英语中有一句谚语Afriendinneedisafriend-优题课

The sun shone in through the dining room window, lighting up the hardwood floor. We had been talking there for nearly two hours. The phone of the “Nightline” rang yet again and Morrie asked his helper, Connie, to get it. She had been taking down the callers’ names in Morrie’s small black appointment book. It was clear I was not the only one interested in visiting my old professor—the “Nightline” appearance had made him something of a big figure—but I was impressed with, perhaps even a bit envious of, all the friends that Morrie seemed to have.
“You know, Mitch, now that I'm dying, I’ve become much more interesting to people. I’m on the last great journey here—and people want me to tell them what to pack.”
The phone rang again. “Morrie, can you talk?” Connie asked.
“I’m visiting with my old friend now,” he announced, “Let them call back.”
I cannot tell you why he received me so warmly. I was hardly the promising student who had left him sixteen years earlier. Had it not been for “Nightline”, Morrie might have died without ever seeing me again.
What happened to me? The eighties happened. The nineties happened. Death and sickness and getting fat and going bald happened. I traded lots of dreams for a bigger paycheck, and I never even realized I was doing it. Yet here was Morrie talking with the wonder of our college years, as if I’d simply been on a long vacation.
“Have you found someone to share your heart with?” he asked. “Are you at peace with yourself?” “Are you trying to be as human as you can be?”
I felt ashamed, wanting to show I had been trying hard to work out such questions. What happened to me? I once promised myself I would never work for money, that I would join the Peace Corps, and that 1 would live in beautiful, inspirational places.
Instead, I had been in Detroit for ten years, at the same workplace, using the same bank, visiting the same barber. I was thirty-seven, more mature than in college, tied to computers and modems and cell phones. I was no longer young, nor did I walk around in gray sweatshirts with unlit cigarettes in my mouth. I did not have long discussions over egg salad sandwiches about the meaning of life.
My days were full, yet I remained, much of the time, unsatisfied. What happened to me?
1. When did the author graduate from Morrie’s college?
A. In the eighties. B. In the nineties. C. When he was 16. D. When he was 21.
2. What do we know about the “Nightline”?
A. Morrie started it by himself. B. It helped Morrie earn a fame.
C. The author helped Morrie start it. D. It was only operated at night.
3. What can we infer from the passage?
A. Both the author and Morrie liked travelling.
B. Morrie liked helping people pack things for their journeys.
C. The author envied Morrie’s friends the help they got from him.
D. The author earned a lot of money at the cost of his dreams.
4. What’s the author’s feeling when he writes this passage?
A. Regretful. B. Enthusiastic. C. Sympathetic. D. Humorous.

Most people know that a wedding ring is symbolic of the bond of love and commitment between two people. But not everyone knows about the history behind this small yet powerful symbol. The history of the wedding ring goes back not just hundreds but thousands of years. No other currently practiced wedding tradition has been around as long.
The Egyptians were the first recorded civilization to use the wedding ring. In Egyptian hieroglyphics（象形文字）, a circle represented eternity because there's no beginning and no end. Once a woman accepted the ring she became the “property” of the person who gave it to her and she was in a sense “his”. The first wedding ring could have been made of braided grass or hay （which would have been changed often）, ivory, bone, or leather. Eventually, metal was used, but the first wedding bands were in the completely natural state and rough. However, the wedding rings always expressed the same eternal and lasting love.
The Egyptians wore the wedding ring on the left hand because it was believed that a vein(静脉) in the left hand went straight to the heart. This tradition is still commonly practiced today in most parts of the world largely for practical purposes（most people are right handed）. It is worn on the fourth finger of the left hand. But there are some countries and groups which do not follow this tradition. In the Jewish faith, the wedding ring is put on the index finger. Roman Catholics traditionally wore their wedding band on the right hand, and in many countries and regions in Europe some people still follow this tradition.
It is interesting to note that in the long history of the wedding ring, it is only in the last century that men began to wear them. However, now both men and women show their love and commitment by exchanging rings on their wedding day.
Once you begin shopping for rings you may be amazed by the choices that await you. There are several different types of metals: traditional gold, white gold, platinum, and titanium. You can have an inscription put on the inside of the band if you like. Some people are even choosing a tattoo band. The styles vary from a simple yet elegant band to an elaborate (精巧的) ring covered with jewels. If you do not buy the wedding and engagement rings as a set, you will want to be sure the styles can match perfectly. Choose carefully because this choice will need to stand the test of eternity.
1. What’s the best title for this passage?
A. History of rings. B. Interesting facts about rings.
C. Different beliefs about rings. D. The meaning of the rings.
2. What may the word “eternity” in paragraph 2 probably mean?
A. Elegance B. Marriage C. Wedding D. Foreverness
3. Which is NOT true according to the passage?
A. The meaning of the rings remained unchanged.
B. Jewish are so faithful to their beliefs to wear rings on the fourth finger.
C. One should be careful of choosing a ring in a shop from different kinds.
D. Now most people in the world still follow Roman Catholics traditionally.
4. What can we infer from the passage?
A. Men were looked down upon by women for thousands years.
B. Only women have the right to make themselves beautiful.
C. Women wore rings thousands of years earlier than men.
D. You can have an inscription put on the inside the band.

Good nutrition and a balanced diet will help your children grow up healthily. No matter how old your kids are, you can take steps to improve nutrition and to encourage smart eating habits. Here are some suggestions.
Family Meals
Family meals are comforting for both parents and kids. Children like to guess what they are going to have and parents get the chance to introduce new foods to children and to find out which foods they like and which ones they don’t.
Teens may turn up their noses at your plan of a family meal. It is not surprising because they’re trying to establish independence. Yet studies find that teens still want their parents’ advice, so they use the mealtime as a chance to reconnect.
Stocking Up on Healthy Foods
Kids, especially younger ones, will eat mostly what they can get at home. That’s why it’s important to control the supply lines—the foods which you serve for meals and have on hand for snacks. You should have enough fruits, vegetables, lean meat and other good sources of protein, such as eggs and nuts, and healthy snacks, such as yogurt, peanut butter and whole-grain biscuits.
Being a Good Example
The best way for you to encourage healthy eating is to eat well yourself. Kids will follow the lead of the adults they see every day. By eating fruits and vegetables and avoiding fast food and sugary drinks, you’ll be sending the right message.
No Conflicts over Foods
Parents might find themselves shouting at children to get them to have healthy foods in front of them. This in fact can make children dislike what they are asked to eat.
Get Kids Included
Most kids will enjoy making the decision about what to make for dinner. Talk to them about making choices and planning a balanced meal. It can help prepare them to make good decisions on their own about the foods they want to eat.
1. Family meals provide the chances for parents to do the following things EXCEPT .
A. guessing what kids are going to have B. finding what kids like and dislike
C. introducing new foods to kids D. reconnecting with kids
2. The underlined sentence in the third paragraph probably means .
A. teenagers may be interested in your plan of a family meal
B. teenagers may help you to make a plan of a family meal
C. teenagers may show no interest in your plan of a family meal
D. teenagers may refuse to help you to make a plan of a family meal
3. According to the article, which should NOT be done by parents?
A. Forming a healthful eating habit themselves. B. Forcing kids to have vegetables.
C. Stocking up on some fruits at home. D. Making meal plans with kids.
4. What’s the best title for the passage?
A. How to eat healthily. B. How to grow up healthily.
C. Help kids form healthful eating habits. D. Help kids know what a healthful meal is.

四、阅读理解（20小题；每小题2分，共40分）
Joanne was stuck in a traffic jam in central Birmingham at 5：30, and at 6：30 she was expected to be chairing a meeting of the tennis club. At last, the traffic was moving. She swung quickly racing to her house. As she opened the door, she nearly tripped over Sheba.
“Hey, Sheba” she said, “I’ve got no time for you now, but I’ll take you out as soon as I get back from tennis club.” Then she noticed Sheba seemed to be coughing or choking. Obviously, she could hardly breathe. Immediately Joanne realized she would have to take her to the vet (兽医). When she got there, the vet was just about to close for the day. Seeing the state of Sheba, Dr. Sterne brought her quickly into his office.
“Listen, doctor, I’m really in a rush to get to a meeting. Can I leave her with you, and go and get changed? I’ll be back in ten minutes to pick her up, and then I’ll take her on to the meeting with me. Is that OK?”
“Sure.” said the doctor.
Joanne made the quick trip back to her house in a couple of minutes. As she was once more entering the hallway, the phone by the door began to ring.
“This is Dr. Sterne,” said an anxious voice. “I want you to get out of that house immediately,” said the doctor’s voice. “I’m coming round soon, and the police will be there any time now. Wait outside!”
At that moment, a police car screeched to a stop outside the house. Two policemen got out and ran into the house. Joanne was by now completely confused and very frightened. Then the doctor arrived.
“Where’s Sheba? Is she OK?” shouted Joanne.
“She’s fine, Joanne. I took out the thing which was choking her, and she’s OK now. ”
Just then, the two policemen reappeared from the house, half-carrying a white-faced man, who could hardly walk. There was blood all over him.
“My God,” said Joanne, “how did he get in there? And how did you know he was there?”
“I think he must be a burglar,” said the doctor. “I knew he was there because when I finally removed what was stuck in Sheba’s throat: it turned out to be three human fingers.”
1. What was Joanne supposed to do at 6:30？
A. To walk her dog. B. To see her doctor.
C. To attend a club meeting. D. To play tennis with her friends.
2. Joanne wanted to get back to her home again .
A. to phone the police station B. to dress up for the meeting
C. to catch the badly hurt burglar D. to wait for her dog to be cured
3. From the passage, we can infer that .
A. Sheba fought against the burglar
B. the police found the burglar had broken in
C. Joanne had planned to take her dog to the meeting
D. the doctor performed a difficult operation on the dog
4. In this passage, the writer intends to tell us that the dog is .
A. clever B. friendly C. frightening D. devoted

Quality after-school programs are designed to improve academic performance, decrease youth crimes and other high -risk behaviors, and help young people grow into healthy, successful adults.
The effect of quality after-school programs on academic performance is clear. Studies show that students who take part in such programs show better work habits, higher rates of homework completion, improved grades, and higher scores on achievement tests. They also have fewer absences and are less likely to blame. After-school programs also influence high-risk teen behavior. Various studies show decreased rates of crime, drug use, and teen sex among youth who join in well-run after-school programs when compared to similar youth who do not. Finally, after-school programs play an important role in supporting the following fields of development: physical development, mental development and social development. Thus, one can safely say that after-school programming is an effective method to help young people become contributing members of society.
Although there is enough proof from both small and large assessments that after-school programs can make a positive difference, it is important to note that not all programs are equal. First, dosage（时量）matters —young people who attend the most hours over the most years benefit more than members who attend less often or over a shorter period of time. Next, after-school programs make a bigger difference for those students who need help most and have the fewest choices. Finally, program qualities matter. After-school programs work best when they create unique opportunities for youth. They should provide opportunities, skill building meaningful involvement, expression suggestion, service, and work. Staff characteristics make an important difference in the quality of a program. The adults should treat youth as partners, create safe and fair environment, encourage personalized involvement, and actively create learning opportunities. In short, although after-school programs have promising future, how they are designed and run matters.
1. Quality after-school programs can not help the students.
A. have fewer attendances B. improve academic performance
C. have high scores on tests D. decrease high-risk teen behavior
2. According to the passage, a good after-school program is usually determined by .
a. its unique opportunities b. safe and fair environments
c. work staff characteristics d. students’ willingness and family backgrounds
A. a, b, c, d B. a, b, c C. a, c, d D. b, c, d
3. The main intention of the writer is to.
A. present the problems with quality after -school programs
B. warn school leaders of quality after-school programs
C. compare quality after-school programs with bad ones
D. give an introduction of quality after -school programs
4. Which of the following structures suits the passage best?
A. Quality Aims
After-school Effects
Program Analysis Conclusion
B. Quality Aims
After-school Causes Effects
Program Analysis Conclusion
C. Quality Aims
After-school Causes Conclusion
Program Analysis
D. Quality Aims
After-school Effects Conclusion
Program Analysis