阅读下面短文，掌握其大意，从每题所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。

When you’re a preteen, a huge problem might be that you just have to have a new rock-rap CD, 　36 your parents won’t give you the money for it. I thought life was so 　37 when things like this happened—until September 11, 2001.

　 I was in P.E. when the planes hit the World Trade Center and the Pentagon. As soon as I got home and for weeks after, I saw the disaster 　38 on TV. Seeing the innocent people running for their 　39 as the debris(瓦砾) started coming down the fire and smoke rose out of the 　40 brought tears to my eyes. I couldn’t help imagining what the people on the 　41 and in the buildings were thinking and going through, not 　42 what was going on. I admired the courage of the firefighters who rushed in and risked their own lives to 　43 others. It tore my heart apart to watch the 　44 looks on the faces of so many people who didn’t know if their loved ones were dead or alive while 45 in all the debris.

Then it 　46 me: All my life I had thought mainly of myself. I had it easy in life and had been taking it all for granted.

A feeling of coldness 　47 down my back, and I cried just thinking of the possibility that it could have easily 　48 to my family. My mom or dad could have been killed like that, and I would never, ever see them again. I began to evaluate what a real 　49 in life was.

This disaster 　50 me that awful things can happen to anyone at any time. Now when my mom or dad or sister go somewhere, even if it’s just 　51 the store, I try to remember to tell them that I love them because I know there is a 　52 that I may never tell them that 　53 .

Not getting a new CD is not going to make or 　54　 my life. I can live with those kinds of problems. But losing someone I love would 　55 make my life miserable.

9/11 showed me just what I am.

36. A. but	B. so	C. or	D. for
37. A. unbelievable	B. uncomfortable	C. unfair	D. uncertain
38. A. expand	B. occur	C. strike	D. unfold
39. A. lives	B. families	C. houses	D. friends
40. A. curtains	B. buildings	C. gates	D. bedrooms
41. A. seats	B. planes	C. corners	D. streets
42. A. believing	B. thinking	C. knowing	D. caring
43. A. join	B. save	C. meet	D. calm
44. A. puzzled	B. severe	C. dirty	D. desperate
45. A. hidden	B. found	C. placed	D. trapped
46. A. rewarded	B. surprised	C. hit	D. told
47. A. cooled	B. dropped	C. ran	D. passed
48. A. happened	B. compared	C. related	D. turned
49. A. relationship	B. problem	C. need	D. fate
50. A. taught	B. reminded	C. persuaded	D. informed
51. A. on	B. in	C. at	D. to
52. A. story	B. doubt	C. chance	D. plan
53. A. again	B. once	C. enough	D. ever
54. A. end	B. change	C. spare	D. break
55. A. rather	B. truly	C. probably	D. frequently

Many students find the experience of attending university lectures to be a confusing and frustrating experience. The lecturer speaks for one or two hours, perhaps 1 the talk with slides, writing up important information on the blackboard, 2 reading material and giving out 3 .The new student sees the other students continuously writing on notebooks and 4 what to write. Very often the student leaves the lecture 5 notes which do not catch the main points and 6 become hard even for the 7 to understand.

Most institutions provide courses which 8 new students to develop the skills they need to be 9 listeners and note-takers. 10 these are unavailable, there are many useful study-skills guides which 11 learners to practice these skills 12 .In all cases it is important to 13 the problem 14 actually starting your studies.

It is important to 15 that most students have difficulty in acquiring the language skills 16 in college study. One way of 17 these difficulties is to attend the language and study-skills classes which most institutions provide throughout the 18 year. Another basic 19 is to find a study partner 20 it is possible to identify difficulties, exchange ideas and provide support.

1.A.extending　 B.illustrating　　　　　 C.performing D.conducting

2.A.attributing B.contributing C.distributing D.explaining

3.A.assignments B.information C.content　 D.definition

4.A.suspects　 B.understands C.wonders　 D.convinces

5.A.without　 B.with　　　 C.on　　　　 D.except

6.A.what　　　 B.those　　　 C.as　　　　 D.which

7.A.teachers　 B.classmates C.partners　 D.students

8.A.prevent　 B.require　　 C.assist　　 D.forbid

9.A.effective B.passive　　 C.relative　 D.expressive

10.A.Because　 B.Though　　 C.Whether　 D.If

11.A.enable　 B.stimulate　 C.advocate　 D.prevent

12.A.independently　　　　　 B.repeatedly C.logically　 D.generally

13.A.evaluate B.acquaint　 C.tackle　　 D.formulate

14.A.before　 B.after　　　 C.while　　 D.for

15.A.predict　 B.acknowledge C.argue　　 D.ignore

16.A.to require B.required　 C.requiring D.are required

17.A.preventing B.withstanding C.sustaining D.overcoming

18.A.average　 B.ordinary　 C.normal　　 D.academic

19.A.statement B.strategy　 C.situation D.suggestion

20.A.in that　 B.for which　 C.with whom D.such as

 

“Are you too stupid to do anything right？”These words—said by a woman to a little boy who was obviously her son—were spoken 　1 he had walked away from her. They boy returned, his eyes down-cast.

Not a 　2　 moment, perhaps, 　3　 small moments sometimes last a very long time. And a few words—though they mean 　4　 at the time to the people who say them—can have great 　5　 .

I recently heard a story from a man named Malcolm Dalkoff. For the last 24 years he has been a professional 　6　 . Here is what he told me:

As a boy in Rock Island, Dalkoff was terribly 　7　 . He had few 　8　 and no self-confidence. One day, his English teacher, Ruth Brach, gave the class an assignment（作业）. The students had been reading To Kill a Mockingbird. Now they were to write their own chapter that would 　9　 the last chapter of the novel.

Dalkoff wrote his chapter and turned it 　10　 . Today he can not recall anything 　11 about the chapter he wrote, or what 12　 Mrs. Branch gave him. What he does remember is the four words Mrs. Brach wrote in margin（空白处）of the paper：“This is 　13　 writing.”

　　 Four words. They 　14　 his life.

　　 “ 　15　 I read those words, I had no idea of who I was or 　16　 I was going to be.”he said.“After reading her note, I went home and wrote a short story, something I had always been 　17　 of doing but never believed I could do.”

　 Over the rest of that year in school, he wrote many short stories and always brought them to school for Mrs. Brach to evaluate. She was 　18　 , tough and honest.“She was just what I 19 ,”Dalkoff said.

　 His confidence 　20 　 . Dalkoff believes that none of this would have happened if that woman had not written those four words in the margin of his paper.

1．A．where　　　　 B．why　　　　 C．because　　　 D．when

2．A．wonderful　　 B．difficult　　　 C．funny　　 D．big

3．A．yet　　　　　 B．although　　 C．for　　　 D．therefore

4．A．much　　　　 B．little　　　　 C．more　　　 D．most

5．A．meaning　　　 B．power　　　 C．force　　　 D．sense

6．A．writer　　　　 B．player　　　 C．poet　　　 D．singer

7．A．sorry　　　　　 B．proud　　　 C．sick　　　 D．shy

8．A．books　　　　 B．ideas　　　　 C．friends　　 D．chances

9．A．follow　　　　 B．match　　　 C．decide　　 D．improve

10．A．on　　　　　　 B．in　　　　　 C．out　　　　 D．down

11．A．more　　　　 B．again　　　　 C．special　　　 D．different

12．A．honors　　　　 B．remarks　　 C．prizes　　　 D．grade

13．A．poor　　　　　 B．serious　　　 C．good　　　　 D．silly

14．A．changed　　　 B．damaged　　 C．affected　　 D．improved

15．A．Unless　　　　 B．Until　　　 C．When　　　 D．While

16．A．what　　　　　 B．how　　　　 C．where　　　 D．which

17．A．tired　　　　　 B．fond　　　　 C．proud　　　 D．dreaming

18．A．strict　　　　　 B．kind　　　　 C．encouraging　 D．praising

19. A．feared　　　　 B．needed　　　 C．expected　　 D．loved

20．A．grew　　　 　B．lifted　　　　 C．appeared　　 D．returned

 

Directions: complete the following the passage by using ONE word that best fits the context.

　 It is difficult for parents of nearly every family to teach their children to be responsible 　48 housework, but with one of following suggestions, you really can get your children to help at home.

　 If you give your children the impression 　49 they can never do anything quite right, they will regard themselves 　50 unfit or unable persons. Unless children believe they can succeed , they will never become totally independent.

　 My daughter Carla’s fifth-grade teacher made every child in 　51 　 class feel special. When students received 52 　 than a perfect test score, she would point out what had mastered and declared firmly they could learn 　53 they had missed.

　 You can use the same technique when you evaluate your children’s work at home. Don’t always scold them. You should give lots of praise 　54 . Talk about what they have done right, not about what they have done wrong. If your children complete a difficult task, promise them a Sunday trip or a ball game with Dad.

　 Learning is 55 process of trying and failing and trying and succeeding. If you teach your children not to fear the failure of making mistakes, they will learn faster and achieve success at last.