While I studied at school, I felt great difficulty in learning my Latin translations. I was always very 　36　in using a dictionary, and 　37　it most difficult, while to other boys it seemed no 　38　.

　　I formed an alliance(盟友) with a boy in the Sixth Grade. He was very clever and 　39　read Latin as easily as English. My friend for his part was almost as 　40　troubled by the English essays he had to write for the headmaster as I was 　41　these Latin words. We agreed together that he should 　42　me my Latin translations and that I should do his essays. The arrangement 　43　wonderfully. The headmaster seemed quite 　44　with my work, and I had more time to myself in the morning. On the other hand, once a week 　45　I had to compose the essays of my friend. For several months no difficulty 　46　, but once we were nearly caught out.

　　One afternoon, the headmaster 　47　my friend to discuss one essay with him in a lively spirit. “I was interested in this 　48　you make here. I think you might have gone further. Tell me 　49　you had in your mind.” The headmaster continued in this 　50　for some time to fear of my friend. However, the headmaster, not wishing to 　51　an occasion of praise into 　52　of fault-finding, finally 　53　him go. He came back to me like a man who had had a very narrow 　54　and I made up my mind to make every effort to study my 　55　.

A. quick　　　　 B. slow　　　　　 C. hard　　　　　　　 D. good

A. made 　　　　B. got 　　　　　  C. found 　　　　　　 D. left

A. trouble　　　　B. difference　　   C. labor 　　　　　　  D. worry

A. might　　　　　B. would 　　　　C. should　　　　　　  D. could

A. very 　　　　　B. little　　　　   C. much　　　　　　　D. few

A. for　　　　　　 B. by　　　　　　C. in　　　　　　　　 D. to

A. change　　　　　B. take　　　　　 C. forgive　　　　　  D. tell

A. worked　　　　　B. tried　　　　  C. happened　　　　　 D. developed

A. angry　　　　　　B. satisfied　　   C. frightened　　　　  D. sad

A. or so　　　　　　B. or else　　　   C. as usual　　　　　  D. as far

A. became 　　　　 B. seemed　　　　 C. lay　　　　　　　 D. appeared

A. called　　　　　　B. taught　　　　 C. arranged　　　　　 D. sent

A. aim　　　　　　　B. goal　　　　　 C. point　　　　　 　 D. opinion

A. why　　　　　　　B. how 　　　　　C. which　　　　　　 D. what

A. excitement 　　    B. way 　　　　　C. meaning 　　　　　D. disappointment

A. turn 　　　　　　 B. leave 　　　　 C. grow　　　　　　　D. become

A. none　　　　　　　B. one 　　　　　C. either　　　　　　 D. some

A. ordered　　　　　　B. asked 　　　　C. took　　　　　　　D. let

A. surprise 　　　　   B. escape　　　　C. hope　　　　　　　D. chance

A. reading　　　　　　B. writing 　　　 C. translations　　　   D. essays

A metaphor is a poetic device that deals with comparison. It compares similar qualities of two dissimilar objects. With a simple metaphor, one object becomes the other: Love is a rose. Although this does not sound like a particularly rich image, a metaphor can communicate so much about a particular image that poets use them more than any other type of figurative language. The reason for this is that poets compose their poetry to express what they are experiencing emotionally at that moment. Consequently, what the poet imagines love to be may or may not be our understanding of love. Therefore, the poet’s job is to enable us to experience it, to feel it the same way as the poet does.

Let’s analyze this remarkably simple metaphor concerning love and the rose to see what it offers. Because the poet uses a comparison with a rose, first we must examine the characteristics of that flower. A rose is impressive in its beauty, its petals（花瓣）are nicely soft, and its smell is pleasing. It’s possible to say that a rose is actually a feast to the senses of sight, touch, and smell. The rose’s appearance seems to border on perfection, each petal seemingly equal in form. Isn’t this the way one’s love should be？A loved one should be a delight to one’s senses and seem perfect.

However, there is another dimension added to the comparison by using a rose. Roses have thorns. The poet wants to convey the idea that roses can be tricky. So can love, the metaphor tells us. When one reaches out with absolute trust to touch the object of his or her affection, ouch, a thorn can cause great harm! “Be careful,” the metaphor warns, “Love is a feast to the senses, but it can overwhelm us, and it can also hurt us and cause acute suffering.” This is the poet’s understanding of love—an admonition (劝诫). What is the point？Just this: It took almost 14 sentences to clarify what a simple metaphor communicates in only four words! That is the artistry and the joy of the simple metaphor.

1.According to the passage, a metaphor is a ________.

A. description of two similar objects in a poetic way

B. literary device specially employed in poetry writing

　 C. contrast between two different things to create a vivid image

D. comparison between two different objects with similar features

2.As is meant by the author, thorns of a rose ________.

　 A. add a new element to the image of love

B. protect the rose from harm

　 C. symbolize reduced love

D. cause acute suffering

3.It can be inferred from the passage that a metaphor is _______.

　 A. difficult to understand                B. rich in meaning

　 C. simple to use                       D. perfect in form

4.The main idea of this passage is that ________.

　 A. love is a rose in metaphor

B. a rose is a good image in poetry

　 C. a metaphor is a great poetic device

D. a poet should be careful to use a metaphor

Generally,the representatives 　　　 a legislature are constitutionally elected by a broad spectrum of the population.

A.who they compose　　　 B.who compose?

C.and compose　　　 D.compose

The stress of daily life has given rise to a new phenomenon ─ sleep texting. People with this condition send text messages while asleep to their friends and family ─ completely ___(50)___ that they are doing it.

Sleep specialist Dr David Cunnington, of Melbourne Sleep Disorder Centre in Australia, said patients had reported ___(51)___ of sleep texting ─ and he has advised people to leave their ___(52)___ outside the bedroom.

He said: “We have had patients who have reported sending text messages to their friends and family while asleep. It is one of those things that happens, but it is very ___(53)___, and certainly not a common trend.”

___(54)___, there are no studies into sleep texting — but a ___(55)___ phenomenon, sleep emailing, was studied in 2008.

Researchers at the University of Toledo reported the case of a woman, 44, who would ___(56)___ emails while sound asleep. She had no recollection(记忆) of sending the emails when awake.

Dr Cunnington said cases of sleep emailing were more common, and were likely to have a more ___(57)___ effect on the lives of sufferers.

He said: “Emails can be sent to work colleagues and have much more serious ___(58)___, whereas text messages are more likely to be ___(59)___ sent to a friend or family member, so people aren't as likely to complain of a problem.”

Dr Cunnington described sleep texting as the ___(60)___ of people having too much to do during waking life. He explained: 'People are doing so much during a normal day that it can mean that they feel like they're "on call" even at night.

“___(61)___ it's so easy to receive emails constantly, and get notifications(通知) from smartphones（智能电话）, it becomes more difficult for us to ___(62)___ our waking and sleeping lives.”

Dr Cunnington said people ___(63)___ to get a quality night's sleep must realize that the key point is that people need to ___(64)___ their sleep, and make an effort to switch off at night.

50.A. conscious　　　　　　　 B. unaware　　　　　 　　 C. secure　　　　　　　　　　 D. grateful

51.A. missions　　　　　　　　 B. intervals　　　　　　　　　 C. courses　　　　　　　　　 D. incidents

52.A. mobile phones 　　　 B. personal computers　 C. unfinished work　　　 D. sleeping pills

53.A. true　　　　　　　　　　　 B. common　　　　　　　　　 C. obvious　　　　　　　　　 D. rare

54.A. Fortunately　　　　　　 B. Adequately C. Unsurprisingly D. Unbelievably

55.A. similar 　　　　　　　　 B. strange　　　　　　　　　　 C. present　　　　　　　　　　 D. unique

56.A. recall　　　　　　　　　　 B. overlook　　　　　　　　　 C. compose　　　　　　　　 D. recover

57.A. generous　　　　　　　 B. internal C. harmful D. positive

58.A. consequences　　　　 B. preparations　　　　　　 C. significance D. symptoms

59.A. accidentally 　　　　　 B. purposefully　　　　　　 C. unreasonably　　　　　 D. unwillingly

60.A. temper　　　　　　　　　 B. result　　　　　　　　　　　 C. excuse　　　　　　　　　　　　　 D. loss

61.A. Because　　　　　　　　 B. Although　　　　　　　　　 C. Just as　　　　　　　　　　　　　 D. So

62.A. combine　　　　　　　　 B. satisfy　　　　　　　　　　 C. describe　　　　　　　　　 D. separate

63.A. appointing　　　　　　 B. struggling 　　　　　　　 C. carrying　　　　　　　　　 D. affording

64.A. recognize　　　　　　　 B. ignore C. restore D. respect