D
Zach drove over to Mary’s place. She would be his wife soon. She was in China, visiting her parents. Her son Bradley hadn’t gone with her. Bradley was a junior in high school. He neither liked nor disliked Zach, even though he had known Zach for three years. Zach was still trying to get along well with Bradley.
When Zach arrived, he asked if Bradley wanted to drive his car. Bradley had a driver’s license. Bradley said all right. Zach told him not to drive fast, but that he could drive anywhere he wanted. Bradley got on the road. Zach gave Bradley a few driving tips: Don’t drive next to big trucks, because you never know when they might crush(碾压) you. Don’t drive behind trucks filled with things, because you never know when something in the truck will fly out and hit your car.
On their way back, Zach suggested that they stop at the golf course. He wanted to show Bradley how to play golf. Bradley wasn’t interested. He preferred his video games. But Bradley soon discovered that golf was fun! He hit a lot of balls. Zach told him that he was doing well. The next day Bradley, for the first time ever, called Zach. He had a few blisters(水疱) on his hands. Zach said that usually happened. Then Bradley asked if Zach would come next Saturday so they could take a drive and hit golf balls again. Zach said, of course, and felt happy.
53. The best title(题目) for the text might be “________”.
A. You are not my dad, but I begin to love you! B. I begin to love you, my son!
C. You can do better, boy! D. Do you love me, dad?
54. Zach let Bradley drive his car because ________.
A. he wanted to teach Bradley how to drive B. he wanted to take Bradley to the golf course
C. he wanted to go to see Mary D. he wanted to get on well with Bradley
55. At first, Bradley liked ________ better than golf.
A. driving B. video games C. his lessons D. a driver’s license
56. The next day, Bradley telephoned mainly to ________.
A. ask Zach to teach him to drive B. ask Zach to see his mother Mary
C. show Zach his friendliness D. invite Zach to the golf course
I’m Adam Gun from Istanbul, Turkey. I’m in a good school. And at the age of 15, in my first year of high school. I’m a great fan of tennis and cycling. I play tennis twice a week for two hours each time. Sometimes I want to play more, but I just keep playing for hours on end, never getting tired of doing it. This is one of the rare things I love in my life, in addition to cycling.
Like tennis, I find that I’m able to ride for ever and ever. Since Istanbul is made up of large and small hills, it’s a nice challenge to ride my bike every day. Although there aren’t many cycling places in Istanbul, I’m lucky enough to live near the biggest park. It’s downhill from my house to the park and I enjoy cycling up as much as floating down, because it’s challenging.
Now I have been thinking about being a lawyer and following my father’s footsteps, but I just don’t think I’m into it. I have heard people tell me over and over again: If you want to be happy with your life, you need to like and enjoy your job. Well, I’m not sure about the fact that I will enjoy being a lawyer when I grow up. I’m just not the type of person who sits down and studies for hours. So I just need opinions on whether to become a tennis player(hopefully), to become a cyclist(hopefully) or to become a lawyer.We can know that Adam Gun is satisfied with ______.
| A．his friends | B．his choice to be a lawyer | C．his school | D．his favorite tennis star |
According to the passage, Adam Gun believes that cycling in Istanbul______.
| A．need skills | B．needs good preparation | C．is easy but boring | D．is difficult but challenging |
What does the underlined part in the last paragraph mean?
| A．I’m able to do it. | B．I hate to do it. | C．I’m confident about it. | D．I’m interested in it. |
What’s Adam Gun’s problem?
| A．He isn’t certain about his future career. |
| B．He has no enough time to practise tennis. |
| C．His dad disagrees with his career choice. |
| D．He can’t concentrate on his study for hours. |
Every object tells a story. Even the most ordinary objects can present to us powerful images. Sometimes it is the ordinary nature of these objects that actually makes them so extraordinary. Such is the case with an old leather shoe in a museum in Alaska .At first glance it does not look like much .It is a woman’s shoes of a style popular in the 1890s. But what is unique about this shoes is where it was found .It was discovered on the Checkout Pass, the famous trail（路线）used by the people seeking gold in Alaska. Who it belonged to or why it was left there is not known .Was it perhaps dropped by accident as the woman climbed up the 1,500 stairs carved outfaced? Or did she throw away goods that she didn’t need in order to travel lighter?
Over 100,000 people with “gold fever” made this trip hoping to become millionaires .Few of them understood that on their way they would have to cross a harsh（艰苦的）wilderness. Unprepared for such a dangerous journey, many died of starvation and exposure to the cold weather.
The Canadian government finally started requiring the gold seekers to bring one ton of supplies with them. This was thought to be enough for a person to survive for one year. They would carry their supplies in backpacks each weighing up to fifty pounds; it usually took at least 40 trips to get everything to the top and over the pass. Whoever dropped the shoe must have been a brave and determined woman. Perhaps she was successful and made it to Alaska. Perhaps she had to turn back in defeat. No one will ever know for sure .But what we do know is that she took part in one of the greatest adventures in the 19th century.The ordinary leather shoes of a woman is considered unusual because.
| A．it is an important clue to a mystery | B．it was found on a famous trail |
| C．it belonged to a IP at one time | D．it was a fashionable shoe at that time |
According to this passage ,many people who went to Alaska.
| A．eventually became millionaires | B．brought with them many shoes |
| C．had conflicts with the local people | D．were not properly equipped |
Which of the following is the best title?
| A．A Shoe Tells a Story | B．Gold Fever |
| C．The Importance of the Shoe | D．A shoe of Popular Style |
We can make mistakes at any age. Some mistakes we make are about money. But most mistakes are about people. “Did Jerry really care when I broke up with Helen?”“When I got that great job, did Jim really feel good about it, as a friend? Or did he envy my luck?” When we look back, doubts like these can make us feel bad. But when we look back, it’s too late.
Why do we g
o wrong about our friends – or our enemies? Sometimes what people say hides their real meaning. And if we don’t really listen, we will miss the feeling behind the words. Suppose someone tells you, “You are a lucky dog.” Is he really on your side? If he says, “You are a lucky guy” or “You are a lucky girl”, that’s being friendly. But “lucky dog?” There is a bit of envy in those words. Maybe he doesn’t see it himself. But bringing in the word “dog”puts you down a little. What he may be saying is that he doesn’t think you deserve your luck.
“Just think of all the things you have to be thankful for” is another noise that says one thing and means another. It could mean that the speaker is trying to get 
you to see your problem as part of your life as a whole. But is he? Wrapped up in this phrase is the thought that your problem isn’t important. It’s telling you to think of all the starving people in the world when you haven’t got a date for Saturday night.
How can you tell the real meaning behind someone’s words? One way is to take a good look at the person while talking. Do his words fit the way he looks? Does what he says agree with the tone of voice? His posture? The look in his eyes? Stop and think. The minute you spend thinking about the real meaning of what people say to you may save another mistake.In this passage, the writer tries to tell us how to _______.
| A．avoid mistakes about money and our friends |
| B．keep people friendly without trusting them any more |
C．a void mistakes in understanding what people tell us |
| D．keep people at a distance during communication |
In the 1st paragraph the writer recalls（回忆）some things that may happen between some friends and they _________.
| A．think it was a mistake to have broken up with their girl friends |
| B．feel happy, thinking of how nice their friends were to them in the past |
| C．feel they may not have “read” their friends true feelings correctly |
| D．feel very sorry that their friends didn’t help them and let them down |
While we are listening to a person, the important thing for us is __________.
| A．to check his words against his manner, tone of voice and posture |
| B．to listen to how he pronounces his words in front of you |
| C．to notice his tone of voice, his posture and his clothes |
D．not to believe what he says in any situation or at any ti me |
According to this passage, the underlined phrase “puts you down” can be replaced by another phrase “________”.
| A．makes you pleased | B．makes you proud |
| C．makes you feel stupid | D．makes you excited |
Since many of you are planning to study at a college or university in this country, you may be curious to know what you usually do in a typical week, how you can get along with your fellow students, and so on. These are the questions I want to discuss with you today. 
First, let’s talk about what your weekly schedule will look like. No matter what your major may be, you can expect to spend between four and six hours a week for each class attending lectures. Lectures are usually in very large rooms because some courses such as introduction to sociology or economics often have as many as two or three hundred students, especially at large universities. In lectures, it’s very important for you to take notes on what the professor says because the information in a lecture is often different from the information in your textbooks. Also, you can expect to have exam questions based on the lectures. So it isn’t enough to just read your textbooks; you have to attend lectures as well. In a typical week you will also have a couple of hours of discussion for every class you take. The discussion section is a small group meeting usually with fewer than thirty students where you can ask questions about the lectures, the reading, and the homework. In large universities, graduate students, called teaching assistants, usually direct discussion sections. If your major is chemistry, or physics, or another science, you’ll also have to spend several hours a week in the lab, or laboratory, doing experiments. This means that science majors spend more time in the classroom than non science majors do. On the other hand, people who major in subjects like literature or history usually have to read and write more than science majors do. The main purpose of this text is.
| A．to help the students to learn about university life |
B．to persuade the students to attend lectures |
C．to encourage the students to take part in discussions |
D．to advise the students to choose proper majors |
We can learn from the passage that university professors.
| A．spend over 6 hours on lectures each week |
B．must join the students in the discussion sections |
C．prefer to use textbooks in their lectures |
D．require the students to read beyond the textbooks |
A discussion section does NOT include.
| A．working under the guidance of university professors |
B．talking over what the students ha ve read about the courses |
C．discussing the problems related to the students’ homework |
D．raising questions about what a professor has said in a lecture |
According to
the author, science majors.
| A．have to work harder than non science majors |
B．spend less time on their studies than non science majors |
C．consider experiments more important than discussions |
D．read and write less than non science majors |
Growing up the daughter of an outstanding educator, Andrea Peterson knew at a young age that
she wanted to serve others. It was with this mindset that she started to take a degree in medicine. However ,while visiting her brothers who were away at college studying music education, she realized that she too was drawn to teach music.
In her ten years at Granite Falls, she has revitalized（复兴） the music programs at both the
elementary and high school levels, to the extent that an additional music teacher was hired by the district to assist with the workload. The growth of the music program in Granite Falls School District has encouraged students to participate in county ,state ,and national music competitions, and won a lot of prizes for the district.
Teaching music is only part of Peterson's instruction—it serves as a vehicle to other areas .
"Music is an amazing tool to unlock students' potential. The most visible benefit from their success in music is their increased confidence and self-esteem," Peterson said. "However, I don't believe it is the only benefit, nor the most powerful. It is truly exciting to see how my music teaching can transfer back to other classrooms." With this philosophy, Peterson introduced a cross-curriculum program ,where she takes lessons taught in other classes, such as English and math ,and expands upon them in an eight-week unit.
One of the most popular projects in Peterson's classes is the creation and performance of a musical, In the activity students create a play from one of the books they have read in another class. Students work together to choose the music that best fits with the overall feel of the play and then perform it for the greater community. "Through Andrea's efforts these kids have helped to put Granite Falls, Washington, on the map for musical talents. Parents, staff, and community members continue to be in awe of what she is able to bring forth from the children," said Debra Rose Howell, a colleague of Peterson's at Monte Cristo Elementary School.At the beginning, Andrea Peterson planned to work as a (n).
| A．teacher | B．doctor | C．educator | D．musician |
The 2nd paragraph mainly tells about.
A．Andrea Peterson’s life at Granite Falls |
| B．county, state and national music competitions |
| C．the growth of the music program in Granite Falls School District |
| D．Andrea Peterson’s contributions to Granite Falls’ music programs |
Which of the following is NOT a benefit the students get from Andrea Peterson’s class?
| A．Music talent development. | B．Increased self-confidence. |
| C．Ability in learning other subjects. | D．Prizes for English and maths. |
The following sentences tell what the students have to do about their musical project. Which is the right order of the events?
a．They chose proper music for their play.
b．They adapt the story into a play.
c．They put on the play for the whole school or the whole community.
d．They practice performing the play.
e．They choose a story they have read in another class.
| A．e→b→a→d→c | B．e→b→c→a→d |
| C．a→e→b→d→c | D．a→b→e→d→c |