Cohn Blanchard stood up from the bench, straightened his Army uniform, and studied the crowd of people making their way through Grand Central Station. He looked for the girl whose heart he knew, but whose face he didn’t, the girl with the rose.

His interest in her had begun thirteen months before in a Florida library. Taking a book off the shelf he found himself intrigued, not with the words of the book, but with the notes penciled in the margin. The soft handwriting reflected a thoughtful soul and insightful mind. In the front of the book, he discovered the previous owner’s name, Miss Hollis Maynell. With time and effort he located her address. She lived in New York City. He wrote her a letter introducing himself and inviting her to correspond. The next day he was shipped overseas for service in World War II.

During the next year and one month the two grew to know each other through the mail. Each letter was a seed falling on a fertile heart. A romance was starting Blanchard requested a photograph, but she refused. She felt that if he really cared, it wouldn’t matter what she looked like.

When the day finally came for him to return from Europe, they scheduled their first meeting —7:00 PM at the Grand Central Station in New York. “You’ll recognize me,” she wrote, “by the red rose I’ll be wearing on my lapel.” So at 7:00 he was in the station looking for a girl whose heart he loved, but whose face he’d never seen.

I’ll let Mr. Blanchard tell you what happened: A young woman was coming toward me, her figure long and slim. Her blonde hair lay back in curls from her delicate ears; her eyes were blue as flowers. Her lips and chin had a gentle firmness, and in her pale green suit she was like springtime come alive. I stared at her, entirely forgetting to notice that she was not wearing a rose. As I moved, a small, attractive smile curved her lips. “Going my way , sailor?” she murmured.

Almost uncontrollably I made one step closer to her, and then I saw Hollis Maynell. She was standing almost directly behind the girl. A woman well past 40, she had graying hair tucked under a worn hat. She was more than plump, her thick-ankled feet thrust into low-heeled shoes. The girl in the green suit was walking quickly away. I felt as though I was split in two, so keen was my desire to follow her, and yet so deep was my longing for the woman whose spirit had truly companioned me and upheld my own.

And there she stood. Her pale, plump face was gentle and sensible, her gray eyes had a warm and kindly twinkle. I did not hesitate. My fingers gripped the small worn blue leather copy of the book that was to identify me to her.

This would not be love, but it would be something precious, something perhaps even better than love, a friendship for which I had been and must ever be grateful. I squared my shoulders and saluted and held out the book to the woman, even though while I spoke I felt choked by the bitterness of my disappointment."I'm Lieutenant John Blanchard, and you must be Miss Maynell. I am so glad you could meet me; may I take you to dinner?"
　　The woman's face broadened into a tolerant smile. "I don't know what this is about, son," she answered, "but the young lady in the green suit who just went by, she begged me to wear this rose on my coat. And she said if you were to ask me out to dinner, I should go and tell you that she is waiting for you in the big restaurant across the street. She said it was some kind of test!"
It's not difficult to understand and admire Miss Maynell's wisdom. The true nature of a heart is seen in its response to the unattractive. "Tell me whom you love," Houssaye wrote, "And I will tell you who you are． "

1.How did John Blanchard get to know Miss Hollis Maynell?

A. They were both interested in literature．

B. John knew Hollis's name from a library book．

C. John came across Hollis in a Florida library .

D. They lived in the same city．

2.Hollis refused to send Blanchard a photo because .

A. she thought true love is beyond appearance

B. she had never taken any photo before they knew

C. she was only a middle - aged woman

D. she wasn't confident about her appearance

3.How could Blanchard recognize Hollis?

A. She would be wearing a scarf around her neck．

B. She would be holding a book in her hand．

C. She would be standing behind a young girl．

D. She would be wearing a rose on her coat．

4.What was the real Miss Hollis Maynell like?

A. She was a middle - aged woman in her forties．

B. She was a young, pretty girl wearing a green suit．

C. She was a plump woman with graying hair．

D. She was a slightly fat girl, with blonde hair．

5.When Blanchard went over to greet the woman, he was ．

A. shocked but inspired B.annoyed and bad - mannered

C. disappointed but well - behaved D. satisfied and confident

6.Which of the following can be the best title for the passage?

A. Love is blind B. Don't Judge a Book by its Cover

C. A Test of Love D. The Symbol of Rose

閱讀下面短文，并按照題目要求用英語回答問題·（請注意問題后的詞數(shù)要求）

【1】Classroom programs designed to improve elementary school students' social and emotional skills can also increase reading and math achievement, even if academic improvement is not a direct goal of the skills building, according to a study to be published this month in American Educational Research Journal.

【2】The benefit holds true for students across a range of social-economic backgrounds. In the study, "Efficacy of the Responsive Classroom Approach: Results from a Three Year, Longitudinal Randomized Controlled Trial," the researchers looked specifically at Responsive Classroom (RC), a widely-used social and emotional learning intervention(介入方式).

【3】The study is among just a handful of randomized controlled trials that have examined the effect of social and emotional learning interventions on student achievement.

【4】"We find that at the very least, supporting students' social and emotional growth in the classroom does not interfere with academic learning," said Rimm-Kaufman, professor at the University of Virginia Curry School of Education. "When teachers receive adequate levels of training and support, using practices that support students' social and emotional growth actually boosts achievement."

【5】Math and reading gains were similar among those students who qualified for free and reduced-priced lunch and those who were not.

【6】"The success of many curricula(課程)requires that teachers use effective classroom management and develop student confidence and autonomy(自主)," said Rimm-Kaufman. "Our trial of the Responsive Classroom approach suggests that teachers who take the time to foster relationships in the classroom and support children's self-control actually promote student achievement."

【7】"In a time of intense academic demands, many critics question the value of spending time on teaching social skills, building classroom relationships and supporting student autonomy," said Rimm-Kaufman. "Our research shows that time spent supporting children's social and emotional abilities can be a very wise investment."

1.What’s the main idea of the passage? (no more than 10)

____________________________________________

2.What skills were improved according to the study? (no more than 4)

____________________________________________

3.How do the researchers carry out the study? (no more than 6)

____________________________________________

4.What do critics question about the study? (no more than 15)

_____________________________________________

5.What’s the purpose of the passage? (no more than 6)

請以Chances always favor those who are prepared為題，結(jié)合生活中的事例，用英語寫一篇短文，要求如下：①除詩歌外，文體不限；

②文中不得透露個人姓名和學(xué)校名稱；

③詞數(shù)不少于120，注意：文章的標(biāo)題已給出（不計(jì)詞數(shù)）。

Chances always favor those who are prepared

---______, the floor is really slippery.

---Thank you for reminding me.

A. Mind your stepB. Walk slowly C. Mind your feet D. Come this way

---There is still some doubt ______ he is innocent.

---That’s why he was accused ______ the crime.

A. that; with B. whether, of C. that, of D. whether, with

It sounded like something was wrong with the car’s engine then, ______ they would have carried on their journey.

A. otherwise         B. therefore           C. meanwhile         D. besides

______ he explained it to me did I make sense of what he said.

A. Hardly had B. Not until C. Shortly after D. No sooner

______ of the parents has confirmed it was their child’s fault to be late for class, saying the school bus came later than usual.

A. Both                  B. Either                C. None                D. Neither

He was wild with joy when he ______ a solution to the difficult problem.

A. made up with B. put up with C. came up with D. kept up with