姓名：__________班級(jí)：__________考號(hào)：__________

　　、完形填空

　　People on a college campus were more likely to give money to the March of Dimes if they were asked for a donation by a disabled woman in a wheelchair than if asked by a nondisabled woman. In another

　　1, subway riders in New York saw a man carrying a stick stumble（） and fall to the floor. Sometimes the victim had a large red birthmark on his

　　2; sometimes he did not. In this situation, the victim was more likely to

　　3aid if his face was spotless than if he had an unattractive birthmark. In

　　4these and other research findings, two themes are

　　5: we are more willing to help people we like for some reason and people we think

　　6assistance.

　　In some situations, those who are physically attractive are more likely to receive aid.

　　7, in a field study researchers placed a completed application to graduate school in a telephone box at the airport. The application was ready to be

　　8, but had apparently been "lost" . The photo attached to the application was sometimes that of a very

　　9person and sometimes that of a less attractive person. The measure of helping was whether the individual who found the envelope actually mailed it or not. Results showed that people were more likely to

　　?10the application if the person in the photo was physically attractive.

　　The degree of

　　11between the potential helper and the person in need is also important.

　　For example, people are more likely to help a stranger who is from the same country rather than a foreigner. In one study, shoppers on a busy street in Scotland were more likely to help a person wearing a(n)

　　?12 T-shirt than a person wearing a T-shirt printed with offensive words.

　　Whether a person receives help depends in part on the "worth" of the case. For example, shoppers in a supermarket were more likely to give someone.

　　13to buy milk rather than to buy cookies, probably because milk is thought more essential for

　　14than cookies. Passengers on a New York subway were more likely to help a man who fell to the ground if he appeared to be

　　15rather than drunk.

　　1.A. study

　　B. way

　　C. word

　　D. college

　　2.A. hand

　　B. arm

　　C. face

　　D. back

　　3.A. refuse

　　B. beg

　　C. lose

　　D. receive

　　4.A. challenging

　　B. recording

　　C. understanding

　　D. publishing

　　5.A. important

　　B. possible

　　C. amusing

　　D. missing

　　6.A. seek

　　B. deserve

　　C. obtain

　　D. accept

　　7.A. At first

　　B. Above all

　　C. In addition

　　D. For example

　　8.A. printed

　　B. mailed

　　C. rewritten

　　D. signed

　　9.A. talented

　　B. good-looking

　　C. helpful

　　D. hard-working

　　10.A. send in

　　B. throw away

　　C. fill out

　　D. turn down

　　11.A. similarity

　　B. friendship

　　C. cooperation

　　D. contact

　　12.A. expensive

　　B. plain

　　C. cheap

　　D. strange

　　13.A. time

　　B. instructions

　　C. money

　　D. chances

　　14.A. shoppers

　　B. research

　　C. children

　　D. health

　　15.A. talkative

　　B. handsome

　　C. calm

　　D. sick

　　、閱讀理解

　　A

　　When asked what they want out of life, most people anywhere in the world will probably answer:

　　“to be happy．”Ed Deiner, an American psychology professor, has spent his whole professional life studying what makes people happy,

　　comparing levels of happiness between cultures and trying to find out exactly why we enjoy ourselves．

　　A number of people would say that there is no need to answer this question

　　But Professor Deiner

　　as one anyway． “If you're a cheerful, happy person, your marriage is more likely to last, and you’re more likely to make money and be successful at your job．On average, happy people have stronger immune（免疫的） systems,

　　and there is some evidence that they live longer．

　　So who are the happiest people in the world? It depends on how the word is defined． There is individual happiness,

　　the sense of joy we get when we do something we like．

　　But there is also the feeling of satisfaction we get when we know that others respect us and approve of how we behave．According to Professor Deiner, the Western world go after individual happiness while Asia prefers each other' s satisfaction,

　　“In the West, the individualistic culture means that your mood matters much more than it does in the East．

　　People ask themselves if they are doing what is fun or interesting．

　　They become unhappy when they can't do any of these things．

　　If you ask people from Japan or China if they are happy, they tend to look at what has gone wrong in their lives．

　　If not much has gone wrong, then they are satisfied． "

　　People from Spain and other Spanish - speaking countries had the happiest culture, Professor Deiner found． "The biggest cultural difference is to do with pride, and shame．

　　Hispanic（西班牙語(yǔ)言的）cultures report, much more pride and much less shame than others．

　　Another factor that also made a big difference to people's happiness is income, but only at the lowest levels．

　　Average income earners in the US were much happier than people in poverty．

　　But millionaires were only a little bit happier than' people on average incomes．

　　It seems that money． Makes us happy when we have enough to feel secure．

　　16.According to Professor Deiner,

　　．

　　A．Westerners value individual happiness as much as mutual satisfaction

　　B． Asians focus more on others

　　respect and approval than westerners

　　C． Westerners care more about mutual satisfaction than Asians

　　D． Asians have a culture to enjoy individual happiness

　　17.What can be inferred from the fifth paragraph?

　　A． If you are from Spain, you are the happiest．

　　B． Hispanic cultures ay stress on pride and shame．

　　C．Spanish people take too much p/de in themselves．

　　D． Attitude towards pride- and shame results in Spanish happiness．

　　18.In the last paragraph, the author seems to tell us

　　．

　　A．poor people enjoy the same happiness as millionaires

　　B．enough money can make us feel safe and happy

　　C．the higher income one gets, the happier life he lives

　　D．a(chǎn)verage income earners live the happiest life

　　19.The passage mainly discusses

　　．

　　A． cultural differences in happiness

　　B．benefits of happiness

　　C． the happiest culture

　　D． reasons for happiness

　　B

　　Before your child's final exam: and the graduation announcements, you face a significant task together: choosing the right college or university. There is no "one size fits all" approach to selecting a college—it's a very personal process for most teenagers. Consider a wide range of factors to help your child make the best possible choice.

　　Discuss with your child her post-high school choices, such as college, finding work or starting a business, or joining the army. If you determine together that college is the best choice for your child, talk about the importance of college, and her longer-term goals by going to college.

　　Talk to your child about what she thinks is important in a college experience and share your opinions as well. Identify the issues that will directly impact her college choice, such as her grades, test scores and family finances.

　　Then make a list of the key criteria for her dream school, including factors such as the school's location, its size, the types of prograM:, the after school activities available and the type of financial aid available.

　　Prioritize the item: on your child's list, at least to the extent of sorting it into "must-haves," "highly desirable" and "nice-to-have" categories. Put these factors into an online search engine specifically designed to identify colleges and universities that best meet your criteria, such as that offered by CollegeBoard.org. Start with the most important criteria, then experiment with additional factors to narrow the search results to a number you can work with, such as 10 or 20 different schools.

　　Use the search results as a guide to further focus your college search. Research each school by reviewing its website, requesting information directly from the school and attending local presentations about the school.

　　20.The underlined word "prioritize" in Paragraph 4 probably means "______".

　　A. list in order of importance

　　B. write down

　　C. add to

　　D. do research into

　　21.What can we learn from the passage?

　　A. It's better to decide the college for your child.

　　B. It's necessary to take your child's opinion into consideration.

　　C. There is a "one size fits all" way to select a college.

　　D. An online search engine is of great help to you.

　　22.What's the author's purpose of writing the passage?

　　A. To argue

　　B. To persuade

　　C. To introduce

　　D. To amuse

　　C

　　This is a true story about a boy who, the world might say, was a terrible underachiever. While in the eighth grade, he failed subjects repeatedly. High school wasn’t much better; he flunked Latin, algebra, English, and received a grade of zero in physics. The boy managed to make the school golf team, but he lost the most important golf match of the season.

　　It’s not that his peers(同齡人) disliked this boy; it’s just that they never really seemed to notice him much. Even “Hellos” in the hall were a rarity. Out of all the failures in his life, there was something that did hold great importance to this boy, his love of drawing. Although in high school, the cartoons he submitted to the yearbook were rejected, once out of school, the boy was so sure of his artistic talent that he approached Walt Disney Studios with drawing works. I wish I could say the studios loved his work and immediately hired him, but such was not the case; another huge rejection.

　　Despite his lack of successes, this boy did not give up. He then decided to write his own autobiography in cartoons, about a little boy who was regarded as a loser and a nobody.

　　The name of this boy was Charles Schulz, the creator of the famous Charlie Brown and comic dog Snoopy.

　　In life, it is sometimes easy to feel like a nobody. We pass hundreds of people on the street on our way to work, or walk through a faceless crowd in a mall, and no one seems to notice or care. Deep inside, we may know we are special and unique and have lots to offer, but unless someone takes the time to look our way and give us a chance, we may feel worthless, just like Charlie Brown who couldn’t even manage to fly a kite or kick a football properly.

　　Just as Charles Schulz had faith in his artistic talent, so too, we must realize that nobody is a nobody. We all have special gifts and talents, and every human being is deserving and capable of being loved and appreciated.

　　23.The underlined word “flunked” in Paragraph 1 is closest in meaning to ________.

　　A. failed

　　B. learned

　　C. achieved

　　D. misunderstood

　　24.What can we infer about the boy in Paragraph 2?

　　A. He was hated by his peers.

　　B. He achieved great success in drawing in high school.

　　C. His work was refused by Walt Disney Studios.

　　D. He earned the praise from Walt Disney Studios.

　　25.When the boy suffered many defeats, he ________.

　　A. gave up his dream finally

　　B. wrote some articles in magazines

　　C. he turned to others for help

　　D. he wrote himself as a loser in cartoons

　　26.In the last two paragraphs, we are advised _______.

　　A. to open up our eyes

　　B. to believe we can make some difference

　　C. to learn more skills for development

　　D. to ask for more appreciation and love

　　27.Which of the following is the best title of the passage?

　　A. Nobody Is a Nobody.

　　B. A Hard-working Boy Is Successful.

　　C. We Should Turn Failure into Success.

　　D. One Cannot Succeed without Talents.

　　D

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　　Ticket Type Price

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