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¡¡ I grew up with my best friend, who was just like a sister to me. She was a little older than me. I ¡¡36 to her. If ever I had a problem, she was always ¡¡37 enough to help me out.

¡¡ It wasn¡¯t until the spring of¡°87¡± that I noticed a ¡¡38 in her. She was quick to anger, and her attitude was ¡¡39 . I asked her many times what was wrong. Her response each time was ¡°I¡¯m fine. ¡±

¡¡ As time went on, she became more ¡¡40 , and became a person I did not ¡¡41 anymore. All I wanted was to help her. Every time I tried, she would get ¡¡42 , and say she was fine.

¡¡ The summer of¡°88¡±, I finally got my ¡¡43 . My sister had changed due to the effects of ¡¡44 . My mother ¡¡45 put her arms around me, and told me my best friend had ¡¡46 due to an over-dose (¹ý¶È¼ÁÁ¿). Well, for a minute my world stood still, along with my heart. There was nothing to say or do, just tears in the ¡¡47 . Thinking over and over again, if only I had spent the time to notice the ¡¡48 , maybe I could have saved her.

¡¡ My mother, seeing my distress, sat me down and told me this.

¡¡ Some things are not in our ¡¡49 . Sometimes ¡°signs¡± aren¡¯t enough. You can¡¯t ¡¡50 yourself for the path your friend chose. What you can do is to learn from her mistake, ¡¡51 at school for ¡¡52 , let other children know what happened to your friend, and how it made you ¡¡53 .

¡¡ Since then I¡¯ve never once blamed myself for her death. ¡¡54 I volunteer my time to SADD and DARE. Each year, at an assembly I tell new students what happened and the ¡¡55 of drugs.

36. A. came up¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡ B. looked up

C. looked forward¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡ D. went over

37. A. quick¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡ B. old¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡ C. clever¡¡¡¡¡¡¡¡¡¡¡¡¡¡ D. close

38. A. change¡¡¡¡¡¡¡¡¡¡¡¡¡¡ B. disease¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡ C. decline¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡ D. habit

39. A. polite¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡ B. acceptable¡¡¡¡¡¡¡¡ C. poor¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡ D. rude

40. A. bitter¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡ B. weak¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡ C. proud¡¡¡¡¡¡¡¡¡¡¡¡¡¡ D. cold

41. A. respect¡¡¡¡¡¡¡¡¡¡¡¡¡¡ B. stand¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡ C. care¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡ D. know

42. A. polite¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡ B. defensive¡¡¡¡¡¡¡¡¡¡ C. vague¡¡¡¡¡¡¡¡¡¡¡¡¡¡ D. impatient

43. A. surprise¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡ B. chance¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡ C. answer¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡ D. turn

44. A. drugs¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡ B. loneliness¡¡¡¡¡¡¡¡¡¡ C. illness¡¡¡¡¡¡¡¡¡¡¡¡¡¡ D. sadness

45. A. tightly¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡ B. tearfully¡¡¡¡¡¡¡¡¡¡¡¡ C. angrily¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡ D. finally

46. A. passed¡¡¡¡¡¡¡¡¡¡¡¡¡¡ B. left¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡ C. died¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡ D. recovered

47. A. disaster¡¡¡¡¡¡¡¡¡¡¡¡¡¡ B. trouble¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡ C. disturbance¡¡¡¡¡¡ D. silence

48. A. signs¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡ B. effects¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡ C. causes¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡ D. results

49. A. way¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡ B. favor¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡ C. control¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡ D. side

50. A. help¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡ B. enjoy¡¡ ¡¡¡¡¡¡¡¡¡¡¡¡ C. destroy¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡ D. blame

51. A. attend¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡ B. volunteer¡¡¡¡¡¡¡¡¡¡ C. engage¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡ D. settle

52. A. health-awareness B. self-improvement C. self-protection D. drug-prevention

53. A. feel¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡ B. think¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡ C. act¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡ D. learn

54. A. Still¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡ B. Instead¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡ C. Therefore¡¡¡¡¡¡¡¡ D. Anyhow

55. A. use¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡ B. consequence¡¡¡¡ C. danger¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡ D. influence

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Educating girls quite possibly harvests a higher rate of benefit than any other investment available in the developing world. Women¡¯s education may be an unusual field for economists£¬ but increasing women¡¯s contribution to development is actually as much an economic as a social issue. And economics£¬ with its focus on rewards£¬ provides an explanation for why so many girls are deprived of(°þ¶á)an education.

Parents in low-income countries fail to invest in their daughters because they do not expect them to make an economic contribution to the family£º girls grow up only to marry into somebody else¡¯s family and bear children. Girls are thus seen as less valuable than boys and are kept at home to do housework while their brothers are sent to school ¡ª the predict becomes self-ffulfilling£¬ trapping women in a vicious circle (¶ñÐÔÑ­»·) of neglect.

An educated mother£¬ on the other hand£¬ has greater earning abilities outside the home and faces an entirely different set of choices. She is likely to have fewer but healthier children and can insist on the development of all her children£¬ ensuring that her daughters and sons are given fair chances. The education of her daughters then makes it much more likely that the next generation of girls£¬ as well as of boys£¬ will be educated and healthy. The vicious circle is thus transformed into a virtuous circle(Á¼ÐÔÑ­»·).

Few will argue that educating women has great social benefits. But it has enormous economic advantages as well. Most obviously£¬ there is the direct effect of education on the wages of female workers. Wages rise by 10 to 20 per cent for each additional year of schooling. Such big returns are impressive by the standard of other available investments£¬ but they are just the beginning. Educating women also has a significant impact on health practices£¬ including family planning.

Topic£º The significance of ¡¡80¡¡ in developing countries

Viewpoint

Educating girls is more ¡¡81¡¡ than any other investment.

From low-income families

From educated mothers¡¯ families

Attitudes

Girls are of ¡¡82¡¡  than boys.

Development should be for ¡¡83¡¡.

Practices

¡ñThere is ¡¡84¡¡ investment in daughters.

¡ñGirls are made to stay at home£¬ ¡¡85¡¡housework.

Girls and boys are sure to have ¡¡86¡¡.

Consequences

A vicious circle

¡¡87¡¡

¡¡88¡¡

Educating girls contributes to social benefits£¬ ¡¡89¡¡ and health practices£¬ including family planning.

Educating girls in developing countries is important and rewarding.

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¡¡ My first performance in front of an audience was coming up soon.

¡¡ I tried as hard as I could to remain 36¡¡ , but I had an empty feeling in my stomach. I stared down at my sweat-covered, 37¡¡ hands.

¡¡ I looked up again at the audience, realizing that these were ¡¡38 people. They were not just my mum and dad, who ¡¡39 say, "Good job!" even if I messed up the entire piece.

¡¡ What if I had the wrong music? What if I played the wrong notes?

¡¡ As it ¡¡40 , I was never able to answer these questions because the spotlight was ¡¡41 for me. I grasped my hands tightly together, drying off the sweat.

¡¡ Slowly I walked to the mulberry piano in the 42 of the room. It contained 88 demanding keys, which were waiting impatiently to be played£®I swallowed the golfball-sized lump£¨Â¡ÆðµÄ£© in my throat and sat down. 43 , I opened the music. Next, I rested my still shaking hands on the ivory keys.

¡¡ As my fingers played across the keys, I was becoming more ¡¡44 of my preparation for this moment. But the memory of my year of training came flooding back. I knew that I had practiced this piece ¡¡45 that I could play it backwards if ¡¡46 .

¡¡ Although at one point I accidentally played two keys¡¡ 47¡¡ the intended one, I continued to move my fingers automatically. My eyes burned holes into the page in front of me.

¡¡ There was no¡¡ 48¡¡ that I was going to lose my concentration. To keep this promise to myself, I leaned¡¡ 49 and focused carefully on the music.¡¡ 50 1 came to the end of the page, a warning ¡¡51 inside my head: DON' T MAKE A MISTAKE WHEN YOU TURN THE PAGE!

¡¡ Needless to say, I 52¡¡ myself with all my heart and mind. And, proud of my "page- turning" feat (¼¼ÒÕ), I finished the 53¡¡ of the piece without making a single mistake.

After the final note died away, a celebration went into action 54¡¡ my head. I had finished. I had mastered the¡¡ 55 .

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