: $10 for each. Each of them gave Mr Smith $10, and they went up to the room.
Mr Smith soon began to feel sorry. “Thirty dollars is too much for that small room,” he thought. He called one of his men over and said, “Here is $ 5. Bring it to the man in Room 414. I’ve asked too much money for their room.”
The worker took the money from his manager. While he was on his way to Room 414, he started to think, “How can I divide $5? Well, I’ll give each of them only $1 and I keep $2. The men will be happy to get anything back. I’ll make a little money and Mr Smith will never know.” So he returned $1 to each man.
You see, there come a problem, each man had at first paid $10. After the worker returned them $1 each, each man had paid 9. There were three men, $9 x 3 =" $27." The worker kept $2 —$27+$2="29." Where is the missing dollar?
50. Which of the following is True?
A. The large meeting was held in this hotel. B. The three men stayed together in one room.
C. Each of the three men got a small room. D. Room 414 was the office for Mr Smith.
51. Where was the missing dollar?
A. There wasn’t any missing dollar at all. B. It was taken by the worker too.
C. It was taken by the manager Mr Simith. D. It was taken by the three men themselves.
52. Put the following sentences in correct order.
a. Three men went into the hotel for a room.
b. Mr Smith felt sorry to have asked for too much.
c. They paid 30 dollars altogether for one room.
d. The worker gave one dollar back to each of them.
e. Mr Smith thought of a small room, still empty.
f. The worker was given 5 dollar to return to them.
A. c→b→e→a→d→f B. c→d→f→e→a→b
C. a→c→b→e→f→d D. a→e→c→b→f→d
53. What is the best title of this text?
A. The Kind Manager. B. Three Men Came to the Hotel
C. A Strange Maths Problem D. $27 + $2 = $29
“I never did hate the Yankees（北方佬）. All that I hated was the war...” That’s how my great-aunt Bettie began her story. I heard it many times as a child, whenever my family visited Aunt Bettie in the old house in Berryville, Virginia.
Bettie Van Metre had good reason to hate the Civil War. Her brother was killed at Gettysburg, and her husband, James, a Confederate（南方联盟军）officer, was taken prisoner and sent to an unknown prison camp somewhere.
One day in late September, Dick came to Bettie reporting that he had found a wounded Union soldier in a farmhouse half a mile away from the Van Metre home. When talking about her first sight of the man in the blood-spotted blue uniform, she always used the same words. “It was like walking into a nightmare: those awful bandages, that terrible smell.” She went out into the cool air, trying not to be sick at the thought of that smashed right hand, that missing left leg.
The man’s papers Bettie found in the farmhouse showed his identity: Henry Bedell, 30 years old. She knew that she should report the presence of this Union officer to the Confederate army, but she wouldn’t. This is how she explained it: “I kept wondering if he had a wife somewhere, hoping, and not knowing—just as I was. It seemed to me that the only thing that mattered was to get her husband back to her.”
Slowly, patiently, skillfully, Aunt Bettie fanned the spark of life in Henry Bedell. Of drugs or medicines she had almost none. And she was not willing to take any from the few supplies at the Confederate hospital. But she did the best she could with what she had.
The October nights in the valley grew cold. With the help of Dick and his wife, she moved the Union officer at night, to a hidden room above the warm kitchen of her own home. But the next day, Bedell had a high fever. Knowing that she must get help, she went to her family doctor, Graham Osborne. Dr. Osborne examined Bedell and said, “there was little hope unless proper medicines could be found.”
“I’ll get them from the Yankees at Harpers Ferry.” Bettie said. The doctor told her that Harpers Ferry was almost 20 miles away. Even if she reached them, the Yankees would never believe her. “I’ll take proof,” Bettie said. She found a blood-spotted paper bearing the official War Department seal （印章）. “When I show it, they’ll believe me.”
Early the next morning she set off with a list of medical items. For five hours she drove, stopping only to rest her horse. The sun was almost down when she finally stood before the general at Harpers Ferry. The general listened, but did not believe her. “Madam,” he said, “Bedell’s death was reported to us.” “He’s alive,” Bettie insisted. “But he won’t be much longer unless he has the medicines on that list.” “Well,” the general turned to a junior officer, “see that Mrs. Van Metre gets the supplies.”
With the medicines, Bedell gradually recovered. Ten days later he was walking with sticks. “I’d better go back as soon as possible.” Bedell told Bettie. So it was arranged that Dick should help Bettie deliver Bedell to Harpers Ferry in his wagon. Bedell lay down in a box filled with hay, his rifle and sticks beside him.
At Harpers Ferry, the soldiers were amazed when the Union officer with the missing leg rose from his hay-filled box. Bedell told the story to Secretary of War Edwin M. Stanton, who wrote a letter of thanks to Bettie and signed an order to free James Van Metre. It was arranged for Bedell to go with Bettie as she searched for her husband. Records showed that a James Van Metre had been sent to a prison camp in Ohio. Then at Fort Delaware, near the end of the line of prisoner, a tall man stepped out and walked clumsily into Bettie’s arms. Bettie held him, tears streaming down her face. And Henry Bedell, standing by on his sticks, wept, too.What might be Bettie’s tone when she used the underlined sentence to describe the first sight of Henry Bedell？
| A．Pessimistic | B．Desperate | C．Shocked | D．Sympathetic. |
Why wouldn’t Bettie report the presence of Bedell to the Confederate army.
| A．Because she felt it her responsibility to save soldiers of the Union. |
| B．Because she wanted to save Bedell so that her husband could be freed. |
| C．Because Bedell was more a suffering human being than an enemy to Bettie. |
| D．Because Bedell begged Bettie not to give him away to the Confederate army. |
Dr. Osborn thought it was ______ of Bettie Van Metre to drive to Harpers Ferry for the medicines.
| A．crazy | B．kind | C．brave | D．smart |
.Still recovering, Henry Bedell decided to leave as soon as possible mainly because ______.
| A．he was eager to return to the Union to fight |
| B．he didn’t want to go on putting Bettie in danger |
| C．he was concerned about his safety at the Van Metre home |
| D．he could be treated with better medicines back at Harpers Ferry |
Rearrange the following statements in terms of time order.
a. Bettie’s husband was found and freed.
b. Bettie helped deliver Bedell back to Harpers Ferry.
c. Bettie moved Bedell to a safe room in her own house.
d. Bettie drove all the way to Harpers Ferry to get the medicines for Bedell.
e. In spite of being short of medicines, Bettie attended to Bettie with what she had.
f. Bettie saw Bedell in a farmhouse half a mile away from her house for the first time.
| A．f, e, c, b, d, a | B．f, c, e, d, b, a |
| C．f, e, c, d, b, a. | D．f, c, e, b, d, a |
What message is conveyed through the end of the story.
| A．Giving is a reward in itself. |
| B．Happiness comes from giving. |
| C．God helps those who help themselves. |
| D．Help yourself by helping others |
Some American high schools are for students with special interests, like science or the arts. New York City even has a program for those interested in the food service industry, called Food and Finance High School.
New York also has what are called international high schools, or internationals, for immigrant students. They must be new learners of English who have been in the United States less than four years. The first school opened in nineteen eighty-five. The city will begin the new term next month with ten.
New York works with a nonprofit organization, the Internationals Network for Public Schools. Support from the Bill and Melinda Gates Foundation has helped the network expand. The network says the graduation rate was seventy percent last year in the four New York schools open long enough to have graduating classes. That, compared with twenty-three percent for English language learners in all of the city schools.
Over all, New York officials recently reported that the city’s four-year graduation rate, reached fifty-two percent last year. At the same time, they reported that the city’s dropout rate fell below fifteen percent. The Internationals Network says its schools have an average dropout rate of just five percent.
Claire Sylvan is the executive director of the group. She says students drop out mainly because their families need them to work or because parents arrange marriages for girls.
The Internationals Network mainly helps find teachers and trains them in the teaching method of the internationals. Claire Sylvan says the teaching approach is to have students use their different strengths to help each other. They work in small groups, but she says they are not grouped by ability. She says the students discuss issues, then produce a product like a paper, a play, a poster or a report. They learn English as they work.The international high school in New York is __________
| A．for immigrant students with special interests |
| B．for new immigrant students who have been living in New York less than four years |
| C．for new learners of foreign language from around the world |
| D．for new young learners of English language living in the US less than four years |
The international high schools in New York _______
| A．have been opened for less than 20 years and set a good example |
| B．can bring great profit for the Internationals Network for Public Schools |
| C．will expand from having one school to having ten |
| D．have given great support to the Bill and Melinda Gates Foundation |
Which of the following shows the graduation rate of the schools of the International Networks last year in the four New York schools?
One of the reasons why some students drop out of school is that _____.
| A．their parents can’t afford to pay for the education |
| B．they have to help their parents with the work |
| C．girls are forced to make money for their families |
| D．they have trouble in passing all kinds of exams |
Claire Sylvan would agree with all the following statements EXCEPT _____.
| A．with the help of the network, the students can find right teachers. |
| B．students use their different strengths to help each other |
| C．students can be divided into different classes according to their ability |
| D．students can discuss with each other and finish their work by themselves |
Most people I meet want to develop more harmonious and satisfying relationships. But we may not realize that this can only be achieved by partnering with two new and strange allies(盟友)：uncertainty and confusion. Most of us aren’t trained to like confusion or to admit we feel hesitant and uncertain. In our schools and organizations, we place value on sounding certain and confident.
As life continues to speed up, I believe our changing world requires less certainty and far more curiosity. I’m not suggesting we let go of our beliefs, but that we become curious about what someone else believes. As we become open to the disturbing differences, sometimes we discover that another’s way of interpreting the world is actually essential to our survival.
For me, the first step in becoming curious is to admit that I’m not succeeding in figuring things out by myself. If my solutions don’t work as well as I’d like, I take these as signs that it’s time to begin asking others what they think. I try to become a conscious listener, actively listening for differences.
There are many ways to listen for differences. Lately, I’ve been listening for what surprises me. This isn’t easy — I’m accustomed to sitting there, nodding my head as someone voices his opinions. But when I notice what surprises me, I’m able to see my own views more clearly, including my assumptions.
If you’re willing to be disturbed and confused, I recommend you begin a conversation with someone who thinks differently from you. Listen for what’s different and what surprises you. Try to stop the voice of judgement or opinion and just listen. At the end, notice whether you’ve learned something new.
We have the opportunity many times a day to be the one who listens to others and the one who is curious rather than certain. When we listen with fewer judgements, we always develop better relationships with each other. It’s not differences that divide us. It’s our judgements that do. Curiosity and good listening bring us back together.
As I consider partnering with confusion and uncertainty, I’m learning that we don’t have to agree with each other in order to think well together. There is no need for us to be joined at the head. We are already joined by our hearts.According to the passage, when communicating with others, most of us try to behave___.
| A．hesitantly and confusedly |
| B．honestly and harmoniously |
| C．responsibly and actively |
| D．confidently and convincingly |
According to the author, in order to cope with our changing world, we should ______.
| A．reconsider traditional beliefs before accepting them. |
| B．learn to interpret other people’s behavior. |
| C．become more curious about other people’s opinions. |
| D．try to develop more harmonious relationships with others. |
What does the passage advise you to do when you hear different ideas?
| A．We should let go of our beliefs. |
| B．We should admit that we are not succeeding in figuring out things. |
| C．We should be accustomed to sitting there and listening. |
| D．We should listen and find out the valuable points |
What do the underlined sentences in the passage imply?
| A．We should listen more and judge less. |
| B．We should make decisions based on sound judgement. |
| C．Differences among people separate them. |
| D．It is important to seek common ground and reserve differences. |
Which of the following best describes the author’s attitude to uncertainty and confusion?
| A．Favorable. | B．Resistant. | C．Curious. | D．Doubtful. |
When the evening is coming, my dear son and I are preparing for the tape time. “Shoes on,” I remind 9-year-old Sam. “Snakes are always waiting for the chance to kiss you. But with our feet stepped into my car, we are safe.” We take blankets and cups of milk and head out to the shelter that serves as our garage. This has become our bedtime habit.
I press “play.” A motherly voice fills the car. My mother and my aunt send us books on tape obtained from secondhand shops or rescued from the back of drawer. Maybe no one in England lays cassettes anymore, but I still love them.
Sam rests on his seat. He’s sitting in the front seat. I am listening to the cassette. But I am also thinking. In a month’s time, my boy will be 10. Next year, he will be 11. And so it will go on, until he leaves me and his father and his sister to live out his own stories---as it is only right and proper he should.
Will he think back to the times when he sat in the dark in a car in Africa, listening to tales of Wales in World War Ⅱ, the finest lady detective of Botswana, or a country he has visited, and tells me he finds them “very interesting”? Will he think , when he is grown-up, the poor mum always makes the ancient tape player which is out of date work?
I like to believe that he will recall those wonderful moments. By then, perhaps, my child will realize a deep love of sharing and understanding by listening to the old tape player. I hope Sam will think that these evenings we spend in the car are a story themselves. It is his own first chapter. In time my boy will ease off the hand brake and roll out into the world. Until then, I’ll keep pressing “play”.What habit did the writer and her son develop?
| A．To play outside in the evening |
| B．To listen to tapes in a car |
| C．To drive in the evening |
| D．To read books together at night |
How does the author think about Sam’s leaving the family in the future?
| A．Interesting. | B．Common and natural. |
| C．Absurd. | D．Unbearable. |
In paragraph4, the two questions can prove that ________.
| A．playing with children is fun for parents |
| B．listening to stories is a good way to enjoy life |
| C．children need to ask questions in reading |
| D．Listening experiences will be part of Sam’s life |
The best title for the passage may be “_______”.
| A．A gift of a story player |
| B．A childhood full of love and story |
| C．Deep love for the tape player |
| D．The future life of our children |
Thousands of hungry birds left the countryside of Britain in the bitter winter to find food and warmth in urban gardens. The move included species such as the redwing and the fieldfare, almost unknown outside rural areas
The hard situation of farmland birds has been revealed in the latest survey of bird populations from the Royal Society for the Protection of Birds released today.
The redwing has an obvious stripe over the eye and a red flash on the flanks (侧翼), while the fieldfare has a grey head, a peach underbelly, and a distinctive dark band on the tail.
Graham Madge, the society's spokesman, says, “For many urban birdwatchers the sight of these striking species is a real treat. Many people have never imagined there being such an amazing chance.”
“Frozen ground prevented them from getting food in the countryside and they have been saved from starvation in towns，” he added.
He says the unusual sight this year somewhat tempered the frustration felt at the suffering of small garden birds such as robins and wrens. These birds are sensitive to cold and must eat almost continuously to stay alive. Data from people who took part in the society's Big Garden Birdwatch recorded sightings in 280，000 gardens during the last weekend of January, with the goldcrest down 75 percent, the longtailed tit down 27 percent, and the coal tit down 20 percent. The study highlighted the need for food to be left out for birds during winter.
The redwing and the fieldfare are relatively unknown outside the eastern part of the country. The research shows, however, that they moved to the other side of the country where the climate is generally mild in winter and that many for the first time have reached Cornwall and Isles of Scilly. The number of redwing sightings was up 185 percent, those of the fieldfare 73, and of the yellowhammer 68.
Another surprise garden “guest” this year was the blackcap. This robinsized, silvergrey bird was rare in Britain 50 years ago, but increasing numbers now arrive each year from Germany and Austria.How did the urban birdwatchers probably feel when seeing the hungry birds?
| A．Excited. | B．Worried. |
| C．Annoyed. | D．Motivated. |
Which of the following can best replace the underlined word “tempered”？
| A．Prevented. | B．Relieved. |
| C．Explained. | D．Increased. |
According to the passage, Cornwall is perhaps ________.
| A．a village in eastern Britain |
| B．a city in western Britain |
| C．a village in western Britain |
| D．a city in eastern Britain |
What does the passage mainly talk about?
| A．The tough living conditions of some British birds. |
| B．The various species of Britain's garden birds. |
| C．The changes of some bird's population in Britain. |
| D．Unusual bird visitors in Britain's urban gardens. |