Anna Douglas was 72 years old when she started writing her newspaper column. She had been a school teacher before she retired（退休），but she needed to keep  36   . She was even willing to work without pay. She then offered her  37  with a business that helped other businesses find jobs for old people. Every day she  38   other old folks like her. By talking with them，she  39   two things. Old people had abilities that were not  40   .  But old people also had some   41   . She found a new purpose for herself then.  

Through the years，she   42   to write stories about people for national magazines. There was now a new  43   ： Old people like herself. She began to write a newspaper column called “Sixty Plus”， which was about   44   old . She writes about the problems of old people，especially their problems with being  45   .  

Anna Douglas uses her   46   ability to see the truth behind a problem. She understands  47   problems begin. For example，one of her   48   said that his grandchildren  49   the houses as soon as he came to visit. Mrs Douglas  50   some ways for him to understand his grandchildren.  

“It's important to know  51   about your grandchildren's world，”says Mrs Douglas. “That means questioning and listening，and   52   is not what old people do best. Say good things to them and about them，”she continues. “Never try to   53   your grandchildren or other young people.             Never   54   your opinion. Don't tell them what they should do.   55   ，they have been taught they should have respect for old people. The old should respect them as well. ”

1.A. free          B. busy            C. powerful            D. rich

2.A. students     B. money          C. service             D. books

3.A. met          B. observed        C. comforted          D. answered

4.A. enjoyed    B. followed       C. recognized          D. demanded

5.A. studied      B. agreed          C. used                 D. gave

6.A. problems    B. mistakes       C. questions           D. characters

7.A. had           B. used            C. was                  D. ought

8.A. way         B. life               C. subject             D. plan

9.A. employing  B. respecting      C. getting            D. supporting

10.A. unknown     B. misunderstood  C. refused          D. discouraged

11.A. leading      B. working         C. writing             D. thinking

12.A. that           B. when             C. whether            D. why  

13.A. readers      B. visitors          C. listeners           D. friends

14.A. got            B. left             C . entered            D. passed

15.A. invented      B. chose            C. suggested          D. imagined

16.A. everything   B. anything       C. something          D. nothing

17.A. speaking     B. listening         C. pleasing           D. advising

18.A. scold          B. praise           C. trouble            D. encourage

19.A. speak out    B. give up          C. get back           D. stick to

20.A. Commonly    B. Surprisingly   C. Happily            D. Naturally

  Everyone knows that you can study the English language for years and still not understand a native speaker of English.

  Well, here’s a secret for you: a lot of British people can’t understand each other either! Apart from the different regional accents across the country, language can also differ (不同) among age groups. The words and pronunciations used by young Britons can be very different to those used by adults. This is called “yoof” culture.

  The word “yoof” is a slang (俚语) spelling of “youth”. Some people consider “yoof” to be a negative (消极的) term, since its pronunciation is easier than “youth”. Other people see the term as positive, because it describes how young people are creating their own language, concepts (观念) and identity.

  When parents find it difficult to understand their children, the children can say more things without the censorship (审查) of their parents. In this way, young people are starting to find freedom, independence and self-expression.

   They are creating a “yoof culture”. It is impossible to come up with a complete list of words used by yoof. By the time the list was completed, it would be out of date. New words come and go like fashions.

                                                By A.J. Dalton

The point of the article is _____.

  A. to list words used by yoof

  B. to introduce UK yoof culture

  C. to give advice on how to communicate with native English speakers

  D. to explain why it is hard for British people to understand each other

According to the article, children are creating a “yoof culture” _______.

  A. to stay cool among their peers

  B. to draw more attention from their parents

  C. to avoid interference of their parents in their lives

  D. to keep up with the fast pace of modern society

According to the article, which of the following is TRUE?

  A. The variety of regional accents in the UK is an obstacle to communication.

  B. Some people consider the term “yoof” positive because it is easier to pronounce than “youth”.

  C.A few vocabularies used by yoof are going to be collected in dictionaries.

  D. Yoof culture is getting popular all around the English speaking countries.

By saying “Sorted!”, yoof probably means ______.

  A. “I’m very tired.”           B. “I understand.”

  C. “You got it wrong!”      D. “I don’t care!”

A person may have a false idea about himself that will stop him from doing good work..

    He may have the belief that he is unable to do it. A child may think he is  36  because he doesn’t understand how to make  37  use of his mental gifts. Old people may have a false idea that they are unable to learn new things because of their  38 .

    A person who believes that he is stupid will not make a real  39  because he feels that it would be useless. He won’t go at a job with confidence necessary for  40 . Besides, he won’t work his hardest way, even though he may think he is doing so.  41 , he is likely to fail, and the failure will  42  his belief in his incompetence（无能）in turn.

    Alfred Alder, a famous doctor, had  43  like this. When he was a small boy, he had a poor 44  in math. His teacher told his parents he had no ability in math in order that they would not  45  too much of him. In this way, his teacher and parents  46  the idea. He  47  their false judgment of his ability, feeling that it was useless to  48 . Then, he was very poor at math,  49  as they expected.

    But one day everything changed. He worked out a problem which  50  of the other students had been able to solve. He  51  in solving the problem which gave him confidence. Soon he became especially good at  52 .

    Alder now  53  with interest, determination and purpose. He not only proved that he could learn math well, but luckily he learned it  54 , not too late. From his own experience, we can tell that if a person goes at a job with determination and purpose, he may  55  himself as well as others by his ability.

1.A．clever          B．shy        C．useless           D．stupid

2.A．big             B．full           C．high           D．great

3.A．age             B．ability    C．brain         D．knowledge

4.A．decision        B．plan        C．effort           D．promise

5.A．work            B．study      C．improvement   D．success

6.A．Truly           B．Really     C．However        D．Therefore

7.A．lead to         B．strengthen        C．improve         D．get rid of

8.A．an experience  B．an example  C．a thought         D．a story

9.A．state           B．mind             C．start            D．ending

10.A．blame          B．expect       C．get          D．win

11.A．developed      B．organized        C．discovered  D．found

12.A．broke         B．refused      C．doubted      D．accepted

13.A．manage         B．argue           C．try           D．act

14.A．only           B．almost      C．just          D．then

15.A．none           B．all              C．some             D．most

16.A．broke          B．succeeded  C．failed            D．believed

17.A．physics        B．medicine        C．English      D．math

18.A．studies        B．works        C．plays            D．graduates

19.A．early          B．deeply      C．later             D．simply

20.A．discourage         B．love            C．surprise      D．disappoint

D
Around half of all teenagers in the UK are putting themselves at risk of food poisoning because they don't wash their hands before eating or after visiting the toilet, a new survey indicates, To coincide with National Food Safety Week, researchers from the Food and Drink Federation (FDF) conducted a survey of over 500 people aged between 11 and 19 about their hygiene and eating habits. Their survey showed that 57 percent of teenagers admitted to not always washing their hands after visiting the toilet or before lunch at school. Of these, over two-thirds ate lunch, such as sandwiches or a burger, with their hands.
Furthermore, 40 percent of those who do wash their hands do not always use soap. And 75 percent said they dry their hands on their clothes when in a hurry—damp hands spread around 1,000 times more germs (病菌) than dry ones. Excuses that teenagers gave for not washing their hands ranged from not having enough time (24 percent) to dirty and unhygienic facilities (26 percent) and forgetfulness (22 percent).
Food safety expert Hugh Pennington, professor of Microbiology at Aberdeen University, said, "The best news about food safety is that one doesn't have to be a rocket scientist to do it properly. The had news is that even a simple and obvious thing like hand washing—which protects incredibly well—is seen by many people as good health theory, but not actually put into practice."
Martin Paterson, deputy director general of the FDF, said that teens' hygiene habits before eating were a recipe for disaster, adding that although most know how food poisoning could occur, the majority do not take simple measures to prevent it. "Of course teenagers don't want to be overprotected," he said, "but with up to 5.5 million cases of food poisoning a year, we clearly need to keep informing people of simple food hygiene messages in fun and imaginative ways, to remind people of all ages how they can continue to enjoy their food safely."
53．The author implies that it is important to dry hands because      .
A．some students dry their hands on their clothes
B．wet hands can cause students to catch cold
C．damp hands are more likely to spread germs
D．damp hands take 1,000 times longer to dry
54．By saying "one doesn't have to be a rocket scientist to do it properly" (Para. 3), Hugh Pennington means "____".
A．it isn't necessary to go to outer space to practice food safety
B．practicing food safety isn't as important as space exploration
C．it's not a must to practice food safety
D．practicing food safety isn't terribly difficult
55．Educated about food poisoning, most teenagers      .
A．still get food poisoning at least once a year
B．still fail to take simple measures to avoid it
C．are able to avoid food poisoning
D．are concerned about their food safety
56．What is the main message conveyed in the text?
A．Many UK teenagers are at risk of food poisoning.
B．Food poisoning in the UK is on the rise.
C．Drying hands after washing is important.
D．British schools need to improve their sanitation levels.