Sharon called about four times today. At least it shows she’s trying to explain (解释) something to me. I feel a little better.
December 3
This morning Sharon said she had only told one person and had no idea why everyone seemed to know. Yes, I am an adopted daughter (养女) and my name was changed. But she had promised to keep it secret for ever!
December 5
I wish I had a friend I could really trust (信任) all of the time. I thought I found that friend, but I haven’t and it’s making me unhappy! It’s wrong to tell her all about it. She won my trust, then lost it.
December 7
I have a nice room and a big pool in my backyard and everything I’ve ever wanted. My adoptive parents will give me all the material things I’ve ever dreamed of. Yet all the money in the world can’t buy what I want now. I want Sharon to be my best friend again.
December 10
Sharon just called. She said she thought it might help if we spent more time together. She worried that I would go to another school. She is the best friend I’ve ever had. When I’m with Sharon, I can be myself. I need Sharon’s friendship. I need it more than I’ve ever known.
December 16
I just had the most fantastic two days of my life! This was the best time I’ve had for a long, long time. Yesterday, we walked five times around the park and today we ran slowly along the river for twenty minutes. I can’t describe how much fun I had. We talked so much. Sharon, Sharon, no brick wall between us now.
44. What does the author mainly care about?
A. Why she was adopted. B. Why she went to another school.
C. Her family life. D. Her friendship with Sharon.
45. Sharon lost the author’s trust because she ______.
A. didn’t keep the author’s secret B. didn’t like the author any more
C. often played a joke on the author D. often refused to help the author
46. The underlined word “fantastic” in the last paragraph probably means “______”.
A. funny B. wonderful C. sad D. lucky
47. What can we know about the author and Sharon from the passage?
A. They were not friends any more.
B. They became good friends again.
C. They would go to another school together.
D. They could hardly understand each other.
Special Bridges Help Animals Cross the Road
-- Reported by Sheila Carrick
Why did the chicken cross the road? To get to the other side.
Most people know this joke. But recently, some people have been much more concerned with how the grizzly bear and mountain lion can cross the road.
Millions of animals die each year on U.S. roads, the Federal Highway Administration reports. In fact, only about 80 ocelots, an endangered wild cat, exist in the U.S. today. The main reason? Roadkill.
"Ecopassages" may help animals cross the road without being hit by cars. They are paths both over and under roads. "These ecopassages can be extremely useful, so that wildlife can avoid human conflicts," said Jodi Hilty of the Wildlife Conservation Society.
But do animals actually use the ecopassages? The answer is yes. Paul Beier of Northern Arizona University found foot marks left by mountain lions on an ecopassage that went under a highway. This showed that the lion used the passage.
Builders of some ecopassages try to make them look like a natural part of an area by planting trees on and around them. Animals seem to be catching on. Animals as different as salamanders and grizzly bears are using the bridges and underpasses.
The next time you visit a park or drive through an area with a lot of wildlife, look around. You might see an animal overpass!The writer uses the example of “ocelots” to show that_________.
| A．wild animals have become more dangerous |
| B．the driving conditions have improved greatly |
| C．the measure for protecting wildlife fails to work |
| D．an increasing number of animals are killed in road accidents |
From the news story, we know an ecopassage is_________.
| A．an underground path for cars | B．a fence built for the safety of the area |
| C．a bridge for animals to get over a river | D．a pass for animals to cross the road |
When the writer says that animals seem “to be catching on”, he means_________.
| A．animals begin to realize the dangers on the road |
| B．animals begin to learn to use ecopassages |
| C．animals are crossing the road in groups |
| D．animals are increasing in number |
The writer asks visitors and drivers to look around when traveling because_________.
| A．wild animals may attack cars | B．wild animals may jam the road |
| C．they may see wild animals in the park | D．they may see wild animals on ecopassages |
The standard Outward Bound course lasts for three or four weeks. During that time the students live in the wilderness and go through many physical activities of ever increasing difficulty.
The first few days are given to physical conditioning and to the teaching of basic skills such as first aid, map and compass reading, rope climbing, and other similar activities.
During the second part of the course students learn how to climb rocks and cliffs, how to use canoes and rafts in swift water, and in some schools how to sail, ski, climb mountains, and make long-distance hikes.
The first two parts of the course are done in groups. Members work together and help each other to overcome the increasing number of challenges. In the third part of the course, students are sent out alone for three days to survive in the wilderness with only a few necessities.
Who are the students of Outward Bound? They are both young people and adults, men and women. The minimum age is 16.5 years. There is no maximum age. About one-third of the 6,000 persons completing the course each year are women. Businessmen, housewives, university students, professors, doctors, and lawyers are among those taking part in the course.
In recent years special courses for the busy business managers have gained in popularity. These courses last from five to ten days rather than the usual three to four weeks of the normal course.
Not all students complete the Outward Bound course. In some cases the individual cannot meet the physical challenges. In its own words Outward Bound literature says: "Make no mistake, Outward Bound is not for everybody. The courses aren't easy and are not meant to be."
Most students who finish the course share a common experience. They are surprised at themselves that they finish the course and they feel great pride in doing the impossible! The Outward Bound experience makes them feel that they are better than they know!Where are Outward Bound courses given?
| A．In the classroom. |
| B．On the playground. |
| C．In the wilderness. |
| D．In canoes and rafts. |
All of the following are true EXCEPT __________.
| A．Special courses for business executives last five to ten days longer |
| B．All of the students have to live outdoors |
| C．The students of Outward Bound are composed of both sexes over 16.5 years |
| D．More and more businessmen like the Outward Bound course |
Which of the following is TRUE?
| A．Around 6,000 people attend the course each year. |
| B．About 2,000 women attend the course each year. |
| C．About 2,000 women overcome the challenges each year. |
| D．Approximately 2,000 people overcome the challenges each year. |
When students are sent out alone for the last three days in the course, they .
| A．take anything they think necessary with them |
| B．take the equipment they found useful |
| C．are provided with everything to make them comfortable |
| D．are provided with only a few articles which are absolutely necessary |
After sunset on our last day at the farm I walked out into the desert. In this, the first pleasant moment for a walk after long hot hours, I thought I was the only thing out of doors. Suddenly I stopped. Before me a rattlesnake lay fixed, its head not yet drawn back to strike but only turned a little to watch what I would do. Many snakes will run away at the sight of a man but this rattlesnake felt no necessity to get out of any-body's way. He held his ground in calm watch-fullness waiting for me to show my intentions. My first aim was to take no notice of him; I had never killed an animal if I was not forced to kill. But I remembered that there were children, dogs and horses at the farm as well as men and women with thin clothes on; my duty was to kill the snake. I went back to the farm and returned with a stick. The rattlesnake had not moved; he lay like a wire but more quickly than I could stride he shot into a bush and set up his rattling, warning me by this that I had made an unreasonable attack and attempted to take his life and that if I insisted he would have no choice but to take mine if he could. For a moment I listened to this terrifying sound and then I struck into the bush with my stick and, chop-ping about, dragged him out of the bush with his back broken.
He struck once more at the stick but a moment later his neck was broken and he was soon dead although when I picked him up by the tail his mouth opened, proving that a dead snake may still bite. There was blood in his mouth and poison was dropping; it was not only a dis-gusting(令人作呕的) sight but a pitiful one too. I dropped the body into a green bush and, as I did so, I saw him in my imagination, crawling over the sands as he might have done if I had let him go.At the sight of the author, the rattlesnake .
| A．shot into a bush |
| B．lay motionless but got ready to meet danger |
| C．drew itself up to strike |
| D．took no notice of his presence |
The author had to kill the rattlesnake because .
| A．it stood in his way |
| B．it attempted to take his life |
| C．it presented a disgusting sight |
| D．its presence was a danger to the people and animals at the farm |
Which of the following best describes the rattlesnake?
| A．It attacked man without any reason. |
| B．It would not attack unless it was attacked. |
| C．It ran away at the sight of man. |
| D．It exposed itself to danger. |
It is implied at the end of the passage that the author____.
| A．regretted having killed the snake |
| B．was glad that he had killed the snake |
| C．felt a little sorry for the snake |
| D．could not help thinking about the dead snake |
Use your American Express Card to enjoy one-day privileges at four America’s greatest museums. Note the participating museums, and their exciting special exhibitions that will not want to miss, listed below.
Boston
Isabella Stewart Gardner Museum
Chairs
February 11-May 8,2005
Italian furniture expert Fausto Calderai and Indian photographer Dayanita Singh present an exhibition of chairs from the museum’s collection and “chair photographs” from around the world presented in a Venetian-style hall housing world-famous masterpieces.
For more information: www. gardnermuseum. org
New York
The Noguchi Museum
Noguchi and Graham
December 1,2004-May 1,2005
Noguchi’s long-term collaboration with dancer Martha Graham is regarded by many as a high point in the history of both modern dance and art. The exhibition highlights nine of the sets created through this collaboration.
For more information: www. noguchi. org
Philadelphia
Pennsylvania Academy of the Fine Arts
In Full View: American Painting(1720—2005)
January 11—April 10,2005
Founded in 1805, the Pennsylvania Academy has been home to America’s artists for 200 years. The Academy collects and exhibits the words of famous American artists , and is well-known for training fine artists.2005 at the Academy begins with the largest exhibition of the Academy’s distinguished American collection in the institution’s history.
For more information: www. pafa.org
Seattle
Seattle Museum of glass
Murano: Glass from the Olnick Spanu Collection
Through November 7,2004
This exhibition includes over 200 pieces of beautiful glass from Murano, the island of glassblowers near Venice, Italy. Watch live glass-blowing shows in the Hot Shop and see other modern glass exhibitions.
For more information: www. museumofglass. org
Which of the following websites offers information about the furniture show?
| A．www. pafa. org |
| B．www. noguchi. org |
| C．www. museumofglass. org |
| D．www. gardnermuseum. org |
We learn from the text that Martha graham is____.
| A．a dancer | B．a painter | C．a glassblower | D．a photographer |
If you want to know the history of American painting, you may visit____.
| A．The Noguchi Museum | B．Seattle Museum of Glass |
| C．Isabella Stewart Gardner Museum | D．Pennsylvania Academy of the Fine Arts |
Language is a way to communicate with each other. We started to learn language when we were born. However, people are used to speaking their native language, so immigrants are having many problems between the first generation and the second generation because they don’t have the same native language. Also, the second generation is losing their identity. Especially in America, there are many immigrants that came from different countries to succeed in the States. Because they suffer in lots of areas such as getting a job and trying to speak English, they want their children to speak English, not only at school, but also at home in order to be more successful. Because of this situation, their children are losing their identity and, even more, they are ignoring their parents whose English is not very good.
I think most immigrants are trying to preserve their native language in their new country, but this doesn’t help very much in getting a good job. My aunt taught Korean to her children not to help hem succeed in the U.S. she did so, hopefully, to help them establish a Korean identity. Though the second generation was born in the new country, they often get confused about their identity because they look different from others, and also, if they visit their parents’ country, they will probably feel different from other people there too. My cousins told me that when they visited Korea a few years ago, they felt different from other Koreans. They could even feel it just strolling around the street because they wore different clothes and walked differently.
We must realize that language is important and valuable for many reasons. Immigrants should make an effort not to be ignored by their children understand their background by teaching them the parents’ language. This is very important, not only for the harmony of the family, but also in helping the second generation establish their identity. According to the text, what is the problem of the first generation immigrants?
| A．They have lost their identity. |
| B．Their children are losing their identity. |
| C．Their children speak different languages. |
| D．They cannot speak their native language. |
My aunt taught her children Korean____.
| A．so that they knew they were of Korean origin |
| B．so that they would be more successful in the U.S. |
| C．because she didn’t want them to speak English |
| D．because she wanted them to respect her |
The writer’s cousins felt different in their parents’ country because they____.
| A．had never been there before | B．behaved quite differently |
| C．couldn’t understand the language | D．had different facial appearance |
According to the text, the native language is important and valuable to immigrants in that____.
A. it gives them self-confidence and better chance
B. t makes the second generation love motherland
C. it helps the second generation to understand their parents
D. it strengthens the family ties and reminds them of their identity (BCABD)
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