The Town of Pressure and the Town of Pleasure were neighbors but had nothing in common. Residents built walls to      influence from the other town.

In Pressure,      struggled to be the very best. When women gave birth, they would      to have the baby with the loudest cry. There was violent competition in every aspect of life. Because     was the index (指数) of success, people were     busy making money, with     for relaxation. Some young people couldn’t bear the intensity and resorted to drink or drugs to escape.

_  , over in Pleasure, the motto was “As long as you like it, do it.” People grew up without      and     do anything they liked. Children played computer games day and night. At school, teachers didn’t _   whether students showed up or not. Workers might sit around the office      sipping coffee and doing nothing.      the lack of regulations, nobody worried about losing their jobs. It was      that mattered. No one had the      thought of moving forward, either for themselves or for the town. The computers they used were      models from Pressure.

Some of the young were addicted to      because of the meaninglessness of their lives. Then, people in the two towns began asking themselves, “What is     for?” But, just before life in the two towns completely     , there came a saint – Mr. Reason. He went from door to door, talking with people and giving advice. People in Pressure learnt to be      with what they had, while people in Pleasure began to make plans. They     the walls between them and built a road to connect the two. The towns’ people came to realize the truth—there is no space between Pressure and Pleasure if they don’t go to extremes.

1.A. connect                        B. keep                                 C. keep out                         D. prevent

2.A. everyone           B. anyone                    C. nobody                   D. somebody

3.A. have                     B. like                                    C. compete                          D. try

4.A. health                           B. joy                                     C. children                           D. wealth

5.A. seldom                          B. always                    C. hardly                               D. sometimes

6.A. much time          B. no reason                        C. many reasons                  D. no time

7.A. Meanwhile                  B. At the same time            C. Therefore                        D. Virtually

8.A. pleasure                       B. pressure                         C. work                                 D. happiness

9.A. must                     B. need                                 C. could                               D. dared

10.A. know                           B. find                                   C. recognize                         D. care

11.A. in the morning B. in the evening                 C. all day long            D. in the afternoon

12.A. Thanks to                  B. Regardless of                  C. Owe to                    D. According to

13.A. money                        B. time                                  C. pleasure                          D. pressure

14.A. strongest          B. slightest                           C. most                                  D. smallest

15.A. the old             B. the new                            C. the best                            D. the same

16.A. books                          B. work                                 C. money                              D. drugs

17.A. pressure           B. life                                    C. pleasure                           D. money

18.A. improved                   B. failed                               C. succeeded                       D. lived

19.A. content            B. surprised                         C. patient                              D. angry

20.A. built                            B. put down                         C. pulled down                   D. set up

My job was to make classroom observations and encourage a training program that would enable students to feel good about themselves and take charge of their lives. Donna was one of the volunteer teachers who participated in this  16 .

One day, I entered Donna’s classroom, took a seat in the back of the room and  17 . All the students were working  18  a task. The student next to me was filling her page with “I Can’ts.” “I can’t kick the soccer ball.” “I can’t get Debbie to like me.” Her page was half full and she showed no  19  of stopping. I walked down the row and found  20  was writing sentences, describing things they couldn’t do. ks5u

By this time the activity aroused my  21 , so I decided to check with the teacher to see what was going on  22  I noticed she too was busy writing. “I can’t get John’s mother to come for a parents’ meeting.” …… I felt it best not to  23 .

After another ten minutes, the students were  24  to fold the papers in half and bring them to the front. They placed their “I Can’t” statements into an empty shoe box. Then Donna  25  hers. She put the lid on the box, tucked it under her arm and headed out the door.  Students followed the teacher. I followed the students. Halfway down the hallway Donna got a shovel from the tool house, and then marched the students to the farthest corner of the playground. There they began to  26 . The box of “I Can’ts” was placed at the  27  of the hole and then quickly covered with dirt. At this point Donna announced, “Boys and girls, please join hands and  28  your heads.” They quickly formed a circle around the grave.

Donna delivered the eulogy （悼词）. “Friends, we gathered here today to  29  the memory of ‘I Can’t.’ He is  30  by his brothers and sisters ‘I Can’ and ‘I Will’. May ‘I Can’t’ rest in  31 . Amen!”

She turned the students  32  and marched them back into the classroom. They celebrated the  33  of “I Can’t”. Donna cut a large tombstone from paper. She wrote the words “I Can’t” at the top and the date at the bottom, then hung it in the classroom. On those rare occasions when a student  34  and said, “I Can’t,” Donna  35  pointed to the paper tombstone. The student then remembered that “I Can’t” was dead and chose other statement.

My job was to make classroom observations and encourage a training program that would enable students to feel good about themselves and take charge of their lives. Donna was one of the volunteer teachers who joined in this    41   . 

One day, I entered Donna’s classroom, took a seat in the back of the room and    42   . All the students were working    43    a task. The student next to me was filling her page with “I Can’ts.” “I can’t kick the soccer ball.” “I can’t get Debbie to like me.” Her page was half full and she showed no    44    of stopping. I walked down the row and found    45    was writing sentences, describing things they couldn’t do. 

By this time the activity aroused my    46   , so I decided to check with the teacher to see what was going on,    47    I noticed she too was busy writing. “I can’t get John’s mother to come for a parents’ meeting.” … I felt it best not to    48   . 

After another ten minutes, the students were    49    to fold the papers in half and bring them to the front. They placed their “I Can’t” statements into an empty shoe box. Then Donna      __50    hers. She put the lid on the box, tucked it under her arm and headed out the door.   Students followed the teacher. I followed the students. Halfway down the hallway, Donna got a shovel(铲子) from the tool house, and then marched the students to the farthest corner of the playground. There they began to    51   . The box of “I Can’ts” was placed at the    _52    of the hole and then quickly covered with dirt. At this point Donna announced, “Boys and girls, please join hands and    53    your heads.” They quickly formed a circle around the grave.5u

Donna delivered the eulogy（悼词）. “Friends, we gathered here today to    54    the memory of ‘I Can’t.’ He is    55    by his brothers and sisters ‘I Can’ and ‘I Will’. May ‘I Can’t’ rest in    56   . Amen!” 

She turned the students    57    and marched them back into the classroom. They celebrated the    58    of “I Can’t”. Donna cut a large tombstone from paper. She wrote the words “I Can’t” at the top and the date at the bottom, then hung it in the classroom. On those rare occasions when a student    59    and said, “I Can’t,” Donna   60    pointed to the paper tombstone. The student then remembered that “I Can’t” was dead and chose other statement. 

41. A. job                    B. project                          C. observation                   D. course

42. A. checked                   B. noticed                   C. watched                 D. waited 

43. A. on                            B. with                        C. as                     D. for 

44. A. scenes                    B. senses                           C. marks               D. signs 

45. A. nobody                    B. somebody               C. everyone         D. anyone 

46. A. curiosity           B. suspect                   C. sympathy         D. worry

47. A. and                   B. or                            C. but                  D. so 

48. A. insert                B. interrupt                C. talk                  D. request 

49. A. made                B. advised                   C. forced                     D. instructed

50. A. added               B. wrote                            C. made               D. folded 

51. A. cry                           B. pray                        C. dig                   D. play 

52. A. back                  B. bottom                   C. top                  D. edge 

53. A. drop                  B. raise                       C. fall                   D. lift 

54. A. keep                 B. thank                      C. forgive             D. honor 

55. A. remembered            B. punished                C. removed          D. replaced

56. A. silence                     B. heart                      C. peace                     D. memory

57. A. down                B. up                           C. off                   D. around 

58. A. birth                 B. passing                   C. loss                  D. starting 

59. A. awoke               B. reminded                C. forgot                     D. apologized

60. A. simply               B. hardly                            C. seriously          D. angrily 

完形填空 （共15小题；每小题1分，满分15分）

My job was to make classroom observations and encourage a training program that would enable students to feel good about themselves and take charge of their lives. Donna was one of the volunteer teachers who participated in this  36  .

One day, I entered Donna’s classroom, took a seat in the back of the room and    37  .All the students were working on a task. The student next to me was filling her page with “I Can’ts.” “I can’t kick the soccer ball.” “I can’t get Debbie to like me.” Her page was half full and she showed no    38    of stopping. I walked down the row and found   39   was writing sentences, describing things they couldn’t do.

By this time the activity aroused my    40    , so I decided to check with the teacher to see what was going on,    41     I noticed she too was busy writing “I can’t get John’s mother to come for a parents’ meeting.” …I felt it best not to interrupt.

After another ten minutes, the students were instructed to fold the papers in half and bring them to the front. They placed their “I Can’t” statements into an empty shoe box. Then Donna   42     hers. She put the lid on the box, tucked it under her arm and headed out the door.

Students followed the teacher. I followed the students. Halfway down the hallway Donna got a shovel(铲子) from the tool house, and then marched the students to the farthest corner of the playground. There they began to    43   . The box of “I Can’ts” was placed at the    44    of the hole and then quickly covered with dirt. At this point Donna announced, “Boys and girls, please join hands and     45     your heads.” They quickly formed a circle around the grave.

Donna delivered the eulogy(悼词).“Friends, we gathered here today to honor the memory of ‘I Can’t.’ He is   46   by his brothers and sisters ‘I Can’ and ‘I Will’. May ‘I Can’t’ rest in    47   . Amen!”

She turned the students    48     and marched them back into the classroom. They celebrated the    49     of “I Can’t”. Donna cut a large tombstone from paper. She wrote the words “I Can’t ”at the top and the date at the bottom, then hung it in the classroom. On those rare occasions when a student forgot and said, “I Can’t,” Donna    50     pointed to the paper tombstone. The student then remembered that “I Can’t” was dead and chose other statement.

A. job             B. project         C. observation           D. course

A. checked         B. noticed         C. watched             D. waited

A. scenes          B. senses          C. marks               D. signs

A. nobody         B. somebody       C. everyone             D. anyone

A. curiosity        B. suspect         C. sympathy             D. worry

A. and            B. or             C. but                  D. so

A. added          B. wrote           C. made               D. folded

A. cry            B. pray            C. dig                 D. play

A. back           B. bottom         C. top                  D. edge

A. drop           B. raise           C. fall                  D. lift

A. remembered    B. punished        C. removed              D. replaced

A. silence         B. heart           C. peace                D. memory

A. down          B. up             C. off                  D. around

A. birth          B. passing          C. loss                 D. starting

A. simply         B. hardly          C. seriously             D. angrily