Jane raced onto the train platform and asked a porter, “Is this the train to Rochester?”

    “Yes,” said the porter. “but only the …Hey! Wait.” He was too   21 .Jane had raced off

  22    he had finished speaking.

   She had just   23    herself in a seat when the train    24  out of the station. Jane got out her book and settled down to read. After about an hour or so, she looked  25   and glanced out of the window. “That’s  26     .” she thought . “the landscape(景色)doesn’t look  27    ,and it should; I’ve   28   this route so many times.” She was getting increasing  29    when the big, red-faced conductor walked up and asked for her  30    .

   One glance was enough. He  31  his head in friendly reproach(责备) and said, “Now, young lady, what did you do a fool thing like that for? This is the  32  ticket. You  33  have sat at the back of the train. The Rochester-bound(开往) section was  34    at the last station.

   Jane’s face grew red. “I’m sorry,” she said, “I guess I was in too much of a   35     to find out…”  “Well,” said the conductor, “don’t   `36    . You shouldn’t have been in such a hurry, but I dare say we can  37    you a train going in the right  38    at Syracuse. You’ll be a couple of hours late  39   ,though .”

   When Jane finally stepped onto the Rochester platform, her mother  40  up to her . “Oh, Jane, we have been so worried. What on earth happened?”

“Well, Mom,” said Jane, “it’s a long story.”

1.A. busy              B. early            C. late            D. quick

2.A. when             B. then             C. after           D. before

3.A. settled             B. took             C. made          D. gave

4.A. pushed            B. pulled           C. left            D. started

5.A. around             B. about            C. up            D. down

6.A. exciting           B. interesting        C. strange         D. right

7.A. familiar           B. beautiful         C. nice            D. alike

8.A. walked             B. gone            C. followed        D. traveled

9.A. uneasy             B. calm            C. angry           D. unhappy

10.A. money            B. ticket            C. book           D. name

11.A. put              B. shook            C. raised          D. nodded

12.A. wrong            B. used            C. only            D. right

13.A. would             B. must            C. should          D. could

14.A. joined            B. turned           C. connected       D. separated

15.A. hurry             B. trouble          C. worry           D. difficulty

16.A. sorry             B. worry           C. hurry            D. regret

17.A. make             B. give            C. find             D. get

18.A. time               B. place           C. station           D. direction

19.A. arriving           B. leaving          C. going           D. returning

20.A. called              B. picked          C. rushed          D. pushed

 “Experience may possibly be the best teacher, but it is not a particularly good teacher.” You might think that Winston Churchill or perhaps Mark Twain spoke those words, but they actually come from James March, a professor at Stanford University and a pioneer in the field of organizational decision making. For years March (possibly be wisest philosopher of management) has studied how humans think and act, and he continues to do so in his new book The Ambiguities of Experience.

He begins by reminding us of just how firmly we have been sticking to the idea of experiential learning: “Experience is respected；experience is sought；experience is explained.” The problem is that learning from experience involves serious complications (复杂化), ones that are part of the nature of experience itself and which March discusses in the body of this book.

In one interesting part of the book, for example, he turns a doubtful eye toward the use of stories as the most effective way of experiential learning. In our efforts to make stories interesting, he argues, we lose part of the complicated truth of things. He says “The more accurately reality is presented, the less understandable the story, and the more understandable the story, the less realistic it is.”

Besides being a broadly knowledgeable researcher, March is also a poet, and his gift shines through in the depth of views he offers and the simple language he uses. Though the book is short, it is demanding: Don’t pick it up looking for quick, easy lessons. Rather, be ready to think deeply about learning from experience in work and life.

1.According to the text, James March is ________.

A．a poet who uses experience in his writing

B．a teacher who teachers story writing in university

C．a researcher who studies the way humans think and act

D．a professor who helps organizations make important decisions

2.According to James March, experience ________.

A．is overvalued                          B．is easy to explain

C．should be actively sought                 D．should be highly respected

3.What can we learn from Paragraph 3?

A．Experience makes stories more accurate.

B．Stories made interesting fail to fully present the truth.

C．The use of stories is the best way of experiential learning.

D．Stories are easier to understand when reality is more accurately described.

4.What’s the purpose of this text?

A．To introduce a book.                     B．To describe a researcher.

C．To explain experiential learning.            D．To discuss organizational decision making.

完形填空（共15小题, 每小题1分， 满分15分）

阅读下面的短文，从短文所给的A、B、C、D四个选项中，选出可以填入空白处的最佳答案。

For years we have been told that encouraging a child’s self-respect is important to his or her success in life. __41__ child experts are now learning that __42__ praise can lead to the opposite effect. Praise-aholic(受表扬上瘾的) kids who __43__ it at every turn may become teens who try to get the same kind of __44__ from friends when asked if they want to go in the backseat of the car. ks5*u

The meaning of saying “You are the __45__ girl in class,” or talking about the goals she scored but not her general __46__, is that you love her __47__ when she looks the best, scores the highest, achieves the most. And this __48__ over to the classroom.

Social psychologist Carrol Dweck, PhD, tested the effects of overpraise on 400 fifth graders __49__ she was at Columbia University. She found that the kids who were __50__ for “trying hard” did better on tests and were more likely to take on difficult tasks than __51__ praised for being “smart”.

“Praising qualities or abilities leads to a false __52__ that success will come to you because you __53__ that quality, and it devalues(贬值) effort. __54__, children are afraid to take on challenges, ” says Dweck, now at Stanford University, “They think they’d better __55__ while they’re ahead.”

   A. And      B. But              C. Then             D. So

   A. enough   B. a little     C. too much         D. some

   A. expect       B. rescue           C. notice   D. design

   A. education    B. praise       C. competition      D. direction

   A. prettiest    B. youngest     C. tallest      D. fattest

   A. ability          B. value        C. kindness     D. effort

   A. still        B. only         C. already          D. yet

   A. carries  B. looks        C. turns                D. takes

   A. while    B. because      C. until        D. unless

   A. set down     B. looked through   C. picked up        D. thought highly of

A .one     B. it               C. that     D. those

A. idea        B. plan         C. schedule             D. decision

   A. have B. like             C. advise               D. make

A. After all   B. At first         C. As a result  D. In addition

   A. move             B. stop         C. fight    D. work

The days we have been looking forward to ____ soon．

  A．coming   B．will come   C．came   D．have come

(2013·高考福建卷)We have been driving in fog all morning，but the fog is lifting now.The little seaside villages are ____ ，one by one.“There is my grandmother’s house，”I say，____ across the bay to a shabby old house.

I am in Nova Scotia on a pilgrimage (朝圣) with Lise，my granddaughter，seeking roots for her，retracing (追溯) ____ memory for me.Lise was one of the mobile children，____ from house to house in childhood.She longs for a sense of ____，and so we have come to Nova Scotia where my husband and I were born and where our ancestors ____ for 200 years.

We soon ____ by the house and I tell her what it was like here，the memories ____ back，swift as the tide (潮水)．

Suddenly，I long to walk again in the ____ where I was once so gloriously a child.It still ____ a member of the family，but has not been lived in for a while.We cannot go into the house，but I can still walk ____ the rooms in memory.Here，my mother ____ in her bedroom window and wrote in her diary.I can still see the enthusiastic family ____ into and out of the house.I could never have enough of being ___ them.However，that was long after those childhood days.Lise ___ attentively as I talk and then says，“So this is where I ____； where I belong.”

She has ____ her roots.To know where I come from is one of the great longings of the human ____.To be rooted is“to have an origin”．We need ____ origin.Looking backward，we discover what is unique in us; learn the ____ of“I”．We must all go home again—in reality or memory.

1.A.appearing? B．moving

C．exposing? D．expanding

2.A.referring? B．travelling

C．pointing? D．coming

3.A.shared? B．short

C．fresh? D．treasured

4.A.passed? B．raised

C．moved? D．sent

5.A.home??? B．duty

C．reality? D．relief

6.A.built? B．lived

C．remained? D．explored

7.A.catch up? B．pull up

C．step down? D．come down

8.A.falling? B．turning

C．rushing? D．bringing

9.A.yard? B．village

C．room? D．house

10.A.adapts to? B．appeals to

C．belongs to? D．occurs to

11.A.across? B．through

C．along? D．past

12.A.lay??? B．played

C．stood? D．sat

13.A.marching? B．looking

C．breaking? D．pouring

14.A.between? B．with

C．near? D．behind

15.A.wonders? B．listens

C．reacts? D．agrees

16.A.began? B．grew

C．studied? D．stayed

17.A.deepened? B．recognized

C．accepted? D．found

18.A.heart??? B．rights

C．interest? D．behaviors

19.A.one? B．its

C．that??? D．every

20.A.meaning? B．expression

C．connection? D．background