(09·山東)

Even though it was only October, my students were already whispering about Christmas plans. With each passing day everyone became more __36__wthting for the final school bell. Upon its _37____everyone would run for their coats and go home, everyone except David

David was a small boy in ragged clothes. I had often _38___what kind of home life David had, and what kind of mother could send her son to school dressed so __39__for the cold winter months, without a coat, boots, or gloves. But something made David __40__I can still remember he was always __41____a smile and willing to help. He always __42__after school to straighten chairs and mop the floor. We never talked much He__43___just smile and ask what else he could do ,then thank me for letting him stay and slowly__44___home

Weeks passed and the __45___ovre the coming Christmas grew into restlessness until the last day of__46__before the holiday break. I smiled in ___47 __as the last of them hurried out the door. Turning around I saw David ___48___standing by my desk.  

 “I have something for you” he said ____49____from behind his back a small box. __50___it to me, he said anxiously. “Open it “I took the box from him, thanked him and slowly unwrapped it. I lift the lid and to my __51__saw nothing I looked at David‘s smiling face add back into the box and said. “The box is nice, David, but it’ s__52__”

 “Oh no it isn’t” said David “It’s full of love, my mum told me before she died that love was something you couldn’t see or touch unless you know it’s there”

Tears filled my eyes ___53___Iooked at the proud dirty race that I had rarely given____54___to. After that Christmas, David and I became good friends and I never forgot the meaning ___55___the little empty box set on my desk      

36. A. anxious                    B. courageous                 C. serious                     D. cautious

37. A. warning                   B. ringing                       C. calling                      D. yelling

38. A. scolded                    B. wondered                   C. realized                    D. learned

39. A. modestly                  B. naturally                     C. inaccurately              D. inappropriately

40. A. popular                    B. upset                         C. special                     D. funny

41. A. expressing                B. delivering                   C. wearing                    D. sharing

42. A. practised                  B. wandered                   C. studied                     D.  stayed

43. A. would                      B. should                        C. might                       D. could

44. A. aim at                      B. turn to                       C. put off                     D. head for

45. A. argument                  B. excitement                  C. movement               D. program

46. A. school                      B. year                          C. education                 D. program

47. A. relief                        B. return                        C. vain                         D. control

48. A. weakly                     B. sadly                          C. quietly                      D. helplessly

49. A. searched                  B. found                        C. raised                       D. pulled

50. A. Holding                    B. Handing                     C. Sending                    D. Leaving

51. A. delight                      B. expectation                 C. appreciation              D. surprise

52. A. cheap                       B. empty                        C. useless                     D. improper

53. A. as                            B. until                           C. because                    D. though

54. A. advice                     B. support                      C. attention                   D. command

55. A. from                        B. behind                        C. over                         D. towards

    

 (09·山東D篇)

An increase in students applying to study economics at university is being attributed to （歸因于）the global economic crisis awakening a public thirst for knowledge about how the financial system works.

Applications for degree courses beginning this autumn were up by 15% this January, according to UCAS, the Universities and Colleges Admissions Service. A. spokesman for the Royal Economic Society said applications to do economics at A-level were also up.

Professor john Beath, the president of the society and a leading lecture at St Andrews University, said his first-year lectures-which are open to students from all departments—were drawing crowds of 400, rather than the usual 250.

 “There are a large number of students who are not economics majors, who would like to learn something about it. One of the things I have done this year is to relate my teaching to contemporary events in a way that one hasn’t traditionally done. ” He added.  

University applications rose 7% last year. But there were rises above average in several subjects. Nursing saw a 15% jump, with people’s renewed interest in caters in the pubic sector（部門）, which are seen as more secure in economic crisis.

A. recent study showed almost two thirds of parents believed schools should do more to teach pupils about financial matters, and almost half said their children had asked them what was going on, although a minority of parents felt they did not understand it themselves well enough to explain.

Zack Hocking, the head of Child Trust Funds, said: “It’s possible that one good thing to arise from the downturn will be a generation that’s financially wiser and better equipped to manage their money through times of economic uncertainty.”

71. Professor John Beath’s lectures are             .

A. given in a traditional way                 B. connected with the present situation

C. open to both students and their parents       D. warmly received by economics

72. Incomes in the public sector are more attractive because of their         .

A. greater stability     B. higher pay    C. fewer applications   D. better reputation

73. in the opinion of most parents           .

A. eccentrics should be the focus of school teaching

B. more students should be admitted to universities

C. the teaching of financial matters should be strengthened.

D. children should solve financial problems themselves

74. According to Hocking, the global economic crisis might make the youngsters        .

A. wiser in money management

B. have access to better equipment

C. confide about their future careers

D. get jobs in Child Trust Funds

75. What’s the main idea of the text?

A. Universities have received more applications.

B. Economics is attracting an increasing numbers students

C. college students benefit a lot from economic uncertainty

D. parents are concerned with children’s subject selection. 

 (09·山東A篇)

A year ago August, Dave Fuss lost his job driving a truck for a small company in west Michigan. His wife, Gerrie, was still working in the local school cafeteria, but work for Dave was scarce, and the price of everything was rising. The Fusses were at risk of joining the millions of Americans who have lost their homes in recent years. Then Dave and Gerrie received a timely gift—＄7,000，a legacy （遺產(chǎn)） form their neighbors Ish and Arlene Hatch, who died in an accident . “It really made a difference when we were going under financially.” says Dave.  

But the Fusses weren’t the only folks in Alto and the neighboring town of Lowell to receive unexpected legacy from the Hatches. Doxens of other families were touched by the Hatches’ generosity. In some cases, it was a few thousand dollars ; in other, it was more than ＄100,000.  

It surprised nearly everyone that the Hatches had so much money, more than ＄3 million—they were am elderly couple who lived in an old house on what was left of the family farm .  

Children of the Great Depression, Ish and Arlene were known for their habit of saving, They thrived own （喜歡） comparison shopping and  would routinely go from store to store, checking prices before making a new purchase .  

Through the years, the Hatches paid for local children to attend summer camp when their parents couldn’t afford it. “Ish and Arlene never asked you needed anything,” says their friend Sand Van Weelden, “They could see things they could do go make you happier, and they would do them.  

Even more extraordinary was that the Hatches had their farmland distributed. It was the Hatches’ wish that their legacy—a legacy of kindness as much as one of dollars and cent —should enrich the whole community （社區(qū)） and Ish and Arlene Hatch’s story .  

Neighbors helping neighbors ——that was Ish and Arlene Hatch’s story.  

56. According to the text, the Fusses

A. were employed by a truck company         B. were in financial difficulty

C. worked in a school cafeteria               D. lost their home  

57. Which of the following is true of the Hatches?

A. They had their children during the Great Deoression

B. They left the family farm to live in an old house

C. They gave away their possessions to their neighbors

D. They helped their neighbors to find jobs  

58. Why would the Hatches routinely go from store?

A. They decided to open a store              B. They wanted to save money

C. They couldn’t afford expensive things       D. They wanted to buy gifts for local kids  

59. According to Sand Van Weelden, the Hatches were

A. understanding      B. optimistic          C. childlike           D. curious  

60.What can we learn from the text?

A. The community of Alto was poor

B. The summer camp was attractive to the parents

C. Sandy Van Weelden got a legacy form the Hatches

D. The Hatches would like the neighbors to follow their example