When John Milton, writer of “Paradise Lost”, entered Cambridge University, in 1625, he was already skilled in Latin after seven years of studying it as his second language at St. Paul’s School, London. Like all English boys who prepared for college in grammar schools, he had learned not only to read Latin but also to speak and write it smoothly and correctly. His pronunciation of Latin was English, however, and seemed to have sounded strange to his friends when he later visited Italy.

　　Schoolboys gained their skill in Latin in a bitter way. They kept in mind the rules to make learning by heart easier. They first made a word-for-word translation and then an idiomatic translation into English. As they increased their skill, they translated their English back into Latin without referring to the book and then compared their translation with the original. The schoolmaster was always at hand to encourage them. All schoolmasters believed Latin should be beaten in.

　　After several years of study, the boys began to write compositions in imitation(模仿) of the Latin writers they read. And as they began to read Latin poems, they began to write poems in Latin. Because Milton was already a poet at ten, his poems were much better than those painfully put together by the other boys. During the seven years Milton spent at university, he made regular use of his command of Latin. He wrote some excellent Latin poems, which he published among his works in 1645.

59. What does the passage mainly tell about?

　　A. How John Milton wrote “Paradise Lost”.

　　B. How John Milton studied Latin.

　　C. How John Milton became famous.

　　D. How John Milton became a poet.

60. Which of the following is true of John Milton’s pronunciation of Latin?

　　A. It has a strong Italian accent.

　　B. It was bad and difficult to understand.

　　C. It was natural and easy to understand.

D. It has an uncommon accent.

61. It can be inferred from the passage that _____.

　　A. Milton's classmates learned Latin harder but worse than Milton

　　B. Milton hadn’t learned any foreign language except Latin before going to college

　　C. Milton’s Italian friends helped him with Latin when talking

　　D. Milton’s training in Latin was similar to that of the other boys

62. Which of the following is suggested in the passage?

　　A. The schoolmaster mainly helped those who were bad at Latin.

　　B. The schoolboys could repeat Latin grammar rules from memory.

　　C. The schoolmaster usually stood beside the boys with a stick in his hand.

　　D. Some of the schoolboys were quick at writing compositions in Latin.

63. What is the meaning of the underlined part “Latin should be beaten in” that the writer wishes you to understand?

　　A. Schoolboys should be punished if they were lazy to learn Latin.

　　B. Schoolboys should be encouraged if they had difficulty in learning Latin.

　　C. Schoolboys had to study Latin in a hard way.

       D. Schoolboys were expected to master Latin in a short time.

When John Milton, writer of “Paradise Lost”, entered Cambridge University, in 1625, he was already skilled in Latin after seven years of studying it as his second language at St. Paul’s School, London. Like all English boys who prepared for college in grammar schools, he had learned not only to read Latin but also to speak and write it smoothly and correctly. His pronunciation of Latin was English, however, and seemed to have sounded strange to his friends when he later visited Italy.

　　Schoolboys gained their skill in Latin in a bitter way. They kept in mind the rules to make learning by heart easier. They first made a word-for-word translation and then an idiomatic translation into English. As they increased their skill, they translated their English back into Latin without referring to the book and then compared their translation with the original. The schoolmaster was always at hand to encourage them. All schoolmasters believed Latin should be beaten in.

　　After several years of study, the boys began to write compositions in imitation(模仿) of the Latin writers they read. And as they began to read Latin poems, they began to write poems in Latin. Because Milton was already a poet at ten, his poems were much better than those painfully put together by the other boys. During the seven years Milton spent at university, he made regular use of his command of Latin. He wrote some excellent Latin poems, which he published among his works in 1645.

1. What does the passage mainly tell about?

　　A. How John Milton wrote “Paradise Lost”.　　 B. How John Milton studied Latin.

　　C. How John Milton became famous.　　          D. How John Milton became a poet.

2. Which of the following is true of John Milton’s pronunciation of Latin?

　　A. It has a strong Italian accent.　　                  B. It was bad and difficult to understand.

　　C. It was natural and easy to understand.            D. It has an uncommon accent.

3. It can be inferred from the passage that _____.

　　A. Milton's classmates learned Latin harder but worse than Milton

　　B. Milton hadn’t learned any foreign language except Latin before going to college

　　C. Milton’s Italian friends helped him with Latin when talking

　　D. Milton’s training in Latin was similar to that of the other boys

4. Which of the following is suggested in the passage?

　　A. The schoolmaster mainly helped those who were bad at Latin.

　　B. The schoolboys could repeat Latin grammar rules from memory.

　　C. The schoolmaster usually stood beside the boys with a stick in his hand.

　　D. Some of the schoolboys were quick at writing compositions in Latin.

5. What is the meaning of the underlined part “Latin should be beaten in” that the writer wishes you to understand?

　　A. Schoolboys should be punished if they were lazy to learn Latin.

　　B. Schoolboys should be encouraged if they had difficulty in learning Latin.

　　C. Schoolboys had to study Latin in a hard way.

       D. Schoolboys were expected to master Latin in a short time.

阅读下面短文，根据所读内容在文后第76至第85小题的空格里填上适当的单词或短语。注意：每空不超过3 个单词。

When Joe Bates was twelve years old, he lost interest in school. He stopped listening in his classes. Some of his teachers began to consider him a problem.

But a few of Joe's teachers thought that Joe might have lost interest in schoolwork because he already understood it. They proposed that Joe try taking a university class in computer science. Joe did. He was the best student in the class. Later tests showed that his intelligence and knowledge were far greater than most children of his age. He entered the university when he was thirteen, about four years earlier than most children. And by the time he was in his early twenties, Joe was teaching computer science at a university.

Joe's story shows what can happen when a child's unusual ability is recognized. Sadly, however, not all gifted children get this recognition. And educational experts say unusually gifted children may waste their abilities if they do not get help to develop them.

Studies show that almost twenty percent of the students who fail to complete high school in the United States are gifted children.

This is because gifted children can have special problems as well as special abilities. Teachers may not recognize their abilities, or may not know how to keep them interested. Or they may consider such students to be trouble-makers or rebels.

Gifted children may feel lonely or different because they do not know other children who share their interests.

Educators say there are more than two million gifted children in the United States today. But they say fewer than half are taking part in special education programs designed for them.

One of the most successful programs is held every summer at John Hopkins University in the state of Maryland, where Joe Bates went to school. It started in 1980 when educators saw that there must be many children like Joe.

At first, only 100 children took part, now more than 1000 children between the ages of nine and sixteen are students in the summer program.

The John Hopkins program provides studies in math and science. It also has classes for children with unusual ability in language and writing. The children study the same subject every day for several weeks. It could be biology, or history, or English literature. In those few weeks, they learn as much as in a normal nine-month school year.

William Durden, the director says the program succeeds because it permits children to make progress more quickly than in a traditional program. And the children get to meet others like themselves.

Title: 76. ___________________