At the time, I would go out in the evening with my parents. But this time I had borrowed a bicycle from a friend of mine. I didn’t know why, but once I was on my own bicycle, a kind of free feeling flooded through me. The faster I rode, the faster I wanted to go! Far ahead, I rode as if my life depended on it, head down, hands grasping the handbars. I meant to get to Jinghai Bar as fast as I could...

Oh! My hands! Don’t come any closer... Don’t touch me! That poor doctor just couldn’t get my gloves off. Each time he took a step towards me, I broke into painful shouting. Much later, I　discovered that I had crashed(碰撞) heavily with another bicycle, and I hadn’t spoken one word of sense for at least three hours! After some time, my mother arrived at the hospital, her face as white as a sheet, and gave me a hug(拥抱), only then did the doctor begin to stitch(缝合) my head wound, not only did he merrily cut off a long lock of my hair, but used no anaesthetic(麻药) either! Later. I seemed to hear faraway voices saying that my right hand was broken. I almost burst into tears. How would I ever play the piano again?

On her way to Jinghai, the writer felt _______.

A. nervous             B. comfortable              C. light-hearted             D. upset

Why did the writer ride a bicycle to Jinghai Bar that evening?

A. Because she wanted to attend a party on time.

B. Because she wanted to meet her friend who was waiting for her there.

C. Because she just wanted, to join some of her friends and drink some wine.

D. We are not quite sure about what she was really going there for.

What did the writer think of the doctor?

A. Friendly.           B. Cruel.               C. Hardworking.           D. Kind.

One thing is sure, that is, before she was wounded she _______.

A. often went to Jinghai Bar with her friends

B. liked playing the piano

C. didn’t like any doctors at all

D. would burst into tears when she was in trouble

At a primary school in a small town in the east of South Carolina, second-grade teachers Garneau and Lynne are convinced that separating elementary-age boys and girls produces immediate academic improvement in both genders（性别）．

    David Chadwell, South Carolina’s expert of single gender education says, “Boys and girls learn, hear and respond to their surroundings differently．We can teach boys and girls based on what we now know．”

    Male and female eyes are not organized in the same way, he explains．The organization of the male eye makes it sensitive to motion and direction．“Boys understand the world as objects moving through space,” he says．

    The male eye is also drawn to cooler colors like silver and black．It’s no accident that boys tend to create pictures of moving objects instead of drawing the happy colorful family, like girls do in their class．

    The female eye, on the other hand, is drawn to warmer colors like red, yellow and orange．To attract girls, Chadwell says, the teacher doesn’t need to move as much as in boy’s class．Using descriptive phrases and lots of colors in presentations or on the blackboard gets their attention．

    Boys and girls also hear differently．“When someone speaks in a loud tone, girls understand it as yelling,” Chadwell says．“They think you’re mad and can shut down．” Girls are more sensitive to sounds．He advises girls’ teachers to watch the tone of their voices．Boys’ teachers should sound more forceful, even excited．

    A boy’s nervous system causes him to be more cautious when he is standing, moving, and the room temperature is around 69 degrees Fahrenheit．Stress in boys, he says, tends to increase blood flow to their brains, a process that helps them stay focused．Girls are more focused when seated in a warmer room around 75 degrees Fahrenheit．Girls also respond to stress differently．When exposed to threat and conflict, blood goes to their guts（肠道）, leaving them feeling nervous or anxious．

    These differences can be applied in the classroom, Chadwell adds．“Single gender programs are about making the best use of the learning．”

What is David Chadwell’s attitude toward separating elementary-age boys and girls while learning?

    A．Supportive   B．Worried  C．Concerned    D．Uninterested

To engage boy in a class, the teacher ______．

    A．must have a moving object in this hand    

    B．needs to wear clothes in warm color

    C．has to speak politely               

    D．had better move constantly while teaching

Which of the following shows the organization of the passage?

（ ??= Paragraph 1  ??= Paragraph 2  ??= Paragraph 3  …．．． ??= Paragraph 8 ）

Which of the following students is most likely to be focused?

    A．A boy sitting in a warm room B．A standing boy who is faced with stress

    C．A girl standing in a cold room   D．A girl who is facing a lot of pressure

At two o’clock a bank robber stole in.“This is a holdup,” the man said loudly. He took a gun from under his jacket, pointing to George.“Hand it over!” George reached into his money-box and took all the bills from the top part-close to six thousand dollars. The robber took them and turned to leave.

　　Then, while everyone watched the robber, George calmly lifted the top part of the money-box, took bills from the bottom part and put them into his own pocket secretly.

　　The door was shut and the bank robber was gone. George fainted（晕倒）.

　　As soon as he was safely behind his bedroom door, George counted the money. He had eight thousand dollars. He was very happy.

　　The next morning, while the others were examining the bank's records, George was called into Mr Burrow's office and was introduced to Mr. Carruthers, who used to be president of the bank.

　　“Good morning, George, I was sorry to give you a hard time yesterday, but with all the banks being robbed these days I thought it would be a good idea to prove that our little bank can be robbed too. I have retired（退休）, but I’m always thinking of our bank. That's why I played my little game yesterday, just to keep everyone on his toes（趾）. Now, I have put the money back in your money-box all six thousand.”

This passage tells us ______.

A. a serious case            B. one part of a play

C. a humorous story          D. a meaningful story

Which of the following do you think is true?

A. George wanted to protect the money for the bank.

B. George had been thinking of taking money away.

C. This bank had been robbed several times.

D. Nobody knew the bank would be robbed that day.

Why was George called into Mr. Burrow’s office?

A. His stealing money was disclosed.

B. Mr. Burrow wanted to say sorry to him.

C. Mr. Carruthers wanted to explain the whole thing to him.

D. Mr. Burrow wanted to tell him the money had been put back.

In this article “to keep everyone on his toes” means “______”.

A. to make everyone work hard

B. to keep everyone standing straight

C. to make everyone do a kind of exercise

D. to keep everyone paying attention to the coming danger

Which sentence can be used to end the story?

A. George turned cold with fear.          B. George turned red with anger.

C. George was pleased with the end.       D. George was disappointed with the end.

At a primary school Manning， Carolina， second-grade teacher David Chadwell believed that segregating(隔离) elementary-age boys and girls produces immediate academic improvement—in both genders. “Although this is a tendency， we can teach boys and girls based on what we now know.”

“They see differently. Literally，” he begins. Male and female eyes are not organized in the same way， he explains. The composition of the male eye makes it attuned(协调) to motion and direction. “Boys interpret the world as objects moving through space，” he says. “The teacher should move around the room constantly and be that object.”

The male eye is also drawn to cooler colors like silver， blue， black， grey， and brown. It’s no accident boys tend to create pictures of moving objects like spaceships， cars， and trucks in dark colors instead of drawing the happy colorful family， like girls in their class.

The female eye， on the other hand， is drawn to textures and colors. It’s also oriented toward warmer colors—reds， yellows， oranges—and visuals with more details， like faces. To engage girls， Chadwell says， the teacher doesn’t need to move as much， if at all. Girls work well in circles， facing each other. Using descriptive phrases and lots of color in overhead presentations or on the chalkboard gets their attention.

Boys and girls also hear differently. “When someone speaks in a loud tone， girls interpret it as yelling，” Chadwell says. “They think you’re mad and can shut down.” Girls have a more finely tuned aural structure； they can hear higher frequencies than boys and are more sensitive to sounds. He advises girls’ teachers to watch the tone of their voices. Boys’ teachers should sound matter of fact， even excited.

A boy’s autonomic nervous system causes them to be more alert when they’re standing， moving， and the room temperature is around 69 degrees. Stress in boys， he says， tends to increase blood flow to their brains， a process that helps them stay focused. This won’t work for girls， who are more focused seated in a warmer room around 75 degrees. Girls also respond to stress differently. When they are exposed to threat and confrontation， blood goes to their guts(内脏)， leaving them feeling nervous or anxious.

“Boys will rise to a risk and tend to overestimate their abilities，” he says. “Teachers can help them by getting them to be more realistic about results. Girls at this age shy away from risk， which is exactly why lots of girls’ programs began in the private sector. Teachers can help them learn to take risks in an atmosphere where they feel confident about doing so.”

Title：  Primary students learn 　　　　　

David’s belief ,Once we segregate elementary-age students， they will have the   tendency  to learn　　　　　. Differences between boys and girls, Sight ,Boys’ eyes are sensitive to . 　　　　　　　　　　 and are drawn to cooler colors.

It is textures and   　　　　　　　 of objects that   attract   girls. Hearing ,Comparatively speaking， girls can hear 　　　　　　 and are more sensitive to sounds. They would interpret a loud tone as 　　　.Nervous system, Stress in boys tends to increase blood flow to their　　　， which helps them  keep 　　　　. Boys often overestimate their abilities and are brave in face of the risk. 

When girls are exposed to 　　　　　　　　　　　　， blood goes to their guts， leaving them feeling　　　　　　　　. Girls at this age in many cases will shyly avoid  dealing with risk. SECTION B (10 marks)

At a primary school in a small town in the east of South Carolina, second-grade teachers Garneau and Lynne are convinced that separating elementary-age boys and girls produces immediate academic improvement in both genders(性别).

       David Chadwell, South Carolina’s coordinator of single gender education says, “Boys and girls learn, hear and respond to their surroundings differently. We can teach boys and girls based on what we now know.”

       Male and female eyes are not organized in the same way, he explains. The composition of the male eye makes it sensitive to motion and direction. “Boys interpret the world as objects moving through space,” he says.

       The male eye is also drawn to cooler colors like silver and black. It’s no accident boys tend to create pictures of moving objects instead of drawing the happy colorful family, like girls do in their class.

       The female eye, on the other hand, is drawn to warmer colors like red, yellow and orange. To attract girls, Chadwell says, the teacher doesn’t need to move as much as in boy’s class. Using descriptive phrases and lots of colors in presentations or on the blackboard gets their attention.

       Boys and girls also hear differently. “When someone speaks in a loud tone, girls interpret it as yelling,” Chadwell says. “They think you’re mad and can shut down.” Girls are more sensitive to sounds. He advises girls’ teachers to watch the tone of their voices. Boys’ teachers should sound more forceful, even excited.

       A boy’s nervous system causes him to be more cautious when he is standing, moving, and the room temperature is around 69 degrees Fahrenheit. Stress in boys, he says, tends to increase blood flow to their brains, a process that helps them stay focused. Girls are more focused when seated in a warmer room around 75 degrees Fahrenheit. Girls also respond to stress differently. When exposed to threat and conflict, blood goes to their guts(肠道), leaving them feeling nervous or anxious.

       These differences can be applied in the classroom, Chadwell adds. “Single gender programs are about maximizing the learning.”

What is David Chadwell’s attitude toward separating elementary-age boys and girls while learning?

       A. Supportive               B. Worried            C. Concerned                D. Uninterested

To engage boy in a class, the teacher ______.

       A. must have a moving object in this hand   B. needs to wear clothes in warm color

       C. has to speak politely                              D. had better move constantly while teaching

Which of the following shows the organization of the passage?

       (??= Paragraph 1  ??= Paragraph 2  ??= Paragraph 3  ….. ??= Paragraph 8)

       A.                                  B.

C.                                     D.

Which of the following is the best title of the passage?

       A. Ways of teaching boys and ways of teaching girls

       B. Boys and girls should be separated

       C. How boys and girls learn differently

       D. How to teach more effectively

Which of the following students is most likely to be focused?

       A. A boy sitting in a warm room                 B. A standing boy who is faced with stress

       C. A girl standing in a cold room                D. A girl who is facing a lot of pressure