One day, Miss Ellis gave her pupils a new kind of homework: homework on happiness. Her pupils would be “happiness   1  ”, and were to see what would happen when they tried to bring happiness to those around them. As part of their homework, all the students did really    2  , wonderful things, but what Carla Chalmers did left everyone    3  . Several days after the homework had been handed out, Carla turned up carrying a big bag.
“Here in this bag I have all the happiness I’ve collected so far,” she said    4  . On seeing this, everyone was filled with    5  , but Carla didn’t want to show anyone what was in the bag. Instead, she pulled out a small box and gave it to her teacher. When Miss Ellis had taken the box, Carla took a(n)    6   camera out of her own pocket and stood with it at the ready.
“Open it, Miss Ellis.”
The teacher slowly opened the box and looked inside. A big smile    7   on her face, and at that moment Carla took a photo, Carla’s photo came out of the camera immediately, and she    8    
it to Miss Ellis along with a sheet of paper. The teacher read the paper in silence, and when she, had finished, she gestured at the    9  .
“Oh, so it’s…”
“Yes!”   10   Carla, opening the bag. “It’s a great big pile of smiles!”
She opened the bag and photos of different    11   fell out.
The rest of the class tried to    12   how Carla had managed to create such a great big chain of happiness. All there in the box was a photo of a big smile. But everyone who had seen it felt happiness being transmitted（传送）to them, and in return, without    13  , every person    14   with a  smile of their own.
She managed to    15   understanding of the smile truth that every time you smile you are sending a gift to the world.

He was 11 years old and often went fishing. On the day before bass (鲈鱼) season opened, he and his father were fishing early in the evening.
When his pole doubled over, he knew something huge was on the other end. His father watched with admiration as the boy skillfully worked the fish. Finally, he lifted the tired fish from the water. It was the largest one he had ever seen, but it was a bass.
Lighting a match, the father looked at his watch. It was 10 pm — two hours before the season opened. He looked at the fish, then at the boy, saying, “You’ll have to put it back, Son.”
Looking around, he saw no other fisherman or boats. Even so, the boy could tell from his father’s voice that the decision couldn’t be changed. He threw the huge bass into the water. The boy thought that he would never again see such a big fish.
That was 34 years ago. Today the boy is a successful architect (建筑师) in New York. He often takes his son to fish at the same place.
And he was right. He has never again caught such a large fish as the one he got that night long ago. But he does see that same fish… again and again… every time he has an ethical (道德的) decision to make. As his father had taught him, ethics are simple matters of right and wrong. It is only the practice of ethics that is difficult.
【小题1】Seeing the boy skillfully pulling a big fish out of the water, the father felt __________.

A．they discussed how to deal with the fish

B．the boy threw the bass back into the water gladly

C．the father made a decision that the fish must be set free

D．they were worried that other fisherman might know what they had done

Several years ago, a student working on a research project in my laboratory approached me with concern.“I’m doing something wrong,”she exclaimed. I had seen her research results and knew she was making good progress, so I was surprised to hear that she was having a problem. Over the next several days we went through her experiment; yet I could not find a problem. Finally, I asked her,“Why do you think you’re doing something wrong?” “Because I’m not getting what you said I should get,”she replied with some confusion.
Her response shocked me. I had not told her what she“should get”, but we had discussed some published hypotheses(假说) several weeks earlier. On seeing the research data that did not fit these predictions, I recognized that she had a new finding and came to change my hypotheses. But she was interpreting her results as a mistake. With almost four years of a college science major behind her, this student still had the common misunderstanding that science is a boring exercise in proving something we already know to be true.
But how can this happen? Throughout school, science is often described in textbooks as a series of“known”facts and figures; for example, DNA is a double helix; earthquakes occur at plate boundaries, etc. Unfortunately, the process by which these discoveries were made and how they fit into scientific progress are often ignored in the classroom. These details help show the nature of scientific discoveries and the tails help show the nature of scientific discoveries and the skepticism(质疑) that goes with new discoveries before they are accepted.
Understanding science is more than memorizing that DNA is a double helix. It is to have the ability to take in new information on diet, exercise, or disease and apply it to our own lives. Understanding the process of science and scientific problem-solving can help us make better decisions every day.
【小题1】The student thought her research project had gone wrong because       .

单词拼写（本题有10小题，每空0.5分，共5分）

1. A t________ is a person who is aged from13 to 19.

2.After he g_________ from college, Li Hong made up her mind to travel around the world.

3.Words and p__________ are important in English learning.

4.The villagers were all p__________ at the meeting that night.

5.He tried his best, and f_________ he passed the driving test.

6.More and more students go to school with their mobile phones. What’s your a_______ to it?

7.Seeing the funny film, the children b_______ into laughter.

8.Back from the cinema, the couple were s _________on seeing their house broken in.

9.The dead body of a person used to be b________ under the earth.

10.Which kind of t________ do you like to use: bus or train？

The English, as a race, are very different in many ways from all other nationalities, including their closest neighbors, the French, the Belgians and the Dutch. It is claimed that living on an island separated from the rest of Europe has much to do with it. Whatever the reasons are, it may be fairly stated that the Englishman has developed many attitudes and habits which distinguish him from other nationalities.

Broadly speaking, the Englishman is a quiet, shy, reserved person who is fully relaxed only among people he knows well. In the presence of strangers or foreigners he often seems restrained, even embarrassed. You have only to witness a city train any morning or evening to see the truth of this. Serious-looking businessmen and women sit reading their newspapers or having a light sleep in a corner, and no one speaks. In fact, to do so would seem most unusual. An Englishman, pretending to be giving advice to overseas visitors, once suggested, “On entering a railway carriage, shake hands with all the passengers.” Needless to say, he was not being serious. There is an unwritten but clearly understood code of behavior which, if broken, makes the person immediately suspected.

In many parts of the world it is quite normal to show openly extremes of enthusiasm, emotion, excitement, etc, often accompanied by appropriate gesture. The Englishman is somewhat different. Of course, an Englishman feels no less deeply than anyone of a different nationality, but he tends to display his feelings far less. This is reflected in his use of language. Imagine a man commenting on the great beauty of a young girl. A more emotional man might describe her state “Oh, she is a goddess”, whereas an Englishman might just say “Oh, she’s all right.” An Englishman who has seen a highly successful and enjoyable film recommends it to a friend by commenting, “It’s not bad you know”, or on seeing some very unusual scenery he might convey (表达) his pleasure by saying, “Nice, yes, very nice.” The overseas visitor must not be disappointed by this apparent lack of interest and involvement. Instead, he must realize that “all right,” “not bad,” and “nice,” very often have the sense of “first-class,” “excellent,” “beautiful”. This unique style of language use is particularly common in England, and is known as restrained statement.

1.According to the passage, the English are different from other nationalities in _______.

A. habits           B. attitudes          C. character          D. all of the above

2.The underlined word “restrained” in the second paragraph probably means “_______”. 

A. calm and controlled   B. polite and friendly    

C. nervous and quiet   D. silent and kind

3.In Britain, if you don’t want other people to think you are strange, you’d better _______.

A. talk with others as much as possible        

B. behave just like the English do

C. say nothing about yourself                  

D. shake hands with everyone you meet

4.If an Englishman says “all right”, it may mean “_______”.  

A. not bad              B. correct          C. quite right          D. wonderful

5.From the passage, we can infer that an Englishman _______.

A. doesn’t like to show his feelings so much  

B. has less emotion than people of other nationalities

C. finds it easy to express his emotion        

D. likes to have a joke with strangers