Cities usually have a good reason for being where they are, like a nearby port or river. People settle in these places because they are easy to get to and naturally suited to communications and trade. New York City, for example, is near a large harbour at the mouth of the Hudson River. Over 300 years its population grew gradually from 800 people to 8 million. But not all cities develop slowly over a long period of time. Boom towns grow from nothing almost overnight. In 1896, Dawson, Canada, was unmapped wilderness(荒野). But gold was discovered there in 1897, and two years later, it was one of the largest cities in the West, with a population of 30,000.

Dawson did not have any of the natural conveniences of cities like London or Paris. People went there for gold. They travelled over snow-covered mountains and sailed hundreds of miles up icy rivers. The path to Dawson was covered with thirty feet of wet snow that could fall without warming. An avalanche(雪崩) once closed the path, killing 63 people. For many who made it to Dawson, however, the rewards were worth the difficult trip. Of the first 20,000 people who dug for gold, 4,000 got rich. About 100 of these stayed rich men for the rest of their lives.

But no matter how rich they were, Dawson was never comfortable. Necessities like food and wood were very expensive. But soon, the gold that Dawson depended on had all been found. The city was crowded with disappointed people with no interest in settling down, and when they heard there were new gold discoveries in Alaska, they left Dawson City as quickly as they had come. Today, people still come and go — to see where the Canadian gold rush happened. Tourism is now the chief industry of Dawson City — its present population is 762.

48．What attracted the early settlers to New York City?

A．Its business culture.

B．Its small population.

C．Its geographical position.

D．Its favourable climate.

49．What do we know about those who first dug for gold in Dawson?

A．Two-thirds of them stayed there.

B．One out of five people got rich.

C．Almost everyone gave up.

D．Half of them died.

50．What was the main reason for many people to leave Dawson?

A．They found the city too crowded.

B．They wanted to try their luck elsewhere.

C．They were unable to stand the winter.

D．They were short of food.

51．What is the text mainly about?

A．The rise and fall of a city.

B．The gold rush in Canada.

C．Journeys into the wilderness.

D．Tourism in Dawson.

    For history fans, Margaret Thatcher is one of the most interesting of the British Prime Ministers. She is praised by both British and American conservatives for her firm principles and accomplishments of her term.
    Being so popular, it is only appropriate that a solid movie is made to detail the life of the first female Prime Minister of the United Kingdom. The film Iron Lady focuses on Thatcher (Meryl Streep) and her dementia（痴呆症）, with certain items in her house reminding her of periods of her life, which then starts series of flashbacks. Thatcher also fantasizes about her husband, Denis (Jim Broadbent), and holds conversations with him throughout the film.
    In a world controlled by men and where women are thought to belong to the kitchen, Thatcher struggles to break through the barriers of sex to win a seat in Parliament（国会）. Not only does she struggle with her sex, but being the daughter of a simple shopkeeper, she struggles with class barriers.
    After winning a seat in Parliament in 1959, Thatcher was appointed Secretary of State for Education and Science(SES). The film details how the leadership of her party didn’t take her or her opinions seriously. Thatcher became tired of being unheard and decided to challenge the leadership of the party and run for Leader of the Opposition. Not expecting to win the position, she took off in popularity, continuing a strong campaign even after her manager was killed by the Irish Republican Army.
    Thatcher, after the conservative party won a majority in Parliament, became the first woman Prime Minister of the UK. She took off in popularity until an economic decline hit the country. She regained popularity after the Falklands War. 
    The film, in many cases, shows archive footage（资料片）to convey the historic timeline of the movie. The film does an excellent job in recording the complex life of one of Britain’s most complex women. It examines the price that Lady Thatcher paid for power, the class and sex struggles she overcame, and the burden of dementia. The film strikes an astonishingly dear portrait of the “Iron Lady” and will be sure to stand the test of time.
28. According to the passage, the film Iron Lady is mainly about__________.
   A. Margaret Thatcher and her dementia          B. Thatcher’s principles and achievements
   C. the British Prime Minister’s interests          D. Margaret Thatcher and her husband

29. When Thatcher worked as Secretary of SES, _________.
   A. her party took her and her opinions seriously          B.she tried hard to break through the barriers of sex
   C. she struggled to break through the class barriers       D. she wasn’t respected by the leaders of her party
30. This passage is possibly a(n) ___________.
   A. autobiography              B. political report           C. film review               D. life story
31. What is the author’s attitude towards the film Iron Lady?
   A. Negative               B. Positive                    C.  Disapproving          D. Casual

 At the very beginning, Einstein’s Theory of Relativity was so 　　　 that few scientists could understand. 

A. absorbed        B. abstract     C. absolute        D. interesting

If you want to express something so unbelievable that it must have been a special effect, you have a new word to add to your vocabulary.

It’s “Duang”, an onomatopoetic (拟声词) word which doesn’t relate to any particular Chinese character and refers to a special effect.

A video parody (恶搞) adapted from a shampoo commercial featuring Hong Kong actor Jackie Chan spread quickly online, leading Internet users to invent the new word.

The video begins with Chan flashing his black, smooth hair, which would have been perfect except that it was not his real hair.

Next, a self-satisfied Chan admits, to the repetitive, rhythmical sounds of “Duang”, “I refused to approve of this product when they first came to me because of my thin hair, but the director insisted, saying special effects could be used to make my hair look healthy on the screen. Now you see, it’s all special effects. It’s not real.”

The original advertisement became the target of punishment by the government for over- spreading the effects of the shampoo after it was broadcast in 2004.

“Duang” has now become one of the hottest topics on Sina Weibo, a Twitter-like Chinese social network site among those crazy ones imitating Jackie Chan’s speech in different situations.

The actor’s Weibo account was flooded with comments containing the word in this sweeping online trend.

The video came at a time when the famous movie star has been under public attention after trying to save the ill image of his son, Jaycee Chan, who was released from prison this week.

Data from Baidu, the major Chinese search engine, also proved the phrase’s popularity as it has been searched more than 586,000 times within two days.

The word of geili’s sudden rise in 2010 caught the attention of international media when it made up for the word’s official translation－geilivable－to describe something cool or awesome.

It’s not the first time that online word has become a regular vocabulary in China.

25．From the passage we know that the word “Duang” was originally made       .

A. by some crazy Internet users

B. to refer to a kind of product

C. by Hong Kong actor Jackie Chan

D. to expresssome special meaning

26．From the passage we know that the new word “geili” is       .

A. only popular in China

B. a cool and awesome word

C. used by ordinary people

D. also widely used abroad

27．What is the purpose of the author in writing the passage?

A. To tell us online words have enriched Chinese vocabulary.

B. To teach all the Internet users how to invent new words.

C. To explain how Jackie Chan invented the popular word.

D. To urge people to fight against the false advertisements.

 Soft winds blew throughout the Windy City today. We welcomed the winds, as it was another hot day in Chicago. The wind blew, bringing us some coolness and making the weather not that hot. But it was a beautiful summer day with a blue sky.

Chicago is a great city for eating, and we have enjoyed tasting the different foods. Last night, we tried one of the city's most famous foods: deep-dish pizza. Chicago claims credit for the rich and cheesy thick-crust pizza, covered with a sweet tomato sauce. We topped it with olives and green peppers.

We were touring the city, mainly looking for delicious local foods. Today, we enjoyed a Polish specialty at lunch: Pierogis, an Eastern European dumpling-like dish, filled with foods like potatoes, cheese, mushrooms, cabbage and meat. Polish immigrants started settling in Chicago in the 1850s, and the city has one of the largest Polish communities in the U.S.

We took a break from exploring the city to talk with some of you! Ashley and Caty logged onto the Internet for an on-the-road version of TALK2US. We spoke to an English teacher in Tokyo, Japan, and a graduate student in India.

Meanwhile, Adam searched for some locations around the city to shoot some video. He chose a spectacular spot: Navy Pier, Chicago's most-visited attraction. The winds from Lake Michigan keep visitors cool, and the view of the Chicago skyline never fails to impress. In fact, the view made all of us head over heels!

Our time in Chicago has come to an end. Tomorrow, the true journey begins, as we pass through Illinois and into Missouri via Route 66. Springfield, the home of Abe Lincoln, and St. Louis, the "gateway to the West," wait for us.

32.  Why did the author and her companions like the soft winds?
A. It brought warmth to them.            B. It left the sky blue and beautiful.
C. It improved the quality of the air.       D. It made them feel comfortable.
33.  What did the author and her companions mainly do in Chicago?
A. They enjoyed famous local foods.       B. They visited Polish communities.
C. They studied the history of the city.      D. They explored for foreign customs.

34. The author and her companions stayed online ________.
A. sharing their travel plan with strangers   B. asking for information on foreign foods
C. communicating with strangers abroad       D. learning about different cultures in the world
35. The underlined part “head over heels” in Paragraph 5 can be replaced by ________.

A. bored        B. relaxed       C. fascinated         D. disappointed

How Technology Can Help Language Learning

Intelligence, according to Howard Gardner, is of eight types—verbal-linguistic, logical-mathematical, musical-rhythmic, visual-spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic. This is the first in a series of posts that explore and understand how each of the above forms of intelligence is affected by technology-mediated education.

Verbal-linguistic Intelligence involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish goals. Such intelligence is developed by three specific activities: reading, writing and interpersonal communication—both written and oral. The traditional tools that have been used to efficiently develop verbal/linguistic intelligence—textbook, pencil, and paper—are giving way to technology in many schools. E-books, Internet lesson plans, online assignments and word processing software, or a subset of the above, are now common in schools. Technology allows addition of multisensory (多种感觉的) elements that provide meaningful contexts to help comprehension, thus expanding the learning ground of language and linguistics.

Research into the effect of technology on the development of the language and literacy skills vis-à-vis reading activities of children has offered evidence for favorable effects of digital-form books. A study shows that digital reading materials have become common in developing countries in early childhood classrooms to support engagement in storybooks while enhancing the emergent literacy (早期读写能力) among children. E-books are also being increasingly used to teach reading among beginners and children with reading difficulties.

Technology can be used to improve reading ability in many ways. It can enhance (加强) and sustain the interest levels for children by allowing immediate feedback on performance and providing added practice when necessary. Recent research shows that students are able to improve their sight word vocabulary, fluency, and comprehension through computer-based reading.

Technology can also help in improvement of writing skills. Word processing software promotes not only composition but also editing and revising in ways that streamline the task of writing. Desktop publishing and web-based publishing allow the work to be taken beyond the classroom into a virtual world that allows more constructive interactions.

Technology enhanced oral communication is indeed useful in that it allows students from remote locations, or from all over the world to communicate orally through video and audio conferencing tools. For example, students of languages in Australian universities overcome the problem of insufficient contact with native language speakers by using online audio and video tools that allow the development of aural, vocal and visual-cognition skills that are important in verbal and linguistic education. Oral group discussions in the form of video conferencing can help non-native speakers of a language with natural language negotiation and cultural intonations in ways that have not been possible due to geographic isolation.

Computer definitely aided language learning and computer mediated communication enhance teaching and learning experiences in the areas of linguistics and language intelligence. Although there have not been comprehensive studies on the use of technologies to aid K-12 English-language learners, there have been many individual computer programs and other technologies that accelerate the acquisition of phonics, vocabulary, fluency, and reading-comprehension skills and other language building blocks.

Title: How Technology Can Help Language Learning

  Interactive television advertising,which allows viewers to use their remote controls to click on advertisements, has been pushed for years. Nearly a decade ago it was predicted that viewers of "Friends", a popular situation comedy, would soon be able to purchase a sweater like Jennifer Aniston's with a few taps on their remote control. "it's been the year of interactive television advertising for the last ten or twelve years," says Collin Dixon of a digital-media consultancy.

     So the news that Cablevision, an American cable company, was rolling out

interactive advertisements to all its customers on October 6th was greeted with some skepticism. During commercials, an overlay will appear at the bottom of the screen, prompting viewers to press a button to request a free sample or order a catalogue. Cablevision hopes to allow customers to buy things with their remote controls early next year.

    Television advertising could do with a boost. Spending fell by 10% in the first half of the year. The popularization of digital video recorders has caused advertisers to worry that their commercials will be skipped. Some are turning to the Internet, which is cheaper and offers concrete measurements like click-through rates-especially important at a time when marketing budgets are tight. With the launch of interactive advertising, "many of the dollars that went to the Internet will come back to the TV," says David Kline of Cablevision. Or so the industry hopes.

     In theory, interactive advertising can engage viewers in a way that 30-second spot or not. Unilever recently ran an interactive campaign for its Axe deodorant(除臭剂), which kept viewers engaged for more than three minutes on average.

     The amount spent on interactive advertising on television is still small. Magna, an advertising agency, reckons it will be worth about $138 million this year. That falls far short of the billions of dollars people once expected it to generate. But DirecTV, Comcast and Time Warner Cable have all invested in it.

Yet there are doubts whether people watching television, a "lean back" medium, crave interaction. Click-through rates have been high so far (around3-4%, compared with less than 0.3% online), but that may be a result of the novelty. Interactive ads and viewers might not go well together.

58.By  saying "It's been the year of interactive television advertising for the last ten or twelve years"Colin Dixon means       .

A.Interactive television advertising has not achieved the anticipated results.

B.Interactive television advertising is successful when incorporated into situation comedies.

C.Interactive television advertising has been under debate for the last decade or so.

D.Interactive television advertising will become popular in 10-12 years.

59.When Cablevision’s planned interactive TV advertising program,the public       .

A.accepted it immediately and completely

B.had some doubt about it

C.showed an indifferent attitude toward it

D.refused to accept it

60.The wide use of digital video recorders      .

A.has made TV advertising easily accessible to viewers

B.helps advertisers to measure the click-through rates

C.has placed TV advertising at a great disadvantage.

D.enables viewers to check the sales items with ease

61.What can we infer from para.4?

A.Unilever’s interactive campaign proves the advantage of TV davertising

B.Unilever’s interactive campaign has done well in engaging the vlewers

C. Unilever’s interactive campaign helps attract investments in the company

D.Unilever’s interactive campaign has boosted the TV advertising industry

    The most common use of intelligence test scores is to predict degree of academic success. Such scores are used in some communities as bases for admitting able children to schools at ages younger than normal, and they are very generally used to determine admissions to schools beyond public secondary school. Another use common in elementary schools involves comparing such scores with performances in various subjects to identify children who are working below capacity.

    The greatest problem in using intelligence tests for the purpose of prediction is that no dependable criterion of their accuracy exists. The ideal criteria would be objective and reliable achievement tests following instruction in each subject, but there are few such tests, especially at the college level. Studies have shown that correlations(相关性) between intelligence tests and achievement tests in various subjects through secondary school range roughly from 0.5 to 0.8. Such correlations are fairly high, but they do not suggest anywhere near complete agreement.

    At the college level there are two major tests used as criteria of admission. By far the more important is the College Entrance Examination, constructed by the Educational Testing Service authorized by the College Entrance Examination Board. These tests are returned to the Educational Testing Service for scoring, and the results are then made available to the various colleges authorized by the students to receive them. The second test of this type is the American College Test, which operates in essentially the same fashion.

    Both tests constitute measures of certain skills, abilities, and knowledge that have been found to be related to success in college. Their correlations with academic success are limited for three outstanding reasons. First, measures of achievement in college are themselves perhaps no more reliable than those in elementary and secondary schools. Second, intellectual factors do not alone determine academic success, especially at the college level. Many students drop out of schools because they are inadequately motivated or because they dislike the instructional programme. Third, correlations are lowered because the use of such tests for denying admission to some students means that the range of scores for those admitted is restricted, and such restriction tend to reduce correlation.

50. The intelligence scores can be used in the following way EXCEPT_____.

   A. telling in advance the degree of academic success

   B. admitting intelligent children to school at the age younger than ordinary

   C. finding out children with lower ability in primary schools

   D. selecting pupils by public secondary schools

51. The ideal criteria in using intelligence tests for prediction should be _____.

   A. accurate college tests

   B. objective and reliable achievement tests

   C. objective and reliable intelligence tests

   D. a series of objective multiple choices

52. What can be inferred from the second paragraph?

   A. Ideal criteria for objective and reliable achievement tests in college courses are hard to find.

   B. Intelligence test scores can accurately predict the degree of academic success.

   C. The correlations between intelligence tests and achievement tests are lowest in college courses.

   D. The high correlations between intelligence tests and achievement tests in secondary school gain universal recognition.

53. The results of the College Entrance Examination will be _____.

   A. sent to the college that the students chose

   B. more important to the students than the American College Test

   C. decided by the College Entrance Examination Board

   D. used as criteria of the American College Test

54. The correlations between two college admission tests and academic success in college are limited for the reason that _____.

   A. many students drop out of schools

   B. students are not adequately motivated

   C. intellectual factors are more important for students than when they were in primary and middle schools

   D. measures of college achievement are unreliable like those in primary and middle schools.

As a boy, Charles Robert Darwin(达尔文) collected anything that caught his interest: insects, coins and interesting stones. He was not very clever, but Darwin was good at doing the things that interested him.

       His father was a doctor, so Darwin was sent to Edinburgh to study medicine, and was planned to follow a medical career. But Charles found the lectures boring. Then his father sent him to Cambridge University to study to be a priest. While at Cambridge, Darwin’s interest in zoology and geography grew. Later he got a letter from Robert FitzRoy who was planning to make a voyage around the world on a ship, the Beagle. He wanted a naturalist to join the ship, and Darwin was recommended(推荐). That voyage was the start of Darwin’s great life.$来&源：ziyuanku.com

       As the Beagle sailed around the world, Darwin began to wonder how life had developed on earth. He began to observe everything. After he was home, he set to work, getting his collection in order. His first great work The Zoology of the Beagle was well received, but he was slow to make public his ideas on the origin of life.

       Later Darwin and Wallace, another naturalist who had the same opinions as Darwin, produced a paper together. Darwin’s great book “On the Origin of Species by Means of Natural Selection”(《物种起源》) appeared. It attracted a storm. People thought that Darwin was saying they were descended from monkeys. What a shameful idea! Although most scientists agreed that Darwin was right, the Church was still so strong that Darwin never received any honors for his work.

       Afterwards, he published another great work, The Descent of Man. His health grew worse, but he still worked. “When I have to give up observation, I shall die,” he said. He was still working on 17, April, 1882. He was dead two days later.

21. Darwin’s father sent him to Edinburgh to _____.

       A. make him like natural history                   B. make him become a doctor 

       C. let him change his hobbies                     D. have him give up his collection

22. According to the passage, Charles Darwin’s whole life was changed by _____.

       A. his study at Cambridge University                B. his collection of coins

       C. the naturalists at Cambridge                     D. the voyage of the Beagleziyuanku.com

23. The underlined part “they were descended from monkeys” probably means “_____”.

       A. they gave monkeys life                            B. they were different from monkeys

       C. they were developed from monkeys         D. they had to live with monkeys

Whenever we see a button, we are eager to press it because we know something will happen. This is true in most cases, for example on a doorbell and on the “on/off” button on the TV. But some buttons are actually fake, like the “close” button on a lift.
   Many people are in the habit of pressing the “close” button because they don’t have the patience to wait for the lift doors to shut. But lifts’ “close” buttons are a complete scam (骗局), at least in the US － the doors will not close any faster no matter how hard you press.

It started in the 1990s when the Americans with Disabilities Act was passed in the US, making sure that all lifts stayed open long enough so that people with disabilities could enter. Only US firefighters and repairmen can use the buttons to speed up the door-closing process if they have a code or special keys.

But to normal lift riders, the buttons aren’t completely useless. According to psychologists, fake buttons can actually make you feel better by offering you a sense of control.

“Perceived (能够感知的) control is very important. It reduces stress and increases well-being,” Ellen J. Langer, a psychology professor, said, “ having a lack of control is associated with depression.”

Experts have revealed that a lot of buttons that don’t do anything exist in our lives for this same purpose. For example, many offices in the US have fake thermostats (温度调节器) because people tend to feel better when they think they can control the temperature in their workspace.

But psychologists found it interesting that even when people are aware of these little “white lies”, they still continue to push fake buttons because as long as the doors eventually close, it is considered to be worth the effort.

“That habit is here to stay,” John Kounios, a psychology professor, said. “Even though I have real doubts about the traffic light buttons, I always press them. After all, I’ve got nothing else to do while waiting. So why not press the button in the hope that this one will work?”

32.  What was the author’s main purpose in writing the article?
A. To analyze the functions of fake buttons.
B. To describe some different kinds of fake buttons.
C. To explain the advantages and disadvantages of fake buttons.
D. To explore people’s different habits when it comes to pushing buttons.

33.  In America, the “close” buttons on lifts _______.
A. are fake for the convenience of disabled people

B. work only when people press them hard for a while
C. were specially designed to give people a sense of control
D. cannot speed up the process of closing the door in any case

34.  The underlined part “for this same purpose” in Paragraph 6 refers to _______.
A. making people more patient
B. giving people perceived control
C. helping people to build up confidence
D. making people with depression feel better

35. According to John Kounios, people who press fake buttons ______.
A. should give up this habit
B. probably do so to kill time
C. consider what they do to be meaningless
D. don’t know that what they press is fake

– What’s wrong with your ipad2? The sound ____is not clear.

   --Yes. It has been broken for some time.

 A. come out        B. coming out        C. to come out       D. came out

 —Have you forgotten anything, sir?

—Oh, I forgot to pay. You see, I’m terribly sick, but I 　　　 to. 

A. didn’t mean                             B. don’t mean

C. haven’t meant  D. wasn’t meaning

There was a story many years ago of a school teacher--- Mrs. Thompson. She told the children on the first day that she loved them all the same. But that was a lie. There in the front row was a little boy named Teddy Stoddard. He didn’t play well with the other children and he always needed a bath. She did not like him.

Then Mrs. Thompson got to know that Teddy was actually a very good boy before the death of his mother. Mrs. Thompson was ashamed of herself. She felt even worse when, like all her other students, Teddy brought her a Christmas present too. It was his mother’s perfume(香水)。

Teddy said, “Mrs. Thompson, today you smell just like my Mom used to.” After the children left she cried for at least an hour. On that very day, she stopped teaching reading, writing and math. Instead, she began to teach children.

Mrs. Thompson paid particular attention to Teddy. The boy’s mind seemed to come alive. The more she encourage him, the faster he improved. By the end of the sixth grade, Teddy had become one of the smartest children in the class.

Six years went by before she got a note from Teddy. He wrote that he had finished high school, third in his class, and she was still the best teacher he ever had in his whole lift. He went to college. Mrs. Thompson got two more letters from him with the last one signed, Theodore F. Stoddard, M. D.(医学博士).

The story doesn’t end there. On his wedding day, Dr. Stoddard whispered in Mrs. Thompson’s ear, “Thank you, Mrs. Thompson, for believing in me. You made me feel important and showed me that I could make a difference.”

Mrs. Thompson, with tears in her eyes, whispered back, “Teddy, you have it all wrong. You were the one who taught me that I could make a difference. I didn’t know how to teach until I met you.”

1. What did Mrs. Thompson do on the first day of school?

A. She made Teddy feel ashamed

B. She asked the children to play with Teddy.

C. She changed Teddy’s seat to the front row.

D. She told the class something untrue about herself.

2. What did Mrs. Thompson find out about Teddy?

A. He often told lies.  

B. He was good at math. 

C. He needed motherly care.  

D. He enjoyed playing with others.

3. In what way did Mrs. Thompson change?

A. She taught fewer school subjects.

B. She became stricter with her students.

C. She no longer liked her job as a teacher.

D. She cared more about educating students.

4. Why did Teddy thank Mrs. Thompson at his wedding?

A. She had kept in touch with him.

B. She had given him encouragement.

C. She had sent him Christmas presents.

D. She had taught him how to judge people.

     How do native speakers truly feel when speaking with non-native English speakers? It seems that ____61_____ (break) English annoys them. However, they keep being really nice when speaking with non-native speakers. I wonder how they really feel when doing so.

     I think it would depend ____62____ the native English speakers. Some people are just ____63_____ (easy) annoyed.

          64       （person）, I study Spanish. When I hear someone attempting English, I am patient with them because I know ____65_____ difficult it is to talk in a non-native tongue. I also know English is very difficult ____66_____ (learn)，and that increases my respect for their efforts. I’m a patient person by nature.

     The situation matters too. If I ____67_____ （be）waiter on a super crowded day and really  needed to do about a dozen different things，I might become upset at having to wait for someone to struggle while____68_____（order）his meal.

 There also exists the____69_____ ( possible) that what is considered as annoyance is not truly annoyance. I might frown (皱眉）while listening to a non-native speaker, ____70_____ that would be because I am concentrating and listening hard to understand him. It wouldn’t mean I’m at all annoyed.

Is your child not included in activities or invited to play games during the break? If so, here are some ways you can help him.

Acknowledge your child's concerns. Let him know and understand that what he is going through is hard for him and that you will do whatever you can to help.    36      Or set up a meeting with his teachers.

    37    If your child talks about not fitting in or being picked on, comfort him and show concern about him. Help him learn some social skills and read social situations. Let him know that many children have experienced similar feelings or situations and try to help him come up with some solutions.

Be your child's coach and teacher. As a coach, you need to remind him of the skills he already has. Meanwhile, just like a teacher, help him develop the skills he needs to solve the problem. 38        

Get involved.   39        That will allow you to observe interactions between the other children. Seeing what the kids most enjoy, talk about, or play can give you enough information to help your children better fit in.

    40    Sign him up for a team or activity such as an art or dance class outside his school, and observe whether he is left out by a new group of children. If so, try to find out what might discourage friendships from forming.

       A. Comfort your child.

       B. Identify your child's strengths.

       C. Look for new social outlets for your child.

       D. Consider volunteering or helping out in his class.

       E. It is important for your child to develop his confidence.

       F. Suggest searching the Internet or finding a book together that might be useful.

       G. This will help him solve his problems on his own, which will serve him all his life.

 The good news for Howard is that I think he’s going to have his wish　　. 

A. realizing           B. realized                 C. to realize           D. realize

Eco-friendly Car Race

Can you imagine a car racer(赛车) is so eco-friendly that its tyres are made from potatoes, its body is created from hemp (大麻) and rapeseed oil and it runs on fuel made from wheat and sugar beet（甜菜）? The one-seater racing car called Eco One is built by experts from Warwick University, who hope that Eco One will be adopted by the automotive industry. It is sold at $ 51,000.

Pollution-sensitive Dress

Don’t be caught outside unaware of pollution levels in the air. The pollution-sensitive EPA Dress by Stephanie Sandstrom notices pollution in the air accordingly. This dress – which is actually quite pretty – looks like you pull it from the bottom of the dirty laundry pile when the air is dirty. It might protect your health by advising you to stay indoors for the day, but it won’t do you any favor if you’re meeting with clients. 

Eco-friendly Umbrella

Traditional umbrellas come with a fixed surface. Although it is changeable, you cannot replace it easily. This eco-friendly design is more flexible. It is actually only an umbrella skeleton（骨架） without any surface, which can be folded, so you can put anything such as newspapers, plastic bags or whatever you want to serve as the protecting surface.

Eco-friendly Moss (苔藓) Carpet

It is said that walking on fresh grass increases your blood circulation. The Moss Carpet, created by Nguyen La Chanh, looks at getting the grass to your feet. The mat includes ball moss, island moss and forest moss. The humidity (湿度) of the bathroom ensures that it grows well. And that’s why you need to place it there and not anywhere else. 

28. According to Paragraph 1, we can find Eco One _____．

A. can seat one passenger and one driver   

B. can’t be afforded by the public at present

C. is mainly made from some kinds of plants   

D. will take the place of the traditional car industry

29. Why is EPA Dress designed?

A. To advise people to stay at home as often as possible

B. To stop people from meeting their clients if necessary.

C. To make women look pretty even in the polluted air.

D. To keep users informed of the polluted levels in the air.

30. Compared with traditional umbrellas, the Eco-friendly Umbrella _____．

A. is changeable                                           B. hasn’t any surface

C. can be folded                                            D. is made of newspapers

31. Where does the text probably come from?

A. A science report                                      B. A personal blog  

C. A health report                                         D. An official document

Recently I saw the same Cirque Du Soleil show twice. At the first show, my wife and I were  41 about thirty rows back from the stage, so it was not easy to see the expressions on the faces of the performers.  42 , what we were able to appreciate was the wonderful panorama(全景) of the  43 . At the second show, we sat in the second row, just a couple of meters from the stage and we could  44 the performers’ expressions carefully. Having seen the show before, we expected to see our favorite  45  again.

We talked about which of the two shows we  46 more and whether it was better to sit closer to the stage or  47 back. We agreed that both shows were equal  48  their spectacle(场面) and enjoyment, but from two totally different  49 . In watching the show for the second time, our  50 of the brilliance of Cirque Du Soleil show was greatly deepened.

It  51  me that there are some similarities between the  52 we had at the two Cirque Du Soleil shows and what happens in our everyday lives.

We often make a decision  53 on our first impressions. For example, when we read a book for the first time, it is easy to believe that we have a  54  understanding of all that we have just read. Then if we read the book again, we will  55 any other important things that we missed the first time.

While we often don’t have the  56 to consider an important situation for a second time  57  we make a decision, we should always try to make time to stand back and  58 things from a distance away in order to  59 a broader perspective. We would then be in a better position to make a more  60 and considered decision about the action we should take.

41. A. mixed                       B. attached                C. occupied               D. seated

42. A. Otherwise                    B. However               C. Meanwhile             D. Therefore

43. A. hall                         B. performance            C. host                  D. appearance

44. A. convey                     B. check                 C. observe               D. assess

45. A. parts                       B. catalogues             C. clues                     D. stages

46. A. reflected                    B. trusted                      C. enjoyed               D. valued

47. A. deeper                      B. higher              C. further                 D. lower

48. A. in terms of                 B. in the control of    C. in favor of                   D. in the name of

49. A. concepts                   B. perspectives       C. backgrounds         D. themes

50. A. explanation                  B. connection          C. introduction          D. appreciation

51. A. belonged to                B. turned to             C. related to           D. occurred to

52. A. experience                  B. preference          C. intelligence        D. existence

53. A. fixed                        B. based                C. focused                  D. held

54. A. normal                     B. complete            C. blind                    D. random

55. A. avoid                   B. ignore                C. discover             D. confirm

56. A. approach                         B. potential            C. energy                      D. opportunity

57. A. after                      B. once               C. before                 D. unless

58. A. analyze                   B. direct              C. view                 D. remove

59. A. change                   B. gain                C. lose                 D. control

60. A. excited                B. touched            C. prepared              D. balanced

Guildford School of Acting (GSA) is possibly the world's most successful centre for musical theatre training. Our philosophy is based on your growth as an individual and your development as an artist within a highly disciplined whole.

    We want you to view yourself as a potential artist who can compete and succeed in all aspects of musical theatre performance. To accomplish this, you will need to develop your professional awareness through a strict process of training.

    We will guide you towards the development of a clear set of individual technical skills, with practical classes in：Group and individual singing, Ballet, Jazz, Tap and other forms of dance.

    Your skills are further developed through many exercises, scene work and project rehearsals(排练). Classes in dance and singing are highly ranked alongside acting classes and projects, which enable GSA Musical Theatre performers to become multi-skilled.

    Professional development classes and workshops with guest speakers drawn from the contemporary musical theatre industry ensure currency within your chosen field and enable you to maximize all employment opportunities. A final show presentation in a West End theatre helps you complete your change from a musical theatre student to a professional performer.

    The result is your development into a highly disciplined, individual and all-round performer who has both artistic skills and the ability to work in cooperation with others.

    You can get in touch with us by：

    Dr. Ana Flavia Zuim, Telephone：212-998-5154

    Professor Dianna Heldman,dh24@nyu.edu

1. What type of the text is it?

A. An advertisement.    B. A diary.

C. A travel guide.    D. A performance report.

2. Which of the following is one of the majors for students in GSA?

A. Sports.    B. English.    C. History.    D. Jazz.

3. Where is the students' final show presentation held?

A. At a school hall.    B. At a West End theatre.

C. At a stadium.    D. At a rehearsal room.

4. Who will show special interest in GSA?

A. Tom who wants to become a writer.

B. Jake who lacks experience of drawing.

C. Lucy who has the desire to perform musical theatre.

D. Peterson who expects to direct an international film.

I work with a warm, fun-loving woman named Heather. This year our boss asked a group of us to join his family on Thanksgiving.  16  at the table, Heather said something had totally changed her the day before--like she was walking in a(n)  17  direction. When she told us about it,  18  came to her eyes.

Heather deals daily with people on the  19  . She was speaking with a veteran(退伍军人) and asked if he was looking forward to Thanksgiving. Heather was  20  when he said no. When asked why, he said that he had been let go from his  21  more than a month before and was having a  22  time making ends meet(勉强维持生计). He shared how hard it was to feel powerless to  23  a Thanksgiving meal for his wife and children. She  24   him a happy holiday and good luck. There was nothing to do  25  say good-bye and hang up.

On Thanksgiving Heather thought she must do  26  to help. She knew the man's  27  and started calling restaurants in California(we're in Florida),  28  if they could prepare and deliver (递送) a complete Thanksgiving   29  . Over and over she was told, "No, it was too  30  ." or "No, we don't do that." or "No, we don't deliver on  31  ."

At last, she had to  32  a delicatessen (熟食店) and told the cook there what she wanted to do. The cook  33  to help- if Heather would pay, he would shop for everything, prepare the meal and deliver it to the  34  on Thanksgiving. And so it was, with a warm wish for a joyous Thanksgiving from someone who   35  .

16. A. Followed     B. Seated       C. Moved          D. Looked

17. A. new         B. old          C. wrong           D. opposite

18. A. sadness      B. fear          C. sweat           D. tears

19. A. ship         B. train         C. phone           D. television

20. A. calm        B. surprised      C. nervous         D. pleased

21. A. house       B. school         C. team           D. job

22. A. difficult      B. busy         C. free            D. fun

23. A. provide      B. find          C. beg            D. eat

24. A. offered      B. wished        C. showed         D. left

25. A. or          B. than          C. and             D. but

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

27. A. weight      B. age           C. address          D. habit

28. A. doubting    B. knowing       C. imagining        D. asking

29. A. greeting     B. gift           C. dinner           D. letter

30. A. early       B. late            C. cheap          D. expensive

31. A. holidays    B. rainy days      C. weekdays        D. busy days

32. A. call        B. notice          C. see             D. reach

33. A. waited      B. refused        C. agreed           D. failed

34. A. station      B. hospital       C. party            D. family

35. A. disliked     B. forgot         C. eared           D. minded