Washington: A research conducted at the University of Maryland looks at the numerous complex reasons as to why young children decide to include or exclude (排斥) other kids from their group of friends.

     It suggests that the kids' decision-making process is much more complex than previously believed.

     "They take into account group information, ranging from cliques (小圈子) and networks, when deciding what makes a group work well. Sometimes kids are excluded because they lack social skills, but a lot of time it has nothing to do with that. Instead it has to do with what we refer to as 'group membership' such as gender, race, nation, and culture," says Professor Melanie Killen, the Associate Director of the Centre for Children Relationships and Culture at Maryland, who led the 4-year project.

     Reporting their findings in the journal, the researcher said whatever was the reason, individuals who experienced long-term exclusion (排斥) from the group of friends suffered from depression, anxiety and loneliness.

     The study looked at two models to define how children make decisions regarding acceptance of other kids in their group -- the individual social deficit model and the inter-group social cognition (认同) model. While the former says that children's rejection occurs due to social deficits like shyness, wariness or fearfulness, the latter says that it happens because of group dynamics, prejudice and exclusion.

     It was also found that the age of children was also a factor that influenced their decisions regarding other kids' acceptance as friends.

     "With age, kids become more aware of group dynamics, conventions, customs, and rituals. With this comes a greater concern about group functioning, which can lead to exclusion which can be negative from a social justice viewpoint," says Killen.

     The researcher believes that her study may have many benefits, as it could provide insights into how to help when children are rejected by their peers.

1.While making friends, kids think more about the following EXCEPT ______.

    A. social skills B. culture C. race D. gender

2.The underlined word "deficit" in Paragraph 5 may mean “_______”.

    A. skill B. relationship C. weakness D. experience

3.One of the major purposes of the research is to _______.

    A. tell the reader how to tell inclusion from exclusion

   B. remind children to be careful while making friends

    C. seek ways to help kids excluded by their peers

    D. stop the children belonging to the inter-group social cognition model

4.While making friends, children exclude those of social deficit model to _______.

   A. keep their groups purer

    B. make their groups more socially powerful

    C. refuse other customs and cultures

   D. prove their groups to be strict

    Susan Sontag (1933 -- 2004) was one of the most noticeable figures in the world of  literature. For more than 40 years she made it morally necessary to know everything -- to read every book worth reading, to see every movie worth seeing. When she was still in her early 30s, publishing essays in such important magazines as Partisan Review, she appeared as the symbol of American cultural life, trying hard to follow every new development in literature, film and art. With great effort and serious judgment, Sontag walked at the latest edges of world culture.

Seriousness was one of Sontag's lifelong watchwords (格言), but at a time when the  barriers between the well-educated and the poor-educated were obvious, she argued for a true openness to the pleasures of pop culture. In "Notes on Camp", the 1964 essay that first made her name, she explained what was then a little-known set of difficult understandings, through which she could not have been more famous. "Notes on Camp", she wrote, represents "a victory of 'form' over 'content', 'beauty' over 'morals'".

     By conviction (信念) she was a sensualist (感觉论者), but by nature she was a moralist (伦理学者), and in the works she published in the 1970s and 1980s, it was the latter side of her that came forward. In Illness as Metaphor -- published in 1978, after she suffered cancer -- she argued against the idea that cancer was somehow a special problem of repressed personalities (被压抑的个性), a concept that effectively blamed the victim for the disease. In fact, re-examining old positions was her lifelong habit.

     In America, her story of a 19th century Polish actress who set up a perfect society in California, won the National Book Award in 2000. But it was as a tireless, all-purpose cultural view that she made her lasting fame. "Sometimes," she once said, "I feel that, in the end, all I am really defending ... is the idea of seriousness, of tree seriousness." And in the end, she made us take it seriously too.

71. The underlined sentence in Paragraph I means Sontag _______.

    A. was a symbol of American cultural life   B. developed world literature, film and art

    C. published many essays about world culture

    D. kept pace with the newest development of world culture

72. She first won her name through_______.

    A. her story of a Polish actress            B. her book Illness as Metaphor

    C. publishing essays in magazines like Partisan Review

    D. her explanation of a set of difficult understandings

73. According to the passage, Susan Sontag____.

    A. was a sensualist as well as a moralist     B. looked down upon the pop culture

    C. thought content was more important than form

    D. blamed the victim of cancer for being repressed

74. As for Susan Sontag's lifelong habit, she______.

    A. misunderstood the idea of seriousness    B. re-examined old positions

    C. argued for an openness to pop culture    D. preferred morals to beauty

75. Susan Sontag's lasting fame was made upon _____ .

    A. a tireless, all-purpose cultural view      B. her lifelong watchword: seriousness

    C. publishing books on morals

    D. enjoying books worth reading and movies worth seeing

I was brought up by my grandparents for the first years of my life. We   36   in a very small community and all of my aunts and uncles lived   37_  . Everyone had a hand in taking care of my safety. Of course in those days   38   everyone in the community spoke the beautiful language of my childhood. When my grandfather spoke I would _ 39_  him carefully.

Then at age six my father   40   from the army. I was forbidden to speak that 41   ever again. My grandfather was   42   . He couldn’t speak English, so my grandmother would   43   for him whenever he spoke to me. With my mother and father we   44 from that small community. I was about to enter public school so I had to learn English. My grandfather   45   when I was eight and we returned to that small community for his funeral. He was   46   in the living room, as was the tradition. I went and stood by him and   47   no one was around I spoke to him in a whisper   48   that beautiful language of my childhood. That was the   49   time I spoke those words.

Almost fifty years later, _ 50 _ I had forgotten the beautiful language of my childhood, I had the opportunity to   51   a newly written paper of it. On my first look at it I recognized   52   . I must have looked it over several times in the following weeks. Then one day I read out loud a word from my past. I almost cried. I was   53 reading over other words. Words came   54   back to me after all these years. When receiving something from someone, you don’t take it from their hand, rather you let them lay it in your hand. For me it was   55   ---The beautiful language of my childhood was Michif. It was not only a language but also a way of life.

1.A. lived                   B. reached                C. made                    D. put

2.A. far                      B. nearby                  C. inside                    D. outside

3.A. never                 B. already                 C. seldom                 D. almost

4.A. give                    B. believe in             C. listen to                D. like

5.A. returned                    B. went                     C. rushed                  D. swept

6.A. language          B. community          C. hand                      D. safety

7.A. happy                B. joyful            C. heartbroken      D. warm-blooded

8.A. look                    B. translate              C. wait                       D. speak

9.A. moved into      B. move back C. move away          D. moved on

10.A. worked           B. traveled               C. visited                   D. died

11.A. carried out  B. laid out                 C. held out               D. pick out

12.A. when               B. if                             C. even if                   D. although

13.A. for                             B. upon                      C. at                           D. in

14.A. first                 B. latter                    C. last                        D. former

15.A. long before    B. long ago               C. before long          D. long after

16.A. beat                B. see                        C. ask                         D. touch

17.A. nothing                    B. something           C. anything               D. everything

18.A. sadly               B. hardly                   C. faithfully               D. anxiously

19.A. drawing         B. frying           C. flooding                D. steaming

20.A. simple             B. merciful                C. perfect                 D. bitter

书面表达（满分25分）

假设你班最近举行了一次班会，讨论怎样使英语学习变成一件快乐的事。请你根据下表所提示的信息，为某英语网站写一篇短文，谈谈你们的讨论情况并提出你的建议。

注意：

1．对所给要点逐一陈述，适当发挥，不要简单翻译。

    2．词数150左右。开头已经写好，不计入总词数。

3．作文中不得提及考生所在学校和本人姓名。

4．参考词汇：interact adj.互动的

Recently we had a discussion on how to make learning English relaxing and fun. _________

_______________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Recently there was a major discovery in the scientific research—the mapping of all DNA in a human gene（基因）is complete. Couple of years ago, this seems an impossible task for scientist to accomplish. All this progress in science leads us to believe that the day, when the human being will be cloned, is not far away. Human cloning has always been a topic of argument，in terms of morality or religion.
Taking a look at why cloning might be beneficial, among many cases, it is arguable that parents who are known to be at risk of passing a genetic limitation to a child could make use of cloning. If the clone was free of genetic limitations. Then the other clone would be as well. The latter could foe inserted in the woman and allowed to ripen to term. Moreover，cloning would enable women, who can’t get pregnant, to have children of their own.
Cloning humans would also mean that organs could be cloned, so it would be a source of perfect transfer organs. This, surely would be greatly beneficial to millions of unfortunate people around the world that are expected to lose their lives due to failure of single(or more) organ(s）.It is also arguable that a ban on cloning may be unlawful and would rob people of the right to reproduce and limit the freedom of scientists.
Arguments against cloning are also on a perfectly practical side. Primarily, I believe that cloning would step in the normal “cycle”of life. There would be a large number of same genes., which reduce the chances of improvement，and, in turn, development-the fundamental reason how living things naturally adapt to the ever-changing environment. Life processes failing to do so might result in untimely disappearance. Furthermore, cloning would make the uniqueness that each one of us possesses disappea. Thus, leading to creation of genetically engineered groups of people for specific purposes and, chances are, that those individuals would be regarded as “objects” rather than people in the society.
Scientists haven’t 100 percent. guaranteed that the first cloned will be normal. Thus this could result in introduction of additional limitations in the human “gene-pool”.
Regarding such arguable topics in “black or white” approach seems very innocent to me personally. We should rather try to look at all “shades: of it. I believe that cloning is only legal if its purpose is for cloning organs, not humans. Then we could regard this as for “saving life” instead of “creating life”. I believe cloning humans is morally and socially unacceptable.
【小题1】Which of the following is true according to the passage？