When I was young,my parents ran a snack bar in our small town.

One evening in early April,my mother told me to fill in at the snack bar 36　 a worker who had the flu.I told her I would mess it up, 37 I had never worked at the bar before.I 　38　

that instead of making money,I would end up owing it.

“You can do it,”said my mother.“　 39　 ,you won’t get much business until lunch.”

“But I’ll never remember the orders,and I’m no good ___40_ money.Please,Mom,don’t

　 41　 me.”

“Then I’ll help you,”she said.

I shrugged my shoulders.I thought my mother’s　　 42　　 was a bad one,but I 　　 43　　 .

When I got to the bar the next day,I found my mother was　 44　 .Because the weather that day was rainy and cold,people wanted hot snacks and drinks.　 45　 ,I was really slow at taking the orders and making change.The line of people grew,and everybody seemed　 46　 .I was so nervous that my hands shook,and I 　 47 a cup into pieces.What a mess!Then my mother came to　 48 me,and she also showed me how to make　 49　 .If someone gave me $5 for something that cost $3.25,I handed over　 50　 quarters and a dollar and said,“75 cents makes four dollars,plus one dollar makes five.”Things went more　 51　 after that.

By the end of the day,I could remember orders,　 52　 the bill,and make change quickly with a smile.I was even a little　 53　 when the sun came out and dried up business.My mother said she was proud of me,and when she　 54　 that I work at the snack bar again next year,I did not even shrug.I was too busy　 55　 the restaurant I would open one day.

36.A.to　　　　　　　　　　　　 B.for　　　　　　　　　　 C.after　　　　　　　　　　　　 D.over

37.A.because　　　　　　　 B.though　　　　　　　 C.until　　　　　　　　　　　　 D.while

38.A.promised　　　　　　　　　　 B.noticed　　　　　　　 C.worried　　　　　　　　　　 D.hoped

39.A.Therefore　　　　　　 B.However　　　　　 C.Besides　　　　　　　　　　 D.Yet

40.A.of　　　　　　　　　　　 B.on　　　　　　　　　　 C.about　　　　　　　　　　　 D.with

41.A.blame　　　　　　　　　 B.fool　　　　　　　　　 C.frighten　　　　　　　　　　 D.make

42.A.idea　　　　　　　　　　 B.bar　　　　　　　　　　 C.day　　　　　　　　　　　　　 D.answer

43.A.guessed　　　　　　　 B.obeyed　　　　　　　 C.begged　　　　　　　　　　 D.admitted

44.A.angry　　　　　　　　　 B.sad　　　　　　　　　 C.wrong　　　　　　　　　　　 D.ashamed

45.A.At least　　　　　　　　 B.At last　　　　　　　 C.At most　　　　　　　　　　 D.At first

46.A.surprised　　　　　　　　　　 B.impolite　　　　　　 C.pleased　　　　　　　　　　 D.impatient

47.A.damaged　　　　　　　 B.destroyed　　　　　 C.broke　　　　　　　　　　　 D.ruined

48.A.scold　　　　　　　　　 B.help　　　　　　　　　 C.beat　　　　　　　　　　　　 D.save

49.A.money　　　　　　　　 B.lunch　　　　　　　　 C.coffee　　　　　　　　　　　 D.change

50.A.two　　　　　　　　　　 B.three　　　　　　　　 C.four　　　　　　　　　　　　 D.five

51.A.smoothly　　　　　　　　　　 B.fairly　　　　　　　　 C.simply　　　　　　　　　　　 D.conveniently

52.A.turn in　　　　　　　　 B.count out　　　　　 C.take over　　　　　　　　　 D.add up

53.A.discouraged　　　　 B.disturbed　　　　　 C.disappointed　　　　　　 D.distrusted

54.A.thought　　　　　　　　 B.stated　　　　　　　　 C.announced　　　　　　　　 D.suggested

55.A.imagining　　　　　　 B.preparing　　　　　 C.examining　　　　　　　　 D.describing

When your kids were six or seven, you sent them to school. Did you ever wonder what goes through a teacher's　 __36__　 as he or she tries to teach your kids? Did you ever wonder what the teacher　 __37__　 from you，the parents?

Parents can be　 __38__　 or suspicious. They can be of great help to the teacher　 __39__ be in need of help themselves. Some teachers think parents are too　 __40__　 on their children. Here is　 __41__　 one teacher puts it.

“I usually have the　 __42__　 of parents coming in and 　__43__　 me how much they care about the kids' education and how they really　 __44__ their kids. They tell me they stand and　 __45__　 them closely when they do their homework. Sometimes they　 __46__　 offer help with the kids' lessons as if they were teachers. They check their school work, and are too sensitive to　 __47__. They blame the kids on everything having to do　 __48__ school. When a parent asks me how his or her kid is getting on in my class, my answer usually is‘Well, you know，he is　 __49__　 a good kid. He is fine in my class. Maybe you don't have to be so　 __50__　 with your kid.’”

Teachers want parents to know that they are professionals at　 __51__　 with children. They have　 __52__　 many children and even parents. Because of this, teachers can be　 __53__　 at educating children. Teachers are　 __54__　 that parents want their children to do well, but they know more about what children should be able to do at different ages and　 __55__.

36．A.heart　　 　　　 B．mind　 　C．soul　　　 　 D．spirit

37．A.reflects 　 B．results C．benefits D．expects

38．A.effective B．attentive C．supportive 　 D．positive

39．A.but　 B．or C．thus 　　 D．as

40．A.hard B．keen C．dependent 　　 D．crazy

41．A.where 　　 B．how C．when 　 D．why

42．A.problems B．contracts C．accidents 　　 D．agreements

43．A.advising　 B．examining C．telling　 D．instructing

44．A.help with B．deal with C．make up　 　　 D．give up

45．A.connect 　 B．guide C．watch 　 D．inspire

46．A.even B．already C．still 　　　 D．merely

47．A.marks　 　 B．efforts C．pains 　　 D．words

48．A.at　 　 B．beyond C．in D．with

49．A.nearly 　　 B．really C．seldom　 　　　 D．hardly

50．A.satisfied　 B．careful C．strict 　　 D．cautious

51．A.working 　 B．playing C．staying D．joking

52．A.fed 　 B．observed C．attended 　　　 D．greeted

53．A.pleased 　 B．worried C．disappointed D．experienced

54．A.content 　 B．doubtful C．aware 　 D．suspicious

55．A.stages 　　 B．classes C．schools D．projects

A major source of teen stress is school exams, and test anxiety is not uncommon. When you recognize your teen is under stress, how can parents help your teen stay calm before an exam?

　　Be involved (介入，参与). Parents need to be involved in their teen’s work. 　1.　What they look for is your patience—to talk, to cry, or simply to sit with them quietly. Communicate openly with your teen. Encourage your teen to express her worries and fears, but don’t let them focus on those fears.

　　Help them get organized. 　2.　Together, you and your teen can work out a timetable in which she can study for what she knows will be on the test.

　　Provide a calm setting. Help your teen set up a quiet place to study and protect her privacy. Give them a nutritious diet. It is important for your teen to eat a healthy, balanced diet during exam times to focus and do her best. 　3.　If this happens, encourage your teen to eat light meals or sandwiches.

　　　4.　Persuade your teenager to get some sleep and/or do something active when she needs a real break from studying. Help your teen balance her time so that she will feel comfortable taking time out from studying to spend time with friends or rest.

　　Show a positive attitude. 　5.　Your panic, anxiety and blame contribute to your teen’s pressure. Make your teen feel accepted and valued for her efforts. Most importantly, reassure your teen that things will be all right, no matter what the results are.

A．Exam stress can make some teens lose their appetite.

B．Help your teen think about what she has to study and plan accordingly.

C．They will only make the situation worse.

D．Encourage your teen to relax

E. Your teen may also make negative comments about themselves.

F. A parent’s attitude will affect their teen’s emotions.

G. The best thing is simply to be there.

We’ve reached a strange—some would say unusual—point. While fighting world hunger continues to be the matter of vital importance according to a recent report from the World Health Organization (WHO), more people now die from being overweight, or say, from being extremely fat, than from being underweight. It’s the good life that’s more likely to kill us these days.

　　Worse, nearly l8 million children under the age of five around the world are estimated to be overweight. What’s going on?

　　We really don’t have many excuses for our weight problems. The dangers of the problem have been drilled into us by public-health campaigns since 2001 and the message is getting through—up to a point.

　　In the 1970s, Finland, for example, had the highest rate of heart disease in the world and being overweight was its main cause. Not any more. A public-health campaign has greatly reduced the number of heart disease deaths by 80 per cent over the past three decades.

　　Maybe that explains why the percentage of people in Finland taking diet pills doubled between 2001 and 2005, and doctors even offer surgery of removing fat inside and change the shape of the body. That has become a sort of fashion. No wonder it ranks as the world’s most body-conscious country.

　　We know what we should be doing to lose weight—but actually doing it is another matter. By far the most popular excuse is not taking enough exercise. More than half of us admit we lack willpower.

　　Others blame good food. They say: it’s just too inviting and it makes them overeat. Still others lay the blame on the Americans, complaining that pounds have piled on thanks to eating too much American-style fast food.

　　Some also blame their parents—their genes. But unfortunately, the parents are wronged because they’re normal in shape, or rather slim.

　　It’s a similar story around the world, although people are relatively unlikely to have tried to lose weight. Parents are eager to see their kids shape up. Do as I say—not as I do.

　　59. What is the “strange” point mentioned in the first sentence?  A

　　A. The good life is a greater risk than the bad life.

　　B. Starvation is taking more people’s lives in the world.

　　C. WHO report shows people’s unawareness of food safety.

　　D. Overweight issue remains unresolved despite WHO’s efforts.

　　60. Why does the author think that people have no excuse for being overweight?

　　A. A lot of effective diet pills are available.

　　B. Body image has nothing to do with good food.

　　C. They have been made fully aware of its dangers. C

　　D. There are too many overweight people in the world.

　　61. The example of Finland is used to illustrate ______. C

　　A. the cause of heart disease

　　B. the fashion of body shaping

　　C. the effectiveness of a campaign

　　D. the history of a body-conscious country

　　62. Which would be the best title for the passage? A

　　A. Actions or Excuses?

　　B. Overweight or Underweight?

　　C. WHO in a Dilemma

　　D. No Longer Dying of Hunger

Ⅲ．Reading Comprehension
Section A
Some personal characteristics play an important role in the development of one’s intelligence．But people fail to realize the importance of training these factors in young people．
The so-called “non-intelligence factors” include one’s feelings, will, motivation, interests and habits．After a 30-year follow up study of 8,000 males, American psychologists50that the main cause of disparities in intelligence is not intelligence51      , but non-intelligence factors including the desire to learn, will power and self-confidence．
52people all know that one should have definite objectives, a strong will and good learning habits, quite a number of teachers and parents don’t pay much attention to      53     these factors．
Some parents are greatly worried when their children fail to do well in their studies．They blame either genetic factors, malnutrition（营养不良） or laziness, but they never take54consideration these non-intelligence factors．At the same time, some teachers don’t inquire into these, as reasons55students do poorly．They simply give them more courses and exercises, or56     criticize or laugh at them．After all, these students lose self-confidence．Some of them just feel defeated and57themselves up as hopeless．Others may go astray（堕落）because they are sick of learning．An investigation of more than 1,000 middle school students in Shanghai showed that 46．5 percent of them were58of learning, because of examinations, 36．4 percent lacked persistence, initiative and consciousness and 10．3 percent were sick of learning．
It is clear that the lack of cultivation of non-intelligence factors has been a main      59
to intelligence development in teenagers．It even causes an imbalance between physiological and 　60　 development among a few students．
If we don’t start now to61the cultivation of non-intelligence factors, it will not only affect the development of the intelligence of teenagers, but also affect the quality of a whole generation．Some experts have put forward62about how to cultivate students’ non-intelligence factors．
First, parents and teachers should63understand teenage psychology．On this basis, they can help them to pursue the objectives of learning，      64their interests and toughening their willpower．
50．A．came out  B．found out     C．made out     D．worked out
51．A．in itself    B．by itself       C．itself         D．on its own
52．A．Though    B．Nevertheless     C．However      D．Moreover
53．A．believing        B．studying      C．Cultivating   D．developing
54．A．for      B．in             C．into          D．over
55．A．why     B．that          C．when          D．how
56．A．ever     B．even         C．still          D．more
57．A．put       B．get           C．handle         D．give
58．A．afraid       B．ahead              C．aware          D．ashamed
59．A．difficulty  B．question       C．threat              D．obstacle
60．A．intelligent B．characteristic   C．psychological   D．physical
61．A．practice    B．Thrust         C．strengthen     D urge
62．A．projects    B．warnings      C．suggestions      D．decision
63．A．fully     B．greatly        C．very         D．highly
64．A．insuring    B．going              C．encouraging    D．Exciting