Many of us have heard stories about teachers who can “see” into a student’s future. Even if a student is not performing well, they can predict success. We are convinced that this ability, this gift, is evidence that they were “called to teach.” If the gift of sight is evidence, how greater must be the gift of touch. I have a story.

I grew up in the fifties in a poor African American neighborhood in Stockton, California, that had neither sidewalks nor an elementary school. Each day, always in groups at our parents’ insistence, my friends and I would leave home early enough to walk eight blocks to school and be in our seats when the bell rang. For four blocks, we walked on dusty roads. By the fifth block, we walked on sidewalks that led to lovely homes and to Fair Oaks Elementary School. It was at Fair Oaks, in a sixth grade English class, that I met Ms. Victoria Hunter, a teacher who had a huge influence on my life.

During reading periods, she would walk around the room, stop at our desks, stand over us for a second or two, and then touch us. Without saying anything to us (nothing could break the silence of reading periods), she would place two fingers lightly on our throats and hold them there for seconds. I learned many years later when I was a student at Stanford University that teachers touch the throat of students to check for sub-vocalization (默讀), which slows down the reading speed. I did not know at the time why Ms. Hunter was touching our throats, but I was a serious and respectful student and so, during silent reading period, I did what Ms. Hunter told us to do. I kept my eyes on the material I was reading and waited for her to place her fingers lightly on my throat.

One day, out of curiosity, I raised my head from my book — though not high — so that I could see Ms. Hunter, a white woman from Canada, moving up and down the rows, stopping at the desks of my classmates. I wanted to see how they reacted when she touched their throats. She walked past them. I was confused. Did she pass them by because they were model students? What did we, the students who were touched, not do right? I sat up straighter in my chair, thinking that my way of sitting might be the problem. I was confused. Several days later, I watched again, this time raising my head a little higher. Nothing changed. Ms. Hunter touched the same students. Always, she touched me.

She touched me with her hands. She also touched me with her belief in my ability to achieve. She motivated me by demanding the best from me and by letting teachers I would meet in junior high school know that I should be challenged, that I would be serious about my work. I am convinced that she touched me because she could “see” me in the future. That was true of all of us at Fair Oaks who sat still and silent as Ms. Hunter placed her fingers lightly on our throats. We left Fair Oaks as “best students,” entered John Marshall Junior High School, finished at the top of our high school class, and went on to earn graduate degrees in various subjects. Ms. Hunter saw us achieving and she touched us to make certain that we would.

I was not surprised that she came to my graduation ceremony at Edison High School in Stockton or that she talked to me about finishing college and earning a Ph. D. She expected that of me. She gave me a beautifully wrapped box. Inside was a gift, the beauty of which multiplies even as it touches me: a necklace to which I can add charms for each stage of my life.

1.According to the writer, what is a special ability many good teachers possess?

A. The ability to make all students behave well.

B. The ability to treat different students in the same way.

C. The ability to discover a student’s potential to succeed.

D. The ability to predict the near future of a poor student.

2.When she saw Ms. Hunter walk past some students without touching their throats, the writer felt ______.

A. disturbedB. puzzledC. ashamedD. annoyed

3.According to the passage, how did Ms. Hunter motivate the writer?

A. By correcting the way she sat.

B. By having high expectations of her.

C. By sending her a valuable necklace.

D. By communicating with her parents often.

4.What does the writer mean by “a necklace to which I can add charms for each stage of my life” (paragraph 6)?

A. A gift which encourages me to do well on the journey of my life.

B. A gift which becomes more and more valuable as time goes by.

C. A necklace which I wear on all important occasions in my life.

D. A necklace which suits me and adds to my charm.

5.The writer’s attitude towards Ms. Hunter might be described as _____.

A. disappointedB. grateful

C. doubtful D. sympathetic

6.Which of the following serves as the best title for the story?

A. Ms. Hunter’s SurpriseB. Ms. Hunter’s Challenge

C. A Teacher’s TouchD. A Teacher’s Memory

閱讀下面短文并回答問(wèn)題，然后將答案寫到答題卡相應(yīng)的位置上（請(qǐng)注意問(wèn)題后的詞數(shù)要求）。

[1]Oops! In your rush to get to school, you drop a piece of toast on the floor. Do you throw it away or decide it’s still OK to eat? If you’re like most people, you eat it. Maybe you follow the “5-second rule”, which claims foods are safe to eat，if you pick them up within 5 seconds of dropping them. But you might want to think again. Scientists now say that 5 seconds are all it takes for foods to become contaminated with enough bacteria to make you sick.

　　[2]Bacteria can cause many kinds of illnesses. Some kinds of bacteria can grow on food. If we eat foods on which these bacteria are growing, we can become sick. One of these food-borne bacteria is Salmonella. It makes 1.4 million people sick every year. Earlier this year, 370 people became sick after eating peanut butter that had been contaminated with Salmonella at the manufacturing factory. Salmonella are often found in raw eggs and chicken. Cooking kills these bacteria, which is why it is so important to cook eggs, chicken, and other foods carefully.

　　[3]Being a good housekeeper is another good way to prevent infection. If household surfaces aren’t washed thoroughly, they can support Salmonella for weeks. A team of scientists at Clemson University in South Carolina have tested the 5-second rule, using sandwich ingredients. First, they placed a known amount of Salmonella cells on three surfaces: wood, tile, and carpet. They then placed a slice of bread and a slice of bologna(博洛尼亞大紅腸) on each surface for 5, 30, or 60 seconds. After just 5 seconds, both the bread and bologna picked up enough bacteria to make you sick.

[4]So forget the 5-second rule. If your toast lands on the floor, throw it away. Stick a fresh slice of bread in the toaster. And this time, be careful not to drop it!

1.What is the “5-second rule” mentioned in the first paragraph? (no more than 18 words)

2.Why is it important for us to cook food carefully?(no more than 5 words)

3.What advice is given to prevent infection in the last paragraph? (no more than 10 words)

4.Why did the scientists at Clemson University carry out that test? (no more than 15 words.)

5.What is the author’s attitude towards the 5-second rule? (one word)

最近，你們班召開了以“我的中國(guó)夢(mèng)”為主題的班會(huì)活動(dòng)。請(qǐng)寫一篇日記，記述班會(huì)情況及自己的感受。

內(nèi)容要點(diǎn)如下：　　1.每位同學(xué)都暢談了自己對(duì)中國(guó)夢(mèng)的理解；　　

2.你談到了自己的夢(mèng)想；　　

3.如何實(shí)現(xiàn)自己的夢(mèng)想�！　�

注意：　　1. 總詞數(shù)120左右�！　　　　�

2. 可適當(dāng)增加細(xì)節(jié)，以使行文連貫。

. ---Li Ping often watches _______ English TV news in her spare time.

---No wonder she has _______ command of English.

A. /; a B. an; the

C. the; / D. an; a

It’s the third time that Li Ming has been to Xi’an , _______?

A. isn’t he B. hasn’t he

C. isn’t it D. hasn’t it

Don’t call me up at this time tomorrow, for I _______ an important test.

A. will take B. am taking

C. have been taking D. will be taking

Sheldon could have defeated Howard in the match, but he _______ too careless at the last minute.

A. is B. was

C. has been D. had been

_______ I went to the South Lake in Hanzhong, I was deeply impressed with its beautiful scenery.

A. For the first time B. The first time

C. At first D. It was the first time

The woman there, in a blue shirt, is Lily’s teacher.

A. seated ; dressingB. seating ; dressed

C. sat ; dressed D. sitting ; dressed

When the young man was shown the evidence, he _______ and told everything he had done to the police.

A.broke up B. broke away

C. broke off D. broke down