In the clinic, I asked if Michael could be retested, so the specialist tested him again. To my _36_, it was the same score.

   Later that evening, I _37_ told Frank what I had learned that day. After talking it over, we agree that we knew our _38_ much better than an IQ test. We _39_ that Michael’s score must have been a _40_ and we should treat him _41_ as usual.

   We moved to Indiana in 1962, and Michael studied at Concordia High School in the same year. He got _42_ grades in the school, especially _43_ biology and chemistry, which was a great comfort.

   Michael _44_ Indiana University in 1965 as a pre-medical student, soon afterwards, his teachers permitted him to take more courses than _45_. In 1968, he was accepted by the School of Medicine, Yale University.

   On graduation day in 1972, Frank and I _46_ the ceremony at Yale. After the ceremony, we told Michael about the _47_ IQ score he got when he was six. Since that day, Michael sometimes would look at us and say _48_, “My dear mom and dad never told me that I couldn’t be a doctor, not until after I graduated from medical school!” It is his special way of thanking us for the _49_ we had in him.

   Interestingly, Michael then _50_ another IQ test. We went to the same clinic where he had _51_ the test eighteen years before. This time Michael scored 126, an increase of 36 points. A result like that was supposed to be _52_.

         Children often do as _53_ as what adults, particularly parents and teachers, _54_ of them. That is, tell a child he is“ _55_”, and he may play the role of a foolish child.

1.A. joy                        B. surprise                  C. disappointment              D. dislike

2.A. hopefully            B. fearfully                  C. cheerfully                        D. tearfully

3.A. student                B. son                           C. friend                               D. doctor

4.A. decided               B. realized                   C. argued                             D. understood

5.A. joke                B. mistake           C. warning                            D. wonder

6.A. specially              B. naturally                 C. strictly                              D. carefully

7.A. poor               B. average           C. good                            D. standard

8.A. in                         B. about                       C. of                             D. for

9.A. visited                           B. chose                      C. passed                              D. entered

10.A. allowed             B. described               C. required                          D. offered

11.A. missed               B. held                         C. delayed                            D. attended

12.A. high              B. same                         C. different                          D. low

13.A. curiously           B. eagerly          C. jokingly                   D. calmly

14.A. faith                            B. interest                   C. pride                                 D. delight

15.A. looked for                  B. asked for                C. waited for                        D. prepared for

16.A. received      B. accepted                  C. organized                         D. discussed

17.A. imperfect                   B. uncertain                C. impossible                       D. unsatisfactory

18.A. honestly      B. well                           C. much                               D. bravely

19.A. expect                        B. learn                        C. hear                               D. speak

20.A. wise                       B. rude                          C. shy                                    D. stupid

In the clinic, I asked if Michael could be retested, so the specialist tested him again. To my ___1___, it was the same score.

Later that evening, I ___2___ told Frank what I had learned that day. After talking it over, we agree that we knew our ___3___ much better than an IQ test. We ___4___ that Michael’s score must have been a ___5___ and we should treat him ___6___ as usual.

We moved to Indiana in 1962, and Michael studied at Concordia High School in the same year. He got ___7___ grades in the school, especially ___8___ biology and chemistry, which was a great comfort.

Michael ___9___ Indiana University in 1965 as a pre-medical student, soon afterwards, his teachers permitted him to take more courses than ___10___. In 1968, he was accepted by the School of Medicine, Yale University.

On graduation day in 1972, Frank and I ___11___ the ceremony at Yale. After the ceremony, we told Michael about the ___12___ IQ score he got when he was six. Since that day, Michael sometimes would look at us and say ___13___, “My dear mom and dad never told me that I couldn’t be a doctor, not until after I graduated from medical school!” It is his special way of thanking us for the ___14___ we had in him.

Interestingly, Michael then ___15___ another IQ test. We went to the same clinic where he had __16___ the test eighteen years before. This time Michael scored 126, an increase of 36 points. A result like that was supposed to be ___17___.

Children often do as ___18___ as what adults, particularly parents and teachers, ___19___ of them. That is, tell a child he is “ ___20___”, and he may play the role of a foolish child.

5.A. joke        B. mistake      C. warning      D wonder

三、完形填空（每小题1分，共20分）
In the clinic, I asked if Michael could be retested, so the specialist tested him again. To my
36   , it was the same score.
Later that evening, I    37    told Frank what I had learned that day. After talking it over, we agreed that we knew our    38    much better than an IQ test. We    39    that Michael’s score must have been a    40    and we should treat him    41    as usual.
We moved to Indiana in 1962, and Michael studied at Concordia High School in the same year. He got    42    grades in the school, especially    43   biology and chemistry, which was a great comfort.
Michael    44    Indiana University in 1965 as a premedical student. Soon afterwards, his teacher permitted him to take more courses than    45   . In 1968, he was accepted by the School of medicine, Yale University.
On graduation day in 1972, Frank and I    46    the ceremony at Yale. After the ceremony, we told Michael about the    47    IQ score he got when he was six. Since that day, Michael sometimes would look at us and say    48   . “My dear mom and dad never told me that I couldn’t be a doctor, not until after I graduated from medical school! ” It is his special way of thanking us for the     49     we had in him.
Interestingly, Michael then    50   another IQ test. We went to the same clinic where he had    51    the test eighteen years before. This time Michael scored 126, an increase of 36 points. A result like that was supposed to be     52   .
Children often do as    53    as what adults, particularly parents and teachers,   54 
of them. That is, tell a child he is “   55   ”,  and he may play the role of a foolish child.
36.  A. joy                         B. surprise                    C. dislike               D. disappointment
37.  A. tearfully                  B. fearfully                   C. cheerfully          D. hopefully
38.  A. student                    B. son                          C. friend               D. doctor
39.  A. argued                    B. realized                    C. decided             D. understood
40.  A. joke                        B. mistake                    C. warning            D. wonder
41.  A. specially                 B. strictly                            C. naturally           D. carefully
42.  A. poor                       B. good                        C. average             D. standard
43.  A. in                           B. about                       C. of                     D. for
44.  A. visited                    B. chose                       C. passed               D. entered
45.  A. allowed                   B. described                  C. required            D. offered
46.  A. missed                    B. held                         C. delayed             D. attended
47.  A. high                       B. same                        C. low                   D. different
48.  A. curiously                 B. eagerly                     C. calmly                     D. jokingly
49.  A. faith                       B. interest                     C. pride                 D. delight
50.  A. looked for               B. asked for                  C. waited for         D. prepared for
51.  A. received                  B. accepted                   C. organized          D. discussed
52.  A. imperfect                B. impossible                C. uncertain           D. unsatisfactory
53.  A. honestly                  B. much                       C. well                  D. bravely
54.  A. hear                        B. learn                        C. expect               D. speak
55.  A. wise                       B. rude                         C. shy                   D. stupid

You are careful with your money: you collect all kinds of coupons; look for group-buy deals if you eat out; you don't buy clothes unless in a sale. Does all this make you a wise consumer?
Let's do the math first: you walk into a coffee shop and see two deals for a cup of coffee. The first deal offers 33 percent extra coffee. The second takes 33 percent off the  regular price. What's the better deal? Well, they are about the same, you'd think. And you'd be wrong. The deals appear to be equal, but in fact, they are different. Here's the math: Let's say the standard coffee is 10 yuan and let's divide the amount of coffee into three portions(部分). That makes about 3.3 yuan per portion, The first deal gets you 4 portions for 10 yuan (2.5 yuan per portion) and the second gets you 3 portions of coffee for 6.6 yuan (2.2 yuan per portion) and is therefore a better deal.
In a new study published by the Journal of Marketing, participants were asked the same question, and most of them chose the first deal, the Atlantic website reported. Why? Because getting something extra for free feels better than getting the same for less. The applications of this view into consumer psychology(心理) are huge. Instead of offering direct discounts, shops offer larger sizes or free samples.
According to the study, the reason why these marketing tricks work is that consumers don't really know how much anything should cost, so we rely on parts of our brains that  aren't strictly quantitative.
There are some traps we should be aware of when shopping. First of all, we are heavily influenced by the first number. Suppose you are shopping in Hong Kong. You walk into Hermes, and you see a 100,000 yuan bag. "That's crazy." You shake your head and leave. The next shop is Gucci, a handbag here costs 25,000 yuan. The price is still high, but compared to the 100,000 yuan price tag you just committed to your memory, this is a steal. Stores often use the price difference to set consumers' expectation. zxxk
Another trap we often fall to Is that we are not really sure what things are worth. And so we use clues(暗示) to tell us what we ought to pay for them. US economist Dan Ariely has done an experiment to prove this. According to the Atlantic, Ariely pretended he was giving a lecture on poetry. He told one group of students that the tickets cost money and another group that they would be paid to attend. Then he informed both groups that thelecture was free. The first group was anxious to attend, believing they were getting something of value for free. The second group mostly declined, believing they were being forced to volunteer for the same event without reward.
What's a lecture on poetry by an economist worth? The students had no idea. That's  the point. Do we really know what a shirt is worth ? What about a cup of coffee? What's the worth of a life insurance.policy? Who knows? Most of us don't. As a result, our shopping  brain uses only what is knowable:  visual(祝觉的) clues, invited emotions, comparisons, and  a sense of bargain. We are not stupid. We are just easily influenced.
【小题1】The first paragraph of the passage is intended to      

One man tells of driving on a long and lonely road, the last 65 miles of it unpaved, in order to watch Indian dances in the state of Arizona. After the dances, he returned to his car only to find that it had a flat tire. He put on the spare and drove to the only service station in that town.
“Do you fix flats?” he inquired of the attendant.
“Yes,” came the answer.
“How much do you charge?” he asked.
With a twinkle in his eye, the man replied, “What difference does it make?”
This is what has been called a “Hobson’s choice”. A Hobson’s choice is a situation that forces a person to accept whatever is offered or go without.
According to Barbara Berliner, the phrase was inspired by sixteenth-century entrepreneur (企业家) Thomas Hobson. There was no choice by the customer — it was strictly Hobson’s choice.
But often we really have a choice, and the choice does make a difference. We may not always believe it. We may feel as if we have no choice, but almost always there is a choice in the matter. And when we realize that we do most things by choice, then we are taking control of our own lives.
Someone challenged me to try an experiment that completely changed my perspective. “For the next seven days,” he said, “eliminate the words ‘I have to’ from your vocabulary and say ‘I choose to’. Don’t say, ‘I have to work late tonight’. Instead, say, ‘I choose to work late’. When you choose to do it, you take control of your life. Instead of saying, ‘I have to stay home’, try ‘I choose to stay home’. The way you spend your time is your choice. You are responsible. You have control.”
In just seven days I was no longer saying “I have to” and I felt better about my decisions. I learned that there is very little in my life I actually have to do. You and I decide to do certain things because we believe that it will be for the best. When we eliminate “I have to” from our vocabularies, we take control.
Try it for a week and you see what happens. I think you’ll see it’s a change for the better.
【小题1】 What did the attendant mean by saying “What difference does it make”?