第一節(jié)語(yǔ)音知識(shí)(共5小題；每小題l分，滿分5分)

    從A、B、C、D四個(gè)選項(xiàng)中，找出其劃線部分與所給單詞的劃線部分讀音相同的選項(xiàng)，

并在答題卡上將該項(xiàng)涂黑。

1．loss         A．police    B．model     C．lose    D．scold

2．bear         A．pear      B．learn     C．fear    D．heart

3．excellent    A．extreme   B．explain   C．extra   D．express

4．honest       A．horrible  B．honor     C．holiday D．hotel

5．shadow       A．crowd     B．knowledge C．a(chǎn)llow   D. narrow

When he was there, he _____ go to that coffee shop for the corner after work every day.

   A. would            B. should      C. had better       D. might

 Please ask ________ not to skate on the thin ice.  It’s very dangerous. 

A. they              B. them                C. their                     D. theirs

Mr. Green was chosen ________ of the club.

A. the chairman   B. chairman    C. a chairman   D. chairmen

— What is it ________ made her upset?

— It is the missing bike.   

A. what   B. why    C. who    D. that

.Was it______ it snowed last night that you didn’t come?

A. that           B. because    C. why            D. if

—Bob! How’s your project? I heard you started it last Friday，right?

    —Oh！I ________for it．But I haven’t decided when to do it．

    A．have prepared      B．had prepared

    C．have been preparing       D．was preparing

After many failures the most difficult ______ is how to keep our strength up and fight again.

A. chance                     B. change         C. challenge                       D. challenger

Last summer I went through a training program and became a literacy volunteer（掃盲志愿者）. The training I received, though excellent, did not tell me how it was to work with a real student, however. When I began to discover what other people’s lives were like because they could not read, I realized the true importance of reading.

My first student Marie was a 44-year-old single mother of three. In the first lesson, I found out she walked two miles to the nearest supermarket twice a week because she didn’t know which bus to take. When I told her I would get her a bus schedule. She told me it would not help because she could not read it. She said she also had difficulty once she got to the supermarket, because she couldn’t always remember what she needed. Since she did not know words, she could not write out a shopping list. Also, she could only recognize items by sight, so if the product had a different label, she would not recognize it as the product she wanted.

As we worked together, learning how to read built Marie’s self-confidence, which encouraged her to continue in her studies. She began to make rapid progress and was even able to take the bus to the supermarket. After this successful trip, she reported how self-confident she felt. At the end of the program, she began helping her youngest son, Tony, a shy first grader, with his reading. She sat with him before he went to sleep and together they would read bedtime stories. When his eyes became wide with excitement as she read, pride was written all over her face, and she began to see how her own hard work in learning to read paid off. As she described this experience, I was proud of myself as well. I found that helping Marie to build her self-confidence was more rewarding than anything I had ever done before.

As a literacy volunteer, I learned a great deal about teaching and helping others. In fact, I may have learned more from the experience than Marie did.

What did the author do last summer?

A. She worked in the supermarket.

B. She helped someone to learn to read.

C. She gave single mothers the help they needed.

D .She went to a training program to help a literacy volunteer.

Why didn’t Marie go to the supermarket by bus at first?

A. Because she liked to walk to the supermarket.    B. Because she lived far away from the bus stop.

C. Because she couldn’t afford the bus ticket.       D. Because she couldn’t find the right bus.

How did Marie use to find the goods she wanted in the supermarket?

A. She knew where the goods were in the supermarket.  B. She asked others to take her to the right place.

C. She managed to find the goods by their looks.       D. She remembered the names of the goods.

Which of the following statements is true about Marie?

A. Marie could do things she had not been able to do before.

B. Marie was able to read stories with the help of her son.

C. Marie decided to continue her studies in school

D. Marie paid for her own lessons.

If you were to come up with a list of organizations whose failures had done the most damage to the American economy in recent years, you would probably have to start with the Wall Street firms that brought us the financial crisis. From there, you might move on to the automakers in Detroit.

But I would suggest that the list should also include a less obvious nominee: public education.

At its top level, the American system of higher education may be the best in the world. Yet in terms of its core mission---turning teenagers into educated college graduates--- much of the system is failing.

The United States does a good job enrolling (招生) teenagers in college, but only half of the students who enroll end up with a bachelor’s degree.

So identifying the causes of the college dropout crisis in the world’s largest economy matters enormously, and a new book called “Crossing the Finish Line” tries to do precisely that. Its authors are economists William Bowen and Michael McPherson, and a doctoral candidate Matthew Chingos. The first problem they diagnose is something they call under-matching. It refers to students who choose not to attend the best college they can get into. They instead go to a less selective one, perhaps one that is closer to home or less expensive. About half of the low-income students with a grade-point average of at least 3.5 in high school and an SAT score of at least 1,200 do not attend the best college they could have. “I was really astonished by the degree to which well-qualified students from poor families under-matched,” said Mr. Bowen.

In fact, well-off students attend the colleges that do the best job of producing graduates. Meanwhile, lower-income students -–even when they are better qualified—often go to colleges that excel（擅長(zhǎng)）in producing drop-outs. “It’s really a waste,” Mr. Bowen said, “and a big problem for the country.” As the authors point out, the only way to lift the college graduation rate significantly is to lift it among poor and working-class students. Instead, it appears to have fallen.

What can be done? Money is clearly part of the answer.

Which of the following would people first think of as a factor responsible for the American financial crisis according to this passage?

A. The government.                           B. Public education

C. The Detroit automakers.                   D. The Wall Street firms.

What is a big problem with American higher education?

A. It is hard to enroll enough students into college.

B. Many colleges are experiencing low rate of graduation.

C. Many college students stay away from classes.

D. It is hard for many colleges to get financial aid from the government.  

The title of the book Crossing the Finish Line probably means______.

A. running to the end of the line              B. going to college

C. finishing college education               D. working hard in college

Why do some students under--match ?

A. Because they have financial difficulty.        B. Because they face ambition crisis.

C. Because they lack confidence.                D. Because they can’t get guidance.

The passage is mainly about _______.

A. problems with secondary American education and possible solutions

B. America’s financial crisis, its cause and influence

C. low rate of American college graduation, its cause and its influence

D. relationship between American education and its economy