This is the story of two lovers, who finally got married. Both of them were romantic at first, ___21___ on the walk of life, problems, quarrels, profession came into their life.

    One day, she finally decided "I want to break up". "Why?" he asked.

    "I am ___22___." she answered.

    He kept silent the whole night, seemingly in deep ___23___. finally he asked, "What can I do to ___24___ your mind?"

    Looking into his eyes she said, "Answer my question. If you can ___25___ my heart, I will change my mind. Let's say, I want a flower ___26___ on the face of a mountain cliff (悬崖), we both are sure that picking the flower will cause your ___27___. will you do it for me?"

    He said, "I will give you my ___28___ tomorrow."

    She woke up the next morning, found him gone, and saw a piece of paper on her bed, which ___29___"My dear, I would not pick that flower for you, the ___30___ are …"

    "When you use the computer you always ___31___ the software, and you cry in front of the screen. I have to save my fingers so that I can help to restore the ___32___ . You always leave the house keys behind, thus I have to save my ___33___ to rush home to open the door for you. You love traveling but always lose your way in a (n) ___34___ city. I have to save my eyes to show you the way. You always ___35___ at the computer, and that will do nothing good for your eyes. I have to save my eyes ___36___ when we grow old, I can help to clip your nails and help to remove those ___37___ white hairs."

    "Thus, my dear, unless I am sure that there is someone who loves you ___38___I do … I could not pick that flower yet, and die …"

    That's life, and ___39___. flowers, and romantic moments are only used and appear on the ___40___ of the relationship. Under all this, the pillar of true love stands.

21. A.  and  B. but  C. or  D. so

22. A. lonely  B. shamed  C. worried  D. tired

23. A. space  B. shade  C. thought D. impression

24. A. speak  B. blow  C. change  D. keep

25. A. represent  B. expand  C. convince D. admit

26. A. falling  B. growing C. living  D. waiting

27. A. attention  B. death  C. interest  D. satisfaction

28. A. answer  B. agreement C. announcement D. judgment

29. A. goes  B. informs  C. prints  D. writes

30. A. meanings  B. reasons  C. messages D. purposes

31. A. turn up  B. put up  C. mess up D. use up

32. A. structures  B. balance  C. programs D. position

33. A. dollars  B. patience C. energy  D. legs

34. A. ancient  B. modern  C. new  D. underground

35. A. shout  B. jump  C. stare  D. knock

36. A. as if   B. so that  C. now that D. in case

37. A. enjoyable  B. annoying C. dusty  D. amusing

38. A. less than  B. more than C. rather than D. other than

39. A. determination  B.  progress C. love  D. power

40. A. principle  B. way  C. surface  D. nature

    What is funny? The short answer is: Who knows? The joke that causes a burst of laughter from one listener might be met with a puzzled look from another.

    In general, you should avoid jokes at any business or social gathering where there are more than two people in your conversational group. If there are only two people — and they consist of you and your best friend — go ahead and tell it.

    Admittedly, a few people possess a perfect sense of timing, appropriateness, and joke delivery. You are probably not one of them. You might be quite funny and have many great jokes. But there's a place for jokes — over dinner with family, hiking with friends, but business or social affairs with colleagues and acquaintances(熟人) are not it. It takes a whole other level of joke-telling ability to put a joke into the more formal conversations.

    The best jokes come into the conversation so that by the time listeners realize a joke is in progress, the punchline that produces humour is being delivered — to their surprise and delight.

    Jokes don't translate well when you're in a group with mixed backgrounds: those whose first language is not English, those who might not understand a special term or an "in" expression, young people who wouldn't catch a reference to some bit of culture familiar to older people — and vice versa(反之亦然).

Never joke about another person in the group — about their name, habits, hometown, profession, appearance, or past. It's not a question of whether the joke is cheery or appropriate. No one enjoys being singled out this way. When you are the subject of the joke, the laughter doesn't feel good no matter how hard you try to tell yourself they're not laughing at you. Because that's what it feels like.

    What do you say if you realize your joke upset someone? Apologize as briefly and as sincerely as you can, and hope that someone changes the subject. Try saying: "I'm sorry. I should have known better" or "I'm sorry. I wasn't thinking."

    What do you do if people don't get your joke or don't appear to find it as funny as you do? First, do not retell it, only louder this time, hoping the point of the joke will be seen. Second, don't try to push people to get it. People do not like people whose jokes they don't understand. They feel stupid and need to blame someone. If you want to leave with the goodwill of your listeners, say something to make them feel less foolish. You could say: "I don't know why I tell jokes when I'm so poor at it."

    The world needs laughter, and good humour is a success wherever it goes, so this caveat(告诫) about joke-telling is not meant to dampen high spirits or to advocate dull conversation. If you're a gifted story-teller and you know people love your jokes, go for it. We need your kind. The rest of us will save our jokes for family and close friends.

41. According to the passage, it might be appropriate for you to tell a joke at a business or social gathering if ______.

   A. the joke is well chosen

   B. you have complete confidence in your listeners' sense of humor

   C. only you and your best friend are involved in the conversation

   D. the audience consists of your colleagues and acquaintances

42. Why do some jokes fail to work?

   A. Because the punchline is too long to catch.

   B. Because the joke-teller uses wrong words and expressions.

   C. Because the joke-teller and listeners don't share the same background knowledge.

   D. Because the jokes are not properly translated into the listeners' native language.

43. How will people feel when they are joked about?

   A. They will feel happy if the joke is a pleasant one.

   B. They will be upset no matter what kind of joke it is.

   C. They will enjoy the joke when realizing that people are not laughing at them.

   D. They will panic because it makes them the center of attention.

44. When people do not understand a joke they hear, they tend to ______.

   A. believe it's the joke-teller's fault B. get someone to retell the joke

   C. ask for explanation  D. say something foolish

45. Which of the following best describes the writer's opinion on joke-telling?

   A. Nobody knows what makes a joke funny.

   B. We should not tell jokes unless we are asked to do so.

   C. Joke-telling is a very complex thing.

   D. Jokes should be told only to friends and family members.

    Below are reviews for three books and two book series. Each has been read and loved by students across the country.

    The Outsiders

    This book, first published in 1967. has become a classic for teens across the nation. It focuses on Ponyboy , who has been labeled all his life as a greaser. The greaser's opposing group is the " socs ". kids who have lots of money and can break any rules without getting in trouble. As the novel develops, S. E. Hinton allows the reader to see exactly how these labels affect teens in both the greaser and the soc group.

    If you've ever watched the movie The Outsiders, this story may sound familiar, as the movie was based on the book . The Outsiders gives teens a look into life in the 50's and 60's, offering timeless lessons that still apply to today's youth.

    Out of the Dust

    Any student interested in the Great Depression and the Dust Bowl should read Out of the Dust by Karen Hesse. Hesse is able to capture the mood and spirit of this era through the use of poetry. The main character of the book, Billie Jo, is growing up in Oklahoma, the heart of the Dust Bowl. Through free verse poetry, Billie Jo narrates(讲述) her tale of poverty and survival during this difficult time.

    Out of the Dust is an excellent lesson in history . Due to the short length and writing style, the book is a quick but worthwhile read. By the end of the book, the reader is eager to start the story over again . Hesse is able to pack a lot of emotions and details into her short book , making the story very real and believable.

    The Giver

    The Giver depicts a perfect society in which citizens experience no pain, have never felt fear, and life is completely under control. However, as the reader progresses through the story, it's easy to see that this community is far from utopia(乌托邦). Instead, through the experiences felt by the main character Jonas, the reader learns there is a missing from life in this world..

    During the Ceremony of the Twelves, each 12—year —old is assigned their life —long career in the community . Jonas is chosen to be the Receiver of Memories, a very special job assigned to one person at a time . When Jonas receives his training . he learns many truths about his community that change how he feels about his life, making him determined to do something to change it .

    The Giver is a good book for teens who enjoy science fiction and fantasy. The book makes you examine your own life, values, and beliefs, striving to find how you would define the perfect society.

    Anne of Green Gables

    This eight-book series depicts the life of Anne Shirley, an orphan that is adopted in Prince Edward Island, Canada . The books are set in the 1800s to the 1900s, the last one taking place during World War I. Anne is a loveable spirit who has many misfortunes and laughable experiences when growing up and going to college.

    The Anne of Green Gables series is fun to read. creating a strong attachment to the reader and making the last book a bitter －sweet experience. Teenage girls who are looking for a female role model will love Anne Shirley.

    Harry Potter

    J. K. Rowling's Harry Potter series has sold more copies than any other series in history. The series, which includes seven books in all, fallows a boy wizard named Harry Potter.

    Harry attends Hogwarts School of Witcheraft and Wizardy. The seven books follow Harry through seven years of wizarding school . During this time , readers experience the wizarding world through Harry's eyes and watch him make friends. Learn magic and fight a wizard.

    The Harry Potter books are an enchanting read for all ages. No matter who you are. you will find yourself absorbed in the magical world created by J. K. Rowling.    

45. The greaser group may refer to those kids ______.

   A. who are poor in their lessons at school

   B. who are poor and often get into trouble for breaking rules

   C. who go between the poor and the rich children

   D. who get along well with the soc group

46. Which of the following is written in a poetic style?

   A. The Giver.    B. The Outsiders.        C. Out of the Dust.   D. Anne of Green Gables.

47. We can learn from The Giver that ______.

   A. everyone in the community can get a good job

   B. Jonas is satisfied with his life in the community

   C. people in the community live an imperfect life

   D. Jonas is loved by all the people in the community

48. According to the passage, ______ may be chosen to be an example by teenage girls.

   A. Harry Potter        B . Jonas.     C. Billie Jo        D. Anne Shirley   

49. You would like to Read the Harry Potter series probably because ______.

   A. you are interested in the magical world    B. you like watching musical movies

   C. you admire Harry for his patience    D. you enjoy reading the eight-book series

    A new factory that turns used wine bottles into green sand could revolutionize the recycling industry and help to filter(过滤) the nation's drinking water.

    For the last 100 years special high grade white sand quarried(开采) at Leighton Buzzard in Bedfordshire has been used to filter tap water to remove bacteria and impurities—but this may no longer be necessary.

    The green sand has already been successfully tested by water companies and is being used in 50 swimming pools in Scotland to keep the water clean.

    Backed by one million pounds from the European Union and the Department for Environment, Food and Rural Affairs(Defar), a company based in Scotland is building a factory to turn beverage bottles back into the sand from which they were made.

    The idea is not only to avoid using up increasingly scarce sand in Scotland and avoid any further quarrying but also to solve a crisis in the recycles only 750 000 tones of it.

    Howard Dryden, the scientist and managing director of the company has spent six years working on what he calls Active Filtration Meadia, or AFM, the recycled glass. He says he needs bottles that have already contained drinkable liquids to be sure that drinking water would not be polluted.

    "The fact is that tests show that AFM does the job better than glass, it is easier to clean and reuse and has all sorts of properties that make it ideal for other applications, "he claimed. He also thinks the market will be able to take 250 000 tones of green sand a year. The plan is to build five or six factories in cites in UK where the bottles come from to cut down on transport.

    The factory will be completed this month and is expected to go into full production on January 14 next year. Once it is providing a "regular" product, the government's drinking water inspectorate will be asked to perform tests and approve it for general use by water companies.

50. It may no longer be necessary to use high-grade white sand to keep water clean because____.

   A. the green sand has been used to keep the water clean

   B. there is no need to keep water clean

   C. a new factory has been set up

   D. white sand is being use up

51. According to the passage, the new idea can do the following except ______.

   A. avoiding using up increasingly scarce sand B. cutting down the cost on transport

   C. avoiding further quarrying of white sand     D. solving the crisis in the recycling industry

52. Tests show that ______ in keeping the water clean.

   A. AFM is more efficient than white sand B. white sand is more efficient than green sand

   C. glass is more efficient than AFM  D. AFM is more efficient than glass

53. The underlined word "Backed" in the third paragraph can best be replaced by "______".

   A. Allowed B. Opposed C. Forbidden D. Supported

54. What would be the best title for the passage?

   A. Revolution in the Recycling for the Industry. B. Modern Technology an New Markets.

   C. Unlocking the Benefits of Green Sand. D. Revolution in Environmental Protection.

   Many of us have heard stories about teachers who can "see" into a student's future. Even if a student is not performing well, they can predict success. We are convinced that this ability, this gift, is evidence that they were "called to teach." If the gift of sight is evidence, how greater must be the gift of touch. I have a story.

    I grew up in the fifties in a poor African American neighborhood in Stockton, California, that had neither sidewalks nor an elementary school. Each day, always in groups at our parents' insistence, my friends and I would leave home early enough to walk eight blocks to school and be in our seats when the bell rang. For four blocks, we walked on dusty roads. By the fifth block, we walked on sidewalks that led to lovely homes and to Fair Oaks Elementary School. It was at Fair Oaks, in a sixth grade English class, that I met Ms. Victoria Hunter, a teacher who had a huge influence on my life.

    During reading periods, she would walk around the room, stop at our desks, stand over us for a second or two, and then touch us. Without saying anything to us (nothing could break the silence of reading periods), she would place two fingers lightly on our throats and hold them there for seconds. I learned many years later when I was a student at Stanford University that teachers touch the throat of students to check for sub-vocalization(默读), which slows down the reading speed. I did not know at the time why Ms. Hunter was touching our throats, but I was a serious and respectful student and so, during silent reading period, I did what Ms. Hunter told us to do. I kept my eyes on the material I was reading and waited for her to place her fingers lightly on my throat.

    One day, out of curiosity, I raised my head from my book — though not high — so that I could see Ms. Hunter, a white woman from Canada, moving up and down the rows, stopping at the desks of my classmates. I wanted to see how they reacted when she touched their throats. She walked past them. I was confused. Did she pass them by because they were model students? What did we, the students who were touched, not do right? I sat up straighter in my chair, thinking that my way of sitting might be the problem. I was confused. Several days later, I watched again, this time raising my head a little higher. Nothing changed. Ms. Hunter touched the same students. Always, she touched me.

    She touched me with her hands. She also touched me with her belief in my ability to achieve. She motivated me by demanding the best from me and by letting teachers I would meet in junior high school know that I should be challenged, that I would be serious about my work. I am convinced that she touched me because she could "see" me in the future. That was true of all of us at Fair Oaks who sat still and silent as Ms. Hunter placed her fingers lightly on our throats. We left Fair Oaks as "best students," entered John Marshall Junior High School, finished at the top of our high school class, and went on to earn graduate degrees in various subjects. Ms. Hunter saw us achieving and she touched us to make certain that we would.

    I was not surprised that she came to my graduation ceremony at Edison High School in Stockton or that she talked to me about finishing college and earning a Ph. D. She expected that of me. She gave me a beautifully wrapped box. Inside was a gift, the beauty of which multiplies even as it touches me: a necklace to which I can add charms for each stage of my life.

55. According to the writer, what is a special ability many good teachers possess?

   A. The ability to make all students behave well.

   B. The ability to treat different students in the same way.

   C. The ability to discover a student's potential to succeed.

   D. The ability to predict the near future of a poor student.

56. When she saw Ms. Hunter walk past some students without touching their throats, the writer felt ______.

   A. disturbed B. puzzled C. ashamed D. annoyed

57. According to the passage, how did Ms. Hunter motivate the writer?

   A. By correcting the way she sat.

   B. By having high expectations of her.

   C. By sending her a valuable necklace.

   D. By communicating with her parents often.

58. What does the writer mean by "a necklace to which I can add charms for each stage of my life" (paragraph 6)?

   A. A gift which encourages me to do well on the journey of my life.

   B. A gift which becomes more and more valuable as time goes by.

   C. A necklace which I wear on all important occasions in my life.

   D. A necklace which suits me and adds to my charm.

59. The writer's attitude towards Ms. Hunter might be described as _____.

   A. disappointed B. grateful C. doubtful  D. sympathetic

60. Which of the following serves as the best title for the story?

   A. Ms. Hunter's Surprise    B. Ms. Hunter's Challenge

   C. A Teacher's Touch         D. A Teacher's Memory