Then I started teaching in night schools, where I had to show 50 results quickly。 These 511didn't come for college credits. They came for one reason only: to solve problems. They wanted to stand up on their own feet and say a few words at a business meeting without fainting from 52 , They wanted to call on a(n) 53 customer without, having to walk around the block three times to get up_54 . They wanted to develop self-confidence, I had to 55 my students-1 had to help them. By doing this, I found my true calling and happiness. 36.A. well
B. cheap
C. fully D. partly
37. A. sought B. reached C. stood D. set 38. A. abmptly 39. A. fed
B. barely
C. probably D. properly C. aroused
D. followed
B. raised
40. A. stepped out for B. looked forward to C. worked up to 41. A.happen
B. cater
D.gone in for
C. mean D. see
42. A. asked B. longed C. searched D. went 43. A. evexything B. anything C something D. nothing 44. A. once
B. while
C. since D. after C. months
D. years
45. A. moments B. days 46, A. checked 47. A. practical
B. took C. recalled B. economical C. inner D. technical
D. evaluated
48. A. given B. wiped C.carried D. got 49. A. essential B. solid C. clear D. simple 50. A. concrete B. accurate C. absolute
D. various
D. adults
51. A. salesmen B. customers C. children
52, A. disappointment B. fright C bitterness D. depression 53. A. unique 54, A. Interest
B. earnest
C. regular
D.tough D. expectation
B. hope C. courage
55. A. assist B.organize C. lead D. motivate
第三部分阅读理解（共15小题；每小题2分，满分30分）
请认真阅读下列短文，从短文后各题所给的A、B、C、D四个选项中选出最佳选项，并在答题卡上将该项涂黑。
A
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Employability Skills
56. We can learn from the passage above that students . A. need to win a competition to get a work opportunity in London B. may have a chance to Interview a famous astronaut in person C. can get some advice on working in space from Chris Hadfieid D. will get to the interview stage with a CV and a cover letter 57. What's the main purpose of organizing these activities? A. To broaden the students’ horizons with job opportunities. B. To make students to adapt to a changing environment.
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C. To help the students build and use skills for future jobs. D. To train the students，English language skills in work.
B
My favorite teacher was Dorothy Bean. She taught American history to eighth-graders in Grand Rapids. It was 1944. Franklin D. Roosevelt was president and I was a twelve-year-old black newcomer In a school that was otherwise all white.
My stepfather, a physician in Grand Rapids, had bought the best house for his new family. The problem for our new neighbors was that their neighborhood had been “pure” before and that they were ignorant about black people. There was a lot of angry talk among the adults, but nothing much came of it. But some of the kids, those first few weeks, threw stones at me. For a time, I was a pretty ioneiy and sometimes frightened kid. I can see now that those youngsters were prejudiced, but I felt ashamed for being different.
I now know that Dorothy Bean understood most of that and deplored it. So things began to change when I walked into her classroom. Whereas my other teachers approached the problem of easing in their new black pupil by ignoring him for the first few weeks, Miss Bean went right at me。On the morning after having read our first assignment she asked me the first question. I answered her question and the follow-up. They weren't brilliant answers, but they did establish the facts that I had read the assignment and that I could speak English. Later when a classmate had given wrong answers, Miss Bean came back to me with a question that required me to clean up the girl's mess and established me as a smart person. From then on. I came to be more than merely a dark presence in the back of the room onto whose silent form my classmates could fit all the stereotypes(刻板印象)they carried in their heads.
Once Miss Bean asked my opinion about something Jefferson had done. In those days，all my opinions were not original. I was for Roosevelt because my parents were. We didn’t have opinions about historical figures like Jefferson. After I had stared at her for a few seconds, she said: “Well， should he have bought Louisiana or not?' “I guess so?” I replied cautiously. “Why?” she asked.
Why! What kind of question was that? But I ventured an answer. Day after day, she kept doing that to me, and my answers became stronger and more confident. She was the firsi
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teacher to give me the sense that thinking was part of education and that I could form opinions that had some value,
58. The author implies that some of the prejudice in Grand Rapids was the result of . A.anger about new-comers B. ignorance of black people C,innocence of youth D. misunderstanding of physicians 59. The underlined word “depbred” in Paragraph 3 means . A.stood for
B. acted on C.
stuck to D. disapproved of
60. We can infer from the passage that .
A. the author hated the new school and had numerous adjustments to make B. eighth grade is a tough and challenging period of time for the students C. Miss Bean always pushed her students to learn American history by heart D. African American kids were believed to be less brilliant and hardworking
C
Years ago a girl handed me a note as I was leaving Albany, “I'm glad to know there is another poemist in the world,5, the note said. “I always knew we would find one another someday and our lights would cross.” That girl had not stood out to me，I realized，among the other faces in the classroom. Our lights would cross. How many other lights had I missed? I carried her note for thousands of miles.
I was fascinated with the poems that gave insight into all the secret territories of the human spirit, our rftetionships with one another. Somehow those glimpses felt comforting, like looking
through the lit windows of other people's homes at dusk, before they closed the curtains. How did other people live their lives? Just a sense of so many other worlds out there，beginning with the next house on my own street, gave me a great energy. How could anyone ever feel lonely?
To me the world of poetry is a house with thousands of glittering windows. Our words and images, land to land, era to era, cast light on one another. Our words dissolve (消除)the shadows we imagine fall between. Other countries stop seeming quite so “foreign,” when we listen to the voices of their people. If poetry comes out of the deepest places in the human soul and experience, shouldn't it be as important to learn about one another's poetry, country to
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country, as one another's weather or GDP? It seems critical to me.
Anyone who feds poetry is an alien form should consider the style in which human beings think. “How da you think? ”I ask my students. “Do you think in complete，elaborate (精巧的） sentences? In fully developed paragraphs with careful footnotes? Or in flashes and bursts of images, snatches of lines leaping one to the next, descriptive fragments, sensory details?” We think in poetry. But some people pretead ooetry is far away. I love to offer students a poem now and then that I don't really understand. It presents them with the immediate opportunity to find an interesting way to look through its window. It presents us all with a renewed appetite for interpretation, one of the most energetic parts of the poetry experience.. Poems respect our ability to interpret and translate Images and signs. If most of us have lost, as some poets suggest, our meaningful? deep relationships with the world of nature； poems help as to see and feel that world again, beyond oar cities and double-locked doors.
61. Which of the following sentences from the passage best expresses the passage idea of the passage?
A. “Years ago a girl handed me a note as I was leaving Albany. ” B. “Our lights would cross. How many other lights had I missed?
C. “Our words and images, land to land, era to era, cast light on one another,” D.“Poems respect our ability to interpret and translate images and signs. ”
62. The underlined sentence “But some people pretend poetry is far away” In Paragraph 4 indicates that . A. some people haven’t read any poem before B. reading poetry is a distant goal for some people C. poetry is not a part of what some people are D. to some, reading poems is only a minor interest
63. According to the author, the purpose of giving students a poem she doesn’t really understand is to . A. force them to read poems they consider far away &om them B. invite them to make their own various interpretations
C. inspire them to think in poetry instead of sentences and paragraphs
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