PART FOUR  WRITING

Section A

Directions: Read the following passage and complete the diagram by using the information from the passage. Write NO MORE THAN THREE WORDS for each numbered blank.

Frederic Chopin is one of the most romantic figures in musical biography. He was dreamy and tender(温柔的). Chopin was born at a village near Warsaw, in Poland, on the 22^nd of February 1810.

In his early years Chopin showed himself very interested in music. He was only nine when he made his first public appearance. Chopin had been studying with Elsner, the director of Warsaw Conservatoire, for some time when his father thought it would be good for him to have a little tour before settling down to the practice of his profession. Thus a tour was arranged, Berlin was the first place visited where he heard a lot of music. And then came an important visit to “the beautiful musical Vienna.” There he was surrounded with requests to play in public. After Vienna, he visited Prague and Dresden, where he met more musical celebrities.

It was Paris where he decided to perfect his technique that Chopin finally settled in. The performance came off in 1832, and though the audience was small the artistic success was great. Prince Radziwill took him to a party at the Rothsehilds. He was asked to play, and he played so beautifully that he was drowned with praise. Thus was the young Pole（波兰人）launched on his career of popularity in Paris.

Pauter says truly that Chopin never in his life wrote a bar of music that contained an inferior idea. And there was nothing vulgar (粗俗的) about himself. Nobody knew him better than George Sand. She says, “Gentle, sensitive, and very lovely, he united the charm of adolescence with sincerity of a more mature age.”

PART FOUR  WRITING

Section A

Directions: Read the following passage and complete the diagram by using the information from the passage. Write NO MORE THAN THREE WORDS for each numbered blank.

Frederic Chopin is one of the most romantic figures in musical biography. He was dreamy and tender(温柔的). Chopin was born at a village near Warsaw, in Poland, on the 22^nd of February 1810.

In his early years Chopin showed himself very interested in music. He was only nine when he made his first public appearance. Chopin had been studying with Elsner, the director of Warsaw Conservatoire, for some time when his father thought it would be good for him to have a little tour before settling down to the practice of his profession. Thus a tour was arranged, Berlin was the first place visited where he heard a lot of music. And then came an important visit to “the beautiful musical Vienna.” There he was surrounded with requests to play in public. After Vienna, he visited Prague and Dresden, where he met more musical celebrities.

It was Paris where he decided to perfect his technique that Chopin finally settled in. The performance came off in 1832, and though the audience was small the artistic success was great. Prince Radziwill took him to a party at the Rothsehilds. He was asked to play, and he played so beautifully that he was drowned with praise. Thus was the young Pole（波兰人）launched on his career of popularity in Paris.

Pauter says truly that Chopin never in his life wrote a bar of music that contained an inferior idea. And there was nothing vulgar (粗俗的) about himself. Nobody knew him better than George Sand. She says, “Gentle, sensitive, and very lovely, he united the charm of adolescence with sincerity of a more mature age.”

Kathy started at my nursery school at the age of three. She settled into the group easily, and would be first on the slide and highest up the climbing frame. She could put on her coat without help and not only fasten her own buttons but other children’s too.

She was a lovely child but unfortunately a scratcher. If anyone upset her or stood in her way, her right hand would flash out fast and scratch down the face of her playmates. Children twice her age would fly in fear from her.

This must have been very rewarding for Kathy but obviously it had to be stopped. All the usual ways failed and then I remembered an account by G  Atkinson Highfield School, of how fights in the playground had been stopped. No punishment had been given, but the attacker had been ignored and the victims rewarded. So I decided to try out on Kathy.

With a pocketful of Smarties I followed Kathy around. She was so quick that it was impossible to prevent her scratching, but I was dertermined to stay within arm’s length all afternoon.

All was peaceful but then I saw Kathy’s hand moved and heard the scream. Gently I gathered up the little hurt one in my arms and said “Nice, nice sweetie” and then looked puzzled when she got nothing.

Soon came another scream, this time from John. While holding him in my arms, I said, “Look, Kathy, a nice Smartie for John” and put it into John’s mouth.

A smile of understanding flashed across Kathy’s face. Minutes later, she came to me and said loudly, “Give me a Smartie! I have hurt my finger!”

“No,” I replied, “you’ll get it if someone hurts you.”

On purpose, she turned and scratched a nearby boy, Tom, and waited quietly while I mothered and rewarded him, then she walked away.

She has never scratched a child since.

Parents who find older children bullying younger brothers and sisters might do well to replace shouting and punishment by rewarding and giving more attention to the injured ones. It’s certainly much easier and more effective.

From the passage, we know that Kathy is _______.

A. sensitive but slow

B. smart but a bit rude

C. independent but selfish

D. quick but sort of passive.

Kathy scratched Tom because _______.

A. she was angry at Tom, who was in her way

B. she wanted to get a Smartie from the teacher

C. she was in the habit of scratching other children

D. she wanted to know if the teacher meant what she had said

According to the passage, the underlined word “bullying” is closest in meaning to“_______”.

A. helping

B. punishing

C. hurting

D. protecting

The writer of this passage aims to recommend an approach to _______.

A. rewarding children’s good behavior 

B correcting children’s bad behavior

C. punishing badly-behaved children

D. praising well-behaved children

 (08·湖北B篇)

Kathy started at my nursery school at the age of three. She settled into the group easily, and would be first on the slide and highest up the climbing frame.She could put on her coat without help and not only fasten her own buttons but other children’s too.

She was a lovely child but unfortunately a scratcher.If anyone upset her or stood in her way, her right hand would flash out fast and scratch down the face of her playmates.Children twice her age would fly in fear from her.

This must have been very rewarding for Kathy but obviously it had to be stopped.All the usual ways failed and then I remembered an account by G.Atkinson of Highfield School, of how fights in the playground had been stopped.No punishment had been given, but the attacker had been ignored and the victims rewarded.So I decided to try this out on Kathy.

With a pocketful of Smarties I followed Kathy around.She was so quick that it was impossible to prevent her scratching, but I was determined to stay within arm’s length all afternoon.

All was peaceful but then I saw Kathy’s hand moved and heard the scream.Gently I gathered up the little hurt one in my arms and said “Nice, nice sweetie” and I put a Smartie into her mouth. Kathy opened her mouth, expecting a Smartie and then looked puzzled when she got nothing.

Soon came another scream, this time from John.While holding him in my arms, I said, “Look, Kathy, a nice Smartie for John” and put it into John’s mouth.

A smile of understanding flashed across Kathy’s face.Minutes later, she came to me and said loudly, “Give me a Smartie! I have hurt my finger!”

“No,” I replied, “you’ll get it if someone hurts you.”

On purpose, she turned and scratched a nearby boy, Tom, and waited quietly while I mothered and rewarded him, then she walked away.

She has never scratched a child since.

Parents who find older children bullying younger brothers and sisters might do well to replace shouting and punishment by rewarding and giving more attention to the injured ones.It’s certainly much easier and more effective.

65.From the passage, we know that Kathy is _______.

      A.sensitive but slow                                         B.smart but a bit rude

C.independent but selfish                                  D.quick but sort of passive

66.Kathy scratched Tom because _______.

A.she was angry at Tom, who was in her way

B.she wanted to get a Smartie from the teacher

C.she was in the habit of scratching other children

D.she wanted to know if the teacher meant what she had said

67.According to the passage, the underlined word “bullying” is closest in meaning to“_______”.

A.helping                      B.punishing                   C.hurting                      D.protecting

68.The writer of this passage aims to recommend an approach to _______.

      A.rewarding children’s good behavior             B.correcting children’s bad behavior

C.punishing badly-behaved children                   D.praising well-behaved children