50. ,
in my view, sharing a room with a stranger is a good arrangement of living
despite those disadvantages. First, you may not feel so lonely when you are far
away from your home. 51. always
have another person in the room to share your joys and sorrows. 52. , you can get a
helping hand to overcome whatever difficulty you are in. You can ask advice
from him on your work and study. Third, living with a stranger offers you 53.
chance of learning to get along with people. You do your best to make
friends with him, thus adapting yourself 54.
more complicated society upon graduation.
Therefore, I prefer to sharing a room with a stranger during my
school life. I will manage to stay in harmony with my roommate. We can make
progress together 55. leave
a wonderful memory in both of our life.
PART THREE READING COMPREHENSION (30 marks)
Directions: Read the
following three passages. Each passage is followed by several questions or
unfinished statements. For each of them there are four choices marked A, B, C,
and D. Choose the one that fits best according to the information given in the
passage.
Every evening, 15-year-old Rashida returns
home from school, changes out of her uniform, and rushes to a neighboring farm
to help her mother harvest vegetables. Her father is disabled, so the modest
profit the two of them earn must cover food, clothing and other necessities for
all seven children and their parents. Despite having precious little time to
study, Rashida is one of the top students at her
junior secondary school. But with so much responsibility on her small
shoulders, she admits that it is sometimes hard for her to imagine a more
promising future.
Last year, Rashida was invited to join 155
other girls at Camfed Ghana’s first Girls’ Career Camp, a
program designed to inspire girls growing up in the country’s Northern Region
to dream big, and to support them to pursue those dreams. “We organized this
camp because we wanted to let girls know that even if they are struggling with
poverty, their lives will not be defined by limitations,” says Dolores Dickson,
Camfed Ghana’s Executive Director.
Over the course of five days, the camp led the junior and secondary
school students through a range of experiences and career opportunities that
were entirely new to them. Dr.
Agnes Apusiga, a lecturer from the University of Development
Studies, ran the workshop on goal-setting and
career choices, describing the universities and training colleges in Ghana that
could help them achieve their dreams. Participants then visited the University
for Development Studies, where they toured the medical school and science labs.
Another highlight was a workshop at the computer lab at Tamale Secondary School.
Many of the girls had studied information technology from a book but had never
before seen a computer.
“When the girls arrived at camp, they were not ambitious, because
they didn’t have any idea what the world held for them,” says Eugenia Ayagiba, Project Officer with Camfed
Ghana. “Many had scarcely traveled beyond their own villages.”
“I think the most important thing that happened at the camp is that
we opened a window of hope for a group of girls coming from backgrounds of
poverty,” says Eugenia. For Rashida, who has been
laughed at in the past by her schoolmates because of her father’s disability, the experience was important. “She told one of the camp mentors(辅导员) that when she is at school, she often feels like a misfit, and she
prefers to keep to herself,” says Eugenia. “But at the camp, it was different. She made friends with girls who
have similar struggles. She took part in every single activity, every single
game. On the last day, she said to her mentor, ‘The camp has challenged me to
study hard. Now I see that there is light at the end of the tunnel.’
