A dog has a horse. The horse was beautiful and also it had many good qualities.   61    It especially wanted to become the most beautiful horse in the world.
One day the horse said to the god, “You have given me beauty. You have given me other good qualities.62    But how I wish you could make me more beautiful! I would be extremely, extremely grateful if you could make me more beautiful.”
The god said, “I’m more than ready to make you more beautiful.  63  ” Then the horse said, “My neck is too short .If you can make neck a little longer, my upper body will be more beautiful. And if you can make my legs much longer and thinner, then I will look more beautiful in my lower body.”
Then immediately the god made a camel appear in place of the horse. The horse was so sad that it started to cry, “Oh, no, I do not want to become a camel.   64 As a horse, everybody appreciated my good qualities. Nobody will appreciate me as a c I’m more than ready to amel.”
The god said, “This is exactly  what you asked for. You have become a camel.
65   if you cry for a longer neck and legs, this is what will happen. Each thing in my creation has its own good qualities. The camel is not as beautiful as you are, but it carries heavy loads and has a great sense of duty.”

B

Canadian scientists have found that the more emotional or mental challenges a person faces in a day, the less determined they become to work out physically.

However, the findings should not stop us from keeping fit. Experts believe that willpower (意志力)is like a muscle ， and needs to be exercised to help one avoid the temptation (诱惑)spending a night on the couch instead.

Kathleen Martin 一 Ginis, a professor of kinesiology 一 the science of movement 一 who led the study, says everyone has a limited amount of willpower, and that it will be reduced by stress. Miss Martin 一 Ginis, of Canada' s McMaster University, explains, "Cognitive (认知的)tasks, as well as tasks such as regulating (调整)one' s emotions, can reduce one' s capacity to force oneself to exercise."

Her team of scientists performed a so — called " Stroop" test on volunteers to reach their conclusions. The experiment involved showing participants words associated with colors but printed in different colors - for example ， the word " blue " written in red ink . ' Participants were divided into two groups. One group was asked to name the color of the ink ， instead to say the printed word ， while the other wasn't Martin ― Ginis says ， " After we used this cognitive task to use up their self 一 regulatory capacity, the participants didn't exercise as hard as those who had not performed the task. ，， The more people concentrated on the cognitive task ， the more likely they were to skip exer­cise sessions (活动时间)over the next eight week. You only have so much willpower .

However, there are ways to strengthen willpower. The study found the listening to music before going to the gym can help, as well as making a commitment to work out with friends. It also concluded that willpower can be stretched by constantly cake ， or forcing oneself to study an extra hour each night.

Martin - Ginis adds, "There are strategies people can use to help revitalize (使恢复活动) themselves after they’ve used up their self 一 regulation. Willpower is like a muscle ： it needs to be used to stay strong.

61.According to the experts, human willpower    .

A.can be exercised through muscle movement

B.can regulate itself to resist temptations

C.is weakened by stressful cognitive or emotional tasks

D.is reduced by lack of physical exercise.

62.We learn from Paragraph 4 that the experiment      .

A.made use of the Stroop test

B.asked one group of participants to name the words

C.required researchers to write the word "blue" in red ink to make it easily recognizable.

D.showed that those who hadn't performed the task were smarter than those who had

63.All the following are ways to strengthen one's willpower EXCEPT________

A.listening to music before doing exercise

B.promising to work out with friends

C.training oneself repeatedly to resist temptations

D.forcing oneself to do the same thing each day

64.Which of the following is in agreement with Miss Martin ― Ginis' idea?

A.Human's willpower is limited to a certain level

B.The cognitive tasks could make people ignore exercise

C.Challenging tasks could make people ignore exercise

D.Exercise is an important way to strengthen one's willpower.

65.What can we infer from the passage?

A.Willpower can be challenged to become powerful.

B.McMaster University is famous for its kinesiology.

C.Effective ways to resist temptations have been found.

D.the study has an impact on the science of movement.

B

When I was looking at my railway timetable, I read with satisfaction that there was an express train (快车) to Westhaven. It went to the station in my hometown and the journey lasted only an hour and 17 minutes. When I got on the train, I couldn’t help noticing that a lot of villagers got on as well. At that time I was not surprised at all. I thought that there might be many people besides myself who wished to take the express train to save time. Neither was I surprised when the train stopped at Wildly, a small station a few miles along the line. Even an express train can be delayed sometimes. But when the train stopped station after station, I began to wonder. It suddenly struck me that this express was not running down the line at 90 miles an hour, but no more than 30. One hour and 17 minutes passed and we had not covered half the distance. I asked a passenger if this was Westhaven Express, but he said he had not even heard of it. Two hours later, I was talking angrily to the station master at Westhaven. When he said there was not such an express train, I asked for his copy of the timetable. There was a sign of victory in my voice when I told him that it was there in black and white. Looking at the timetable, he told me to look careful. At the bottom of the page it said, “This service has been stopped.”

61. The passage mainly tells us about ______.

A. the writer’s unhappy journey on a train

B. a mistake in the railway timetable

C. a careless mistake made by the writer

D. the reason why the train was delayed

62. An express train should travel at the speed of ______.

A. more than 40 miles an hour

B. no more than 40 miles an hour

C. 90 miles an hour

D. less than 90 miles an hour

63. Which of the following is true according to the story?

A. The writer got a wrong timetable.

B. The writer had wanted to take an express train.

C. The villagers got on an express train to save time.

D. None of the passengers had heard of Westhaven Express

64. The writer didn’t realize he was on the wrong train until ______.

A. he saw a lot of villagers getting on the train

B. the train stopped at a small station

C. he found the train was delayed

D. an hour passed after he got on the train

65. What was the writer’s mistake?

A. He didn’t notice the words at the bottom of the timetable.

B. He didn’t know that Westhaven Express was not in the timetable at all.

C. He got on a train which didn’t go to Westhaven.

D. The express train changed it speed.

B

Laws that would have ensured pupils from five to 16 received a full financial education got lost in the ‘wash up’. An application is calling on the next government to bring it back.

At school the children are taught to add up and subtract（减法） but, extraordinarily, are not routinely shown how to open a bank account — let alone how to manage their finances in an increasingly complex and demanding world.

Today the parenting website Mumsnet and the consumer campaigner Martin Lewis have joined forces to launch an online application to make financial education a compulsory element of the school curriculum in England. Children from five to 16 should be taught about everything from pocket money to pensions, they say. And that was exactly the plan preserved in the Children, Schools and Families bill that was shelved by the government in the so-called “wash-up” earlier this month — the rush to legislation before parliament was dismissed. Consumer and parent groups believe financial education has always been one of the most frustrating omissions of the curriculum.

As the Personal Finance Education Group (Pfeg) points out, the good habits of young children do not last long. Over 75% of seven- to 11-year-olds are savers but by the time they get to 17, over half of them are in debt to family and friends. By this age, 26% see a credit card or overdraft（透支） as a way of extending their spending power. Pfeg predicts that these young people will “find it much harder to avoid the serious unexpected dangers that have befallen many of their parents' generation unless they receive good quality financial education while at school.”

The UK has been in the worst financial recession（衰退）for generations. It does seem odd that — unless parents step in — young people are left in the dark until they are cruelly introduced to the world of debt when they turn up at university. In a recent poll of over 8,000 people, 97% supported financial education in schools, while 3% said it was a job for parents.

61. The passage is mainly about _____________.

A. how to manage school lessons

B. how to deal with the financial crisis

C. teaching young people about money

D. teaching students how to study effectively

62. It can be inferred from the first two paragraphs that __________.

A. the author complains about the school education

B. pupils should not be taught to add up and subtract

C. students have been taught to manage their finances

D. laws on financial education have been effectively carried out

63. The website and the consumer campaigner joined to _________.

A. instruct the pupils to donate their pocket money

B. promote the connection of schools and families

C. ask the government to dismiss the parliament

D. appeal for the curriculum of financial education

64. According to Pfeg, ___________.

A. it is easy to keep good habits long

B. teenagers spend their money as planned

C. parents are willing to pay the debt for their kids

D. it will be in trouble if the teenagers are left alone

65. A poll is mentioned to ___________.

A. stress the necessity of the curriculum reform

B. show the seriousness of the financial recession

C. make the readers aware of burden of the parents

D. illustrate some people are strongly against the proposal

A

B

C

D

E

F

请阅读以下中学生的信息，然后匹配各中学生和他或她要选修的课程：

Mike spent his childhood mostly in his father’s study, where he read novels by British and American writers. Next term he will become a senior student. He thinks it’s time that he read more of their works and learned to write about them.

Joseph is good at the language arts, and in his spare time he likes to write short stories. It is his wish that his stories would be printed in local newspapers. So he is thinking of taking a course to develop his writing skills such as wording and paragraph organization.

Anna takes an active part in social activities. She is trying to write reports for newspapers about what she sees and hears. But few of them are accepted because of poor organization of information. She feels the need to improve her writing and communication skills next term.

Jan traveled worldwide with his parents when he was very young. Under their influence, he becomes greatly interested in stories of travel and adventure. He hopes to write his own stories in the future. So next term, he will choose a course to study the best writing of this type.

Susan comes from China. As a junior back home, she wrote quite a lot of short stories, some of which were published in newspapers. Her parents hoped she read some classics by Asian and Western writers. She thinks it helpful in her writing. So she is going to take a course of this kind next term.

  中学生                                   选修课程

61. Mike                                  A. Creative Writing

62. Joseph                                 B. Journalism

63. Anna                                  C. American & British Classics

64. Jan                                    D. Technical Writing

65. Susan                                  E.  Non-fiction

                                          F. World Literature