Political parties often differ in their views on various _____ concerning their own countries.

　　A. ways    B. measures    C. issues    D. patterns

Stepfamilies are commonplace in the United States and their number continues to grow. While stepfamilies differ widely in their make-up， they all consist of a parenting couple and children， one or more of whom is of a previous union. Such combinations of his kids， her kids， and then， possibly， kids of the new union make for complicated and often trying difficulties， more challenging than those of traditional families.

Since stepfamilies involve more people and， consequently， more potential problems from the start than do childless new marriage， it is wise for the couple to do some careful planning prior to (＝before) marriage. Not only do the prospective(预期的) marital partners need agreement about their own carriers， life goals， finance and special interests， they must also prepare for new relationship with their children and attempt to accommodate their individual needs and feelings. Furthermore， there are often the rights of other relatives to consider.

As for any family， the basic ingredient(成分) of a successful stepfamily are affection， kindness and mutual(相互的) respect. However， love alone is not enough. Certainly love is the cornerstone upon which the foundation of any family is built， but there are also many other important ingredients involved in building a successful stepfamily.

Surveys reveal that successful families regard the ability to communicate openly as the most important factor in their success. Communication is what keeps families on track and functioning as a unit. Although healthy communication is easier for some people than for others， this skill can be learned and improved. Healthy communication involves speaking clearly and listening carefully.

By their very nature， stepfamilies often are complicated by past events that give rise to ambivalent(矛盾的) loyalties， lingering(持久的) hurts， fears， feelings of guilt and unrealistic dreams. The difficulties that arise within the stepfamilies are human and understandable. However， there are ways to confront(面临) and resolve them. For example， support groups and professional counselors(法律顾问) are available in most communities to provide help and guidance when communications stopped and problems seem overwhelming(压倒性的).

Planning and building a stepfamily is not a responsibility to take lightly. It can be a very trying and， at times， seemingly impossible effort. Many potential troubles can arise and threaten to destroy the stepfamily. Nevertheless， meeting and mastering these special challenges can bring unexpected satisfactions and rewarding depths of family closeness and affection.

According to the passage， there are 　　　　 in the United States.

A.no stepfamilies

B.more stepfamilies than ever before

C.fewer stepfamilies than ever before

D.fewer stepfamilies than traditional ones

Which of the following can help avoid the potential problems arising in a stepfamily？

A.The pursuit of the same careers.

B.Professional interventions(干涉).

C.The development of special interests.

D.Careful planning before the marriage.

Many people believe that 　　　　 contributes most to the building of a successful stepfamily.

A.everlasting loyalties

B.open communication

C.kindness and mutual respect

D.persistent(持久稳固的) affection

It is natural for a stepfamily to be 　　　　.

A.unrealistic

B.complicated

C.ambivalent

D.guilty

According to the author， planning and building a stepfamily is 　　　　.

A.impossible         

B.satisfying and rewarding

C.discouraging and frustrating

D.a difficult and trying experience

 

Ⅱ     阅读(共两节，满分50分)

第一节：阅读理解（共20小题；每小题2分，满分40分）

阅读下列短文，从每题所给的A、B、C和D项中，选出最佳选项，并在答题卡上将该项涂黑。

　　So long as teachers fail to distinguish between teaching and learning, they will continue to undertake to do for children that which only children can do for themselves. Teaching children to read is not passing reading on to them. It is certainly not endless hours spent in activities about reading. Douglas insists that“ reading cannot be taught directly and schools should stop trying to do the impossible”.

　　Teaching and learning are two entirely different processes. They differ in kind and function. The function of teaching is to create the conditions and the climate that will make it possible for children to devise the most efficient system for teaching themselves to read. Teaching is also public activity. It can be seen and observed.

　　Learning to read involves all that each individual does to make sense of the world of printed language. Almost all of it is private, for learning is an occupation of the mind, and that process is not open to public scrutiny.

　　If teacher and learner roles are not interchangeable ,what then can be done through teaching that will aid the child in the quest（探索）for knowledge? Smith has one principal rule for all teaching instructions. “Make learning to read easy, which means making reading a meaningful, enjoyable and frequent experience for children. ”

　　When the roles of teacher and learner are seen for what they are, and when both teacher and learner fulfill them appropriately, then much of the pressure and feeling of failure for both is eliminated. Learning to read is made easier when teachers create an environment where children are given the opportunity to solve the problem of leaning to read by reading.

1.he problem with the reading course as mentioned in the first paragraph is that _______________.

　　A. it is one of the most difficult school courses

　　B. students spend endless hours in reading

　　C. reading tasks are assigned with little guidance

　　D. too much time is spent in teaching about reading

1.he teaching of reading will be successful if _______________.

　　A. teachers can improve conditions at school for the students

　　B. teachers can enable students to develop their own way of reading

　　C. teachers can devise the most efficient system for reading

　　D. teachers can make their teaching activities observable

3．The underlined word“ scrutiny” most probably means“______________”.

　　A. inquiry　　　　　　　　　　　 B. observation

　　C. control　　　　　　　　　　　 D. suspicion

4．According to the passage, learning to read will no longer be a difficult task when ______________.

　　A. children become highly motivated

　　B. teacher and learner roles are interchangeable

　　C. teaching helps children in the search for knowledge

　　D. reading enriches children’s experience

5．The main idea of the passage is that ______________.

　　A. teachers should do as little as possible in helping students learn to read

　　B. teachers should encourage students to read as widely as possible

　　C. reading ability is something acquired rather than taught

　　D. reading is more complicated that generally believed

 

The history of nomenclature (命名) in Britain is so old that no one knows the beginning of the story. Since written history began， people have had names. It is therefore impossible to do more than guess at how the earliest given names were chosen. Most names appear to have had some sort of original meaning， usually descriptive， rather than being simply a pleasing collection of sounds.

These descriptive names developed both from nouns and adjectives. The Irish Gaelic people  used descriptive nouns and adjectives which were meaningful. Early in prehistory some descriptive names began to be used again and again until they formed a name pool for that particular culture. Parents would choose names from the pool of existing names rather than invent new ones for their children.

With the rise of Christianity (基督教)， Christians were encouraged to name their children after the holy people of the church. These early Christian names can be found in many cultures today， in various forms. The pool of names in use in England changed basically after the Norman came in 1066. Then French names of Germanic origin became popular within three generations. As a result names like Emma， Matilda， Richard， and William， became common in English nomenclature. At the same time a few Old English names， like Edward and Alfred remained because they were names of holy people or kings； others were kept because they were used with slight changes by Germanic names from the Normans like Robert.

Surnames developed from bynames， which are additional ones used to differentiate people with the same given name.  These bynames fall into particular patterns.  These started out as specific  to a person and were taken down from father to son between the twelfth and sixteenth century. The noble usually used taken-down surnames early or the peasants did so later.

We can infer from the text that　　　　.

A.the first given names had not any actual meanings

B.people probably had names when there was no written language

C.the history of nomenclature is shorter than written history

D.names began to be used long after there was written language

The underlined word “they” (in Para.3) refers to “　　　　”.

A.Old English names               B.other names

C.names of Germanic origin  D.names of holy people

According to the text， which of the following statements is TRUE？

A.Robert is a Germanic name from the Normans.

B.Church didn’t encourage nomenclature used in the church.

C.Names like Emma and William were the most popular in 1066.

D.Names like Edward and Alfred were French names of Germanic origin.

Give the right order of surname development in history.

(a)People used bynames to differ people with the same given names.

(b)People chose given names from the pool of existing names.

(c)Bynames started out as specific to a person.

(d)Surnames became popular with common people.

(e)Surnames were taken down from father to son in noble families.

A.b-a-e-c-d          B.a-b-c-d-e        C.a-b-c-e-d      D.b-a-c-e-d

Which group of words can best describe the development of British nomenclature？

A.Additional， Particular and Various

B.Meaningful， Christian and Foreign

C.Descriptive， Meaningful and Germanic

D.Old English-styled， Christian and Original

So long as teachers fail to distinguish（区别, 辨认） between teaching and learning, they will continue to undertake to do for children that which only children can do for themselves. Teaching children to read is not passing reading on to them. It is certainly not endless hours spent in activities about reading．Douglas insists that “reading cannot be taught directly and schools should stop trying to do the impossible”.

　  Teaching and learning are two entirely different processes. They differ in kind and function. The function of teaching is to create the conditions and the climate that will make it possible for children to devise the most efficient system for teaching themselves to read. Teaching is also public activity. It can be seen and observed.

　  Learning to read involves all that each individual does to make sense of the world of printed language. Almost all of it is private, for learning is an occupation of the mind, and that process is not open to public observation.

　  If teacher and learner roles are not interchangeable, what then can be done through teaching that will aid the child in the quest（探索）for knowledge? Smith has one principal rule for all teaching instructions. “Make learning to read easy, which means making reading a meaningful, enjoyable and frequent experience for children.”

When the roles of teacher and learner are seen for what they are, and when both teacher and learner fulfill them properly, then much of the pressure and feeling of failure for both is eliminated(除去, 剔除). Learning to read is made easier when teachers create an environment where children are given the opportunity to solve the problem of leaning to read by reading.

1.The problem with the reading course as mentioned in the first paragraph is that ______.

         A．it is one of the most difficult school courses　         

         B．students spend endless hours in reading

         C．reading tasks are assigned with little guidance　

         D．too much time is spent in teaching about reading

2.The teaching of reading will be successful if ______.

　　A．teachers can improve conditions at school for the students

　　B．teachers can enable students to develop their own way of reading

　　C．teachers can devise the most efficient system for reading

　　D．teachers can make their teaching activities observable

3.According to the passage, learning to read will no longer be a difficult task when ______.

         A．children become highly motivated　　            

         B．teacher and learner roles are interchangeable

         C．teaching helps children in the search for knowledge　

         D．reading enriches children’s experience

4.The main idea of the passage is that ______.

　　A．teachers should do as little as possible in helping students learn to read

　　B．teachers should encourage students to read as widely as possible

　　C．reading ability is something acquired rather than taught

D．reading is more complicated than generally believed