We live in a dangerous world. The figures for crime go up year by year. If you were attacked in the street, would you be able to defend yourself? Not very well probably, especially if someone was pointing a gun at you. We all see a lot of violence of films, but recently some programs on television showed how people can defend themselves without guns. For example, in one film a woman was attacked from behind. She threw the man, who was heavier and stronger than she was, over her head. Then she held him tightly on the ground. How? She knew Judo.

Jiu-jitsu, as judo is sometimes called, means "muscle science" in Japanese. The student of judo needs to learn a lot about the body, its bones and muscles. Judo uses a number of "falls", "holds" and "throws". Someone who does not know judo cannot defend himself against them. If you know judo you can defend yourself against a person who is stronger than you. You had better not practice judo on your friends unless they can fall without hurting themselves! Being strong is one thing, but using the body wisely is another. In judo, you use the other person's body to help you. You "throw" him to the ground and "hold" him there, so that he cannot move. Of course, it takes time and practice, but knowing judo is useful. In a violent world you ought to be able to defend yourself.

1.According to passage, in fact "judo" is ______.

A．the same as "Jiu-jitsu"                    B．a kind of fighting

C． a kind of muscle science                 D．is helpful to a strong man

2.Why does the writer say the world is dangerous?

A． The number of violence and crime is increasing every year.

B．Because many people carry guns.

C．Because there too many films.

D．Because people are not able to defend themselves.

3.Which of the following statement is true about the woman in the passage?

A．The woman held the man over her head.

B．The woman was heavier than the man.

C．The woman was able to defend herself.

D．The woman attacked the man from behind.

4.If a man knows judo, he ______.

A．will be good at muscle science.

B．will be able to avoid being attacked from his back.

C．may defeat any strong person.

D．can help himself by using the other person's body

5.What's the best title for this short passage?

A．How to defend oneself                   B．Violence in films

C．How to practise judo                     D．Something about judo

The latest research suggests that the key factor separating geniuses from the merely accomplished is not I.Q., a generally bad predictor of success. Instead, it’s purposeful practice. Top performers spend more hours practising their craft. It you wanted to picture how a typical genius might develop, you’d take a girl who possessed a slightly above average language ability. It wouldn’t have to be a big talent, just enough so that she might gain some sense of distinction. Then you would want her to meet, say, a novelist, who coincidentally shared some similar qualities. Maybe the writer was from the same town, had the same family background, or shared the same birthday.

This contact would give the girl a vision of her future self. It would hive her some idea of a fascinating circle who might someday join. It would also help if one of her parents died when she was 12, giving her a strong sense of insecurity and fueling a desperate need for success. Armed with this ambition, she would read novels and life stories of writers without end. This would give her a primary knowledge of her field. She’s be able to see new writing in deeper ways and quickly understand its inner workings.

Then she would practise writing. Her practice would be slow, painstaking and error-focused. By practising in this way, she delays the automatizing process. Her mind wants to turn conscious, newly learned skills into unconscious. Automatically performed skills. By practising slowly, by breaking skills down into tiny parts and repeating, she forces the brain to internalize a better pattern of performance. Then she would find an adviser who would provide a constant stream of feedback, viewing her performance form the outside, correcting the smallest errors, pushing her to take on tougher challenges. By now she is redoing problems — how do I get characters into a room—dozens and dozens of times. She is establishing habits of thought she can call upon in order to understand or solve future problems.

The primary quality our young writer possesses is not some mysterious genius. It’s the ability to develop a purposeful, laborious and boring practice routine; the latest research takes some of the magic out of great achievement. But it underlines a fact that is often neglected. Public discussion is affected by genetics and what we’re “hard-wired” to do. And it’s true that genes play a role in our capabilities. But the brain is also very plastic. We construct ourselves through behaviour.

1.The passage mainly deals with????????? .

A. the function of I.Q. in cultivating a writer

B. the relationship between genius and success

C. the decisive factor in making a genius

D. the way of gaining some sense of distinction

2.By reading novels and writers’ stories, the girl could???????? .

A. come to understand the inner structure of writing

B. join a fascinating circle of writers someday

C. share with a novelist her likes and dislikes

D. learn from the living examples to establish a sense of security

3. In the girl’s long painstaking training process, ________.

A. her adviser forms a primary challenging force to her success

B. her writing turns into an automatic pattern of performance

C. she acquires the magic of some great achievement

D. she comes to realize she is “hard-wired” to write

4.What can be concluded from the passage?

A. A fueling ambition plays a leading role in one’s success

B. A responsible adviser is more important than the knowledge of writing.

C. As to the growth of a genius, I.Q. doesn’t matter, but just his/her effort.

D. What really matters is what you do rather than who you are.

 Anna spends one hour a day _____ spoken English.

The teacher was leaving the village, and everybody seemed sorry. The miller lent him the small cart and horse to carry his goods to Christminster, the city of his destination. Such a vehicle proved of quite enough size of the teacher’s belongings, for his only article, in addition to the packing-case of books, was a piano that he had bought when he thought of learning instrumental music. But the eagerness having faded, he had never acquired the skill of playing, and the purchased article had been a permanent trouble to him.

The headmaster had gone away for the day, being a man who disliked the sight of changes. He didn’t mean to return till the evening, when the new teacher would have arrived, and everything would be smooth again.

The blacksmith, the carpenter and the teacher were standing in confused attitudes in the sitting room before the instrument. The teacher had remarked that even if he got it into the cart he should not know what to do with it on his arrival at Christminster, since he was only going into a temporary place just at first.

A little boy of eleven, who had been assisting in the packing, joined the group of men, and said, “Aunt has got a fuel-house, and it could be put there, perhaps, till you’ve found a place to settle in, sir.”

“Good idea,” said the blacksmith. The smith and the carpenter started to see about possibility of the suggested shelter, and the boy and the teacher were left standing alone.

“Sorry I am going, Jude?” asked the latter kindly.

Tears rose into the boy’s eyes. He admitted that he was sorry.

“So am I,” said the teacher. He continued, “Well---don’t speak of this everywhere. You know what a university is, and a university degree? It is the necessary hallmark(标志) of a man who want to do anything in teaching. My plan, or dream, is to be a university graduate. By going to Christminster, I shall be at headquarters(总部), so to speak, and if my plan is practical at all, I consider that being on the spot will afford me a better chance.”

The smith and his companion returned. Old Miss Fawly’s fuel-house was big enough, and she seemed willing to give the instrument standing-room there. So it was left in the school till the evening, when more hands would be available for removing it; and the teacher gave a final glance round.

1.The teacher purchased the instrument to ___________________.

A．teach his students instrumental music

B．better equip the village school

C．learn to play it himself

D．let students appreciate elegant art of music

2. It seemed that the teacher __________________.

A．was not getting on well with the headmaster

B．had lived a rather simple life in the village

C．was likely to continue to practise playing the piano

D．was tired of teaching

3. Why did the teacher leave for Christminster?

A．Because he was admitted to a university there.

B．Because he was offered a temporary job with better pay there.

C．Because he preferred the life in a big city to that in a village.

D．Because he thought he had better chance to attend university there.

4.Which of the following can be inferred from the text?

A．The teacher was torn between the eagerness to go to the city and his love for the village.

B．The teacher was going into a temporary place in Christminster at first.

C．The teacher moved his piano into the fuel-house with the help of some other people.

D．The teacher had so much belongings that he had to borrow a cart.

5.The motivation of the teacher’s moving lay in his ___________.

A．devotion          B．admiration         C．inspiration         D．ambition

I know I should have told the headmaster at the time. That was my real  36 .

He had gone out of the study for some  37 , leaving me alone. In his absence I looked to see  38  was on his desk. In the  39  was a small piece of paper on which were written the  40  “English Writing Prize 1949. History Is a Serious of Biographies (人物传记)”.

A(n)  41  boy would have avoided looking at the title as soon as he saw the  42 . I did not. The subject of the English Writing Prize was kept a  43  until the start of the exam so I could not  44  reading it.

When the headmaster  45 , I was looking out of the window.

I should have told him what had  46  then. It would have been so  47  to say: “I’m sorry, but I  48  the title for the English Writing Prize on your desk. You’ll have to  49  it.”

The chance passed and I did not  50  it. I sat the exam the next day and I won. I didn’t  51  to cheat, but it was still cheating anyhow.

That was thirty-eight years  52  when I was fifteen. I have never told anyone about it before,  53  have I tried to explain to myself why not.

The obvious explanation is that I could not admit I had seen the title  54  admitting that I had been looking at the things on his desk.  55  there must have been more behind it. Whatever it was, it has become a good example of how a little mistake can trap (使陷入) you in a more serious moral corner (道德困境).

36. A. plan     B. fault   C. grade  D. luck

37. A. reason  B. course C. example     D. vacation

38. A. this      B. which C. that     D. what

39. A. drawer  B. corner C. middle       D. box

40. A. names   B. words C. ideas   D. messages

41. A. honest  B. handsome   C. friendly      D. active

42. A. desk     B. paper  C. book   D. drawer

43. A. question       B. key     C. note    D. secret

44. A. help     B. consider     C. practise      D. forget

45. A. disappeared  B. stayed C. returned     D. went

46. A. existed  B. remained    C. happened    D. continued

47. A. tiring    B. easy    C. important   D. difficult

48. A. saw      B. gave   C. set      D. made

49. A. repeat   B. defend       C. correct       D. change

50. A. take      B. have   C. lose    D. find

51. A. remember    B. learn   C. mean  D. pretend

52. A. past      B. ago     C. then    D. before

53. A. either   B. never  C. nor     D. so

54. A. by B. besides       C. through      D. without

55. A. But      B. Though      C. Otherwise D. Therefore