The English, as a race, are very different in many ways from all other nationalities, including their closest neighbors, the French, the Belgians and the Dutch. It is claimed that living on an island separated from the rest of Europe has much to do with it. Whatever the reasons are, it may be fairly stated that the Englishman has developed many attitudes and habits which distinguish him from other nationalities.
Broadly speaking, the Englishman is a quiet, shy, reserved person who is fully relaxed only among people he knows well. In the presence of strangers or foreigners he often seems restrained, even embarrassed. You have only to witness a city train any morning or evening to see the truth of this. Serious-looking businessmen and women sit reading their newspapers or having a light sleep in a corner, and no one speaks. In fact, to do so would seem most unusual. An Englishman, pretending to be giving advice to overseas visitors, once suggested, “On entering a railway carriage, shake hands with all the passengers.” Needless to say, he was not being serious. There is an unwritten but clearly understood code of behavior which, if broken, makes the person immediately suspected.
In many parts of the world it is quite normal to show openly extremes of enthusiasm, emotion, excitement, etc, often accompanied by appropriate gesture. The Englishman is somewhat different. Of course, an Englishman feels no less deeply than anyone of a different nationality, but he tends to display his feelings far less. This is reflected in his use of language. Imagine a man commenting on the great beauty of a young girl. A more emotional man might describe her state “Oh, she is a goddess”, whereas an Englishman might just say “Oh, she’s all right.” An Englishman who has seen a highly successful and enjoyable film recommends it to a friend by commenting, “It’s not bad you know”, or on seeing some very unusual scenery he might convey (表达) his pleasure by saying, “Nice, yes, very nice.” The overseas visitor must not be disappointed by this apparent lack of interest and involvement. Instead, he must realize that “all right,” “not bad,” and “nice,” very often have the sense of “first-class,” “excellent,” “beautiful”. This unique style of language use is particularly common in England, and is known as restrained statement.According to the passage, the English are different from other nationalities in _______.
| A．habits | B．attitudes | C．character | D．all of the above |
The underlined word “restrained” in the second paragraph probably means “_______”.
| A．calm and controlled | B．polite and friendly |
| C．nervous and quiet | D．silent and kind |
In Britain, if you don’t want other people to think you are strange, you’d better _______.
| A．talk with others as much as possible |
| B．behave just like the English do |
| C．say nothing about yourself |
| D．shake hands with everyone you meet |
If an Englishman says “all right”, it may mean “_______”.
| A．not bad | B．correct | C．quite right | D．wonderful |
From the passage, we can infer that an Englishman _______.
| A．doesn’t like to show his feelings so much |
| B．has less emotion than people of other nationalities |
| C．finds it easy to express his emotion |
| D．likes to have a joke with strangers |
Alexi s Vaughan，17，sat tiredly in the passenger seat of her dad’s car．The early Saturday morning run with her father，Michael，was part of the punishment．She stared sadly out of the window at the cornfields．
An experienced hunter，Alexis let her eyes lazily search for wildlife．She was shocked when a deer came into view about 200 yards in front of them．Mule deer never appeared in plain sight ten days before hunting season．It was a buck—a male deer with sharp，three-pronged antlers（三齿鹿角）．
Suddenly Alexis heard a scream and saw an arm fly up near the deer’s head．She realized the buck was attacking a woman．Sue Panter had been Out for her morning run．The deer had appeared from the tall corn and begun following her．Having lived in the countryside of Idaho for years，Sue knew that most deer got frightened by humans．But this deer moved closer，even when she threw a handful of small stones at it．
“I knew I was in trouble，”she says．
The buck rushed forward，lifted her up with its antlers and threw her into the air. Sue could feel the antlers made small holes in her leg and blood ran down her leg.
When the Vaughans pulled up，the buck was throwing Sue like a rag doll. Before her father had stopped the car，Alexis rushed out of the car and down the slope（斜坡）toward the buck．“1 was kicking and hitting it hard with my fists to get its attention so that It will leave the woman，”she says．However，the animal was not frightened at all．Then Michael pushed the buck away from the woman by the antlers．
Alexis helped Sue up the slope and into the Vaughans’car．Then she tied a tourniquet（止血带）to Sue's right leg．Her neck was cut．Then she heard her father shout loudly. Michael had been knocked to the ground，his right leg seriously cut by the buck. Alexis took a hammer from the car and ran to where Michael lay on his back in the dirt．She beat the buck’s head and neck，but the blows didn’t frighten it away．“I was losing faith,”she says.
“A couple more strikes，Alexis，”said Michael．“You can do it．”Alexis closed her eyes and hit with all her strength at the deer’s neck with the hammer. When she opened her eyes, the deer was running away．
A1exis got in the driver’s seat and sped toward the hospital in Franklin，hearing her dad’s breathing grow difficuIt and unsmooth as the blood from his wounded leg had flowed through the T—shirt he'd wrapped around it．In the backseat，Sue looked unconscious.
After doctors treated Sue and Michael，Sue tearfully thanked her rescuers．“ You expect aTeenage girl to get on the phone and call for help in such a situation, not to beat up a deershe says．What can we know from the first two paragraphs?
| A．The story happened during hunting season. |
| B．It is unusual to see mule deer at this time of year． |
| C．The beautiful sight outside the car made Alexis excited． |
| D．Alexis enjoys running with her father on Saturday morning. |
How did Sue Panter probably feel at first when she saw the male deer?
A．Relaxed． B．Frightened． C．Excited．DQ Confused·How did Alexis help Sue soon after she ran out of the car?
| A．By trying to bring the buck’s life to an end． |
| B．By frightening the buck to run away down the slope. |
| C．By trying to draw the buck’s attention away from Sue． |
| D．By pushing the buck away from Sue by the antlers． |
What was wrong with Michael after fighting with the deer?
| A．His neck was seriously cut． |
| B．Both his legs were badly wounded． |
| C．There were bloody holes in his left leg． |
| D．He had difficulty breathing because of blood loss． |
What does Sue mean by saying the underlined sentence in the last paragraph?
| A．Alexis is an unusually brave girl． |
| B．It’s risky for Alexis not to ask for help． |
| C．Girls are willing to lend a helping hand． |
| D．Girls are often at a 1oss in face of danger． |
Welcome to enj oy the Mattaponi powwow(meeting oi North America Indians)and culture day!
Created in Virginia，America，the Mattaponi Indian Museum sits on a cliff(悬崖)overlooking the Mattaponi River．The Matta—ponis have worked hard to keep their ancient way of life,customs and ceremonies． One purpose of their yearly powwow is to share these traditions with you．
MATTAPONI POWWOW AND CULTURE DAY：May 18
ADMISSION：Adult—$6.00 Children(under 12)—Free
Come and spend the day with us on the shores of the Mattaponi River for an educational experience presenting the customs and beliefs of the Mattaponi．During this special day，American Indians will dance and play drums while dressed in tribal clothing．This year visitors may join in the dancing and trumming．Visitors will be able to observe artists and craftsmen（工匠）as they show their basket-making and tool-making skills．American storytellers will help you see how their habits and beliefs are passed on to their children through stories．
Enjoy Activities
●Taste American Indian foods
●Purchase crafts and souvenirs
●Play American Indian children’s games
●Watch ceremonial dances and listen to ceremonial songs
Important Cautions
●No pets
●Bring your own chairs and blankets
●Tickets may be purchased in advance although no refunds（退款）will be allowed
For more information，please visit http: //www.hemattaponireservation.com／main．According to the text，the Mattaponis’habits and beliefs are handed down from generation to generation through.
| A．songs | B．stories | C．crafts | D．dance |
Visitors coming to enjoy the Mattaponi powwow and culture day can do all the following EXCEPT．
| A．enjoy American Indian foods | B．watch ceremonlal dances |
| C．play American Indian children’s games | D．get crafts and souvenirs for free |
This text is mainly intended to．
| A．inform readers about an event |
| B．persuade readers to try drumming |
| C．sell crafts and souvenirs to readers |
| D．educate readers on different types of powwows |
Writing about poetry is very similar to writing about a story or research you have conducted .The first thing you have to do to write an essay about a poem is to read the poem Very carefully and read it more than once．
Each poem says something，so try to figure out what the poem is saying to You .What ’s the theme of the poem ?What’s the attitude of the speaker of the poem ?How does the poem use words and sounds to communicate its message ?When you answer these questions，it can help you come up with a thesis(论题)for your essay·
It，s necessary to have a thesis statement written before you start writing your essay，especially when you’re writing about a poem． Your thesis should make an argument about the poem you're dealing with． You might want to argue that the poem is presenting a specific message，or that the words in the poem work together to create a certain tone. You may even want to argue that the poet wrote this particular poem because of a specific moment in history or a specific event in his or her life．The possibilities are infinite . As long as you can use evidence from the poem and from your research about the poem or poet ,your thesis is correct．
Before you even start writing， read the poem again once you have your thesis· At this point，you’U be able to read the poem with new eyes since you know what you’ll be writing about．Go through the poem with a fine-toothed comb and pick out everything that supports your thesis．When you find quotes you want to use，write them down In an outline of the main points of your essay．This will help keep you organized．When you write a quote down, be sure to cite(引用)it correctly．Depending on the text of your essay, you may or may not want to include the poet’s name in your quote． Once you have everything ready to go，You are all set to write your essay．
The passage mainly talks about________
| A．the function of poems | B．how to look for quotes |
| C．how to write about poetry | D．the benefit of writing about poetry |
By asking a series of questions in Paragraph 2，the writer wants to tell us the way of________
| A．writing an essay | B．understanding a poem |
| C．understanding key words | D．collecting enough evidence |
The underlined word “infinite” in Paragraph 3， is closest in meaning to“_______”
| A．unnecessary | B．unclear | C．meaningless | D．endless |
According to the writer，what should you do once you have your thesis?
| A．Read the poem again and try to find important quotes• |
| B．Write about the poem immediately without referring to it again． |
| C．Put aside the poem and search the Internet for supporting evidence• |
| D．Cite quotes from the poem including the poet’s name and page numbers• |
One spring，when 1 was 1 0，during one of my father’s layoffs，I could tell my mother was unhappy．I decided to cheer her up by buying her a special Mother’s Day gift．
One day after school I rode my bike to the Agins，which，I learned years later，was known for its high-end fashions and style．I introduced myself to Sylvia Agins，telling her I was looking for a Mother’s Day present．
“Do you think she’d like a purse ?”she asked．“I think she might．”I told her．
She took out an Italian purse made of leather．She asked me what I thought，and I told her that my mom would like it．
“How much money do you have?’’she asked．
“Twelve dollars，”I said．
“You’re in luck，”she told me．“It’s only $11．You have a dollar left over for the card．” She wrapped the purse and thanked me for my business，and I rode off home with the package under my arm．
When my mother opened the gift the next Sunday morning，she asked in an accusing tone，“Where did you get this?”
“I bought it at the Agins．It cost me$1 1．’’I said．
My mother was shocked into silence．
It wasn’t until many years 1ater，when I learned that the purse was worth several hundred dollars，that I appreciated just how wonderful Sylvia Agins had been to me．I always felt regretful that I never had a chance to properly thank her．
‘‘You know，my son，what really amazes me to this day，”my mother said．‘‘Letting you have the purse for just a few dollars was unbelievable enough．But the fact that she let you leave the store with a dollar for the card was a touch of kindness that 9 11 never forget.”Why did the author buy his mother a purse?
| A．To thank his mother for buying him a bike． |
| B．To show his ability of making money． |
| C．To make his mother happy． |
| D．To surprise his mother． |
The author’s mother was shocked into silence because______
| A．the Agins charged so little money for the purse |
| B．the author bought a card to go with the purse |
| C．she wasn’t expecting a gift from her son |
| D．the purse was bought from the Agins |
Sylvia Agins’behavior shows that_______
| A．she is critical and mean | B．she is kind and thoughtful |
| C．she is good at making money | D．she knows how to choose presents |
Which can be the best title for the text?
| A．A Clever Shop Owner | B．A Considerate Mother |
| C．An Unforgettable Event | D．A Priceless Mother’s Day Gift |
Some students get so nervous before a test; they do poorly even if they know the material. Sian Beilock has studied these highly anxious test-takers.
Sian Beilock: “They start worrying about the consequences. They might even start worrying about whether this exam is going to prevent them from getting into the college they want. And when we worry，it actually uses up attention and memory resources. I talk about it as your cognitive horsepower that you could otherwise be using to focus on the exam.”
Professor Beilock and another researcher，Gerardo Ramirez，have developed a possible solution. Just before an exam，highly anxious test-takers spend ten minutes writing about their worries about the test.
Sian Beilock: “What we think happens is when students put it down on paper，they think about the worst that could happen and they reappraise the situation. They might realize it’s not as bad as they might think it was before and，in essence(本质上)，it prevents these thoughts from popping up when they’re actually taking a test.”
The researchers tested the idea on a group of twenty anxious college students. They gave them two short math tests. After the first one, they asked the students to either sit quietly or write about their feelings about the upcoming second test.
The researchers added to the pressure. They told the students that those who did well on the second test would get money. They also told them that their performance would affect other students as part of a team effort.
Professor Beilock says those who sat quietly scored an average of twelve percent worse on the second test. But the students who had written about their fears improved their performance by an average of five percent.
Next, the researchers used younger students in a biology class. They told them before final exams either to write about their feelings or to think about things unrelated to the test.
Prefessor Beilock says highly anxious students who did the writing got an average grade of B+，compared to a B－ for those who did not.
Sian Beilock: “What we showed is that for students who are highly test-anxious，who’d done our writing intervention(排解)，all of a sudden there was no relationship between test anxiety and performance. Those students most likely to worry were performing just as well as their classmates who don’t normally get nervous in these testing situations.”
But what if students do not have a chance to write about their fears immediately before an exam or presentation? Professor Beilock says students can try it themselves at home or in the library and still improve their performance.Which of the following is TRUE?
| A．The result in the math test agrees with that in the biology test. |
| B．In the first math test, students who sat quietly performed better. |
| C．In the second math test, students who wrote about their feelings did worse. |
| D．Some college students are highly anxious test-takers while others are not in the tests. |
What may happen if students have the problem of test anxiety?
| A．Test anxiety is sure to cause students to fail the test. |
| B．Test anxiety can improve students’ performance to some degree. |
| C．Students’ attention and memory resources run out when worried. |
| D．Students may not be admitted into their favorite college if worried |
The result of the research suggests that ________．
| A．proper amount of burden may turn out to be a good thing |
| B．facing the fears bravely may help one to achieve more |
| C．avoiding facing the problem may contribute to relaxation |
| D．taking no action before difficulty may result in success |
What is the main idea of the passage?
| A．It is important for students to overcome test anxiety. |
| B．Anxious students overcome test anxiety by writing down fears. |
| C．It is a common practice for students being worried before a test. |
| D．Being worried before tests does harm to students’ performance. |