The life of an actor appears attractive and many young people dream about becoming one. But the truth is, it is very hard work. If you’re successful, there are deadlines to be met, appointments to keep and the press to deal with. If you’re not successful, then life is extremely tough.
I remember when I started out, I had to search the advertisement board at my drama school every day to look for acting jobs. Drama school was expensive and I needed extra cash to help pay the fees. I welcomed every small job. I played extras in many crowd scenes and became a confident participant in a lot of TV commercials for hair shampoo, soap and washing powder.
I had been working for about two years before I got my lucky break. One day, as I was passing the drama school, I decided to go in to check the notice board. There was nothing on it and I was just leaving when the secretary came along the corridor with a piece of paper. She asked me how I was and I told her life was hard and work was difficult to find. The next moment, she put the paper in my hand and walked away. My hands were shaking as I unfolded the paper, full of expectation. To my surprise, it was an audition (试演) for a clown（小丑）for the Canadian circus. I couldn’t stop myself from laughing. I had expected an audition with a famous director for a new film!
When I was at drama school, there had been a course in acrobatics and clown tricks. I had gained top marks in this course for originality and daring. Later I went to the audition feeling very strange. This was not what I’d had in mind when I enrolled in drama school. To my surprise, the job as a clown turned out to be exactly what I wanted. I loved every moment of getting dressed up and putting on the make-up. I had the opportunity to travel the world and I was more than an actor, I was an entertainer as well. I had visited over 32 different countries and entertained millions of people. The first paragraph is about how _______ it is to be an actor, whether you’re successful or not.
| A．easy | B．attractive | C．enjoyable | D．difficult |
According to paragraph 3, the writer went into the drama school __________.
| A．to look for a job |
| B．to see the secretary |
| C．to collect a piece of paper |
| D．to put a notice on the notice board |
Which of the following can best describe the author’s feeling when he unfolded the paper?
| A．Extremely frightened. | B．Feeling anxious and excited. |
| C．Very worried. | D．Trembling with fear. |
From the whole passage, we can tell that the writer is ___________.
| A．sad that he was not a famous actor |
| B．happy to travel the world |
| C．feeling very strange to be a clown |
| D．very content with his life |
Which of the following would be the best title?
| A．The Life of a TV Actor | B．Acrobatics and Clown Tricks |
| C．More than an Actor | D．Going to Drama School |
第三部分：阅读理解（共15小题；每小题2分，满分30分）
请认真阅读下列短文，从短文后各题所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。
Usually, when your teacher asks a question, there is only one correct answer. But there is one question that has millions of current answers. That question is “What’s your name?” Everyone gives a different answer, but everyone is correct.
Have you ever wondered about people’s names? Where do they come from? What do they mean?
People’s first names, or given names, are chosen by their parents. Sometimes the name of a grandparent or other member of the family is used. Some parents choose the name of a well-known person. A boy could be named George Washington Smith; a girl could be named Helen Keller Jones.
Some people give their children names that mean good things. Clara means “bright”; Beatrice means “one who gives happiness”; Donald means “world ruler”; Leonard means “as brave as a lion”.
The earliest last names, or surnames, were taken from place names. A family with the name Brook or Brooks probably lived near brook(小溪)；someone who was called Longstreet probably lived on a long, paved road. The Greenwood family lived in or near a leafy forest.
Other early surnames came from people’s occupations. The most common occupational name is Smith, which means a person who makes things with iron or other metals. In the past, smiths were very important workers in every town and village. Some other occupational names are: Carter — a person who owned or drove a cart; Potter —a person who made pots and pans.
The ancestors of the Baker family probably baked bread for their neighbors in their native village. The Carpenter’s great-great-great-grandfather probably built houses and furniture.
Sometimes people were known for the color of their hair or skin, or their size, or their special abilities. When there were two men who were named John in the same village, the John with the gray hair probably became John Gray. Or the John was very tall could call himself John Tallman. John Fish was probably an excellent swimmer and John Lightfoot was probably a fast runner or a good 
dancer.
Some family names were made by adding something to the father’s name. English-speaking people added –s or –son. The Johnsons are descendants of John; the Roberts family’s ancestor was Robert. Irish and Scottish people added Mac or Mc or O. Perhaps all of the MacDonnells and the McDonnells and the O’Donnells are descendants of the same Donnell.
1. Which of the following aspects do the surnames in the passage NOT cover?
A. Places where people lived. B. People’s characters.
C. Talents that people possessed. D. People’s occupations.
2. According to the passage, the ancestors of the Potter family most probably _______.
A. owned or drove a cart B. made things with metals
C. made kitchen tools or contains D. built houses and furniture
3. Suppose and English couple whose ancestors lived near a leafy forest wanted their new-born son to become a world leader, the baby might be named _______.
A. Beatrice Smith B. Leonard Carter
C. George Longstreet D. Donald Greenwood
4. The underlined word “descendants” in the last paragraph means a person’s _____
A. later generations B. friends and relatives
C. colleagues and partners D. later sponsors
| BORDER CROSSINGS While there are no restrictions on zhe amount of money that you can bring across the border.you must report to both the US and Canadian border services amounts equal to or greater than $10.000. PERSONAL EXEMPTIONS（免税）ON PURCHASES AMERICANS RETURNING TO THE US Less than 48 hours: $ 200 US 48 hours or more: $ 800 US duty-free personal exemption. next $ 1.000 US at 3% Including up to 100 cigars and 100 cigarettes. CANADIANS RETURNING TO CANADA Less than 24 hours: $ 50 CAN 48 hours or more: $ 400 CAN Including up to 100 cigars and 200 cigarettes. 7 days or more: $ 750 CAN Including up to 100 cigars and 200 cigarettes. DOCUMENTATION NEEDED FOR BORDER CROSSING LAND OR SEA TO THE US(INCLUDING FERRIES) A valid passport or passport card, or a NEXUS card. (A NEXUS card is a Tru  sted Traveler Program that provides quick travel forpre-approved,low risk travelers through special lanes.) A recent Washington State, New York or BC driver's license. Note: Ch  ildren 15 years of age and younger require only a birth certificate orcopy.(Certified copies are not required but are advised.) AIR TRAVEL TO THE US A valid passport, an Air NEXUS card, or a U.S. Coast Guard Merchant Marine Document. |
| 1． |
If a Canadian who is on a 7-day trip to New York buys $ 800 CAN worth of goods,how much should he pay tax on when returning home?（） A. $ 800 CAN B. $750 CAN C.$ 400 CAN D. $ 50 CAN |
| 2． |
For an American citizen on a 2-day tour of Canada,how much tax does he have to pay on $ 1.600 US worth of purchases when returning to the US?（） A. $ 24 US B. $ 48 US C. $52 US D. $ 200 US |
| 3． |
What documentation should a couple with a 7-year-old child carry when they drive a car from Canada to America?（） A. A BC driver's license, an Air NEXUS card, and a birth certificate. B. An Air NEXUS card, a U.S. Coast Guard Merchant Marine Document, and a birth certificate. C.Two vaild passport crads and a certified copy of a birth certificate. D. A NEXUS card, a U.S. Coast Guard Merchant Marine Document.,and a certified copy of a birth certificate. |
Pacing and Pausing
Sara tried to befriend her old friend Steve's new wife, but Betty never seemed to have anything to say. While Sara felt Betty didn't hold up her end of the conversation, Betty complained to Steve that Sara never gave her a chance to talk. The problem had to do with expectations about pacing and pausing.
Conversation is a turn-taking game. When our habits are similar, there's no problem. But if our habits are different, you may start to talk before I'm finished or fail to take your turn when I'm finished. That's what was happening with Betty and Sara.
It may not be coincidental that Betty, who expected relatively longer pauses between turns, is British, and Sara, who expected relatively shorter pauses, is American. Betty often felt interrupted by Sara. But Betty herself became an interrupter and found herself doing most of the talking when she met a visitor from Finland. And Sara had a hard time cutting in on some speakers from Latin America or Israel.
The general phenomenon, then, is that the small conversation techniques, like pacing and pausing, lead people to draw conclusions not about conversational style but about personality and abilities. These habitual differences are often the basis for dangerous stereotyping (思维定式). And these social phenomena can have very personal consequences. For example, a woman from the southwestern part of the US went to live in an eastern city to take up a job in personnel. When the Personnel Department got together for meetings, she kept searching for the right time to break in--and never found it. Although back home she was considered outgoing and confident, in Washington she was viewed as shy and retiring. When she was evaluated at the end of the year, she was told to take a training course because of her inability to 
speak up.
That's why slight differences in conversational style--tiny little things like microseconds of pause-can have a great effect on one's life. The result in this case was a judgment of psychological problems---even 
in the mind of the woman herself, who really wondered what was wrong with her and registered for assertiveness training.
| 1． |
What did Sara think of Betty when talking with her?
|
| 2． |
According to the passage, who are likely to expect the shortest pauses between turns?
|
| 3． |
We can learn from the passage that
|
| 4． |
The underlined word "assertiveness" in the last paragraph probably means
|
The Cost of Higher Education
Individuals (个人) should pay for their higher education.
A university education is of huge and direct benefit to the individual. Graduates earn more than non-graduates. Meanwhile, social mobility is ever more dependent on having a degree. However, only some people have it. So the individual, not the taxpayers, should pay for it. There are pressing calls on the resources (资源) of the government. Using taxpayers' money to help a small number of people to earn high incomes in the future is not one of them.
Full government funding (资助) is not very good for universities. Adam Smith worked in a Scottish university whose teachers lived off student fees. He knew and looked down upon 18th-century Oxford, where the academics lived comfortably off the income received from the government. Guaranteed salaries, Smith argued, were the enemy of hard work; and when the academics were lazy and incompetent, the students were similarly lazy.
If students have to pay for their education, they not only work harder, but also demand more from their teachers. And their teachers have to keep them satisfied. If that means taking teaching seriously, and giving less time to their own research interests, that is surely something to celebrate.
Many people believe that higher education should be free because it is good for the economy (经济). Many graduates clearly do contribute to national wealth, but so do all the businesses that invest (投资) and create jobs. If you believe that the government should pay for higher education because graduates are economically productive, you should also believe that the government should pay part of business costs. Anyone promising to create jobs should receive a gift of capital from the government to invest. Therefore, it is the individual, not the government, who should pay for their university education.
| 1． |
The underlined word "them" in Paragraph 2 refers to
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| 2． |
The author thinks that with full government funding
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| 3． |
The author mentions businesses in Paragraph 5 in order to
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Open Letter to an Editor
I had an interesting conversation with a reporter recently--
-one who works for you. In fact, he's one of your best reporters. He wants to leave.
Your reporter gave me a copy of his resume (简历) and photocopies of six stories that he wrote for you. The headlines showed you played them proudly. With great enthusiasm, he talked about how he finds issues (问题), approaches them, and writes about them, which tells me he is one of your best. I'm sure you would hate to lose him. Surprisingly, your reporter is not unhappy. In fact, he told me he really likes his job. He has a great assignment (分工), and said you run a great paper. It would be easy for you to keep him, he said. He knows that the paper values him. He appreciates the responsibility you've given him, takes ownership of his profession, and enjoys his freedom.
So why is he looking for a way out?
He talked to me because he wants his editors to demand so much more of him. He wants to be pushed, challenged, coached to new heights.
The reporter believes that good stories spring from good questions, but his editors usually ask how long the story will be, when it will be in, where it can play, and what the budget is.
He longs for conversations with an editor who will help him turn his good ideas into great ones. He wants someone to get excited about what he's doing and to help him turn his story idea upside down and inside out, exploring the best ways to report it. He wants to be more valuable for your paper. That's what you want for him, too, isn't it?
So your reporter has set me thinking.
Our best hope in keeping our best reporters, copy editors, photographers, artists---everyone--is to work harder to make sure they get the help they are demanding to reach their potential. If we can't do it, they'll find someone who can.
| 1． |
What does the writer think of the reporter?
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| 2． |
What does the reporter want most from his editors in their talks?
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| 3． |
Who probably wrote the letter?
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| 4． |
The letter aims to remind editors that they should
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