You__________the parcel home. The shop would have delivered it if you had asked.

   A. needn’t have carried            B. couldn’t have carried

   C. mustn’t have carried            D. shouldn’t have carried

The French word renaissance means rebirth. It was first used in 1855 by the historian Jules Michelet in his History of France, then adopted by historians of culture, by art historians, and eventually by music historians, all of whom applied it to European culture during the 150 years spanning 1450-1600. The concept of rebirth was appropriate to this period of European history because of the renewed interest in ancient Greek and Roman culture that began in Italy and then spread throughout Europe. Scholars and artists of this period wanted to restore the learning and ideals of the classical civilizations of Greece and Rome. To these scholars this meant a return to human. Fulfillment in life became a desirable goal, and expressing the entire range of human emotions and enjoying the pleasures of the senses were no longer frowned on. Artists and writers now turned to religious subject matter and sought to make their works understandable and appealing.

These changes in outlook deeply affected the musical culture of the Renaissance period--- how people thought about music as well as the way music was composed and experienced. They could see the architectural monuments, sculptures, plays, and poems that were being rediscovered, but they could not actually hear ancient music --- although they could read the writings of classical philosophers, poets, essayists, and music theorists that were becoming available in translation. They learned about the power of ancient music to move the listener and wondered why modern music did not have the same effect. For example, the influential religious leader Bernardino Cirillo expressed disappointment with the learned music of his time. He urged musicians to follow the example of the sculptors, painters, architects, and scholars who had rediscovered ancient art and literature.

The musical Renaissance in Europe was more a general cultural movement and state of mind than a specific set of musical techniques. Furthermore, music changed so rapidly during this century and a half-though at different rates in different countries---that we cannot define a single Renaissance style.

1. What does the author mean by using the word “eventually” in line 3?

   A. That music historians used the term “Renaissance” after the other historians did

   B. That most music historians used the term “Renaissance”

   C. The term “Renaissance” became widely used by art historians but not by music historians

   D. That music historians used the term “Renaissance” very differently than it had been used by Jules Michelet

2. The phrase "frowned on" in line 9 is closest in meaning to

   A. given up     B. forgotten about   C. argued about  D. disapproved of

3. It can be inferred from the passage that thinkers of the Renaissance were seeking a rebirth of__.

   A. communication among artists across Europe

   B. spirituality in everyday life

   C. a cultural emphasis on human values

   D. religious themes in art that would accompany the traditional secular themes

4. According to the passage, why was Bemardino Cirillo disappointed with the music of his time?

   A. It was not complex enough to appeal to musicians.

   B. It had little emotional impact on audiences.

   C. It was too dependent on the art and literature of his time.

   D. It did not contain enough religious themes.

5. Which of the following is mentioned in the passage as a reason for the absence of a single Renaissance musical style?

   A. The musical Renaissance was defined by technique rather than style.

   B. The musical Renaissance was too short to give rise to a new musical style.

   C. Renaissance musicians adopted the styles of both Greek and Roman musicians.

   D. During the Renaissance, music never remained the same for very long.

. He kept a little notebook, in which ________ the names and addresses of his friends.

    A. wrote       B. writing      C. was written       D. were written

 Mary made a few changes to the design and made her own needle, _____ saving people a lot of time.

A. one                          B. she                          C. that                          D. it

第二節(jié) 完型填空（共20小題；每小題1.5分，滿分30分）

閱讀下面短文，掌握其大意，然后從36—55各題所給的四個選項（A、B、C和D）中，選出最佳選項

Children and young people tend to have certain role models – people they want to be like when they grow   36  . Though   37   children would have wished to copy their mother, father or a (n)   38   relative, gradually these role models are thought of as famous people or popular   39  . People have different opinions about   40   popular stars or other famous people are good role models for children. Charming models, such as Katie Price, are often admired and   41   by young girls. This is the biggest worry of parents and teachers. They wish to   42   the concept that success is achieved through hard work and   43   rather than an attractive looking.

Most people tend to grow up to be those who are   44   home – their parents or family friends. Some decide to be like their favorite teacher. A child who loves to   45   may want to grow to be the next Picasso or Van Gogh; Someone who loves to   46   might imagine themselves as a famous writer; if a child enjoys dancing, he or she   47   well admire a famous dancer, but this is not the   48  . A lot of dance students wish to be like their   49   teacher.

Therefore, the job of a teacher is   50   just providing knowledge of a given subject. They should be able to   51   their students’ trust and   52   them well. Helping youngsters to learn from models, to learn how to accept   53   with grace and losing with dignity, is central to any parent’s or teacher’s job. Manners are very important and a dance teacher can   54   his or her position and influence to   55   good behaviors to youngsters.

36．A．younger    B．stronger    C．older D．taller

37．A．a(chǎn)t first      B．a(chǎn)t last       C．a(chǎn)t least      D．a(chǎn)t most

38．A．generous   B．favorite    C．ordinary   D．humorous

39．A．fans  B．stars  C．singers      D．dancers

40．A．that   B．why  C．whether    D．if

41．A．looked down upon   B．thought highly of

       C．caught up with        D．made fun of

42．A．encourage B．receive     C．hold  D．ignore

43．A．luck  B．imagination      C．effort       D．creativity

44．A．similar to  B．different from  C．far from   D．close to

45．A．read and write  B．sing and dance  C．listen and speak       D．draw and paint

46．A．write B．read  C．travel       D．think

47．A．should      B．may  C．must  D．need

48．A．deal  B．trouble     C．matter      D．case

49．A．dance       B．music       C．a(chǎn)rt     D．piano

50．A．better than       B．less than   C．more than D．rather than

51．A．receive     B．lose   C．gain  D．a(chǎn)ccept

52．A．communicate with   B．keep up with

       C．negotiate with         D．put up with

53．A．challenging      B．falling      C．failing      D．winning

54．A．make use of     B．lose control of  C．take charge of  D．get rid of

55．A．turn  B．press C．introduce  D．push

Fifty–eight percent of the teachers interviewed in the Association of Teachers and Lecturers (ATL) questionnaire had come across copying among their pupils. Gill Bullen from Itchen College in Southampton, for example, said, "Pieces handed in by two students were identical and significantly better than either of them could have done. Not only that, the essays handed in didn't quite answer the title question I had set". A teacher from Leeds said, "I had one piece of work so bravely cut and pasted that it still contained ads from the web page."

Connie Robinson from Stockton Riverside College said, "With less able students it is easy to spot copying as the writing style changes in the middle of the assignment, but with more able students it is sometimes necessary for tutors to carry out Internet research to identify the source of the copy."

Mary Bousted, general secretary of the ATL, said," Teachers are struggling under a mountain of cut-and-pasting to spot whether work was the student's own or copy." She called for policies to stop copying, and asked for help from exam boards and the government in providing resources and techniques to detect cheats.

But there was another side. "I have found once students clearly understand what copying is, its consequences and how to reference correctly so they can draw on published works, copying becomes less of a problem," said Diana Baker from Emmanuel College, Durham.

"I think the majority of students who engage in copying do it more out of ignorance than the desire to cheat. They really want to succeed on their own."

1. The passage mainly wants to tell us ____________.

2. The underlined word “identical” (Paragraph 1) probably means ____________.

3. What is TRUE according to Connie Robinson?

4. What’s the writer’s attitude towards “copying”?

 —Mum, would you buy some cherries for me? I love them.

—I’d like to, but they are not ________ in winter.

 ----Do you know our government has planned a new budget for next year?

----Yes, I do. But, if budgets are cut, some vital researches may be _______.

A. approved of         B. squeezed out         C. made a difference   D. by coincidence

---- I usually take a walk at night.   

---- ___ do that.

 A. Better not   B. You'd better not to  C. You hadn't better   D. Best not to

 –Come on, please give me some ideas about the project.

   --- Sorry. With so much work _________my mind, I almost break down.

    A filled      B filling      C to fill       D being filled