(09·北京)

Jame’s New Bicycle

James shook his money box again. Nothing! He carefully __36__ the coins that lay on the bed .

＄24. 52 was all that he had. The bicycle he wanted was at least ＄90!_37____ on earth was he going to get the ___38___ of the money?

He knew that his friends all had bicycle. It was __39___ to hang around with people  when you were the only one without wheels. He thought about what he could do. There was no ___40__ asking his parents, for he knew they had no money to _41____.

There was only one way to get money, and that was to __42_ it . He would have to find a job . __43____ who would hire him and what could he do? He decided to ask Mr. Clay for advice ,who usually had__44_ on most things.

 “Well, you can start right here, ”said Mr.. clay. “My windows need cleaning and my

car needs washing. ”

That was the __45__ of  James’ s odd-job（零工） business. For three months he worked every day after finishing his homework. He took dogs and babies for walks, cleared out cupboards ,and mended books. He lost count of the _46____ of  jobs that people found for him to do. He took dogs and babies for walks, cleared out cupboards, and mended books. He lost count of the   47 of cars he washed and windows he cleaned, but the __48___ increased and he knew that he would soon have __49____ for the bicycle he longed for.

The day __50_ came when James counted his money and found ＄ 94. 32. He _51___ no time and went down to the shop to pick up the bicycle he wanted. He rode __52__ home, looking forward to showing his new bicycle to his friends. It had been hard _53__ for the money, but James knew that he valued his bicycle far more _54__ he had bought it with his own money. He had _55__ what he thought was impossible, and that was worth even than the bicycle.

36. A. cleaned                        B. covered                  C. counted                     D. checked

37. A. How                            B. Why                      C. Who                         D. What

38. A. amount                        B. part                        C. sum                          D. rest

39. A. brave                      B. hard                       C. smart                        D. unfair

40. A. point                           B. reason                    C. result                        D. right

41. A. split                             B. spend                     C. spare                        D. save

42. A. borrow                        B. earn                       C. raise                         D. collect

43. A. Or                               B. So                         C. For                           D. But

44. A. decisions                     B. experience              C. opinions                    D. knowledge

45. A. beginning                     B. introduction            C. requirement               D. opening

46. A. similarity                      B. quality                    C. suitability                   D. variety

47. A. brand                          B. number                  C. size                           D. type

48. A. effort                          B. pressure                 C. money                      D. trouble

49. A. all                               B. enough                   C. much                        D. some

50. A. finally                          B. instantly                 C. normally                    D. regularly

51. A. gave                            B. left                         C. took                          D. wasted

52. A. patiently                       B. proudly                  C. silently                      D. tiredly

53. A. applying                       B. asking                    C. looking                      D. working

54. A. since                           B. if                           C. than                          D. though

55. A. deserved                      B. benefited                C. achieved                    D. learned

 (09·北京C篇)

How Room Designs Affect Our Work and Feelings

Architects have long had the feeling that the places we live in can affect our thoughts, feelings and behaviors, But now scientists are giving this feelings an empirical（經(jīng)驗(yàn)的, 實(shí)證的）basis. They are discovering how to design spaces that promote creativity, keep people focused, and lead to relaxation.

Researches show that aspects of the physical environment can influence creativity. In 2007, Joan Meyers-Levy at the University of Minnesota, reported that the height of a room’s ceiling affects how people to think. Her research indicates that the higher callings encourage people to think more freely, which may lead them to make more abstract connections. Low ceilings, on the other hand, may inspire a more detailed outlook.

In addition to ceiling height, the view afforded by a building may influence an occupant^’s ability to concentrate. Nancy Wells and her colleagues at Cornell University found in their study that kids who experienced the greatest increase in greenness as a result of a family move made the most gains on a standard test of attention.

Using nature to improve focus of attention ought to pay off academically, and it seems to, according to a study led by C. Kenneth Tanner, head of the School Design ＆Planning Laboratory at    University of Georgia. Tanner and his team found that students in classrooms with unblocked views of at least 50 feet outside the window had higher scores on tests of vocabulary, language arts and maths than did students whose classrooms primarily overlooked roads and parking lots.

Recent study on room lighting design suggests that dim（暗淡的）light helps people to loosen up. If that is true generally, keeping the light low during dinner or at parties could increase relaxation. Researchers of Harvard Medical School also discovered that furniture with rounded edges could help visitors relax.

So far scientists have focused mainly on public buildings. “We have a very limited number of studies, so we^’re almost looking at the problem through a straw（吸管）, ”architect David Allison says. “How do you take answers to very specific questions and make broad, generalized use of them? Tha^t’s what we're all struggling with. ”

64. What does Joan Meyers-Levy focus on in her research?

A. Light

B. Ceilings

C. Windows

D. Furniture.

65. The passage tells us that____.

A. the shape of furniture may affect people^, s feelings

B. lower ceilings may help improve students’ creativity

C. children in a dim classroom may improve their grades

D. Students in rooms with unblocked views may feel relaxed

66. The underlined sentence in the last paragraph probably means that _______.

A. the problem is not approached step by step

B. the researches so far have faults in themselves

C. the problem is too difficult for researchers to detect

D. research in this area is not enough to make generalized pattens

67. Which of the following shows the organization of the passage?

CP: Central Point   P: point  Sp: Sub—point（次要點(diǎn)）C: Conclusion

 (09·北京D篇)

When students and parents are asked to rate subjects according to their importance ,the arts are unavoidably at the bottom of the list . Music is nice, people seem to say, but not important. Too often it  is viewed as mere entertainment, but certainly not an education priority （優(yōu)先）. This view is shortsighted. In fact, music education is beneficial and important for all students.

Music tells us who we are. Because music is an expression of the beings who create it, it reflects their thinking and values, as well as the social environment it came from. Rock music represents a lifestyle just as surely as does a Schubert song. The jazz influence that George Gershwin and other musicians introduced into their music is obviously American because it came from American musical traditions. Music expresses our character and values. It gives us identity as a society.

Music provides a kind of  perception（感知）that cannot be acquired any other way . Science can explain how the sun rises and sets. The arts explore emotive（情感的） meaning of  the same phenomenon . We need every possible way to discover and respond to our world for one simple but powerful reason:  No one way can get it all.

The arts are forms of thought as powerful in what they communicate as mathematical and scientific symbols. They are ways we human beings “talk” to each other. They are the language of civilization through which we express our fears, our curiosities, our hungers, our discoveries, our hopes. The arts are ways we give form to our ideas and imagination so that they can be shared with others. When we do not give children access to an important way of expressing themselves such as music, we take away from them the meanings that music expresses.

Science and technology do not tell us what it means to be human. The arts do. Music is an important way we express human suffering, celebration, the meaning and value of peace and love.

So music education is far more necessary than people to realize.

68. According to Paragraph 1, students______.

A. regard music as a way of entertainment

B. disagree with their parents on education

C. view music as an overlooked subject

D. prefer the arts to science

69. In Paragraph 2, the author uses jazz as an example to        .

A. compare it with rock music

B. show music identifies a society

C. introduce American musical traditions

D. prove music influences people’s lifestyles

70. According to the passage. the arts and science       .

A. approach the world from different angles

B. explore different phenomena of the world

C. express people’s feelings in different ways

D. explain what it means to be human differently

71. What is the main idea of the passage?

A. Music education deserves more attention.

B. Music should be of top education priority.

C. Music is an effective communication tool.

D. Music education makes students more imaginative.

 (09·北京A篇)

How I Turned to Be Optimistic

I began to grow up that winter night when my parents and I were returning from my aunt＇s house, and my mother said that we might soon be leaving for America. We were on the bus then. I was crying, and some people　on the bus were turning around to look at me. I remember that I could not bear the thought of never hearing again the radio program for school children to which I listened every morning.

I do not remember myself crying for this reason again. In fact, I think I cried very little when I was saying goodbye to my friends and relatives. When we were leaving I thought about all the places I was going to see—the strange and magical places I had known only from books and pictures. The country I was leaving never to come back was hardly in my head then.

The four years that followed taught me the importance of optimism, but the idea did not come to me at once. For the first two years in New York I was really lost—having to study in three schools as a result of family moves. I did not quite know what I was or what I should be. Mother remarried, and things became even more complex for me. Some time passed before my stepfather and I got used to each other. I was often sad, and saw no end to “the hard times. ”

My responsibilities in the family increased a lot since I knew English better than everyone else at home. I wrote letters, filled out forms, translated at interviews with Immigration officers, took my grandparents to the doctor and translated there, and even discussed telephone bills with company representatives.

From my experiences I have learned one important rule: Almost all common troubles eventually go away! Something good is certain to happen in the end when you do not give up, and just wait a little! I believe that my life will turn out all right, even though it will not be that easy.

56. How did the author get to know America?

A. From her relatives                       B. From her mother

C. From Books and pictures                 D. From radio programs

57. Upon leaving for America the author felt        .

A. confused          B. excited            C. worried            D. amazed

58. For the first two years in New York, the author        .

A. often lost her way                       B. did not think about her future

C. studied in three different schools           D. got on well with her stepfather

59. What can we learn about the author from Paragraph 4?

A. She worked as a translator

B. She attended a lot of job interviews

C. She paid telephone bills for her family

D. She helped her family with her English

60. The author believes that       .

A. her future will be free from troubles

B. it is difficult to learn to become patient

C. there are more good things than bad things

D. good things will happen if one keeps trying