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In 1974, after filling out fifty applications, going through four interviews, and winning one offer, I took what I could get ----- a teaching job at what I considered a distant wild area: western New Jersey. My characteristic optimism was alive only when I reminded myself that I would be doing what I had wanted to do since I was fourteen ------- teaching English.

School started, but I felt more and more as if I were in a foreign country. Was this rural area really New Jersey? My students took a week off when hunting season began. I was told they were also frequently absent in late October to help their fathers make hay on the farms. I was a young woman from New York City, who thought that “Make hay while the sun shines” just meant to have a good time.

But, still, I was teaching English. I worked hard, taking time off only to eat and sleep. And then there was my sixth-grade class ---- seventeen boys and five girls who were only six years younger than me. I had a problem long before I knew it. I was struggling in my work as a young idealistic teacher. I wanted to make literature come alive and to promote a love of the written word. The students wanted to throw spitballs and whisper dirty words in the back of the room.

In college I had been taught that a successful educator should ignore bad behavior. So I did, confident that, as the textbook had said, the bad behavior would disappear as I gave my students positive attention. It sounds reasonable, but the text evidently ignored the fact that humans, particularly teenagers, rarely seems reasonable. By the time my boss, who was also my taskmaster, known to be the strictest, most demanding, most quick to fire inexperienced teachers, came into the classroom to observe me, the students exhibited very little good behavior to praise.

My boss sat in the back of the room. The boys in the class were making animal noises, hitting each other while the girls filed their nails or read magazines. I just pretended it all wasn’t happening, and went on lecturing and tried to ask some inspiring questions. My boss, sitting in the back of the classroom, seemed to be growing bigger and bigger. After twenty minutes he left, silently. Visions of unemployment marched before my eyes.

I felt mildly victorious that I got through the rest of class without crying, but at my next free period I had to face him. I wondered if he would let me finish out the day. I walked to his office, took a deep breath, and opened the door.

He was sitting in his chair, and he looked at me long and hard. I said nothing. All I could think of was that I was not an English teacher; I had been lying to myself, pretending that everything was fine.

When he spoke, he said simply, without accusation, “You had nothing to say to them.”

“You had nothing to say to them”. he repeated.” No wonder they are bored. Why not get to the meat of literature and stop talking about symbolism. Talk with them, not at them. And more important, why do you ignore their bad behavior”? We talked. He named my problems and offered solutions. We role-played. He was the bad student, and I was the forceful, yet, warm, teacher

As the year progressed, we spent many hours discussing literature and ideas about human beings and their motivations. He helped me identify my weaknesses and strengths. In short, he made a teacher of me by teaching me the reality of Emerson’s words: “The secret to education lies in respecting the pupil.”

Fifteen years later I still drive that same winding road to the same school. Thanks to the help I received that difficult first year, the school is my home now.

1. It can be inferred from the story that in 1974 ________________.

A．the writer became an optimistic person

B．the writer was very happy about her new job

C．it was rather difficult to get a job in the USA

D．it was easy to get a teaching job in New Jersey

2.According to the passage, which of the following is most probably the writer’s problem as a new teacher?

A．She had blind trust in what she learnt at college.

B．She didn’t ask experienced teachers for advice.

C．She took too much time off to eat and sleep.

D．She didn’t like teaching English literature.

3.What is the writer’s biggest worry after her taskmaster’s observation of her class?

A．She might lose her teaching job.

B．She might lose her students’ respect.

C．She couldn’t teach the same class any more.

D．She couldn’t ignore her students’ bad behavior any more.

4.Which of the following gives the writer a sense of mild victory?

A．Her talk about symbolism sounded convincing.

B．Her students behaved a little better than usual.

C．She managed to finish the class without crying.

D．She was invited for a talk by her boss after class.

5.The students behaved badly in the writer’s classes because

A．They were eager to embarrass her.

B．She didn’t really understand them.

C．They didn’t regard her as a good teacher.

D．She didn’t have a good command of English.

6.The taskmaster’s attitude towards the writer after his observation of her class can be described as________________.

A．cruel but encouraging                    B．fierce but forgiving

C．sincere and supportive                   D．angry and aggressive

A wise man was visiting the Ganges, a river which flows through northern India, to take a bath. He found a group of family members on the   26  , shouting angrily at each other. He___27    his disciples(弟子), smiled and asked, “Why do people shout in    28   at each other ?” The disciples   29    for a while and one of them said, “ Because we   30__   our calm, we shout.” “But, why should you shout    31   the other person is just next to you ? You can as well tell him what you have to say in a(n)   32   manner,” asked the wise man. Some disciples gave some other answers, but none   33   the other disciples. Finally the wise man explained, “When two people are angry at each other, there is a distance between their   ___34   . To cover that distance they must shout to be able to  35   each other. The angrier they are, the louder they will have to shout to __36    that great distance. What   37__    when two people fall in love ? They don’t shout at each other but talk softly, because their hearts are very  38   . The distance between them is either nonexistent or very small.”
The wise man  39    , “When they love each other even more, they do not   __40   , but only whisper and they get even closer to each other. Finally they   41 need not whisper. They only look at each other and that’s   42  . That’s how close people are when they love each other.”
He looked at his disciples and said, “So, when you   43  , do not let your hearts get distant. Do not say words that distance each other more.   44   there will come a day when the distance is so great that you will not find the path to  45  . You may end up becoming enemies, for instance.”

第三節：完形填空（共20小題；每小題1.5分,滿分30分）
閱讀下面短文,從短文后所給各題的四個選項（A、B、C和D）中,選出可以填入空白處的最佳選項,并在答題卡上將該項涂黑。
The Creightons were very proud of their son, Frank. After his graduation from university, Frank was drafted into the army and soon after that, he received his call to go to the  41   .
At first the parents heard from him every week and were  42  for his well-being but then a telegram came,saying,"We regret to inform you that your son has been   43   for three weeks
and may have been killed in   44   ."The parents were shocked and grieved (傷心的). They felt very   45   without Frank. About three weeks later,   46  , the phone rang. A voice on the other  47   said, "Mother,it's Frank. They  48  me,and I'm going to be all right. I'm in the United States and I'm coming home soon. "
Mrs. Creighton was overjoyed,  49   tears running down her cheeks,"Oh,that's just wonderful, Frank!"
There was  50  for a moment, and then Frank said,"Mother, I want to ask you something important to me. While I've been in the  51   , I've made some real  52 friends. There is one fellow I would like to bring home to meet you and Dad. And I would like to know if it would be all right if he could stay with us. He has  53   else to go."
His mother assured him it would be all right.
Then Frank said,"You see, he was  54  in battle. His face is all disfigured. He lost his  55  , and his right hand is missing. So you see,he feels  56 about how others will  57   him."
Frank's mother stopped to think a minute. Then she said, "Sure Frank, you bring him home—for a  58  ,that's it. About him staying with us permanently(永久地), well, we'll have to think about that." Frank said, "Okay, Mother," and hung up.
A week went by without any  59  from Frank,and then a telegram arrived,"We regret to inform you that your son has  60  his life. We would like you to come and identify the body."
"Why had he done this?" When they walked into the room to identify the body of their son, they found a young man with a disfigured face, one leg missing, and his right hand gone.
41. A. camp            B. front           C. airport        D. scene
42. A. pitiful     B. painful        C. hopeful       D. thankful
43. A. wounded        B. gone          C. missing       D. dead
44. A. action     B. crash          C. bomb         D. crime
45. A. crazy            B. scared         C. lonely         D. panic
46. A. otherwise        B. however      C. besides        D. therefore
47. A. hand      B. side           C. end           D. part
48. A. found            B. attacked       C. discovered           D. caught
49. A. in         B. by             C. for            D. with
50. A. a noise           B. laughter       C. a whisper            D. silence
51. A. war       B. army          C. country       D. battle
52. A. dear       B. close           C. new          D. old
53. A. everywhere  B. anywhere          C. nowhere             D. somewhere
54. A. injured           B. hurt           C. killed          D. destroyed
55. A. hand      B. foot           C. arm           D. leg
56. A. uneasy           B. upset          C. eager         D. curious
57. A. accept     B. judge         C. understand           D. recognize
58. A. stop       B. stay           C. call            D. visit
59. A. word      B. sound         C. information         D. sign
60. A. sacrificed         B. taken         C. killed          D. lost

A Train Floating On Air

A train that floats on air? It's not magic — it's magnets (磁). And it's close to reality.

         In Virginia USA the fall of 2002, a train with no wheels traveled on air and carried college students across their campus. In Japan, a whisper-quiet railway engine hovered and raced at 350 miles per hour using magnets and electricity as the power. And in China, a magnet train line linked Shanghai with nearby Pudong Airport.

These trains use magnetic levitation (懸浮) technology, “maglev” for short. They use the same rules as the magnets you pick up at home or school: opposite poles of magnets attract each other, and like poles repel each other.

How does it work?

Powerful magnets on the bottom of the train repel magnets on the track, which is actually just a magnet-filled guiding way. With a magnetic field of sufficient force, the train will go hovering on air, which seemed impossible to us in the past.

When an electrical current is sent through the track, the train moves. Turn the current backwards and the train slows down.

Maglev doesn't rely on the friction (摩擦力) of wheels on track, so it can climb a much steeper hill than a traditional train. And it can travel easily in snow and ice, something that could bring normal trains to a screaming stop.    

60.   This passage is about __________.

         A. maglev                   B. magnets                C. levitation               D. electricity

61.   Which of the following is a repelling action?

         A.                                B.                                C.                                D.

62.   What can we learn from the text?

         A. A magnet-filled guiding way is formed inside a maglev train.

         B. Instead of electricity, magnets are used as the power of a maglev.

         C. Maglev trains can climb hills with the help of magnet wheels.

         D. Electric currents decide the movements of a maglev train. 

63.   What is the difference between a maglev train and an ordinary train?

         A. A maglev train can climb mountains without power while an ordinary one can’t.

         B. A maglev train can travel in college campus while an ordinary train is not allowed.

         C. Travelling without a track, a maglev train is safer and smoother than an ordinary one.

         D. Floating on a track, a maglev train is faster, quieter than an ordinary railway train.

As a youngster, there was nothing I liked better than Sunday afternoons at my grandfather’s farm in western Pennsylvania. Surrounded by miles of winding stone walls, the house and field provided endless hours of fun for a city kid like me. I was used to tidy living rooms that seemed to whisper, "Not to be touched!"

I can still remember one afternoon when I was eight years old. Since my first visit to the farm, I had wanted more than anything to be allowed to climb the stone walls surrounding the houses. My parents would never approve. The walls were old; some stones were missing, others loose and falling. Still, my idea to climb across those walls grew so strong that finally, one spring afternoon, I had all my courage to enter the living room, where the adults had gathered after Sunday dinner.

"I, uh-I want to climb the stone walls," I said. Everyone looked up. "Can I climb the stone walls? "Immediately voices of disagreement went up from the women in the room. "Heavens, no!" You'll hurt yourself!" I wasn't too disappointed; the response was just as I'd expected. But before I could leave the room, I was stopped by my grandfather's loud voice. "Now hold on just a minute," I heard him say. "Let the boy climb the stone walls. He has to learn to do things for himself."

Many years have passed since then, and today I host the television program Mister Rogers’ Neighborhood, seen by millions of children throughout America. There have been changes over the years, but one thing remains the same: my message to children at the end of almost every visit. "There's only one person in this whole world like you," the kids can count on hearing me say, "and people can like you exactly as you are.”

1.When the writer was small, he lived        .

A．in the city                             B．on the farm

C．with his grandparents                    D．away from his parents

2.The writer enjoyed his visits to the farm because        .

A．there were old stone walls.                B．it was an exciting place for him.

C．he liked his grandfather.                  D．the living room there was clean

3.The underlined word “approve” in paragraph 2 means        .

A．prove            B．suppose           C．allow             D．mind

4.We can learn from the passage that the writer was        .

A．adventurous       B．funny             C．smart             D．talkative