We have so many first days in our lives. First days are milestones(里程碑) in our lives. They      the beginning of a new experience or journey and they are also filled with        feelings. They can be a little frightening as we step into the unknown, but they can also inspire us as they give us fresh       for the future.

I want to share a      that perfectly shows this point. Trisha was told that    is the key to knowledge. She watched her older brother      he read his schoolbooks and could hardly      the day when she would learn to read.

But after Trisha     started school, she found that she was not able to understand words like the other boys and girls. However hard she     , she saw only confusion. Trisha     , the teacher and the other children laughing at her, and she began to believe that she was not      .

By the time Trisha entered the fifth grade, she had lost the    in herself. That was the year when she met Mr. Falker. He was     . He praised Trisha’s talents, and he wouldn’t tolerate the other children laughing at her. After some time, Mr. Falker    that Trisha didn’t know how to read, but he knew she could     some help.

He found an expert, and together they    with Trisha after school. They     her to understand words      one day Mr. Falker handed her a book and she could read it all by herself. She didn’t even notice the tears in his eyes.

This is a true story. The little girl is Patricia Polacco, a famous     , and Thank you Mr. Falker is the twenty-sixth book that she has written. Mr. Falker gave her a fresh new      and made a difference in her life.

1.A. cause                                      B. mark                                 C. describe                           D. show

2.A. absurd                                    B. strange                    C. mixed                               D. strong

3.A. blood                                      B. evidence                          C. hope                                 D. air

4.A. belief                                      B. story                                 C. view                                  D. concern

5.A. reading                                  B. speaking                           C. listening                           D. thinking

6.A. before                                    B. since                                 C. as                             D. though

7.A. look for                                  B. wait for                   C. ask for                              D. wish for

8.A. gradually                          B. mostly                                C. finally                                D. firmly

9.A. breathed                          B. tried                                   C. managed                          D. pressed

10.A. took off                                B. stayed up                         C. kept on                   D. fell behind

11.A. smart                                    B. hard-working                  C. healthy                    D. easy-going

12.A. memory                               B. balance                            C. chance                             D. confidence

13.A. shy                                  B. proud                                 C. different                          D. strict

14.A. doubted                              B. witnessed                        C. represented                    D. realized

15.A. with                             B. besides                   C. including                          D. within

16.A. sang                                      B. worked                   C. danced                             D. chatted

17.A. helped                                 B. forced                              C. begged                    D. allowed

18.A. when                                    B. once                                 C. until                                  D. whether

19.A. teacher                                B. writer                               C. expert                              D. guide

20.A. school                                  B. start                                  C. home                                D. attention

根据短文内容，从短文后选项中选出能填入空白处的最佳选项，选项中有两项为多余选项。

A good relationship(关系）with a teacher may help you learn better. But what should you do if you find it difficult to get along well with your teachers? Here are some tips.

If you’re facing problems with a teacher, try to find out why.  1  Or do you like the subject but just dislike the teacher?

If you don’t like the subject, it can affect（影响）your relationship with the teacher. You should try to find the practical value in classes you don’t like. You may hate math.  2 

If you find a subject hard, talk to your teacher to be given more help.  3  It may help you raise your grade gradually.

4 Show an interest in the subject, which may change your attitude towards your teacher. You can also talk to your teacher when he or she is free. Use this time to get extra help , ask questions, or talk about your progress in class. You may be surprised to learn that your teacher is a bit more relaxed and friendly than when lecturing in front of the whole class.

If you don’t agree with your teacher, do not quarrel with him or her.  5 Just as teachers need to be fair and treat everyone equally, students have responsibilities too. You don’t have to like your teacher or agee with what he or she says, but it is necessary to be polite.

A．Do you dislike the subject?

B．What is your opinion about it?

C．What if you just don’t like the teacher?

D．Any teacher will give you some useful advice.

E. And it’s impossible to like everyone all the time.

F. Common respect is a basic requirement of any relationship.

G .But learning it well can help you in everything from sports to leaving a tip（小费）.

How to deal successfully with a child who shows outstanding musical ability？It’s not always clear how best to develop and encourage his gift.Many parents may even fail to recognise and respond to their children’s need until frustration explodes into difficult or uncooperative(不合作的) behaviour.And while most schools are equipped to deal with children who are specially able in academic subjects，the musically gifted require special understanding which may not always be available in an ordinary school—especially one where music is regarded as a secondary activity.Such children may well benefit from the education offered by a specialist music school.

The five music schools in Britain are a relatively recent introduction.They aim to provide an environment in which gifted children aged between seven and eighteen can develop their skills to the full under the guidance of professional musicians.

Children at specialist music schools spend between one third and one half of an average day on musical activities，for example，individual lessons，orchestras，chamber(室内音乐的) groups，voice training，conducting and theory.They also spend several hours a day practising in properly equipped private rooms，sometimes with a teacher.The rest of their time is taken up with the subjects：English，maths，basic sciences and languages.All five British specialist schools are independent，classes are small by normal school standards，with a high teacher/pupil ratio(比率)．Most children attending specialist schools tend to be boarders，leaving home to live，eat and sleep full?time at school.

What are the disadvantages？An obvious problem is the cost；the fees are high(￡12,000?￡17,000 a year for boarders)．However，each school will make every effort with scholarships and other forms of financial assistance，to help parents of outstandingly gifted children to find the necessary fees.Secondly，not all parents want to send their children to boarding school，especially at a very early age.Almost all the directors of the specialist schools express doubts about the wisdom of admitting children as young as seven into such an intense and disciplined(守纪律的) environment.They stress，however，that their main aim is to turn out “rounded and well?balanced” individuals.

There is little doubt that setting musically gifted children apart from an early age can cause stress.Early signs of musical ability may disappear in their teenage years，while natural competitiveness and the pressure to succeed can lead to a deep sense of failure.But all specialist schools do keep a close watch on the progress of individual pupils，and offer help and advice if needed.

1.If a child’s musical ability is not recognized，________.

A．the child may misbehave

B．the ability may fade away

C．the child may lose interest

D．the parents may become anxious

2.What problem may musically gifted children face in ordinary schools?

A．Their academic work may suffer.

B．Schools lack musical equipment.

C．Music is not seen as an important subject.

D．Parents and teachers do not work together.

3.What makes specialist music schools different from other schools?

A．Their working day is longer.

B．A range of musical training is offered.

C．More than half the day is spent on music.

D．The children have mostly one?to?one lessons.

4.What do most school directors see as a possible disadvantage for pupils?

A．Poor children may not be included.

B．They may lose their individuality.

C．There may be a discipline problem.

D．They may not be mature enough on arrival.

Most students try to learn English grammar using grammar textbooks. They study grammar rules and take grammar tests. They use an analytical（分析的） approach, attempting to memorize, and then apply, a great number of rules.

     However, research has proved this method inefficient and ineffective. The truth is, the human brain simply cannot consciously remember process and use hundreds of or thousands of grammar rules. Real speech is too fast.

    Native speakers do not learn grammar in this way, but rather intuitively (凭直觉地) and unconsciously. They learn in a complete way, not by attempting to memorize individual grammar rules. As a result, native speakers use correct grammar fluently and easily.

     Fortunately, it is possible for English learners to learn grammar this way. Language teacher Blaine Ray has developed a unique "intuitive" approach to teach English grammar. Her system uses "point of view" stories to teach the patterns of English grammar, allowing students unconsciously to acquire correct grammar without ever studying grammar rules.

     In this system, the teacher first tells a simple story from one point of view. It may be told about the past, then repeated, but beginning with "since he was a child"; then repeated again, but this time about the future.

     Listening to these stories allows students intuitively and effortlessly to learn English grammar and makes them be able to use it correctly when they speak.

     Point of View Stories is a creative new way to study English grammar, and offers hope to millions of frustrated English learners.

1.Which of the following ways is approved by the author?

A. Remembering grammar rules.

B. Taking grammar tests.

C. Analyzing grammatical structure.

D. Applying language to situations.

2. What does the underlined part "this way" in the fourth paragraph refer to?

A. Talking to native speakers when learning.

B. Learning English grammar in a complete way.

C. Using correct English grammar.

D. Learning English grammar from a teacher.

3.From this passage we learn that ______.

A. native speakers learn English grammar by listening to stories

B. Blaine Ray’s method gets students to grasp correct grammar unconsciously

C. Blaine Ray teaches grammar rules by asking students to tell stories

D. it’s hard for students to speak correct English in the new system

4.This passage wants to ______.

A. criticize the traditional way of learning grammar

B. introduce a new way to study English grammar

C. ask students to learn English grammar by listening to stories

D. tell us how the native speakers learn English grammar

5.Why shouldn’t the English learners use an analytical approach?

A. because the analytical approach can let them learn English grammar effortlessly

B. because the analytical approach makes them be able to use English correctly when they speak.

C. because the analytical approach can’t let them memorize and then apply a great number of rules.

D. because Real speech is too fast.

Homeboy Goes to Harvard University

On January 11, 2007, as students sat and listened, a very important guest speaker named Richard, spoke to the students in the lecture hall. He not only showed the potential（潜能）within young adults, but  encouraged them to work hard at their lessons.

Richard was a young child when his mother died and his father walked out. He was forced into many different foster homes（寄养家庭）where he felt unhappy. He did not know that his life was taking a turn for the worst.

His uncle, after getting out of prison, got him into drugs and alcohol. His uncle taught him that his place in life was either to be in prison or die trying to be “a man.” His uncle’s teaching almost started affecting him until a very important person came into his life: a teacher. This teacher taught him there is a place in the world for everyone and it isn’t related to drugs.

Richard is now a Harvard University graduate and has a great and loving family. Why? He was taught to have respect not only for others, but for himself.

After the meeting, it was hoped that the students realized within them there is a potential, and within everyone around them, is knowledge. As Richard reminded them, “Knowledge is power.”

1.On January 11, 2007, students listened to a speech made by Richard, who graduated from ________.

A．Harvard University                      B．a foster school

C．his teacher’s school                    D．his uncle’s university

2.Richard encouraged the students ______.

A．to love life         B．to be a man        C．to study hard       D．to leave drugs

3.When he was young, Richard lived a（an）_______ life in foster homes.

A．rich              B．unhappy          C．relaxing           D．interesting

4.Who played an important role in Richard’s successful life?

A．His uncle.         B．His teacher.        C．His friends.        D．His parents.