（共15小题; 每小题2分，满分30分）
A philosophy professor stood before his class with some items on the table in front of him. When the class began, wordlessly he picked up a very large and empty jar and started to fill it with rocks. He then asked the students if the jar was full. They agreed that it was. So the professor then picked up a box of pebbles and poured them into the jar. He shook the jar lightly. The pebbles, of course, rolled into the open areas between the rocks. He then asked the students again if the jar was full. They agreed it was. The professor picked up a box of sand and poured it into the jar. Of course, the sand filled up everything else. He then asked once more if the jar was full. The students responded with “Yes.”
“Now,” said the professor, “I want you to recognize that this jar represents your life. The rocks are the important things – your family, your partner, your health, your children – things that if everything else was lost and only they remained, your life would still be full. The pebbles are the other things that matter – like your job, your house, your car. The sand is everything else. The small stuff.” “If you put the sand into the jar first,” he continued “there is no room for the pebbles or the rocks. The same goes for your life.
If you spend all your time and energy on the small stuff, you will never have room for the things that are important to you. Pay attention to the things that are critical to your happiness. Play with your children. Take your partner out dancing. There will always be time to go to work, clean the house, and give a dinner party. Take care of the rocks first – the things that really matter. Set your priorities(优先). The rest is just sand.”The professor filled an empty jar with rocks to ________.
| A．teach a life lesson |
| B．make an experiment |
| C．show the large jar |
| D．recognize the jar |
What did the professor think were the most important things in his life?
| A．Rocks, pebbles and sand. |
| B．House, job and car. |
| C．Family, health and children. |
| D．Work, house and party. |
The underlined word “pebbles” in the first paragraph probably refers to ________.
| A．tasty cokes |
| B．round stones |
| C．glass balls |
| D．sweet potatoes |
What is the best title for the passage?
| A．Take Care of the Rocks |
| B．An Important Lesson |
| C．A Jar Full of Happiness |
| D．The Important Things In Life |
四．阅读理解（每题4分，共20分）
British newspapers are among the oldest and most famous in the world. But recently big changes have seen these traditional publications try to fit the modern world. After 221 years, The Times (《泰晤士报》) has changed its size to become much smaller. In fact, the paper has cut its size in half from a broadsheet to tabloid.
In Britain the newspaper market is divided between the larger broadsheets and the smaller tabloids. These terms refer to the size of the papers’ pages, but there is also a clear difference in content. Broadsheets such as the Times, the Guardian (《卫报》) and Daily Telegraph (《每日电讯报》) are serious papers. They cover a broad range of political, economic and international issues. Their stories are also reasonably long and use quite formal language.
Tabloids have far more stories about less serious issues such as celebrities’（名人） love lives. Their stories are shorter and use more simple language. Tabloids often have bigger pictures. Britain’s best-selling newspaper, the Sun, is a tabloid and has a naked (裸体的) girl on page three every day.
By changing to the size of a tabloid, the Times is following in the footsteps of a less famous broadsheet paper the Independent (《独立报》). It changed to tabloid last year and saw its sales increase greatly. Although both papers have switched to the smaller size, the content of the papers has remained the same. They are both still serious papers.
The two papers claim that people find the smaller size easier to handle when they travel to work on the bus or the train in the morning. Instead of calling the new style of their paper tabloid, the paper says its new size is “compact” (紧凑型).
1. In which year was The Times born?
A. 1782 B. 1785 C. 1788 D. 1786
2. Which is the most correct statement?
A. Broadsheets are larger in size while tabloids are smaller.
B. Tabloids are less serious than broadsheets.
C. Broadsheets contain more news than tabloids.
D. They are different in size, content and the style of language.
3. In which of the following newspapers would you find more news about the personal life of the famous soccer star Beckham?
A. The Sun B. The Times C. The Independent D. The Guardian
4. According to the passage, we can infer the main reason for The Times' changing into the tabloid is that_____.
A. it wants to become convenient for people to carry.
B. it wants to increase its circulation (发行量).
C. it intends to copy what The Independent has done.
D. it is unlikely to stay in business if it does not change.
5. Which of the following statements is true according to the given information?
A. There are more tabloids than broadsheets in Britain at present.
B. After the change, there will be no differences between The Sun and The Times.
C. Although The Times has cut its size, it remains a serious paper.
D. All the papers will tend to have the same style in the future.
We find that bright children are rarely held back by mixed-ability teaching. On the contrary, both their knowledge and experience are enriched. We feel that there are many disadvantages in streaming（把…按能力分班）pupils. It does not take into account the fact that children develop at different rates. It can have a bad effect on both the bright and the not-so-bright child. After all, it can be quite discouraging to be at the bottom of the top grade!
Besides, it is rather unreal to grade people just according to their intellectual (智力的) abilities. This is only one aspect of their total personality. We are concerned to develop the abilities of all our pupils to the full, not just their academic ability. We also value personal qualities and social skills, and we find that mixed-ability teaching contributes to all these aspects of learning.
In our classrooms, we work in various ways. The pupils often work in groups: this gives them the opportunity to learn to co-operate, to share, and to develop leadership skills. They also learn how to cope with personal problems as well as how to think, to make decisions, to analyze and evaluate, and to communicate effectively. The pupils learn from each other as well as from the teacher.
Sometimes the pupils work in pairs; sometimes they work on individual tasks and assignments, and they can do this at their own speed. They also have some library, and we teach them the skills they need in order to do this effectively. And expect our pupils to do their best, not their least, and we give them every encouragement to attain this goal.
1. Group work provides pupils with the opportunity_________.
A. to develop academic abilities B. to learn to teach.
C. to do some experiments D. to learn to be capable organizers.
2. By "held back" in the first paragraph the author means _________.
A. drawn to their studies B. prevented from advancing
C. made to remain in the same classes D. forced to study in the lower classes
3. In the passage the author's attitude towards " mixed-ability teaching" is ________.
A.questioning B. approving C. objective D. critical
4. The author's purpose of writing this passage is to _________.
A. offer advice on the proper use of the library
B. emphasize the importance of appropriate formal classroom teaching
C. argue for teaching bright and not -so-bright pupils in the same class
D. recommend pair work and group-work for classroom activities
5. The author argues that a teacher's chief concern should be the development of the student's _____.
A. total personality B. intellectual ability
C. learning ability and communicative skills D. personal qualities and social skills
Japan's post-World War II value system of diligence, cooperation, and hard work is changing. Recent surveys show that Japanese youth have become a "Me Generation" that rejects traditional values.
"Many Japanese, especially young people, abandoned the values of economic success and began searching for new sets of values to bring them happiness," writes sociologist Yasuhiro Yoshizaki in Comparative Civilizations Review. Japanese youth are placing more importance on the individual's pursuit of happiness and less on the values of work, family, and society. Japanese students seem to be losing patience with work, unlike their counterparts in the United States and Korea. In a recent survey of college students in the three countries, only 10% of the Japanese regarded work as a primary value, compared with 47% of their Korean counterparts and 27% of American students. A greater proportion of Japanese aged 18 to 24 also preferred easy jobs without heavy responsibility.
Concern for family values is waning among younger Japanese as they pursue an inner world of private satisfaction. Data collected by the Japanese government in 2005 shows that only 23% of Japanese youth are thinking about supporting their aged parents, in contrast to 63% of young Americans. It appears that many younger-generation Japanese are losing both respect for their parents and a sense of responsibility to the family. Author Yoshizaki attributes the change to Japanese parents' over-indulgence of their children, material affluence, and growing concern for private matters.
The shift toward individualism among Japanese is most pronounced among the very young. According to 2003 data from the Seimei Hoken Bunka Center of Japan, 75% of Japanese youth aged 16 to 19 can be labeled "self-centered", compared with 53% among those aged 25 to 29. To earn the self-centered label, the young people responded positively to such ideas as "I would like to make decisions without considering traditional values" and "I don't want to do anything I can't enjoy doing".
Diminishing social responsibility, according to Yoshizaki, is tied to the growing interest in pleasure and personal satisfaction. Yoshizaki concludes that the entire value system of Japanese youth is undergoing major transformation, but the younger generation has not yet found a new organized value system to replace the old.
1. What’s the meaning of the underlined word “waning” in paragraph 3?
A. becoming less B. increasing C. missing D. becoming popular
2. What is Yoshizaki’s attitude towards most Japanese parents’ way of parenting?
A. Supportive B. Negative C. Satisfied D. Worried
3. What might be one of the possible reasons of Japanese young people’s change?
A. World War II leaves such a heavy impact on them that they have lost the interest of work.
B. Most of them are the only child at home so they don’t need to work hard.
C. Japanese younger generation place too much emphasis on personal satisfaction and interest now.
D. Most of the younger generation lose the confidence in their own country so they don’t work hard.
4. Why do we say that Japanese youth have become a “Me Generation”?
a. Because they don’t regard a better education a pride.
b. Because a greater proportion of Japanese young people prefer easy jobs without heavy responsibility.
c. Because most of the teenagers become self-centered according to the 2003 survey.
d. Because only 10% of the Japanese young people regard work as a primary value.
A. a B. a, b C. b, d D. b, c, d
5. According to the survey, which country’s young people work harder?
A. Japanese B. Korean C. American D. Chinese
III 阅读（共两节，满分40分）
第一节 阅读理解（共15小题；每小题2分，满分30分）
阅读下列短文，从每题所给A、B、C和D项中，选出最佳选项，并在答题卡上将该项涂黑。
Advertising in America offers some great advantages to consumers. For example, in order to keep prices low through mass production, companies must have a mass market for their products. Mass advertising creates mass markets. Producers cannot afford to develop new products, put them on the market and wait for customers to discover them. This would take too long. Demand for some products must be created. This is done through advertising.
But advertising sometimes makes it difficult for consumers to make wise decisions. The fact is that when people are constantly flooded with messages through the mass media persuading them to buy particular products, many respond by buying them.
Advertising is designed to influence an individual to buy a product. Sellers often study human behavior to discover what will convince consumers to buy a certain item. This reason for buying is called a buying motive.
Buying motives are usually broken down into two categories: rational and emotional. Rational buying motives include the desire to save money, the desire for comfort, or the desire for good workmanship. Emotional buying motives include buying out of fear, wanting to be liked, and wanting to have something better than your friends have.
Emotional appeals are found in most consumer advertising today. Certain cars promise to make the driver feel "younger" and " freer". Shoes promise to make the buyer's whole life "springier". Life insurance policies promise to take the "care out of living".
Most consumers believe that they are not easily influenced by emotional appeals. However, corporations that sell consumer products obviously think differently. They spend many millions of dollars every day on radio, television, newspaper and magazine ads that use these appeals.
1. It can be inferred from the passage that one of the advantages of advertising for consumers is that ________.
A. it can create a big demand for consumer goods
B. the mass market created by it leads to low prices
C. producers can introduce new products to consumers
D. it helps consumers discover new products
2. Consumers sometimes find it difficult to make a sensible decision when buying a particular product because __________ .
A. many advertisements are too difficult for them to understand
B. they are afraid to be taken in by dishonest advertisements
C. mass advertising offers them a range of good and cheap products
D. they are confused by the quantity of advertisements promoting it
3. According to the passage, a toothpaste ad promising that people who use the product will make a lot of friends is an example of an ad that appeals to __________ .
A. rational buying motives B. the consumer's commonsense
C. emotional buying motives D. the desire for a good product
4. The reason why companies spend enormous amounts of money on advertising is that ________ .
A. they believe people can be influenced to buy a certain produce
B. it takes a lot of advertising to convince people to buy a certain product
C. most consumers are not easily influenced by emotional appeals
D. advertising based on emotional appeals are very effective
5. The best title for this passage would be ________ .
A. Advertising can create demand B. The advantages of advertising
C. What effective advertising can do D. The role of advertising in selling products
Great leaders are almost always great simplifiers, who cut through argument, debate and doubt to offer a solution everybody can understand and remember．Churchill warned the British to expect “blood, toil, tears and sweat”; Roosevelt told the Americans that “the only thing we have to fear is fear itself”; Lenin promised the war-weary Russians peace, land and bread．Straightforward but effective messages．
We have an image of what a leader ought to be．We even recognize the physical signs; leaders may not necessarily be tall, but they must have bigger-than-life, commanding features －- Lyndon Baines Johnson’s nose and ear lobes, Ike’s broad grin．A trade-mark also comes in handy; Lincoln’s stovepipe hat, Kennedy’s rocking chair．We expect our leaders to stand out a little, not to be like an ordinary man．Half of President Ford’s trouble lay on the fact that, if you closed your eyes for a moment, you couldn’t remember his face, figure of clothes．A leader should have an unforgettable identity, instantly and permanently fixed in people’s minds．
It also helps for a leader to be able to do something most of us can’t: FDR overcame polio; Mao swam the Yangtze River at the age of 72. We don’t want our leaders to be "just like us." We want them to be like us but better, special more so. Yet if they are too different, we reject them.
A Chinese philosopher once remarked that a leader must have the grace of a good dancer, and there is a great deal of wisdom to this. A leader should know how to appear relaxed and confident. His walks should be firm and purposeful. He should be able, like Lincoln, Roosevelt, Truman, Lke and JFK, to give a good, hearty, belly laugh, instead of the sickly grin that passes for good humor in Nixon or Carter. Ronald Reagan’s training as an actor showed to good effect in the debate with Carter, when by his easy manner and apparent affability, he managed to convey the impression that in fact he was the president and Carter the challenger.
The every simple truth about leadership is that people can only be led where they want to go. The leader follows, though a step ahead. Americans wanted to climb out of the Depression and needed someone to tell them they could do it, and Roosevelt did. The British believed that they could still win the war after the defeats of 1940, and Churchill told them they were right.
A leader rides the waves, moves with the tides, understands the deepest yearning of his people. He cannot make a nation that wants peace at any price go to war, or stop a nation determined to fight from doing so. His purpose must match the national mood.
1．The underlined word “yearning” in the last paragraph probably means_________.
A．love B．trouble C．desire D．feeling
2．From the fourth paragraph we can learn that_________.
A．leaders usually look special or different
B．leaders don’t have to be tall
C．most leaders look ordinary
D．leaders should always have trademarks
3．According to the article, a leader_________.
A．usually tries to simplify our messages
B．tell us what we want to hear
C．encourages us to think about things in a new way
D．is usually confident and handsome
4．From the passage we can infer that .
A．it helps for a leader to be able to dance or act well
B．great leaders are usually totally different from us
C．Carter was humorous and made good speeches
D．it is the people rather than the president that makes what a nation is
5．Which of the following can be the best title for the passage?
A．Want to be a leader?
B．What makes a leader?
C．What does a leader look like?
D．What must a leader do?
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