My husband, Bob, died in January 2010. His death was unexpected as well. I __1__ condolences(哀悼) from people I hadn't heard from in years: letters, cards, flowers, calls, and visits. I took a bad knock with __2__. I was so struggling to __3__ the whys and hows of this terrible thing that had happened to my family, knowing in my heart that there really were no __4__. It's just all so sad.

One message __5__ me deeply. I received a letter from my best friend from sixth __6__ through high school. We had drifted somewhat since __7__ in 1959, as she stayed in our home town and I did not. __8__ it was the kind of friendship that could quickly resume even if we __9__ touch for five or ten years.

Her husband, Pete, had died perhaps 20 years ago at a young age, __10__ her with deep sorrow and heavy __11__： finding a job and raising three young children.She and Pete, __12__ Bob and I, had shared one of those rare, close，“love?of?your?life?you?can?never?forget”__13__.

In her letter she __14__ an anecdote about my mother who had passed away years ago. She wrote, “When Pete died, your dear mother __15__ me and said，‘Trudy, I don't know what to say...so I'll just say I love you.’”

She closed her letter to me repeating my mother's words of so long __16__， “Bonnie, I don't know what to say...so I'll just say I love you.”

I felt I __17__ almost hear my mother speaking to me now. What a __18__ message of sympathy! How dear of my friend to cherish it all those years and then __19__ it on to me. I love you. __20__ words. A gift. A legacy (遗赠物)．

1.A.received　　　　　 B．wrote　　　　　　 C．sent 　　　　　D．showed

2．A.disappointment B．relief　　　　　　 C．grief 　　 　D．regret

3．A.ask　　　　　　　 B．experience　　　　 C．explain　　　　 D．understand

4．A.answers　　　　　 B．skills　　　　　　　 C．explanation　　　 D．information

5．A.impressed　　　　 B．touched　　　　　 C．appreciated　　 D．affected

6．A.grade　　　　　　 B．class　　　　　　 C．sense　　　　　 D．week

7．A.marriage　　　　　 B．graduation　　　　 C．quarrel　　　　 D．settlement

8．A.Instead　　　　　 B．Therefore　　　　 C．But　　　　　　 D．However

9．A.kept　　　　　　　 B．lost　　　　　　　 C．got　　　　　　 D．engaged

10.A.moving　　　　　　 B．returning　　　　 C．staying　　　　 D．leaving

11.A.opportunities　　 B．responsibilities　 C．services　　　　 D．chances

12．A.including　　　 B．as well as　　　　 C．like　　　　　　 D．except for

13.A.contacts　　 B.backgrounds　　　　 C.interests　　　　　 D．relationships

14．A.shared　　　 B．combined　　 C．achieved　　　　　 D．remembered

15．A.met　　　 B．kissed　　　 C．hugged　　 D．shook

16．A.after　　 B．away　　　 C．apart　　　 D．ago

17．A.must　　　 B．should　　　 C．would　　 D．could

18．A.powerful　　　　　 B．serious　 C．bitter　　　　　　 D．sincere

19．A.deliver　　 　　　 B ．pass　　 C．return　　　　　 D．remind

20．A.Unnecessary　　　　 B．Perfect　 C．Curious　　　　　 D．Abstract

 

 

If it is not only possible but even easy to predict which ten-year-old boys are at greatest risk of growing up to be persistent offenders (惯犯), what are we doing with the information? The last thing that we should do is to wait until their troubles have increased in adolescence and then attack them with the new Criminal Justice Bill.

If this bill becomes law, more young people will be drawn into prisons and all the evidence shows that this worsens rather than improves their future. The introduction of short sharp punishment will simply give more young people a taste of something else they don’t need and if you want to train someone to be anti-society, "I can’t think of a better way to do it" says the writer of this report.

The Cambridge Institute of Criminology comes up with five key factors that are likely to make for adolescence crimes: a low income family, a large family, parents regarded by social workers to be bad at raising children, parents who themselves have a criminal record, and low intelligence in the child. Of the 63 boys in the sample who had at least three of them when they were ten, half became criminals—compared with only a fifth of the sample as a whole.

Three more factors make the prediction more accurate: being judged troublesome by teachers at the age of ten, having a father with at least two criminal records and having another member of the family with a criminal record. Of the 35 men who had at least two of these factors in their background, 18 became persistent offenders and 8 more were in trouble with the law.

The role of the schools is recognized as extremely important. The most reliable prediction of all on the futures of boys came from teachers’ ratings of how troublesome they were at the age of ten. If the information is there in the classroom, there must be a response that brings more attention to those troublesome children: a search for things to give them praise rather than academic achievement, a refusal to allow them to go on playing truant, and a promoting of ambition and opportunity which should start early in their school careers.

46. According to the author, adolescence crimes should be dealt ______.

  A. before they become adolescents

　B. when they are put into prison

　C. when they are in the period of adolescence

　D. when the problem becomes serious

47. The number of young offenders could be reduced by the way of ______.

　A. setting new legal system

　B. helping with their academic performance

　C. applying brief periods of severe punishment

　D. knowing about their backgrounds　　

48. Ten-year-old children likely to become offenders are usually______.

　A. spoilt children from small families

　B. bright children in a poor family

　C. slow children with many brothers and sisters

　D. children whose parents gain wealth dishonestly

49. The writer concludes that potential offenders could be helped by ______.

　A. making less trouble through self discipline

　B. being given more encouragement at school

　C. being permitted to leave school as they like 

　D. stricter treatment from teachers

Some students remember much knowledge but can't recognize ways to use it in new _____.

[　　]

A．conditions　　　　B．cases

C．backgrounds　　　D．situations

Some students remember a lot of knowledge but can’t recognize ways to use it in new _________.

　 A. conditions B. cases　　 C. backgrounds　　 D. situations