In the old days, children were familiar with birth and death as part of life. Now this is perhaps the first generation of American youngsters who have never been close by during of the birth a baby and have never experienced the death of a family member.

Nowadays when people grow old, we often send them to nursing homes. When they get sick, we send them to a hospital, where children are forbidden to visit terminally (晚期的）in patients— even when those patients are their parents. This deprives（剥夺）the dying patient of family members during the last few days of his life and it deprives the children of an experience of death, which is an important learning experience.

Some of my colleagues and I once interviewed and followed about 500 terminally in order to find out what they could teach us and how we could be of more benefit, not just to them but to the members of their families as well. We were most impressed by the fact that even those patients who were not told of their serious illness were quite aware of its potential outcome.

It is important for family members, and doctors and nurses to understand these patients’ communication in order to truly understand their needs, fears and fantasies . Most of our patients welcomed another human being with whom they could talk openly, honestly, and frankly about their trouble. Many of them shared with us their great need to be informed, to be kept up - to - date on their medical condition and to be told when the end was near. We found out that patients who had been dealt with openly and frankly were better able to cope with the coming of death and finally to reach a true stage of acceptance before death.

1. The elders of today's Americans _______ .

A. are often absent when a family member is born or dying

B. are unfamiliar with birth and death

C. usually see the birth or death of a family member

D. have often experienced the fear of death as part of life

2. Children in America are deprived of the chance to________.

A. visit a patient at hospital   B. visit their family members

C. learn how to face death    D. look after the patients

3. The need of a dying patient for people to accompany him shows________.

A. his wish for communication with other people      B. his fear of death   

C. his unwillingness to die             D. he feels very upset about his condition

4. It may be concluded from the passage that________.

A. dying patients should be truthfully informed of their condition

B. dying patients are afraid of being told of the coming of death

C. most patients are unable to accept death until it can’t be avoided

D. most doctors and nurses understand what dying patients need

 On a trip to California, my family stopped for lunch. As we walked toward the entrance to the restaurant, a man, with a      beard and dirty hair, jumped up from a bench outside the restaurant and opened the door for us．Regardless of his      , he greeted us in a friendly way.

Once inside, my daughters whispered, "Mom, he     . " After we ordered our lunch, I explained, telling the kids to look      the dirt. We then watched other customers approach the restaurant but many      him. Seeing this rudeness truly upset me. The day I became a mother, I had determined to set a good      to my children. Yet sometimes when things didn't go right, being a good example was      . When our meal arrived, I realized I had left the car-sick pills in the truck．With the windiest trip ahead, the kids needed them, so I    myself from the meal and went to get them.

    Just then, the "doorman" was opening the door for a couple. They rushed past him without even acknowledging his      . Letting them in first, I said a loud "thank you" to him as I      .When I returned, we talked a bit. He said he was not allowed inside      he purchased food . I went back and told my family his     .Then I asked our waitress to add one soup and sandwich.

The kids looked      as we had already eaten, but when I said the order was for the "doorman" , they smiled. When it was time to      our trip, I found the "doorman" enjoying his meal. Upon seeing me, he stood up and thanked me heartily. He then     out his hand for a handshake and I gratefully accepted. I suddenly     the tears in his eyes—tears of gratitude (感激) .What happened next drew great astonishment: I gave the " doorman" a    _ . He pulled away, with tears      down his face.

Back in truck, I fell into deep thought．While we can't choose many things in life, we can choose when to show gratitude．I said thanks to a man who had      held open a door for me, and also said thanks for that      to teach my children by example.

1.A．messy B．clean C．pretty D．bright

2.A．service B．state C．appearance D．attitude

3.A．smokes B．smells C．sighs D．smiles

4.A．around B．over C．beyond D．into

5.A．ignored B．hated C．missed D．refused

6.A．target B．rule C．record D．example

7.A．stressful B．accessible C．awkward D．tough

8.A．excused B．refreshed C．prevented D．forgave

9.A．company B．presence C．challenge D．attack

10.A．quitted B．marched C．exited D．approached

11.A．before B．unless C．though D．since

12.A．story B．deed C．desire D．demand

13.A．concerned B．puzzled C．excited D．bored

14.A．make B．start C．continue D．take

15.A．waved B．washed C．raised D．reached

16.A．watched B．inspected C．witnessed D．noticed

17.A．hug B．nod C．lift D．strike

18.A．slipping B．rushing C．rolling D．breaking

19.A．firmly B．simply C．constantly D．politely

20.A．journey B. wisdom C. community D．opportunity

The national schools’ first aid competition is an interesting way for young people to practice their first aid skills in a safe environment.

A school may have three teams. The deadline for this competition has now been continued to April 21, 2012. All teams will compete at an elimination (淘汰) round, with the winners going forward to the National Final for the chance to become the winner.

A team has three formal members, and a reserve is also needed. All team members, together with the reserve, will take part. There are two age sections:

Junior: 7 to11

Senior: 12 to 16

This competition is based on the Young First Aid Course from St. John Ambulance Training Officer. Support will be given to make sure everyone has equal chances to win.

The winners of this competition will be invited to take part in the Young Grand Prior Competition. This competition improves the practical first aid skills of young people and tests their knowledge and skills with a series of realistic accidents and injuries. Youth teams are aged between 12 and 16 years old and should have three members. Young adults are aged between 17 and 21 and should have two members. All teams may bring a reserve. The Young Grand Prior Competition will be held at the Spa Complex, Scarborough, on November 28, 2012.

Those who want to take part in the national schools’ first aid competition will have to complete our application form.

1. If you are fifteen and want to take part in the competition, you will _________.

A．belong to the junior sections of the first aid competition

B．complete our application form by the end of April, 2012

C．study the course of St. John Ambulance Training Officer

D．teach yourself a lot of knowledge and skills of first aid

2. How many students will stand for a school?

A．Sixteen           B．Twelve            C．Four             D．Three

3.Form the passage we can learn that the Young Grand Prior Competition will __________.

A．have a test with realistic accidents and injuries

B．not allow the adult competitors to take part in

C．be the highest level competition in the country

D．be held on April 21, 2012

4.The passage is written mainly for __________.  

A．those who want to practice their first aid skills

B．the young school students in the country

C．the middle school teachers in the country

D．the young people throughout the country

第二节完型填空（共20小题；每小题1.5分，满分30分）

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，并在答题卡上将该项涂黑。

My Teacher in the School of Life

I spent the opening day of school this year at DeMatha Catholic High School in much the same way I spent the first day of classes   36   30 years ago; I sat in Dr Charles E. Offutt’s British literature class, listening to him   37   what his seniors would learn and get them excited about the journey they would  38  . I’m the principal (校长) of the school now , but for a few minutes I was back in 1975,   39  what the future held.

I have been learning from Dr Offutt for 30 of the 51 years he had been teaching at DeMatha. He not only taught me to think, he   40  me, as much by example as  41  , that it was my moral duty to do so and to serve   42   .

Neither of us could know how our  43  would develop over the years. When I first came back to DeMatha to teach English. I worked for Dr Offutt, the then department chair. After several years, I was  44  department chair, and our relationship changed   45  . I thought that it might be  46  chairing the department, since all of my former English teachers were still there, but Dr Offutt   47  me throughout. He knew when to give me   48   about curriculum, texts and personnel, and when to let me design my own course.

In 1997, I needed his advice about leaving DeMatha to become principal at another school. If he had asked me to stay at DeMatha, I might have.   49   , he encouraged me to seize the new     50  .

Five years ago, I became the   51   of DeMatha. Once again, Dr Offutt was there for me, letting me know that I could   52  on him as I tried to fill such big shoes. I’ve learned from him that great teachers have a (n)   53   wealth of lessons to teach.   54  his students don’t know it yet, I know how   55   they are; I’m still one of them.

36．A．mostly        B．exactly        C．only               D．simply

37．A．explain       B．predict        C．speak          D．teach

38．A．keep           B．achieve       C．choose        D．take

39．A．preparing        B．discovering     C．wondering       D．realizing

40．A．assisted       B．reminded      C．advised       D．convinced

41．A．words         B．action         C．explanation     D．models

42．A．the others        B．everyone       C．others         D．anyone

43．A．relationship     B．position      C．situation       D．condition

44．A．pointed       B．named        C．given          D．taken

45．A．already       B．yet          C．still          D．again

46．A．foolish        B．surprising        C．uncertain     D．challenging

47．A．promoted        B．accepted      C．supported     D．welcomed

48．A．advice        B．information     C．notice         D．thought

49．A．Otherwise       B．Therefore        C．Furthermore    D．Instead

50．A．choice        B．opportunity     C．occupation      D．possibility

51．A．teacher       B．principal     C．officer        D．clerk

52．A．live         B．look               C．depend        D．take

53．A．rich         B．little           C．valuable      D．endless

54．A．Once          B．Even if       C．Unless        D．Until

55．A．fortunate     B．curious       C．innocent      D．satisfied

Going Zero Waste means more than dealing with the rubbish we create. It means reducing it, too. People who go Zero Waste are careful about what they do. They never take more than they need, they reuse plastic bags, and they make good plans not to buy more than necessary before going shopping.

Kamikatsu, a Japanese village, has already gone Zero Waste. The 2,000 villagers recycle everything possible. There are 34 different boxes at the recycling center! The villagers sometimes just feel unhappy about what they have to do, but they also see the good side.

Let’s think about how to enjoy a Zero Waste Christmas. By sending recyclable cards, we can help our friends and family reduce(减少) waste. And wouldn’t it be better to enjoy the spirit of Christmas with a real tree that can be re-planted in spring?

Going Zero Waste requires us to think more about what happens before and after we act. It is not always easy. But just think how good it would be, both for ourselves and for the earth we live on, if we never had to waste anything.

1.The underlined word “it” in paragraph 1 refer to __________.

A．a plastic bag       B．the rubbish        C．a difficult thing     D．going Zero Waste

2.Which of the following is a way of going Zero Waste?

A．Plant trees at Christmas.

B．Using plastic bags when shopping.

C．Sending recyclable cards for Christmas.

D．Buying things when you are very hungry.

3.What is the purpose of this passage?

A．To persuade people to reduce waste.

B．To teach people how to enjoy Christmas.

C．To introduce the life of Japanese villagers.

D．To tell people how to deal with difficulties.

4.How is the passage developed?

A．Topic--Examples--Discussion               B．Examples--Argument--Topic

C．Topic--explanation--Argument              D．Examples--Explanation--Discussion