第三部分　阅读理解（共20小题；每小题2分，满分40分）
阅读下列短文，从每题所给的四个选项（A、B、C和D）中，选出最佳选项。
A
　　Learners report two main difficulties in reading, which may be linked. There are too many unknown words and as a result reading is simply not a pleasure. For some students, even reading in their own language is a chore.
　　Having a wide vocabulary is essential to making sense of written language. Of course, this is a circular argument, because the more you read the more vocabulary you learn and the more words you know the more easily you can read. Don’t make the mistake of reading with your dictionary beside you, looking up every single new or doubtful word. This is laborious and prevents you from practicing the skill of prediction.
　　Sometimes in reading you find a word you know but the sense doesn’t seem to fit in. This is not surprising because words have so many meanings and degrees of meaning. What is more, part of their meaning is shaped by the words around them. Keep looking at the surrounding words and asking yourself “what sort of meaning would make sense here?”
　　The more that people study the reading process, the better they can pass on to language learners a range of advice to choose from. People have learned to read in all kinds of ways. Here is some information that could help you plan to be a better reader in the foreign language you are studying.
　　1）Work out the general meaning first
　　When people read in a new language they often feel they must take a detailed approach, focusing in every word, particularly those they don’t know. They read as if they were using a microscope, looking carefully at each of the small pieces（the individual words）, but not necessarily seeing the whole picture at first. This is called the “bottom-up” approach. Other readers try to look first at the big picture（the “top-down” approach）, attending to individual bricks only as necessary, a process that involves some intelligent guesswork. Generally this second approach is recommended by successful learners.
　　2）Interactive reading
　　Another way of thinking about reading is to describe it as an interactive process, where the text brings something to you and you bring something to the text. Readers bring together all their knowledge of the world with what they see on the page in front of them. That is why, when reading in our own language, we don’t need to read every word. We add meaning which is not actually stated.
　　3）From supported reading to independent reading
　　Language learners start by needing considerable support as they read. Textbooks supply this support in the form of introductions that summaries the contents, glossaries, pictures, explanations of new grammar points. In your reading you need to move gradually from this support to reading more the text itself.
51．According to the author, ________.
A．looking up the dictionary is of great help for the understanding
B．reading more promotes the gaining of vocabulary
C．the more you read，the clearer the meaning is
D．the amount of vocabulary is the key to reading
52．Successful learners recommend ________.
A．trying to look first at the big picture
B．looking carefully at each of the small pieces
C．focusing on every word
D．“bottom-up”approach
53．The word “chore” in the first paragraph maybe means ________.
A．an important aspect
B．a difficult and tiring thing
C．an easy question
D．something special
54．You come across a new or doubtful word when you are reading, you can ________.
A．just miss it and let it be
B．keep looking at the surrounding words
C．look it up in the dictionary each time
D．make sense of it with the help of dictionary

The writer Margaret Mitchell is best known for writing Gone with the Wind, first published in 1936. Her book and the movie based on it, tell a story of love and survival during the American Civil War. Visitors to the Margaret Mitchell House in Atlanta, Georgia, can go where she lived when she started composing the story and learn more about her life.
Our first stop at the Margaret Mitchell House is an exhibit area telling about the writer’s life. She was born in Atlanta in 1900. She started writing stories when she was a child. She started working as a reporter for the Atlanta Journal newspaper in 1922. One photograph of Ms. Mitchell, called Peggy, shows her talking to a group of young college boys. She was only about one and a half meters tall. The young men tower over her, but she seems very happy and sure of herself. The tour guide explains: “Now in this picture Peggy is interviewing some boys from Georgia Tech, asking them such questions as ‘Would you really marry a woman who works?’ And today it’d be ‘Would you marry one who doesn’t?’ ”
The Margaret Mitchell House is a building that once contained several apartments. Now we enter the first floor apartment where Ms. Mitchell lived with her husband, John Marsh. They made fun of the small apartment by calling it “The Dump ” .
Around 1926, Margaret Mitchell had stopped working as a reporter and was at home healing after an injury. Her husband brought her books to read from the library. She read so many books that he bought her a typewriter and said it was time for her to write her own book. Our guide says Gone with the Wind became a huge success. Margaret Mitchell received the Pulitzer Prize for the book. In 1939 the film version was released. It won ten Academy Awards, including Best Picture.
【小题1】The book Gone with the Wind was _________.

The writer Margaret Mitchell is best known for writing Gone with the Wind, first published in 1936. Her book and the movie based on it, tell a story of love and survival during the American Civil War. Visitors to the Margaret Mitchell House in Atlanta, Georgia, can go where she lived when she started composing the story and learn more about her life.

Our first stop at the Margaret Mitchell House is an exhibit area telling about the writer’s life. She was born in Atlanta in 1900. She started writing stories when she was a child. She started working as a reporter for the Atlanta Journal newspaper in 1922. One photograph of Ms. Mitchell, called Peggy, shows her talking to a group of young college boys. She was only about one and a half meters tall. The young men tower over her, but she seems very happy and sure of herself. The tour guide explains: “Now in this picture Peggy is interviewing some boys from Georgia Tech, asking them such questions as ‘Would you really marry a woman who works?’ And today it’d be ‘Would you marry one who doesn’t?’ ”

The Margaret Mitchell House is a building that once contained several apartments. Now we enter the first floor apartment where Ms. Mitchell lived with her husband, John Marsh. They made fun of the small apartment by calling it “The Dump ” .

Around 1926, Margaret Mitchell had stopped working as a reporter and was at home healing after an injury. Her husband brought her books to read from the library. She read so many books that he bought her a typewriter and said it was time for her to write her own book. Our guide says Gone with the Wind became a huge success. Margaret Mitchell received the Pulitzer Prize for the book. In 1939 the film version was released. It won ten Academy Awards, including Best Picture.

1.The book Gone with the Wind was _________.

A. first published on a newspaper            B. awarded ten Academy Awards

C. written in “The Dump”                  D. adapted from a movie

2.The underlined phrase “tower over” in Paragraph 2 is closest in meaning to_________.

A. be very pleased with                 B. show great respect for

C. be much taller than                  D. show little interest in

3.Why did Ms. Mitchell stop working as a reporter according to the passage?

A. Because she was rich enough.

B. Because she was injured then.

C. Because her husband didn’t like it.

D. Because she wanted to write books.

4.We can know about Margaret Mitchell from the passage that _________.

A. her height made her marriage unhappy

B. her interest in writing continued as an adult

C. writing stopped her working as a reporter

D. her life was full of hardship and sadness

5.Which is the best title for the passage?

A. A Trip to Know Margaret Mitchell.

B. Gone with the Wind: A Huge Success.

C. An Introduction of the Margaret Mitchell House.

D. Margaret Mitchell: A Great Female Writer.

阅读下面短文，从短文后各题所给的四个选项A、B、C和D中，选出空白处的最佳选项，并在答题卡上将该项涂黑。

While Andrew was getting ready for work one Friday morning, he announced to his wife that he had finally decided to ask his boss for a salary raise. All day Andrew felt nervous.   36   Mr. Larchmont refused to   37   his request? Andrew had   38   so hard in the last 18 months.  39  , he deserved a wage increase.

The thought of walking into Larchmont’s office left Andrew weak   40  . Late in the afternoon he finally gathered the   41   to approach his superior. To his   42   and surprise, the ever-frugal (一贯节省的) Harvey Larchmont agreed to give Andrew a   43  !

Andrew arrived home that evening,   44   their dining table set with their best china, and candles lit. His wife, Tina, had prepared a delicate meal   45   his favorite dishes. Immediately he   46   someone from the office had tipped her off!

Next to his plate Andrew found a beautiful lettered   47  . It was from his wife, which read: “  48  , my love! I knew you’d get the raise! I prepared this dinner to show just how much I love you. I’m so   49   of your accomplishments!” He read it and stopped to   50   how sensitive and caring Tina was.

After dinner, Andrew was on his way to the kitchen   51   he observed a second card had slipped out of Tina’s pocket. He picked it up. It read: “Don’t worry about not getting the raise! You do deserve one! I prepared this dinner to show you just how much I love you   52   you didn’t get the increase.”

Tears   53   in Andrew’s eyes. Total acceptance! Tina’s support for him was not   54   upon his success at work.

The fear of rejection is often softened and we can undergo almost any setback or rejection when we know someone loves us   55   our success or failure.

A. What about            B. How come         C. How about        D. What if

A. grant                     B. admit                C. submit                     D. guarantee

A. managed             B. studied              C. worked             D. conducted

A. Finally                  B. Absolutely         C. Successfully      D. Effectively

A. for the weight     B. at the knees              C. in the heart        D. for the leg

A. thoughts            B. force                 C. strength             D. courage

A. shock                    B. enjoyment         C. delight                     D. amazement

A. praise                    B. award               C. reward                     D. raise

A. to find                   B. to appreciate      C. to notice            D. to decorate

A. as                   B. through             C. including           D. for

A. understood             B. recognized         C. figured              D. predicted

A. letter                B. note                  C. envelope           D. mail

A. Best wishes            B. Good news        C. Congratulations  D. Wonderful job

A. cool                   B. admirable          C. cheerful            D. proud

A. call on                   B. reflect on          C. feed back          D. remind of

A. while                    B. before               C. until                 D. when

A. as though            B. even though       C. whether             D. unless

A. welled up                  B. flowed over              C. rushed out         D. streamed down

A. qualified             B. restricted           C. conditional        D. concerned

A. despite                  B. without             C. either                D. regardless of

Franz Kafka wrote that “a book must be the ax (斧子) for the frozen sea inside us. ”I once shared this sentence with a class of seventh graders, and it didn’t seem to require any explanation.

We’d just finished John Steinbeck’s novel Of Mice and Men. When we read the end together out loud in class, my toughest boy, a star basketball player, wept a little, and so did I. “Are you crying?” one girl asked, as she got out of her chair to take a closer look. “I am,” I told her, “and the funny thing is I’ve read it many times.”

But they understood. When George shoots Lennie, the tragedy is that we realize it was always going to happen. In my 14 years of teaching in a New York City public middle school, I’ve taught kids with imprisoned parents, abusive parents, irresponsible parents; kids who are parents themselves; kids who are homeless; kids who grew up in violent neighborhoods. They understand, more than I ever will, the novel’s terrible logic—the giving way of dreams to fate (命运).

For the last seven years, I have worked as a reading enrichment teacher, reading classic works of literature with small groups of students from grades six to eight. I originally proposed this idea to my headmaster after learning that a former excellent student of mine had transferred out of a selective high school—one that often attracts the literary-minded children of Manhattan’s upper classes—into a less competitive setting. The daughter of immigrants, with a father in prison, she perhaps felt uncomfortable with her new classmates. I thought additional “cultural capital” could help students like her develop better in high school, where they would unavoidably meet, perhaps for the first time, students who came from homes lined with bookshelves, whose parents had earned Ph. Ds.

Along with Of Mice and Men, my groups read: Sounder, The Red Pony, Lord of the Flies, Romeo and Juliet and Macbeth. The students didn’t always read from the expected point of view.   About The Red Pony, one student said, “it’s about being a man, it’s about manliness.”I had never before seen the parallels between Scarface and Macbeth, nor had I heard Lady Macbeth’s soliloquies (独白) read as raps (说唱), but both made sense; The interpretations were playful, but serious. Once introduced to Steinbeck’s writing, one boy went on to read The Grapes of Wrath and told me repeatedly how amazing it was that “all these people hate each other, and they’re all white.” His historical view was broadening, his sense of his own country deepening. Year after year, former students visited and told me how prepared they had felt in their first year in college as a result of the classes.

Year after year, however, we are increasing the number of practice tests. We are trying to teach students to read increasingly complex texts, not for emotional punch (碰撞) but for text complexity. Yet, we cannot enrich (充实) the minds of our students by testing them on texts that ignore their hearts. We are teaching them that words do not amaze but confuse. We may succeed in raising test scores, but we will fail to teach them that reading can be transformative and that it belongs to them.

1.The underlined words in Paragraph 1 probably mean that a book helps to __________.

A．realize our dreams                      B．give support to our life

C．smooth away difficulties                  D．awake our emotions

2.Why were the students able to understand the novel Of Mice and Men?

A．Because they spent much time reading it.

B．Because they had read the novel before.

C．Because they came from a public school.

D．Because they had similar life experiences.

3.The girl left the selective high school possibly because__________.

A．she was a literary-minded girl              B．her parents were immigrants

C．she couldn’t fit in with her class           D．her father was then in prison

4.To the author’s surprise, the students read the novels__________.

A．creatively         B．passively          C．repeatedly        D．carelessly

5.The author writes the passage mainly to__________.

A．introduce classic works of literature

B．advocate(倡导) teaching literature to touch the heart

C．argue for equality among high school students

D．defend the current testing system