閱讀理解。
     Kenyon Scudder once told me a story about his friend, Michael. Michael happened to be on a train
sitting next to a young man who seemed worried. Finally the young man told the friend that he was a
convict (罪犯) returning home from a prison far away. What he did had brought shame (羞恥) on his
family, and they had neither visited him nor written to him. He hoped, however, that this was only because
they were too poor to travel and too busy to write.
     When he was set free he had written to tell them he wanted to go home. To make matters easy for
them, however, he had asked them to put up a signal (信號) for him when the train passed their little farm. If the family had forgiven (原諒) him, they were to put up a white ribbon (絲帶) in the big apple tree near
the railway. If they didn't want him back, they were to do nothing, and he would stay on the train, and go
far away.
     As the train neared his hometown his suspense became so great that he was afraid to look out of the
window. He asked Michael to watch for the big apple tree. They changed seats. In a minute, Michael put
his hand on the young convict's shoulder. "There it is," he said, his eyes filled with sudden tears. "It's all
right. The whole tree is white with ribbons."
1. For which of the following reasons might the young man be worried?
A. His family might not allow him to go home.
B. His family would not remember him.
C. His family hadn't written to him frequently.
D. His family hadn't visited him for a long time.
2. The word "suspense" underlined in the last paragraph can best be replaced by _____.
A. pain        
B. interest  
C. worry    
D. happiness
3. Why did Michael cry at the end of the story?   
A. The young man couldn't live with his family.
B. There were many white ribbons on the apple tree.
C. He was moved by the young man.
D. The young man was very sad.
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科目：高中英語 來源：浙江省模擬題 題型：閱讀理解

閱讀理解。
     It's a nightmare for Huazhong University of Science and Technology (HUST): within a week, two
students committed suicide by jumping off dorm buildings.
     Officials from the university are reluctant (不情愿的) to give interviews.
    "We had a hard time calming down students who were shocked at the suicides," said Zhang Jingyuan,
head of HUST's center for research and guidance for students' development.
    "Media coverage (報(bào)導(dǎo)) may arouse some students' negative emotions again. Suicide can be
contagious (傳染性的)," Zhang said.
     The university reacted promptly to the first suicide on October 23.
     Advisors and class leaders conducted dorm-to-dorm checks to find students suffering depression.
Then psychologists offered one-on-one counseling to them.
     Notice boards publicizing tips for identifying peers' mental problems and offering help were set up in
front of dorm buildings. Leaflets (傳單) carrying similar information were handed out to each dorm.
     However, the second suicide came seven days later.
     Both students were described as men of few words. Their schoolmates didn't see anything to indicate
suicide.
     Zhang revealed that the two students had been bothered by mental disorders. But the school didn't
know this until the students' close friends outside school and their parents unveiled (揭露) the truth after
the suicides.
     According to Zhang, there are only three full-time counselors (心理輔導(dǎo)專家) working in the
university's counseling center for its 60,000 students. He complained: "It's unrealistic to rely only on
counselors to detect students' mental problems."
     Some universities in the US may be able to offer solutions to Zhang's worries. They have established
programs to train students to be the bridge between troubled friends and counselors.
     At Worcester Polytechnic Institute, at Worcester, Massachusetts, US, young people in the Student
Support Network role play to learn how to detect SOS signals from their schoolmates.
     They also practice how to gently persuade emotionally troubled students to go for professional help.
     To develop such empathy (同理心), many universities in China have organized campus events to
popularize knowledge about mental health. But these are not that attractive to students.
     Ke Juanjuan, 24, is pursuing a master's degree in English translation at HUST. Ke has found that few
of her peers will pay attention to activities about mental health when they are not troubled by it.
     Rather than bombard students with the words "mental health", Ke suggested the school organize
lectures and workshops concerning study, job-hunting and relationships. She explained: "Students care
about these topics. They tend to have problems in these areas and may thus get stuck in depression.
     "By helping students better deal with these problems, the school can effectively prevent self-inflicted
injury and suicide among students."
     Effective prevention comes from long-term education for life instead of temporary intervention(干預(yù))
to meet an emergency, said Hu Yi'an. Hu delivers a course of lectures on life and death at Guangzhou
University. He worries that universities have paid little attention to education for life.
     "Education for life helps students respect and love life so they won't resort(訴諸) to ending their lives
when they have difficulties," said Hu.
     According to Hu, the principles can be incorporated (結(jié)合) into everyday teaching.
1. In which column of a newspaper would you most probably read this passage?
A. Forum            
B. Campus          
C. Advertisement        
D. Culture
2. Which one of the following is NOT one of the reasons why officials from the university are
    reluctant to give interviews? 
A. The university reacted promptly to the first suicide on October 23.
B. They had a hard time calming down students who were shocked at the suicides.
C. Media coverage may arouse some students' negative emotions again.
D. Two suicides within a week is really a nightmare for the university. 
3. The writer mentions Worcester Polytechnic Institute to______.   
A. encourage universities in China to organize campus events to popularize knowledge about mental health.
B. show their students are good at persuading emotionally troubled peers to go for professional help.
C. give an example of the universities in the US that have established programs to train students to be the
    bridge between troubled friends and counselors.
D. show that Zhang's complaint is wrong. 
4. Which one of the following sentences is NOT true?    
A. According to Ke Juanjuan, students tend to have problems in study, job-hunting and Relations.
B. Effective prevention comes from temporary intervention to meet an emergency.
C. According to Hu Yi'an, education for life helps students respect and love life so they won't commit
    suicide when they have difficulties.
D. According to Hu, education for life can be incorporated into everyday teaching.
5. What is most likely to be talked about in the paragraph following the passage?   
A. The function of education for life.
B. The ways of education for life.
C. The importance of education for life.
D. How to incorporate education for life into everyday teaching.

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