Hi guys! I’m Lucy the ladybird and while I’m very much of a lady, I’m not actually a bird but a glowing red bettle(甲虫)with decorative black spots.
I’m a friendly little bug, to be honest, and simply like to be close with my pals as long as they handle me very gently. I don’t bite humans but I do sink my teeth into aphids (蚜虫) which, unlike me, are very harmful to all the plants. I milk the aphids just like people do with cows and I milk them dry of all the sap (汁) they have got from your poor plants. I’m a real gardeners’ friend and love helping out around the place by pollinating (授粉) flowers, tidying up plants’ fallen leaves and helping to turn them into nice rich fertilizer to feed everything both above and below the soil, and naturally, being so attractive to look at, we are perfect living garden decorations.
One thing I can not tolerate is all that poisonous pollution from vehicles, garbage burning and other environmentally unfriendly acts that occur in the cities every single minute of the day and night. Pollution of any kind really chokes me to death, so these days, I only live in clean countryside areas, particularly cool ones where it rains and everything grows fresh and green from spring right through to autumn. In winter, when the weather is too cold for me to bear, then I find a nice place to sleep until the snow has gone and I can come back out to play.
Oh! I almost forgot to tell you that although I am not a bird I do have wings and can fly for short distances. So if you pick me up and let me run up and down your hands and arms, then please don’t frighten me by screaming if I suddenly decide to take off!
【小题1】What makes Lucy the Ladybird suffer most?

A．a self –introduction by a lady named Lucy

B．description of a ladybird’life

C．letter of praise for a gardener

D．a speech made by a woman on ladybirds

完型填空（共20小题；每小题1．5分，满分30分）
阅读下面短文，从短文后各题所给的四个选项（A、B、C和D）中，选出最佳选项。
One Monday morning, the class were excited about the rumor（流言）that the science room was on fire over the weekend．Mr. Johnson, my fifth grade teacher  36  it and explained that science class would be cancelled  37  the fire. He also  38  us not to go near the room because it could be dangerous．
During the morning break, Kim and I  39  to check out the damage．A first hand observation would make us heroes at lunch．We safely  40  the science room．We stood on tiptoes（脚尖）looking hard through the door window, trying to see what was like inside  41  suddenly a firm hold on our shoulders stopped us．
"Where do you belong? Certainly not here!"
I turned around to find a teacher staring  42  at us, shouting．In those frozen seconds millions of  43  flashed through my mind．My father would kill me for disobeying teachers．Worse than that, my mother might be so mad that she might not  44  him．My heart  45  even lower when I thought of how angry Mr. Johnson would be．Soon the teacher led Kim and me back to the classroom, leaving us  46  before Mr. Johnson．
But to our  47  , there was no yelling and no anger from Mr. Johnson． 48  , he bent slowly to look me in the eye．I was met with a look of  49  rather than anger．He spoke softly and carefully as he explained why he was  50  in my decision to go where I might have got  51 ．As I looked into the eyes of the man who could send me to unimagined  52  at home, tears welled up in my eyes．The thought of disappointing Mr. Johnson  53  me while I felt a gentle touch of Mr. Johnson's hand on my shoulder．I glanced up and he smiled．My  54  for Mr. Johnson grew greatly the moment I discovered that he still liked me even after I'd disappointed him．I could see that he cared more about my  55  than the fact that I'd broken a rule．It was the first time I felt the power of forgiveness．

The Great Barn Adventure

One morning when I was 11, I explored the town’s abandoned round grain barn（谷仓）. I found a chained sliding door that was wide enough for me to pass through.

Inside, there was a heavy smell of dead mice in the dark. After my eyes adjusted, I noticed a shaft (升降机井) that rose all the way to the top of the barn. On one side was a one-man elevator with a long rope and roller.

I stepped onto the platform and gave the rope a drag and the elevator began sliding up the shaft, but stopped halfway. After a brief panic attack, I noticed holes in the wall at regular intervals, forming a ladder. For reasons known only to an 11-year-old, I decided it would be better to go up than down. So, with shaking hands, I began climbing the wall.

After what seemed like forever, I reached the top of the shaft. I stood up, dusted myself off and found absolutely nothing of interest. It was just an empty room with a ladder leading up to the roof. I climbed all the way up here for this? Then I noticed a fire extinguisher（灭火器）,which I’d always wanted to shoot off. So this was the chance of a lifetime. I tried it, and, much to my surprise, the thing worked! It shot out a thick cloud of powder that instantly filled the room. I couldn’t breathe. I was going to choke to death, and they’d probably never even find my body.

Luckily, I remembered the ladder to the roof. I climbed up, popped the straw roof and saw a bright blue sky.

I suddenly realized the dust and powder pouring out of the top could draw attention. So when the dust had settled, I climbed down and slipped out of the chained door. I’m not sure if I was more excited about being alive or about not being caught, but I ran all the way back home.

1.When the author got inside the barn, he _______.

A. noticed a man on the elevator

B. opened the chained sliding door

C. saw many dead mice in the dark

D. found a shaft leading to the top

2.Which of the following is the right order of the author’s adventure?

a. The elevator stopped halfway.

b. He entered the round grain barn.

c. He climbed to the top of the shaft.

d. He found a fire extinguisher and shot it off.

A. b-a-c-d???????? B. a-c-b-d???????? C. c-a-d-b????? ????????????? ????????????? D. b-c-a-d

3.After getting out of the chained door, the author might feel _______.

A. inspired???????? B. relieved??????? C. surprised??????? ????????????? D. disappointed

4.From the passage, we can learn that the author was probably a boy full of _______.

A. passions????????????? ????????????? ? B. dreams????????????? ?????? C. curiosity????????????? ????????????? ????????????? D. imagination

Some students get so nervous before a test, they do poorly even if they know the material. Sian Beilock has studied these highly anxious test-takers.
Sian Beilock: “They start worrying about the consequences. They might even start worrying about whether this exam is going to prevent them from getting into the college they want. And when we worry, it actually uses up attention and memory resources.I talk about it as your cognitive horsepower that you could otherwise be using to focus on the exam.”
Professor Beilock and another researcher, Gerardo Ramirez, have developed a possible solution. Just before an exam, highly anxious test-takers spend ten minutes writing about their worries about the test.
Sian Beilock: “what we think happens is when students put it down on paper , they think about the worst that could happen and they reappraise the situation. They might realize it’s not as had as they might think it was before and, in essence(本质上), it prevents these thoughts from popping up when they’re actually taking a test.”
The researchers tested the idea on a group of twenty anxious college students. They gave them two short math tests. After the first one, they asked the students to either sit quietly or write about their feelings about the upcoming second test.
The researchers added to the pressure. They told the students that those who did well on the second test would get money. They also told them that their performance would affect other students as part of a team effort.
Professor Beilock says those who sat quietly scored an average of twelve percent worse on the second test. But the students who had written about their fears improved their performance by an average of five percent.
Next, the researchers used younger students in a biology class. They told them before final exams either to write about their feelings or to think about things unrelated to the test.
Prefessor Beilock says highly anxious students who did the writing got an average grade of B+, compared to a B- for those who did not.
Sian Beilock: “What we showed is that for students who are highly test-anxious, who’d done our writing intervention, all of a sudden there was no relationship between test anxiety and performance. Those students most likely to worry were performing just as well as their classmates who don’t normally get nervous in these testing situations.”
But what if students do not have a chance to write about their fears immediately before an exam or presentation? Professor Beilock says students can try it themselves at home or in the library and still improve their performance. 
【小题1】What may happen if students have the problem of test anxiety?

Anyone who doubts that children are born with a healthy amount of ambition need spend only a few minutes with a baby eagerly learning to walk. No matter how many times the little ones stumble in their first efforts, most keep on trying, determined to master their amazing new skill. It is only several years later, many psychologists and teachers agree, that a good number of kids seem to lose their natural drive to succeed. For the parents of such kids, whose own ambition is often tied to their children’s success, it can be a painful experience.
Figuring out why the fire went out is the first step. Assuming that a kid doesn’t suffer from a learning disability, or isn’t involved in some family crisis at home, many educators attribute a sudden lack of motivation to a fear of failure or classmate pressure. “Everything is within the kids’ control; their intelligence is changeable,” says Lisa Blackwell, a research scientist at Columbia University. “More than any teacher or workshop,” Blackwell says, “parents can play a key role in conveying this message to their children by praising their effort, and progress rather than emphasizing their ‘smartness’ or praising high performance alone. Most importantly, parents should let their kids know that mistakes are a part of learning.”
Some experts say our education system, with its strong emphasis on testing and separation of students into different levels of ability, also bears blame for the disappearance of drive in some kids. “These programs shut down the motivation of all kids who aren’t considered gifted and talented. They destroy their confidence,” says Jeff Howard, a social psychologist. Howard and other educators say it’s important to expose kids to a world beyond homework and tests, through volunteer work, sports, hobbies and other extracurriculum activities.
“The problem of the issue is that many students experience education as irrelevant to their life goals and ambitions,” says Michael Nakkual, a Harvard education professor. The key to getting kids to aim higher at school is to free them of the idea that class work is irrelevant, to show them how doing well at school can actually help them fulfill their dreams beyond it. They need to understand that you have to learn to walk before you can run.
【小题1】According to the passage, the parents of kids with no ambition       .