Read first and then discuss the questions.

　　Where did jazz originate? What musical, social, and cultural ingredients (n. 成分, 因素) combined to form jazz? These questions, and their respective answers, are important for the student of jazz history to investigate.

　　Jazz is the only indigenous American art form and it is truly a cultural product of the United States. Western and African musical culture were the seeds of jazz, but America was the soil where jazz grew and prospered (V．成功, 兴隆, 昌盛). Jazz is neither a music of Blacks nor the music of Whites, but jazz is actually a blending of a variety of traditions, heritages, and philosophies (n. 哲学, 哲学体系) .

　　During the early history of America, slavery was a standard social practice. Slaves were forcibly brought from Africa to America. While in America, the displaced African’s (including African musicians who brought their musical traditions and talents with them) would learn from already established Western musical theories and performance practices. At the same time, Western musicians would learn African (Eastern) musical theories and performance practices from the African musicians.

　　Primitive (原始的) African culture places a great emphasis on music, much more so than Western societies. Music is an important aspect (n. 方面) of many of the day-today activities of the primitive African societies. As a primitive musical expression, early African music placed a great emphasis on rhythmic (adj. 节奏的, 合拍的) activity with a more simple use of melody (n. 悦耳的音调) and harmony (n. 协调, 融洽). African rhythms are quite complex and very advanced, yet the melodies and harmonies are simple. This strong emphasis on musical tradition and usage was brought with the African populations during their forced exile of slavery to America.

　　While in America, these new Black Americans still expressed themselves through their musical traditions. Since they were in America, their old musical traditions could not be reproduced exactly for many reasons, including not being allowed to use traditional African instruments. To understand a comparable situation, let us assume (vt. 假定, 设想) that we have a fictional American rock band who are forcibly taken to a foreign country. While in slavery, the rock musicians still desire to create their music. Unfortunately, their new “owners” give them permission to perform their rock music, but the rock band is not allowed to use any electric guitars, an electric bass, a drum set, keyboards, or any type of electronic instruments. This would cause quite a problem for the rock band, but if they have a strong enough desire to create their music, they would have to find a way to do so with the resources (instruments etc. ) that were available to them. This imaginary (adj. 假想的, 想象的) scenario (剧情概要, 或是某一特定情节) was exactly what the African musicians faced as slaves in America.

　　Along with finding new instruments, the African musicians were being exposed to the Western musical culture. This exposure was a vital essence to the evolution of jazz. These new Western melodic, harmonic, rhythmic, and aural traditions affected the African musicians tremendously. Of course, White musicians were also being affected by what they head from the African musicians. As time passes, the give and take between the African and Western musical traditions would blossom into what would be called Jazz.

　　To this day, elements that started with the African slaves can still be heard in jazz and rock. One example still in use is the African “call and response” method of early African songs. In a call and response, the soloist sings a portion of a melody while the group responds afterwards (much like a musical question and answer) .

　　Another example is “pitch-bending”. During the advent of jazz, the musicians would bend pitches for expressive purposes. This bent pitch catches our ears because the ear does not know where the pitch will actually end up, thus creating a musical surprise. Countless jazz and rock musicians use this technique today. Listen to a rock lead-guitar solo and count all the pitch-bends utilized. Most of today's synthesizers even have a pitch-bend device built in.

　　The roots of jazz are from African and Western musical traditions blended together. Over a period of many years, these traditions exchanged musical qualities and slowly evolved into jazz. The African emphasis on rhythm combined with Western theoretical musical thought created a new music for all musicians and audiences to enjoy. As the jazz musical tree grew, other sub-styles of music grew from the trunk of jazz. Music styles such as Rhythm and Blues (n. 节奏和布鲁斯) Soul, Funk, Rap, and Rock and Roll are all descendants (n. 子孙, 后裔, 后代) of jazz and the jazz heritage.

Questions For Discussion:

1．Does Jazz come from Africa?

2．Does Jazz come from Blues?

请阅读下面短文，掌握其大意，然后从36~55各题所给的四个选项（A、B、C和D）中选出最佳选项，并在答题卡上将选项的标号涂黑。
After winning a big game，athletes are often asked how they feel．Usually athletes say how  36  it is to win this big game．On the contrary，the fact is that losing a big game，or in my case，all the games，can be even harder．
From the spectators’ point of view，last year’s basketball  37  for my high school team was nothing  38  of an embarrassment．And  39  0 and 20 is certainly nothing to be proud of，that season had a bigger impact on me than any other．As a team captain，I knew it probably wouldn’t be the  40  year，but did I ever think we would lose every game？Of course not．Since six of our top players had graduated，it was clear that we were a (n)  41  team who would struggle．The struggle began earlier than expected，  42 ，as our team center was suspended (禁赛) for the season，and two key members decided to  43  for some reason．At this point，dropping out probably passed through every player’s mind，but in the end，we all stuck it out，  44  to work still harder．
Then there came a time when even our    45     had given up on us．Personally，I felt like it was  46  worthwhile giving my all．I thought，if even the coach doesn’t believe in us，why should I？But just as my hope began to  47 ，a teammate called a meeting．He said，“Nobody thinks we are going to win，but，as teammates and friends，we  48  it to each other to go all out every game．”
It was that moment that  49  me how to be a leader．It hit me that I certainly didn’t  50  the role．As a leader you can never quit  51  the team who looks up to you．It is one  52  to be named captain，feel great and go through the motions，but it is quite another to be a real captain and make sure everyone realizes their full  53  all the time．
I am sure it is great to go through without losing and bringing home awards．But in all honesty，I  54  the fact that my team lost every game last year．It may not help me to become a better basketball player，but it already has made me a better leader，and  55 ．
36．A．exciting                         B．pleasant                       C．tough                   D．significant
37．A．game                      B．event                      C．league                 D．season
38．A．short                       B．full                                  C．lacking                 D．sufficient
39．A．as                                   B．while                       C．since                    D．now that
40．A．most interesting        B．dullest                           C．most difficult     D．easiest
41．A．unique                           B．adventurous                C．young                   D．untrained
42．A．meanwhile                   B．though                          C．instead                D．somehow
43．A．quit                                B．stay                               C．resign                  D．rest
44．A．hoping                           B．swearing                      C．claiming              D．wishing
45．A．fans                               B．classmates                  C．sponsor               D．coach
46．A．only too                        B．more than             C．not a little     D．no longer
47．A．fade                               B．gain                               C．destroy                D．grow
48．A．owe                               B．think                        C．demand               D．recommend
49．A．reminded                     B．told                                C．taught                 D．guided
50．A．act                                 B．deserve                        C．play                      D．take
51．A．with                               B．alongside                     C．on                         D．for
52．A．matter                          B．aspect                           C．issue                    D．thing
53．A．potential                      B．goal                               C．enthusiasm        D．confidence
54．A．hate                               B．treasure                       C．admit                   D．recognize
55．A．character                     B．captain                         C．person                 D．figure

A newly trained teacher named Mary went to teach at a Navajo Indian reservation. Every day, she would ask five of the young Navajo students to __1__ the chalkboard and complete a simple math problem from   2   homework.

They would stand there, silently,  3   to complete the task. Mary couldn’t figure it out.   4   she had studied in her educational curriculum helped, and she   5   hadn’t seen anything like it in her student-teaching days back in Phoenix.

What am I doing wrong? Could I have chosen five students who can’t do the  6  ? Mary would wonder. No,  7  couldn’t be that. Finally she   8   the students what was wrong. And in their answers, she learned a   9   lesson from her young   10   pupils about self-image and a(n)   11   of self-worth.

It seemed that the students  12  each other’s individuality and knew that  13  of them were capable of doing the problems.   14  at their early age, they understood the senselessness of the win-lose approach in the classroom. They believed no one would  15  if any students were shown up or embarrassed at the  16  . So they   17   to compete with each other in public.

Once she understood, Mary changed the system   18   she could check each child’s math problem individually, but not at any child’s expense  19  his classmates. They all wanted to learn,  20  not at someone else’s expense.

1．  A．go to        B．come to         C．get close to    D．bring

2．  A．his           B．their           C．his own         D．her

3．  A．happy          B．willingly         C．readily        D．unwilling

4．  A．Anything      B．Nothing         C．Everything     D．Neither

5．  A．almost         B．certainly        C．hardly           D．never

6．  A．question       B．chalkboard     C．problem         D．homework

7．  A．they         B．it             C．everything     D．each

8．  A．asked              B．questioned     C．told            D．understood

9．  A．outstanding  B．surprising       C．annoying       D．frightening

10．A．sunburned    B．tender         C．Indian        D．naughty

11．A．sense        B．image         C．way           D．aspect

12．A．had          B．ignored          C．respected       D．cared

13．A．none           B．no one        C．each           D．not all

14．A．Especially    B．Even though       C．Even so       D．Even

15．A．lose          B．win            C．achieve          D．answer

16．A．time         B．situation         C．chalkboard     D．condition

17．A．refused        B．rejected         C．tried           D．promised

18．A．if             B．so that        C．unless        D．in case

19．A．in favour of  B．of            C．by means of   D．in front of

20．A．and          B．but             C．so              D．or

A newly trained teacher named Mary went to teach at a Navajo Indian reservation. Every day, she would ask five of the young Navajo students to __1__ the chalkboard and complete a simple math problem from   2   homework.

They would stand there, silently,  3   to complete the task. Mary couldn’t figure it out.   4   she had studied in her educational curriculum helped, and she   5   hadn’t seen anything like it in her student-teaching days back in Phoenix.

What am I doing wrong? Could I have chosen five students who can’t do the  6  ? Mary would wonder. No,  7  couldn’t be that. Finally she   8   the students what was wrong. And in their answers, she learned a   9   lesson from her young   10   pupils about self-image and a(n)   11   of self-worth.

It seemed that the students  12  each other’s individuality and knew that  13  of them were capable of doing the problems.   14  at their early age, they understood the senselessness of the win-lose approach in the classroom. They believed no one would  15  if any students were shown up or embarrassed at the  16  . So they   17   to compete with each other in public.

Once she understood, Mary changed the system   18   she could check each child’s math problem individually, but not at any child’s expense  19  his classmates. They all wanted to learn,  20  not at someone else’s expense.

1.  A. go to   B. come to      C. get close to D. bring

2.  A. his      B. their   C. his own      D. her

3.  A. happy  B. willingly    C. readily       D. unwilling

4.  A. Anything    B. Nothing     C. Everything D. Neither

5.  A. almost B. certainly     C. hardly       D. never

6.  A. question      B. chalkboard C. problem     D. homework

7.  A. they    B. it C. everything  D. each

8.  A. asked   B. questioned  C. told    D. understood

9.  A. outstanding B. surprising   C. annoying    D. frightening

10. A. sunburned    B. tender C. Indian D. naughty

11. A. sense    B. image C. way    D. aspect

12. A. had      B. ignored      C. respected    D. cared

13. A. none    B. no one       C. each    D. not all

14. A. Especially    B. Even though      C. Even so      D. Even

15. A. lose      B. win     C. achieve      D. answer

16. A. time     B. situation     C. chalkboard D. condition

17. A. refused B. rejected      C. tried   D. promised

18. A. if       B. so that C. unless D. in case

19. A. in favour of        B. of       C. by means of       D. in front of

20. A. and      B. but     C. so       D. or

第二节   完形填空（共20小题，每小题1.5分，满分30分）
After winning a big game，athletes are often asked how they feel．Usually athletes say how  36 it is to win this big game．On the contrary，the fact is that losing a big game，or in my case，all the games，can be even harder．
From the spectators’ point of view，last year’s basketball  37  for my high school team was nothing  38 of an embarrassment．And  39  0 and 20 is certainly nothing to be proud of，that season had a bigger impact on me than any other．As a team captain，I knew it probably wouldn’t be the  40 year，but did I ever think we would lose every game？Of course not．Since six of our top players had graduated，it was clear that we were a (n)  41  team who would struggle．The struggle began earlier than expected，  42 ，as our team center was suspended (禁赛) for the season，and two key members decided to  43  for some reason．At this point，dropping out probably passed through every player’s mind，but in the end，we all stuck if out，  44 to work still harder．
Then there came a time when even our  45 and given up on us．Personally，I felt like it was  46 worthwhile giving my all．I thought，if even the coach doesn’t believe in us，whyshould I？But just as my hope began to  47 ，a teammate called a meeting．He said，“Nobody thinks we are going to win，but，as teammates and friends，we  48 it to each other to go all out every game．”
It was that moment that  49  me how to be a leader．It hit me that I certainly didn’t 50  the role．As a leader you can never quit  51  the team who looks up to you．It is one  52 to be named captain，feel great and go through the motions，but it is quite another to be a real captain and make sure everyone realizes their full  53 all the time．
I am sure it is great to go through without losing and bringing home awards．But in all honesty，I  54 the fact that my team lost every game last year．It may not help me to become a better basketball player，but it already has made me a better leader，and  55 ．
36．A．exciting                 B．pleasant                  C．tough                 D．significant
37．A．game                 B．event                  C．league             D．season
38．A．short                 B．full                        C．lacking            D．sufficient
39．A．as                         B．while                  C．since           D．now that
40．A．most interesting      B．dullest                    C．most difficult D．easiest
41．A．unique                   B．adventurous            C．young              D．untrained
42．A．meanwhile             B．though                    C．instead             D．somehow
43．A．quit                       B．stay                        C．resign              D．rest
44．A．hoping                  B．swearing                 C．claiming          D．wishing
45．A．fans                  B．classmates        C．sponsor            D．coach
46．A．only too                B．more than           C．not a little    D．no longer
47．A．fade                  B．gain                       C．destroy            D．grow
48．A．owe                      B．think                  C．demand           D．recommend
49．A．reminded           B．told                        C．taught              D．guided
50．A．act                       B．deserve                   C．play                D．take
51．A．with                      B．alongside            C．on                   D．for
52．A．matter                   B．aspect                     C．issue            D．thing
53．A．potential            B．goal                       C．enthusiasm       D．confidence
54．A．hate                  B．treasure                  C．admit                 D．recognize
55．A．character           B．captain                   C．person             D．figure