I lost my sight when I was four years old by falling off a car and landing on my head. Now I am thirty-two. I can vaguely remember the brightness of __36____ and what color red is. It would be ___37____ to see again, but a(n) __38____ can do strange things to people. I don’t mean I would __39___ to go without my eyes. I simply mean that the loss of them made me appreciate more what I had _40_____.
My parents and my teachers saw something in me ----- a __41____ to live ---- which I didn’t see, and they made me want to fight in out with _42____.
The __43___ lesson I had to learn was to believe in myself. I am not talking about simply the kind of __44____ that helps me down so unfamiliar staircase alone. I __45___ something bigger than that: a confidence that I am, despite being __46____, a real, positive person; that there is a special place where I can make myself fit.
It took me years to discover and strengthen this confidence. It had to start with the easy and simple things. __47____ a man gave me an indoor baseball. I thought he was laughing at me and I was __48____. “I can’t use this,” I said. “Take with you,” he urged me, “and roll it around.” The words __49___ in my head. “Roll it around!” By rolling the ball I could _50_____ where it went. This gave me an idea how to achieve a goal I had thought _51____ before playing baseball. At Philadelphia’s Overbrook School for the Blind I _52___ a successful variation of baseball. We called it ground ball.
I have set ahead of me a series of goals and then tried to reach them, one at a time. I had to be clear about my _53____. It was no good crying for something that I knew at the start was __54___ out of reach because that only invited bitterness of failure. I would fail something anyway, __55___ on the average I made progress.

I lost my sight when I was four years old by falling off a car and landing on my head. Now I am thirty-two. I can vaguely remember the brightness of _____ and what color red is. It would be _____ to see again, but a (n) ____ can do strange things to people. I don’t mean I would ____ to go without my eyes. I simply mean that the loss of them made me appreciate more what I had ____.                                                

My parents and my teachers saw something in me ----- a ____ to live ---- which I didn’t see, and they made me want to fight in out with ___.

The ____ lesson I had to learn was to believe in myself. I am not talking about simply the kind of ____ that helps me down so unfamiliar staircase alone. I _____ something bigger than that: a confidence that I am, despite being ____, a real, positive person; that there is a special place where I can make myself fit.

It took me years to discover and strengthen this confidence. It had to start with the easy and simple things. _____ a man gave me an indoor baseball. I thought he was laughing at me and I was ____. “I can’t use this,” I said. “Take with you,” he urged me, “and roll it around.” The words _____ in my head. “Roll it around!” By rolling the ball I could ____ where it went. This gave me an idea how to achieve a goal I had thought ___ before; playing baseball. At Philadelphia’s Overbrook School for the Blind I ___ a successful variation of baseball. We called it ground ball.

I have set ahead of me a series of goals and then tried to reach them, one at a time. I had to be clear about my  ___. It was no good crying for something that I knew at the start was ____ out of reach because that only invited bitterness of failure. I would fail something anyway, _____ on the average I made progress.

1.A. sky     B. cloud   C. sunshine        D. mist

2.A. helpful       B. wonderful     C. hopeful          D. successful

3.A. disaster      B. environment          C. incident         D. wonder

4.A. manage     B. try         C. want     D. prefer

5.A. lost   B. left        C. used     D. cared

6.A. purpose     B. potential       C. pressure       D. preparation

7.A. energy       B. happiness      C. luck       D. blindness

8.A. hardest      B. dullest           C. simplest         D. easiest

9.A. self-respect    B. self-control         C. self-confidence         D. self-defence

10.A. think        B. consider       C. guess    D. mean

11.A. imperfect         B. perfect C. unfair    D. fair

12.A. Later       B. Soon    C. Once     D. Then

13.A. worried B. encouraged          C. shocked        D. hurt

14.A. stuck       B. impressed    C. occupied      D. held

15.A. see          B. hear     C. notice D. observe

16.A. important        B. unimportant          C. possible        D. impossible

17.A. invented          B. discovered   C. instructed    D. directed

18.A. experience     B. advantages    C. knowledge    D. limitation

19.A. hardly      B. wildly    C. highly    D. deeply

20.A. so   B. for        C. but       D. and

Encouraging early reading skills can build a path to a lifelong love of reading and can help your child get a head start in school. While reading to your child is still the most important thing you can do to build reading skills, there are many techniques that can help.

Make reading fun. Play games with your child as you read. Many traditional children's games can be adapted to encourage reading skills.

While reading or during play, tell your child, "I spy with my little eye, something that begins with the letter "b". Help the child find something on the page or in the room that begins with that letter. For example, “I see a barn.” This can also be used to teach beginning letter sounds.Ｉspy with my little eye something that begins with the sound “s”. Help the child find a word that begins with the "s" sound.

In this variation on the popular game, instruct the child that, "Simon says, point to something that starts with the letter "n". The child can then find an object in the room or a body part, such as the nose, that starts with the letter presented. This can also be used to teach beginning sounds.

Make a game out of rhyming (押韵) words by making up silly words to rhyme with the child's name or favorite toys. This sets the stage for rhyming real words by showing the child the similarities of sounds. As the child masters making up the words, begin rhyming real words to one another.

Tips to raise a successful reader:

Put books in places where the child plays. If books are easily accessible, children are more likely to pick them up.

Let children "read to you" by looking at pictures. Making up stories to go along with illustrations helps children discover how words relate to pictures.

Take books along on trips or even short visits to the doctor's office or grocery store.

Have children help you shop. Reading grocery lists and looking for specific items helps build vocabulary.

1. Which of the following statements is TRUE?

A. A good reading habit can benefit your child at school.

B. Computer games help children develop reading skills.

C. You should be careful as for what books to read.

D. Children enjoy reading poems to their parents.

2.What does the underlined word “accessible” most probably mean?

A. available            B. beneficial             C. readable        D. worthwhile

3.What can we conclude from the text?

A. The most important thing is to make reading funny.

B. Children have a preference for stories with pictures.

C. Rhyming games should begin only with real words.

D. Children tend to read more if books are at hand.

4.Which of the following can be the best title of the text?

A. Interest is the best teacher

B. Practice makes perfect

C. Good methods are half done

D. Failure teaches success

5.What are the intended readers of the text?

A. Parents.      B. Adolescents.     C. Educators.     D. People in general.  

I lost my sight when I was four years old by falling off a car and landing on my head. Now I am thirty-two. I can vaguely remember the brightness of __36____ and what color red is. It would be ___37____ to see again, but a(n) __38____ can do strange things to people. I don’t mean I would __39___ to go without my eyes. I simply mean that the loss of them made me appreciate more what I had _40_____.

My parents and my teachers saw something in me ----- a __41____ to live ---- which I didn’t see, and they made me want to fight in out with _42____.

The __43___ lesson I had to learn was to believe in myself. I am not talking about simply the kind of __44____ that helps me down so unfamiliar staircase alone. I __45___ something bigger than that: a confidence that I am, despite being __46____, a real, positive person; that there is a special place where I can make myself fit.

It took me years to discover and strengthen this confidence. It had to start with the easy and simple things. __47____ a man gave me an indoor baseball. I thought he was laughing at me and I was __48____. “I can’t use this,” I said. “Take with you,” he urged me, “and roll it around.” The words __49___ in my head. “Roll it around!” By rolling the ball I could _50_____ where it went. This gave me an idea how to achieve a goal I had thought _51____ before playing baseball. At Philadelphia’s Overbrook School for the Blind I _52___ a successful variation of baseball. We called it ground ball.

I have set ahead of me a series of goals and then tried to reach them, one at a time. I had to be clear about my _53____. It was no good crying for something that I knew at the start was __54___ out of reach because that only invited bitterness of failure. I would fail something anyway, __55___ on the average I made progress.

1.A. sky              B. cloud            C. sunshine           D. mist

2.A. helpful          B. wonderful        C. hopeful            D. successful

3.A. disaster         B. environment      C. incident           D. wonder

4.A. manage           B. try              C. want               D. prefer

5.A. lost             B. left             C. used               D. cared

6.A. purpose          B. potential        C. pressure           D. preparation

7.A. energy           B. happiness        C. luck               D. blindness

8.A. hardest          B. dullest          C. simplest           D. easiest

9.A. self-respect B. self-control         C. self-confidence    D. self-defence

10.A. think           B. consider         C. guess              D. mean

11.A. imperfect B. perfect                C. unfair             D. fair

12.A. Later           B. Soon             C. Once               D. Then

13.A. worried         B. encouraged       C. shocked            D. hurt

14.A. stuck           B. impressed        C. occupied           D. held

15.A. see             B. hear             C. notice             D. observe

16.A. important B. unimportant            C. possible           D. impossible

17.A. invented B. discovered              C. instructed         D. directed

18.A. experience B. advantages            C. knowledge          D. limitation

19.A. hardly          B. wildly           C. highly             D. deeply

20.A. so              B. for              C. but                D. and

III．Reading Comprehension

Section A

Directions: For each blank in the following passage there are four words or phrases marked A, B, C and D. Fill in each blank with the word or phrase that fits the context.

A detailed study of biological diversity（多样性）in town and city gardens has found that they offer a vital refuge for animals and plants. It has also fund that many of the ideas about wildlife gardening are not  50  .In fact, small gardens are just as good as big gardens at  51  wildlife, suburban gardens are not always better than city gardens and non-native plants are not always harmful to native insects and birds. Britain’s 16,000,000 gardens are a refuge for hundreds of species of animals and plants that would find it  52   to survive on intensively （精细地）farmed land. According to the study, gardens are amazingly varied even compared to   53  environments that are good for wildlife. Small gardens are more interesting  54  they vary a great deal in botanical environment, All the wildlife responds to the variation.

Ken Thompson of Sheffield University was involved n the first detailed study of the  55  living in British gardens when he and his colleagues surveyed 61 gardens in Sheffield. They really found a(n)  56  diversity of plants and animals. They also identified a range of simple   57  that improved a garden’s environment for wildlife. The top thing is to grow more big trees as these greatly  58  the volume of vegetation in the garden and a lot of  59  means a lot of places to live and a lot of things to eat.   60  , create a pond for insects and frogs. Think before stocking it with fish which will eat insect eggs. Also, it is not wise to light up the garden at night with bright lawn lamps, which will  61  many night creatures, Finally, don’t be too tidy: don’t be  62  to clear up everything when the garden stops flowering. Just   63  a bit of things lying around.

To sum up, people who want to turn their gardens into wildlife refuges should  64  and let the grass grow tall, the flowers turn to seed and trees expand skyward.

50．A．true           B．basic         C．vivid         D．simple

51．A．selecting       B．importing     C．offering        D．attracting

52．A．impossible       B．illegal           C．lucky         D．convenient

53．A．peaceful       B．warm               C．natural          D．clean

54．A．before          B．unless           C．but            D．because

55．A．wildlife        B．men          C．germ         D．pet

56．A．confusing     B．complete       C．surprising      D．orderly

57．A．measures      B．standards      C．services        D．functions

58．A．occupy         B．increase        C．limit          D．reduce

59．A．vegetation     B．reservation       C．preparation      D．decoration

60．A．By contrast      B．As a result           C．In other words  D．In addition

61．A．block           B．disturb          C．benefit          D．protect

62．A．in a mess      B．in a way       C．in a hurry     D．in a while

63．A．forget           B．remove         C．avoid         D．leave

64．A．escape          B．relax         C．strive         D．retire