The story goes that some time ago, a man had a very lovely little daughter. One day the man ____ his 3-year-old daughter for ____ a roll of gold wrapping paper. Money was tight and he became ____ when the child tried to decorate a ____ to put under the Christmas tree. ____, the little girl brought the gift to her ____ the next morning and said, “ This is for you , Daddy.”

The man was ____ by his earlier ____, but his anger flared again when he found out the box was ____. He yelled at her, stating, “Don’t you know when you give someone a present, there is ____ to be something inside?” The little girl looked ____ at him with tears in her eyes and cried, “ Oh, Daddy, it is not empty ____. I blew kisses into the box. They are all for you, Daddy.”

The father was crushed. He ____ his arms around his little girl, and he begged for her ____. Only a short time later, an ____ took the life of the child. It is also told that her father kept that gold box by his bed for many ____ and whenever he was discouraged, he would take out an ____ kiss and remember the love of the child who had put it there.

In a very real sense, each one of us, as human beings, has been given a gold container ____ unconditional love and kisses… from our children, family members, friends and God. There is simply no other ___, anyone could hold, more ____ than this.

1.A. asked B. praised C. begged D. punished

2.A. wasting B. stealing C. selling D. holding

3.A. glad B. angry C. sad D. upset

4.A. room B. hall C. box D. ball

5.A. Nevertheless B. But C. Therefore D. And

6.A. father B. mother C. teacher D. sister

7.A. puzzled B. surprised C. scared D. embarrassed

8.A. overwork B. overreaction C. event D. overpass

9.A. empty B. heavy C. full D. wet

10.A. happened B. seemed C. supposed D. used

11.A. down B. back C. up D. forward

12.A. at all B. after all   C. above all D. in all

13.A. put B. turned C. handed D. gave

14.A. kindness B. forgiveness   C. sadness D. carelessness

15.A. event B. incident C. accident D. action

16.A. days B. months C. nights D. years

17.A. imaginary B. kind C. gentle D. warm

18.A. filled with B. pleased with C. crowded with D. equipped with

19.A. world B. feeling C. possession D. love

20.A. expensive B. precious C. comfortable D. interesting

When I smoked with my family, I would feel so   36   and good that nothing else in the world seemed so   37  . I thought that smoking weed (烟草) was okay since many of my family members and people at my school smoked.   38   ever happened to them.   39   I started smoking weed a lot more during lunch and after school. I never thought   40   of it. At that time I just wanted to smoke. Then I began to   41  in school. I would   42   classes, come home late and spend all my money. I would spend   43   8 to 18 dollars a day. I never thought   44   that marijuana (大麻) had a bad effect on those things. Maybe my coming to class high (神智恍惚) was the reason why I was failing or coming home late. As I continued to smoke marijuana, I began to notice that I would always have the strong desire to smoke and that I would get   45   cigarettes if I smoked those, but I don’t.   46   I have learned more about marijuana, I have   47   the amount of marijuana that I use. I don’t want marijuana to be the most important in my life. I’m not smoking every day, and not spending as much money. Since I have   48   on my habit, I am   49   more money. I’m ready to go back to school and do good, so that I can make myself  50  . Everyone is always saying how weed   51   your mind and how it solves problems. I think it only brings more   52  . Marijuana is not good for your body or your brain. I’m not trying to tell you not to smoke, I’m just letting you know that marijuana can be   53   to your health, and   54   it may cause some long term negative (负面的) effects. Help yourself now, before it is too late. I don’t want to lecture anyone, just   55   my experience with you.

1. A. worried       B. relaxed          C. disappointed         D. moved

2.A. important      B. common           C. interesting          D. funny

3.A. something      B. Everything       C. Nothing          D. Anything

4.A. By the way         B. Now and then         C. In my opinion        D. For a time

5. A. too much      B. a little             C. too often            D. any more

6.A. get ahead      B. fall behind          C. come across      D. make up

7.A. give           B. have                 C. attend           D. cut

8.A. at least           B. at most          C. no more than         D. as little as

9.A. once           B. twice                C. again    D. further

10. A. used to      B. paid for         C. lost in  D. ready for

11.A. as if             B. Even if          C. Now that     D. As long as

12. A. reduced      B. increased            C. bought   D. continued

13. A. broken down B. cut down         C. turned off   D. cut off

14. A. wasting      B. spending             C. making   D. saving

15.A. less          B. more             C. better       D. worse

16. A. excites          B. fills        C. repairs      D. destroys

17. A. problems         B. pleasure     C. convenience D. excitements

18. A. helpful          B. useful   C. dangerous        D. strange

19.A. in the beginning B. in the distance      C. in the long run      D. in the past

20.A. tell          B. explain          C. regret       D. share

One topic is rarely mentioned in all the talk of improving standards in our schools: the almost complete failure of foreign-language teaching. As a French graduate who has taught for more than twenty-five years, I believe I have some idea of why the failure is so total.  21  the faults already found out in the education system as a whole — such as child-centred learning, the “discovery” method, and the low expectations by teachers of pupils — there have been several serious  22  which have a direct effect on language teaching.

The first is the removal from the curriculum (课程) of the thorough teaching of English  23 . Pupils now do not know a verb from a noun, the subject of a sentence from its object, or the difference between the past, present, or future.

Another important error is mixed-ability teaching, or teaching in ability groups so  24  that the most able groups are  25  and are bored while the least able are lost and  26  bored. Strangely enough, few head teachers seem to be in favour of mixed-ability school football teams.

Progress depends on memory, and pupils start to forget immediately they stop having 27  lessons. This is why many people who attended French lessons at school, even those who got good grades, have  28  it a few years later. Because they never need it, they do not practice it.

Most American schools have accepted what is inevitable and  29  modern languages, even Spanish, from the curriculum. Perhaps it is time for Britain to do the same, and stop  30  resources on a subject which few pupils want or need.

21. A. Due to  B. In addition to     C. Instead of   D. In spite of

22. A. errors   B. situations    C. systems      D. methods

23. A. vocabulary   B. culture       C. grammar    D. literature

24. A. wide     B. similar       C. separate      D. unique

25. A. kept out       B. turned down      C. held back   D. left behind

26. A. surprisingly  B. individually       C. equally       D. hardly

27. A. extra    B. traditional  C. basic   D. regular

28. A. needed  B. forgotten    C. practised    D. left

29. A. restored       B. absorbed    C. prohibited  D. withdrawn

30. A. wasting B. focusing     C. exploiting   D. sharing

- Doing it like this means _______ time.

  -I didn’t mean ______ it.

  A. wasting…to do  B. to waste…doing    C. waste…do    D. wasting…doing 

One topic is rarely mentioned in all the talk of improving standards in our schools: the almost complete failure of foreign-language teaching. As a French graduate who has taught for more than twenty-five years, I believe I have some idea of why the failure is so total.  21  the faults already found out in the education system as a whole — such as child-centred learning, the “discovery” method, and the low expectations by teachers of pupils — there have been several serious  22  which have a direct effect on language teaching.

The first is the removal from the curriculum (课程) of the thorough teaching of English  23 . Pupils now do not know a verb from a noun, the subject of a sentence from its object, or the difference between the past, present, or future.

Another important error is mixed-ability teaching, or teaching in ability groups so  24  that the most able groups are  25  and are bored while the least able are lost and  26  bored. Strangely enough, few head teachers seem to be in favour of mixed-ability school football teams.

Progress depends on memory, and pupils start to forget immediately they stop having 27  lessons. This is why many people who attended French lessons at school, even those who got good grades, have  28  it a few years later. Because they never need it, they do not practice it.

Most American schools have accepted what is inevitable and  29  modern languages, even Spanish, from the curriculum. Perhaps it is time for Britain to do the same, and stop  30  resources on a subject which few pupils want or need.

21. A. Due to           B. In addition to      C. Instead of           D. In spite of

22. A. errors            B. situations         C. systems           D. methods

23. A. vocabulary        B. culture            C. grammar            D. literature

24. A. wide              B. similar            C. separate                 D. unique

25. A. kept out                B. turned down       C. held back           D. left behind

26. A. surprisingly       B. individually        C. equally           D. hardly

27. A. extra             B. traditional        C. basic               D. regular

28. A. needed           B. forgotten         C. practised            D. left

29. A. restored                B. absorbed          C. prohibited          D. withdrawn

30. A. wasting          B. focusing          C. exploiting          D. sharing