Many of us have heard stories about teachers who can “see” into a student’s future. Even if a student is not performing well, they can predict success. We are convinced that this ability, this gift, is evidence that they were “called to teach.” If the gift of sight is evidence, how greater must be the gift of touch. I have a story.

I grew up in the fifties in a poor African American neighborhood in Stockton, California, that had neither sidewalks nor an elementary school. Each day, always in groups at our parents’ insistence, my friends and I would leave home early enough to walk eight blocks to school and be in our seats when the bell rang. For four blocks, we walked on dusty roads. By the fifth block, we walked on sidewalks that led to lovely homes and to Fair Oaks Elementary School. It was at Fair Oaks, in a sixth grade English class, that I met Ms. Victoria Hunter, a teacher who had a huge influence on my life.

During reading periods, she would walk around the room, stop at our desks, stand over us for a second or two, and then touch us. Without saying anything to us (nothing could break the silence of reading periods), she would place two fingers lightly on our throats and hold them there for seconds. I learned many years later when I was a student at Stanford University that teachers touch the throat of students to check for sub-vocalization (默读), which slows down the reading speed. I did not know at the time why Ms. Hunter was touching our throats, but I was a serious and respectful student and so, during silent reading period, I did what Ms. Hunter told us to do. I kept my eyes on the material I was reading and waited for her to place her fingers lightly on my throat.

One day, out of curiosity, I raised my head from my book — though not high — so that I could see Ms. Hunter, a white woman from Canada, moving up and down the rows, stopping at the desks of my classmates. I wanted to see how they reacted when she touched their throats. She walked past them. I was confused. Did she pass them by because they were model students? What did we, the students who were touched, not do right? I sat up straighter in my chair, thinking that my way of sitting might be the problem. I was confused. Several days later, I watched again, this time raising my head a little higher. Nothing changed. Ms. Hunter touched the same students. Always, she touched me.

She touched me with her hands. She also touched me with her belief in my ability to achieve. She motivated me by demanding the best from me and by letting teachers I would meet in junior high school know that I should be challenged, that I would be serious about my work. I am convinced that she touched me because she could “see” me in the future. That was true of all of us at Fair Oaks who sat still and silent as Ms. Hunter placed her fingers lightly on our throats. We left Fair Oaks as “best students,” entered John Marshall Junior High School, finished at the top of our high school class, and went on to earn graduate degrees in various subjects. Ms. Hunter saw us achieving and she touched us to make certain that we would.

I was not surprised that she came to my graduation ceremony at Edison High School in Stockton or that she talked to me about finishing college and earning a Ph. D. She expected that of me. She gave me a beautifully wrapped box. Inside was a gift, the beauty of which multiplies even as it touches me: a necklace to which I can add charms for each stage of my life.

1.According to the writer, what is a special ability many good teachers possess?

A. The ability to make all students behave well.

B. The ability to treat different students in the same way.

C. The ability to discover a student’s potential to succeed.

D. The ability to predict the near future of a poor student.

2.When she saw Ms. Hunter walk past some students without touching their throats, the writer felt ______.

A. disturbed????????????? B. puzzled????????????? C. ashamed????????????? D. annoyed

3.What does the writer mean by “a necklace to which I can add charms for each stage of my life” (paragraph 6)?

A. A gift which encourages me to do well on the journey of my life.

B. A gift which becomes more and more valuable as time goes by.

C. A necklace which I wear on all important occasions in my life.

D. A necklace which suits me and adds to my charm.

4.Which of the following serves as the best title for the story?

A. Ms. Hunter’s Surprise????????????? B. Ms. Hunter’s Challenge

C. A Teacher’s Touch? ????????????? D. A Teacher’s Memory

完形填空：（共30分，每小题1.5分）
My 14-year-old son, John,  and I                       
Spotted（挑出，察觉） the coat at the same time.  It was              
hanging at a （an）  36   clothing store. 
The coat had a black velvet collar（天鹅绒衣领）,  delightful
tailoring,  a Fifth Avenue label （标签） and a （an）37   price of  $28.
We looked at   38  , saying nothing, 39  John’s eyes shone.  Dark, woolen topcoats were popular just then with   40  ,  but could    41  several hundred dollars new.
John  42  the coat.  He turned from side to side, eyeing himself in the mirror with a serious,  studied 43 that soon changed into a smile.  The  44  was perfect.  John wore the coat to school the next day and came home wearing a big smile.  “How did the kids like your coat? ”  I asked.  “They love it. ” He said, carefully    45 it over the chair and smoothing it flat.
Over the next few weeks, the _____46_____came over Jone. Quiet reasoned discussion was____47____argument. He became more thoughtful and eager to ___48______.“good dinner, Mum”he would say every evening .One day when I suggested that he might start on homework before dinner, John said,“You are right, and I guess I will.”
When I    49  this to one of his teachers and remarked that I didn’t know   50 caused the changes,  she said with laughter,  “It must be his coat! ” At the library,  we  51 to meet a friend who had not seen our children for a long time.  “  52 this be John? ” He asked,  looking up to John’s new height and coat,  and extending his hand,  one gentleman to another.
John and I both knew we should never 53 a person’s clothes for the real person within them.  But there is something to be said for   54  a standard of excellence for the world to see,  for practicing standard of excellence in thought,  speech and behavior,  and for   55 what is on the inside with what is on the outside.

【小题11】

A．happiness B．satisfaction C．change D．generosity

Few people realize that there is a big difference between formal English and informal English. Formal English is used for most writing, and often in public speaking and formal meetings. It pays close attention to grammar rules, because if we use proper grammar, our meaning is often more precise. Also, on important occasions, we do not want to appear uneducated or to offend (冒犯) others, so we are very careful about how we speak. Informal English is used in speaking or writing to our friends and family. It often does not pay such close attention to grammar rules, because when we speak or write to them, we want our words to flow quickly. Also, with our friends and family, we are usually not so worried about appearing uneducated or about offending them by how we write or speak.
A big difference between formal and informal English is the use of contractions. A contraction is where we make a word shorter or where we put two words together and take away some of the letters. For example, instead of saying “do not”, many people say “don’t”. Using contractions in our speech is fine because it sounds natural, especially when we speak to our friends. In formal writing, however, contractions are usually avoided because people might think that you have made a mistake, or that you do not know proper grammar.
In the same way we might make words shorter, in informal English we often make sentences shorter as well. For example, if someone asks you your name, you will likely answer with one word: your first name. However, in formal English we usually use complete sentences. For example, we might write “My name is John”. In most speaking, we may not need to use every word in a sentence because the person we are speaking to will probably still understand us. In most writing, however, every word in a sentence must be written out in order to make sure that we can be understood.
【小题1】When we use formal English, _______.

Few people realize that there is a big difference between formal English and informal English. Formal English is used for most writing, and often in public speaking and formal meetings. It pays close attention to grammar rules, because if we use proper grammar, our meaning is often more precise. Also, on important occasions, we do not want to appear uneducated or to offend (冒犯) others, so we are very careful about how we speak. Informal English is used in speaking or writing to our friends and family. It often does not pay such close attention to grammar rules, because when we speak or write to them, we want our words to flow quickly. Also, with our friends and family, we are usually not so worried about appearing uneducated or about offending them by how we write or speak.

A big difference between formal and informal English is the use of contractions. A contraction is where we make a word shorter or where we put two words together and take away some of the letters. For example, instead of saying “do not”, many people say “don’t”. Using contractions in our speech is fine because it sounds natural, especially when we speak to our friends. In formal writing, however, contractions are usually avoided because people might think that you have made a mistake, or that you do not know proper grammar.

In the same way we might make words shorter, in informal English we often make sentences shorter as well. For example, if someone asks you your name, you will likely answer with one word: your first name. However, in formal English we usually use complete sentences. For example, we might write “My name is John”. In most speaking, we may not need to use every word in a sentence because the person we are speaking to will probably still understand us. In most writing, however, every word in a sentence must be written out in order to make sure that we can be understood.

1.When we use formal English, _______.

A．we will offend others

B．we will appear educated on important occasions

C．we needn’t pay more attention to grammar rules

D．we can express ourselves more directly and more quickly

2.What’s the meaning of the underlined word “precise”?

A．clear             B．direct            C．puzzling           D．simple

3.Contractions are best used when we are _______.

A．speaking at a formal meeting               B．speaking in public

C．speaking to our friends                   D．writing an application (申请) letter

4.In speaking, we do not always use complete sentences because ______.

A．we do not care about grammar             B．we do not want to sound stupid

C．we can still be understood                D．we don’t want to waste time

信息匹配（共5小题；每小题2分，满分10分）
阅读下列应用文及相关信息，并按照要求匹配信息。请在答题卡上将对应题号的相应选项字母涂黑。
首先请阅读下列汽车广告的信息：

A Renault Menage: This luxury car provides a comfortable driving experience and is packed full of extras (GPS, electric seats, automatic park brake etc). But its powerful engine means you had better be prepared for a big fuel bill each week. Price: $ 85,000
B Hyundai i20: Ideal for short journeys but lacks the power and comfort needed to make long-distance driving enjoyable. Still, at this price you can’t complain and you’ll be smiling when you have to fill up the tank too. Price: $8,000
C Fiat 500: Although expensive, it will soon pay for itself with the money you save on petrol. It has the most efficient and cleanest petrol-powered engine currently available. Its size, easy handling and luxury interior make it ideal for city driving. Price: $ 35, 999
D Land Rover Discovery: With seating for 7, this car is suitable for all driving conditions. It has the control needed for inner city driving and the power required for rough roads and carrying heavy loads. But it’s among the least fuel efficient vehicles in its class. Price: $ 51, 999
E GM Transit: It packs an impressive amount of room inside. It steers nicely, is fuel efficient and has a commanding driving position. But the lack of rear side windows and a noisy interior limit its appeal as a people mover. Price: $ 22,499
F Ford Wagon: With room for 12 passengers, it combines the toughness and power needed for long-distance journeys with all the comforts that will keep passengers satisfied. Its optional luggage roof racks also mean nothing will ever have to be left behind. Price: $42,000