When I was growing up in America, I was ashamed of my mother’s Chinese English. Because of her English, she was often treated unfairly. People in department stores, at banks, and at restaurants did not take her seriously, did not give her good service, pretended not to understand her, or even acted as if they did not hear her.
　　My mother has long realized the limitations of her English as well. When I was fifteen, she used to have me call people on the phone to pretend I was she. I was forced to ask for information or even to yell at people who had been rude to her. One time I had to call her stockbroker (股票经纪人). I said in an adolescent voice that was not very convincing, "This is Mrs. Tan.”
　　And my mother was standing beside me, whispering loudly, "Why he don’t send me check, already two week late.”
　　And then, in perfect English I said, "I’m getting rather concerned. You agreed to send the check two weeks ago, but it hasn’t arrived. "
　　Then she talked more loudly.  "What he want? I come to New York tell him front of his boss. "And so I turned to the stockbroker again, "I can’t tolerate any more excuse. If I don’t receive the check immediately, I am going to have to speak to your manager when I am in New York next week. "
　　The next week we ended up in New York. While I was sitting there red-faced, my mother, the real Mrs. Tan, was shouting to his boss in her broken English.
　　When I was a teenager, my mother’s broken English embarrassed me. But now, I see it differently. To me, my mother’s English is perfectly clear, perfectly natural. It is my mother tongue. Her language, as I hear it, is vivid, direct, and full of observation and wisdom. It was the language that helped shape the way I saw things, expressed ideas, and made sense of the world.
【小题1】Why was the author’s mother poorly served?

Children find meanings in their old family tales.

When Stephen Guyer’s three children were growing up, he told them stories about bow his grandfather, a banker,　 1　 all in the 1930s, but did not lose sight of what he valued most. In one of the darkest times　 2　 his strong-minded grandfather was nearly　 3　 , he loaded his family into the car and　 4　 them to see family members in Canada with a　 5　 ,“there are more important thins in life than money. ”

The 6　 took on a new meaning recently when Mr. Guyer downsized to a　 7　 house from a more expensive and comfortable one. He was 8　　 that his children ,a daughter, 15, and twins, 22, would be upset. To his surprise, they weren’t　 9　　 , their reaction echoed （共鸣） their great-grandfather’s. What they 10　 was how warm the people were in the house and how 11　　 of their heart was accessible.

Many parents are finding family stories have surprising power to help children　 12　 hard times. Storytelling expects say the phenomenon reflects a growing 13　　 in telling tales, evidenced by a rise in a storytelling events and festivals.

A university　 14　 of 65 families with children aged from 14 to 16 found kids’ ability to Ks15　 parents’ stories was linked to a lower rate of anger and anxiety.

The 16　 is telling the stories in a way children can 17　　 . We’re not talking here about the kind of story that　 18　 , “When I was a kid, I walked to school every day uphill both ways, barefoot in the snow. ” Instead, we should choose a story suited to the child’s 19　 , and make eye contact （接触） to create “a personal experience”,. We don’t have to tell children

20 they should take from the story and what the moral is . ”

1. A. missed　 　 B. lost　 C. forgot 　 D. ignored

2. A. when　 B. while C. how　 D. why

3. A. friendless　 B. worthless C. penniless D. homeless

4. A fetched　 　 B. allowed　 C. expected D. took

5. A. hope　 B. promise　 C. suggestion 　 D. belief

6. A. tale　 B. agreement　 　 C. arrangement 　 D. report

7. A. large　 B. small　 　 C. new　 D. grand

8. A. surprised B. annoyed C. disappointed D. worried

9. A. Therefore B. Besides C. Instead D. Otherwise

10. A. talked about　 　 B. cared about C. wrote about D. heard about

11. A. much B. many C. little　 D. few

12. A. beyond　 B. over　 C. behind 　 D. through

13. A. argument B. skill　 　 C. interest D. anxiety

14. A. study　 　 B. design　 C. committee　 D. staff

15. A. provide　 B. retell　 C. support D. refuse

16. A. trouble　 B. gift C. fact　 D. trick

17. A. perform　 B. write C. hear D. question

18. A. means　 　 B. ends C. begins 　 D. proves

19. A. needs B. activities 　 C. judgments　 　 D. habits

20. A. that　 B. what　 C. which　 　 D. whom

　A man named Smith was sitting on his roof during a flood, and the water was up to his feet. Before long a fellow in a canoe passed and shouted, "Can I give you a lift to higher ground?"

　　"No, thanks," said Smith. "I have faith in God and he will save me."

　　Soon the water rose to Smith's waist. At this point a motor boat pulled up and someone called out, "Can I give you a lift to higher ground?"

　　"No, thanks, I have faith in God and he will save me."

　　Later a helicopter flew by, and Smith was now standing on the roof with water up to his neck. "Grab the rope, "shouted the pilot. "I'll pull you up."

　　"No, thanks," said Smith. "I have faith in God and he will save me. "But after hours of struggling with water, poor exhausted Smith drowned and went to his reward. As he arrived at the Pearly Gates, Smith met God and complained about this. "Tell me, God, "he said, "I had such faith in you to save me and you let me drown. What happened?"

　　To which God replied, "What do you want from me? I sent you two boats and a helicopter."

　When the pilot asked Smith to grab the rope, ______.

　　　　A. Smith pulled the pilot up　　　　　 B. Smith did so

　　　　C. Smith didn't do so　　　　　　　　 D. Smith didn't hear him

At last, poor exhausted Smith drowned and ______.

　　　　A. went to his reward　　　　　　　　B. passed away

　　　　C. went to heaven　　　　　　　　　 D. all of the above

　What do we know about Smith? ______.

　　　　A. He was a lazy man

　　　　B. He was a lucky man who believed in God

　　　　C. He was a poor man

What do you think of this passage? This passage is very ______.

　　　　A. moving　　　　B. humorous　　　C. depressing　　　D. surprising

　　　　　D. He was a silly man who believed in God

(The Guardian)：              More UK universities should be profiting from ideas

　　A repeated criticism of the UK's university sector is its noticeable weakness in translating new knowledge into new products and services.

　　Recently, the UK National Stem Cell Network warned the UK could lose its place among the world leaders in stem cell research unless adequate funding and legislation could be assured, despite an annual £40m spent by the Department of Health on all kinds of research.

　　However, we do have to challenge the unthinking complaint that the sector does not do enough in taking ideas to market. The most recent comparative data on the performance of universities and research institutions in Australia, Canada, USA and UK shows that, from a relatively weak starting position, the UK now leads on many indicators of commercialization activity.

　　When viewed at the national level, the policy interventions (interference) of the past decade have helped transformed the performances of UK universities. Evidence suggests the UK's position is much stronger than in the recent past and is still showing improvement. But national data masks the very large variation in the performance of individual universities. The evidence shows that a large number of universities have fallen off the back of the pack, a few perform strongly and the rest chase the leaders.

　　This type of uneven distribution is not strange to the UK and is mirrored across other economies. In the UK, research is concentrated: less than 25% of universities are receiving 75% of the research funding. These same universities are also the institutions producing the greatest share of PhD graduates, science citations, patents and license income. The effect of policies generating long-term resource concentration has also created a distinctive set of universities which are research-led and commercially active. It seems clear that the concentration of research and commercialization work creates differences between universities.

　　The core objective for universities which are research-led must be to maximize the impact of their research efforts. Their purpose is not to generate funds to add to the bottom line of the university or to substitute other income streams. Rather, these universities should be generating the widest range of social, economic and environmental benefits. In return for the scale of investment, they should share their expertise (expert knowledge or skill) in order to build greater confidence in the sector.

　　Part of the economic recovery of the UK will be driven by the next generation of research commercialization spilling out of our universities. On the evidence presented in my report, there are three dozen universities in the UK which are actively engaged in advanced research training and commercialization work.

　　If there was a greater coordination（协调）of technology transfer offices within regions and a simultaneous (happening at the same time) investment in the scale and functions of our graduate schools, universities could, and should, play a key role in positioning the UK for the next growth cycle.

1.What does the author think of UK universities in terms of commercialization?

A．They have lost their leading position in many ways.

B．They still have a place among the world leaders.

C．They do not regard it as their responsibility.

D．They fail to change knowledge into money.

2.What does the author say about the national data on UK universities’ performance in commercialization?

A．It masks the fatal weaknesses of government policy.

B．It indicates their ineffective use of government resources.

C．It does not rank UK universities in a scientific way.

D．It does not reflect the differences among universities.

3.We can infer from Paragraph 5 that “policy interventions (in Paragraph 4)” refers to _____.

A．concentration of resources in a limited number of universities

B．compulsory cooperation between universities and industries

C．government aid to non-research-oriented universities

D．fair distribution of funding for universities and research institutions

4.What dose the author suggest research-led universities do?

A．Fully use their research to benefit all sectors of society.

B．Generously share their facilities with those short of funds.

C．Advertise their research to win international recognition.

D．Spread their influence among top research institutions.

The simplest way to say it is this: I believe in my mother. My __1__ began when I was just a kid．I __2__ becoming a doctor.
　　My mother was a domestic．Through her work, she observed that __3__ people spent a lot more time reading than they __4_ watching television. She announced that my brother and I __5__ watch two to three pre-selected TV programs during the week. With our free time, we had to read two books each from the Detroit Public Library and __6__ to her written book reports. She would mark them up with check marks and highlights. Years later we realized her marks were a __7__. My mother was illiterate.
　　When I entered high school I was a(n) __8__, but not for long. I wanted the fancy clothes. I wanted to __9__ with the guys. I went from being an A-student to a B-student to a C-student. One night my mother came home from __10__ her various jobs and I complained about not having enough Italian knit shirts. She said, "Okay, I'll give you all the money I make this week scrubbing floors and cleaning bathrooms, and you can buy __11__ food and pay the bills. With everything __12__, you can have all the Italian knit shirts you want." I was very __13__ with that arrangement but once I got through allocating money, there was __14__ left. I realized my mother was a financial genius to be able to __15__ a roof over our heads and any kind of food on the table, __16__ buy clothes. I also realized that immediate satisfaction wasn't going to get me anywhere. Success required intellectual preparation. I went back to my _17__ and became an A-student again, and eventually I __18__ my dream and I became a doctor.
　　My story is really my mother's story-a woman with __19__ formal education or property who used her position as a parent to change the lives of many people around the globe. There is no job __20__ than parenting. This I believe.