“Hey, Dad, are you going to come to my award ceremony tonight? ”I 36 asked my father. “I have to work late tonight. I doubt whether I’ll be able to 37 it on time. I am just too busy right now, ”he replied.

My mind could not 38 the idea that he would be too busy working late. He was also too busy to 39 my horse show, football games and the 15th birthday party. He always used the same 40 . Why had I even bothered to ask? 41 , there was always a slight hope that

As my mother and I arrived at school, two friends 43 me. “Jill, meet my da D．Dad, this is my friend Jill. ”I shook the hand of a tall man. Camera flashes lit up the room, and claps filled the 44 as students accepted their awards. My name was finally called, 45 three others. I followed my classmates to the 46 . When I reached out my hand to shake the 47 , a big smile lit up her face. The blinding flash from my mother’s camera 48 my eyes and I knew my dad wasn’t there. I walked back to my seat 49 .

Back at home, seeing my dad’s car in the garage, I told myself he would not be 50 this time . But as usual the strong smell of alcohol hit me as soon as I 51 inside, and I could feel my tears 52 . I followed the sound of his drunken words and saw him 53 on the couch.

54 did father lie to me? I threw my award on the floor, walked to my bedroom, and shut the door. Tears rolled down my face. I wondered if I would ever be more 55 than his whiskey bottle.

A．confidently B．eagerly C．proudly D．fearfully

A．reach B．keep C．take D．make

A．create B．support C．appreciate D．accept

A．watch B．avoid C．attend D．speed

A．excuse B．reply C．promise D．trick

A．Besides B．Thus C．Otherwise D．However

A．active B．formal C．different D．serious

A．recognized B．greeted C．encouraged D．showed

A．air B．audience C．school D．playground

A．apart from B．other than C．except for D．along with

A．stage B．position C．office D．exit

A．Jill’s B．teacher’s C．mother’s D．father’s

A．fixed B．touched C．hurt D．spotted

A．successfully B．disappointedly C．delightedly D．hopefully

A．drunk B．woken C．forgiven D．hidden

A．stepped B．noticed C．examined D．glanced

A．getting off B．falling down C．building up D．turning around

A．leaning B．lying C．putting D．carrying

A．How B．Where C．Why D．Whether

A．perfect B．comfortable C．fortunate D．important

The works of Shakespeare and Wordsworth are “rocket-boosters” to the brain and better therapy than self-help books, researchers will say this week.
Scientists, psychologists and English academics at Liverpool University have found that reading the works of the Bard and other classical writers has a beneficial effect on the mind, catches the reader’s attention and cause moments of self-reflection.
Using scanners, they monitored the brain activity of volunteers as they read works by William Shakespeare, William Wordsworth, T.S Eliot and others.
They then “translated” the texts into more “straightforward”, modern language and again monitored the readers’ brains as they read the words.
Scans showed that the more “challenging” prose （散文）and poetry set off far more electrical activity in the brain than the more pedestrian versions.
Scientists were able to study the brain activity as it responded to each word and record how it “lit up” as the readers encountered unusual words, surprising phrases or difficult sentence structure.
This “lighting up” of the mind lasts longer than the initial electrical spark, shifting the brain to a higher gear, encouraging further reading.
The research also found that reading poetry, in particular, increases activity in the right hemisphere （半球）of the brain, an area concerned with “autobiographical memory”, helping the reader to reflect on and reappraise their own experiences in light of what they have read. The academics said this meant the classics were more useful than self-help books.
Philip Davis, an English professor who has worked on the study with the university’s magnetic resonance centre, will tell a conference this week: “Serious literature acts like a rocket-booster to the brain.
"The research shows the power of literature to shift mental pathways, to create new thoughts, shapes and connections in the young and the elderly alike.”
【小题1】How do classics such as Shakespeare and Wordsworth benefit the readers?

A．They set off far less electrical activity in the brain.

B．They light up the mind shorter than the initial electrical spark.

C．They shift physical pathways in the young and the elderly.

D．They draw readers’ attention and help make self-examination.

【小题2】Why does the author mention” They then” translated”… modern language“？

A．To prove that classics are more useful than ordinary versions.

B．To show self-help books act like rocket-boosters to the brain.

C．To tell serious literature sets off far less electrical activity.

D．To make known ordinary versions set off more electrical activity

【小题3】What can we conclude according to the researchers?

A．Self-help books are more valuable than classics.

B．Serious literature lights up the mind shorter than ordinary versions.

C．The right hemisphere of the brain is related to autobiographical memory.

D．Literature has a beneficial effect only on the mind of the young.

【小题4】Which of the following would be the best title for the passage?

A．Ordinary Versions Create New Thoughts

B．Modern Language Increases the Brain

C．Classics Help lmprove the Brain Activity

D．Self-help Books, Rocket-boosters

The works of Shakespeare and Wordsworth are “rocket-boosters” to the brain and better therapy than self-help books, researchers will say this week.

Scientists, psychologists and English academics at Liverpool University have found that reading the works of the Bard and other classical writers has a beneficial effect on the mind, catches the reader’s attention and cause moments of self-reflection.

Using scanners, they monitored the brain activity of volunteers as they read works by William Shakespeare, William Wordsworth, T.S Eliot and others.

They then “translated” the texts into more “straightforward”, modern language and again monitored the readers’ brains as they read the words.

Scans showed that the more “challenging” prose （散文）and poetry set off far more electrical activity in the brain than the more pedestrian versions.

Scientists were able to study the brain activity as it responded to each word and record how it “lit up” as the readers encountered unusual words, surprising phrases or difficult sentence structure.

This “lighting up” of the mind lasts longer than the initial electrical spark, shifting the brain to a higher gear, encouraging further reading.

The research also found that reading poetry, in particular, increases activity in the right hemisphere （半球）of the brain, an area concerned with “autobiographical memory”, helping the reader to reflect on and reappraise their own experiences in light of what they have read. The academics said this meant the classics were more useful than self-help books.

Philip Davis, an English professor who has worked on the study with the university’s magnetic resonance centre, will tell a conference this week: “Serious literature acts like a rocket-booster to the brain.

"The research shows the power of literature to shift mental pathways, to create new thoughts, shapes and connections in the young and the elderly alike.”

1.How do classics such as Shakespeare and Wordsworth benefit the readers?

A．They set off far less electrical activity in the brain.

B．They light up the mind shorter than the initial electrical spark.

C．They shift physical pathways in the young and the elderly.

D．They draw readers’ attention and help make self-examination.

2.Why does the author mention” They then” translated”… modern language“？

A．To prove that classics are more useful than ordinary versions.

B．To show self-help books act like rocket-boosters to the brain.

C．To tell serious literature sets off far less electrical activity.

D．To make known ordinary versions set off more electrical activity

3.What can we conclude according to the researchers?

A．Self-help books are more valuable than classics.

B．Serious literature lights up the mind shorter than ordinary versions.

C．The right hemisphere of the brain is related to autobiographical memory.

D．Literature has a beneficial effect only on the mind of the young.

4.Which of the following would be the best title for the passage?

A．Ordinary Versions Create New Thoughts

B．Modern Language Increases the Brain

C．Classics Help lmprove the Brain Activity

D．Self-help Books, Rocket-boosters

第三节完形填空(共20小题；每小题1.5分，满分30分)

阅读下面短文，从短文后所给各题的四个选项(A、B、C和D)中，选出可以填入空白处的最佳选项，并在答题卡上将该项涂黑。

Nick was not the kind of boy I had expected to spend my summer with. I was hoping to have a 21 the summer before my busy senior year, but my mother asked me to do her a 22 . One of her colleagues needed a full-time 23 . “You planned to volunteer at the local hospital, why not volunteer to 24 Nick instead?” Then she told me that this six-year-old boy was not a 25 child.

Nick was a lovely little boy who suffered from many disorders. Normal day-care centers would not 26 him. As a baby, he had serious ear infections which left him with equilibrium (平衡) problems. He couldn’t 27 or run properly. I was hesitating (犹豫) 28 I was to take the job when my mother 29 , “Don’t you want to be a nurse in the future? I doubt if you even have the 30 .”

Then I told her I was 31 for the job.

The day started at 7:00 a.m. Nick was my wake-up call! With so much energy and very little 32 , he was quite a mix.

At the park, when he saw all the other children play on the jungle gym and swings (秋千)， the boy’s face 33 up — How he wished he belonged to the group of his age! You would think it would be 34 to get a child to go down a slide (滑梯). Believe me, it wasn’t ! It took time, a lot of time. But with patience and support, Nick took one step up the slide each day. We worked together to face his 35 and gradually he got closer to taking the slide of his life.

Halfway through the summer, he 36 it to the top of the slide. With my arms 37 him tightly, we flew down the slide! I waited for his reaction. After realizing that he was safe and sound, he gave me a big 38 and asked, “May I go down again, alone?”

I had never been happier in my life when I saw this little child climb the ladder and enjoy what other children 39 for granted.

This 40 child taught me that being a nurse means respect, kindness and patience.

21. A. grade B. course C. project D. relaxation

22. A. service B. favour C. business D. trade

23. A. nurse B. waitress C. guard D. guide

24. A. protect B. defend C. attend D. comfort

25. A. normal B. naughty C. clever D. happy

26. A. admit B. receive C. accept D. adopt

27. A. speak B. play C. stand D. walk

28. A. if B. what C. why D. where

29. A. suggested B. argued C. challenged D. commented

30. A. energy B. courage C. faith D. time

31. A. eager B. sorry C. grateful D. ready

32. A. awareness B. balance C. knowledge D. control

33. A. delighted B. cheered C. lit D. shut

34. A. difficult B. simple C. interesting D. terrible

35. A. fears B. worries C. chances D. situations

36. A. climbed B. got C. managed D. made

37. A. taking B. holding C. bringing D. greeting

38. A. kiss B. clap C. welcome D. surprise

39. A. play B. do C. take D. enjoy

40. A. miserable B. smart C. brave D. special

The works of Shakespeare and Wordsworth are “rocket-boosters” to the brain and better therapy than self-help books, researchers will say this week.
Scientists, psychologists and English academics at Liverpool University have found that reading the works of the Bard and other classical writers has a beneficial effect on the mind, catches the reader’s attention and cause moments of self-reflection.
Using scanners, they monitored the brain activity of volunteers as they read works by William Shakespeare, William Wordsworth, T.S Eliot and others.
They then “translated” the texts into more “straightforward”, modern language and again monitored the readers’ brains as they read the words.
Scans showed that the more “challenging” prose （散文）and poetry set off far more electrical activity in the brain than the more pedestrian versions.
Scientists were able to study the brain activity as it responded to each word and record how it “lit up” as the readers encountered unusual words, surprising phrases or difficult sentence structure.
This “lighting up” of the mind lasts longer than the initial electrical spark, shifting the brain to a higher gear, encouraging further reading.
The research also found that reading poetry, in particular, increases activity in the right hemisphere （半球）of the brain, an area concerned with “autobiographical memory”, helping the reader to reflect on and reappraise their own experiences in light of what they have read. The academics said this meant the classics were more useful than self-help books.
Philip Davis, an English professor who has worked on the study with the university’s magnetic resonance centre, will tell a conference this week: “Serious literature acts like a rocket-booster to the brain.
"The research shows the power of literature to shift mental pathways, to create new thoughts, shapes and connections in the young and the elderly alike.”

1.
How do classics such as Shakespeare and Wordsworth benefit the readers?
1. A.
  They set off far less electrical activity in the brain
2. B.
  They light up the mind shorter than the initial electrical spark
3. C.
  They shift physical pathways in the young and the elderly
4. D.
  They draw readers’ attention and help make self-examination
2.
Why does the author mention” They then” translated”… modern language“？
1. A.
  To prove that classics are more useful than ordinary versions
2. B.
  To show self-help books act like rocket-boosters to the brain
3. C.
  To tell serious literature sets off far less electrical activity
4. D.
  To make known ordinary versions set off more electrical activity
3.
What can we conclude according to the researchers?
1. A.
  Self-help books are more valuable than classics
2. B.
  Serious literature lights up the mind shorter than ordinary versions
3. C.
  The right hemisphere of the brain is related to autobiographical memory
4. D.
  Literature has a beneficial effect only on the mind of the young
4.
Which of the following would be the best title for the passage?
1. A.
  Ordinary Versions Create New Thoughts
2. B.
  Modern Language Increases the Brain
3. C.
  Classics Help lmprove the Brain Activity
4. D.
  Self-help Books, Rocket-boosters

How do classics such as Shakespeare and Wordsworth benefit the readers?

Why does the author mention” They then” translated”… modern language“？

What can we conclude according to the researchers?

Which of the following would be the best title for the passage?

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