根據(jù)短文內(nèi)容，從A到F選項中選出能概括每一段主題的最佳選項。選項中有一項為多余項。

A.      A sense of humor is not an inborn ability.

B.      A sense of humor can be developed in our life.

C.      A sense of humor helps us from several aspects（方面）.

D.     A sense of humor means more than telling jokes.

E.      A sense of humor can be expressed in many ways.

F.      A sense of humor helps people to better enjoy life.

71. _____ As awareness of the benefits of humor increases, most of us want to get all the laughs we can. It seems that almost every day there is another new discovery about the power of humor to help us physically, mentally, emotionally, and spiritually. Every system of the body responds to laughter in some important or positive way.

72. _____ Many people mistakenly believe that we are born with a sense of humor. They think that when it comes to a sense of humor, “either you’ve got it or you don’t.” This is false. What is true, however, is that the ability to laugh and smile is actually something we are born with. For example, we laugh when we are tickled under the arm, even without thinking about how to react.

73. _____ The parts of the brain and central nervous system that control laughing and smiling are mature at birth in human infants, but that is not the same thing as having a sense of humor. (After all, when a baby laughs in his small bed we don’t rush over and say, “That kid has a great sense of humor.”) Your sense of humor is something you can develop over a lifetime. Don’t be nervous before others and try to laugh at yourself—then you will make them laugh too.

74. _____ Humor includes a lot more than laughing and joke telling. Many people worry needlessly that they do not have a good sense of humor because they are not good joke tellers. More than jokes, a sense of humor requires being willing and able to see the funny side of life’s situations as they happen. In fact, one of the best definition of a sense of humor is “the ability to see the nonserious element in a situation”.

75.   _____ There may be a thousand different ways to express your sense of humor, but joke telling is only one of those ways. As more is discovered about how humor benefits our life, more people will be able to see and enjoy the humor when they are in a difficult situation. Life depends on air, food and water, but it is made easier to live with a good sense of humor.

Hans was an honest fellow with a funny round good-humored face. Living alone, every day he worked in his garden. In all the countryside there was no garden so lovely as his. All sorts of flowers grew there, blooming in their proper order as the months went by, one flower taking another flower’s place, so that there were always beautiful things to see, and pleasant odors to smell.

　 Hans had many friends, the most devoted being the Miller. So devoted was the rich Miller to Hans that he’d never go by his garden without plucking a large bunch of flowers or a handful of sweet herbs, or filling his pockets with fruits. The Miller used to talk about noble ideas, and Hans nodded and smiled, feeling proud of having such a friend.

　 The neighbors thought it strange that the rich Miller never gave Hans anything in return, though he had hundreds of sacks of flour, many cows and sheep, but Hans never troubled his head about these, and nothing gave him greater pleasure than to listen to all the wonderful things about the unselfishness of true friendship.

　 In spring, summer, and autumn Hans was very happy, but when winter came, and he had no fruit or flowers to sell, he suffered from cold and hunger. Though extremely lonely, the Miller never came to see him then.

　 “There’s no good in going to see Hans while the snow lasts.” The Miller said to his wife, “When people are in trouble they shouldn’t be bothered. So I’ll wait till the spring comes when he’s happy to give me flowers.”

　 “You’re certainly very thoughtful,” answered his wife, “It’s quite a treat to hear you talk about friendship.”

　 “Couldn’t we ask Hans up here?” said their son. “I’ll give him half my meal, and show him my white rabbits.”

　 “How silly you are!” cried the Miller. “I really don’t know what’s the use of sending you to school. If Hans came up here, and saw our warm fire, our good supper, and our red wine, he might get envious, and envy is a most terrible thing, and would spoil anybody’s nature. I am his best friend, and I’ll always watch over him, and see that he’s not led into any temptation. Besides, if Hans came here, he might ask me for some flour. Flour is one thing, and friendship is another, and they shouldn’t be confused. The words are spelt differently, and mean quite different things. Everybody can see that.” He looked seriously at his son, who felt so ashamed that he hung his head down, and grew quite scared, and began to cry into his tea.

　 Spring coming, the Miller went down to see Hans. Again he talked about friendship. “Hans, friendship never forgets. I’m afraid you don’t understand the poetry of life. See, how lovely your roses are!”

　 Hans said he wanted to sell them in the market to buy back his things which were sold during the hard time of the winter.

　 “I’ll give you many good things. I think being generous is the base of friendship.” said the Miller. “And now, as I’ll give you many good things, I’m sure you’d like to give me some flowers in return. Here’s the basket, and fill it quite full.”

　 Poor Hans was afraid to say anything. He ran and plucked all his pretty roses, and filled the Miller’s basket, imagining the many good things promised by the Miller.

　 The next day he heard the Miller calling: “Hans, would you mind carrying this sack of flour for me to market?”

　 “I’m sorry, but I am really very busy today.”

　 “Well,” said the Miller, “considering that I’m going to give you my things, it’s rather unfriendly of you to refuse. Upon my word, you mustn’t mind my speaking quite plainly to you.”

　 Poor Hans was driven by his friendship theory to work hard for his best friend, leaving his garden dry and wasted.

　 One evening Hans was sitting by fire when the Miller came.

　 “Hans,” cried the Miller, “My little boy has fallen off a ladder and hurt himself, and I’m going for the Doctor. But he lives so far away, and it’s such a bad windy night. It has just occurred to me that you can go instead of me. You know I’m going to give you my good things, so you should do something for me in return.”

　 “Certainly,” cried Hans. He struggled into the stormy night, and got the doctor to ride a horse to the Miller’s house in time to save the boy. However, Hans got lost in the darkness, and wandered off into a deep pool, drowned.

　 At Hans’ funeral, the Miller said, “I was his best friend. I should walk at the head of the procession.” Every now and then he wiped his eyes with a handkerchief.

66. From the passage, we can learn that Hans ___________.

　 A. was extremely wise and noble

B. was highly valued by the Miller

　 C. admired the Miller very much

D. had a strong desire for fortune

67. “Flour is one thing, and friendship is another” can be understood as ___________.

　 A. “Different words may mean quite different things.”

　 B. “Interest is long-lasting while friendship is flexible.”

　 C. “I’m afraid you don’t understand the poetry of life.”

　 D. “I think being generous is the base of friendship.”

68. From the Miller’s talk at home, we can see he was ___________.

　 A. serious but kind

B. helpful and generous

C. caring but strict

D. selfish and cold-hearted

69. What’s the main cause of Hans’ tragedy?

　 A. True friendship between them.

B. A lack of formal education.

　 C. A sudden change of weather.

D. Blind devotion to a friend.

70. The author described the Miller’s behavior in order to ___________.

　 A. entertain the readers with an incredible joking tale

　 B. show the friendship between Hans and the Miller

　 C. warn the readers about the danger of a false friend

　 D. persuade people to be as intelligent as the Miller

Going to school means learning new skills and facts in different subjects. Teachers teach and students learn, and many scientists are interested in finding ways to improve both teaching and learning processes.

   Sian Beilock and Susan Leving, two psychologists at the University of Chicago, are trying to learn about learning. In a new study about the way kids learn math in elementary school, Beilock and Levine found a surprising relationship between what female teachers think and what female students learn: If a female teacher is uncomfortable with her own math skills, then her female students are more likely to believe that boys are better than girls at math. “If these girls keep getting math-anxious female teachers in later grades, it may create a snowball effect on their math achievement,” Levine told Science News. The study suggests that if these girls grow up believing that boys are better at math than girls are, then these girls may not do as well as they would have if they were more confident.

   Just as students find certain subjects to be difficult, teachers can find certain subjects to be difficult to learn—and teach. The subject of math can be particularly difficult for everyone.

   The new study involved 65 girls, 52 boys and 17 first-and second-grade teachers in elementary schools in the Midwest. The students took math achievement tests at the beginning and end of the school year, and the researchers compared the scores.

   The researchers also gave the students tests to tell whether the students believed a math superstar had to be a boy. Then the researchers turned to the teachers: To find out which teachers were anxious about math, the researchers asked the teachers how they felt at times when they came across math, such as when reading a sales receipt. A teacher who got nervous looking at the numbers on a sales receipt, for example, was probably anxious about math.

   Boys, on average, were unaffected by a teacher’s anxiety. On average, girls with math-anxious teachers scored lower on the end-of-the-year math tests than other girls in the study did. Plus, on the test showing whether someone thought a math superstar had to be a boy, 20 girls showed feeling that boys would be better at math—and all of these girls had been taught by female teachers with math anxiety.

   According to surveys done before this one, college students who want to become elementary school teachers have the highest levels of anxiety about math. Plus, nine of every 10 elementary teachers are women, Levine said.

61. Sian Beilock and Susan Levine carried out the new research in order to ___________.

 A. know the effects of teaching on learning        B. study students’ ways of learning math

C. prove women teachers are unfit to teach math   D. find better teaching methods for teachers

62. The underlined part in paragraph 2 most probably means that girls may ___________.

A. end up learning math anxiety from their teachers     

B. study the ways their female teachers behave

C. have an influence on their math-anxious female teachers

 D. gain unexpected achievement in such subjects as math

63. In the study, what were the teachers required to do?

 A. Prepare two math achievement tests for the students    

B. Tell their feelings about math problems

C. Answer whether a math superstar had to be a boy       

D. Compare the students’ scores after the math tests

64.What is the finding of the new study?

A. No male students were affected by their teachers’ anxiety

 B. Almost all the girls got lower scores in the tests than the boys

C. About 30% of the girls thought boys are better at math than girls

  D. Girls with math-anxious teachers all failed in the math tests

65. Which of the following is TRUE according to the text?

 A. 117 students and teachers took part in the new study

  B. The researchers felt surprised at the findings of their study

 C. Beilock and Levine are interested in teaching math

 D. Men teachers are better at teaching math than women teachers

Short and shy, Ben Saunders was the last kid in his class picked for any sports team. "Football, tennis,cricket — anything with a round ball, I was useless." he says now with a laugh. But back then he was the object of jokes in school gym classes in England's rural Devonshire.

   It was a mountain bike he received for his 15th birthday that changed him. At first the teen went biking alone in a nearby forest. Then he began to cycle along with a runner friend. Gradually, Saunders set his mind building up his body, increasing his speed, strength and endurance. At age 18, he ran his first marathon.

   The following year, he met John Ridgway, who became famous in the 1960s for rowing an open boat across the Atlantic Ocean. Saunders was hired as an instructor at Ridgway's school of Adventure in Scotland, where he learned about the older man's cold-water exploits (成就). Intrigued, Saunders read all he could about Arctic explorers and North Pole expeditions, then decided that this would be his future.

    Journeys to the Pole aren't the usual holidays for British country boys, and many people dismissed his dream as fantasy. "John Ridgway was one of the few who didn't say, 'You are completely crazy,'" Saunders says.

    In 2001, after becoming a skilled skier, Saunders started his first long-distance expedition toward the North Pole. He suffered frostbite, had a closer encounter (遭遇) with a polar bear and pushed his body to the limit.

    Saunders has since become the youngest person to ski alone to the North Pole, and he's skied more of the Arctic by himself than any other Briton. His old playmates would not believe the transformation.

    This October, Saunders, 27, heads south to explore from the coast of Antarctica to the South Pole and back, an 1800-mile journey that has never been completed on skis.

56. The turning point in Saunders'life came when ________.

A. he started to play ball games

B. he got a mountain bike at age 15

C. he ran his first marathon at age 18

D. he started to receive Ridgway's training

57. We can learn from the text that Ridgway ________.

A. dismissed Saunders' dream as fantasy

B. built up his body together with Saunders

C. hired Saunders for his cold-water experience

D. won his fame for his voyage across the Atlantic

58. What do we know about Saunders?

A. He once worked at a school in Scotland.

B. He followed Ridgway to explore the North Pole.

C. He was chosen for the school sports team as a kid.

D. He was the first Briton to ski alone to the North Pole.

59. The underlined word "Intrigued" in the third paragraph probably means ________.

A. Excited   B. Convinced   C. Delighted    D. Fascinated

60. It can be inferred that Saunders' journey to the North Pole ________.

A. was accompanied by his old playmates

B. set a record in the North Pole expedition

C. was supported by other Arctic explorers

D. made him well-known in the 1960s

In 1982, Steven Callahan was crossing the Atlantic alone in his sailboat when it struck something and sank. He was out of the sailing track and floating in a lifeboat, alone. His supplies were 36 . His chances of surviving were small. 37 when three fishermen found him seventy-six days later, he was alive — much 38 than he was when he started, but alive.

His 39 of how he survived is interesting and attractive. His subtle act — how he 40 to catch fish, how he evaporated sea water to 41 fresh water — is very interesting. But the thing that 42 my eye was how he managed to keep himself going when all hope seemed lost, when it seemed no 43 continuing the struggle, when he was 44 greatly, when his lifeboat was pierced and after more than a week’s struggling with his weak body. He was starved and 45 exhausted. Giving up would have seemed the only sensible choice.

　　　 When people 46 these kinds of circumstances, they do something with their minds that gives them the courage to keep going. Many people in 47 dangerous circumstances give in or go mad. Something the survivors do with their thoughts helps them find the courage to carry on 48 major difficulties.

　　　 "I tell myself I can 49 it," wrote Callahan in his book. "Compared to what others have been through, I'm fortunate. I tell myself these things over and over, 50 courage and strength."

　　　 I wrote that down after I read it 51 it struck me as something important. And I've told myself the same thing when my own goals seemed 52 off or when my problems seemed too powerful. And every time I've said it, I have always come back to my senses.

　　　 The truth is, our circumstances are only bad 53 to something better. But others have been through much worse, that is, in comparison with what 54 have been through, you're fortunate. Tell this to yourself over and over again, and it will help you 55 the rough spots with a little more perseverance(毅力) .

 ---It’s reported that young people are responsible for 60% of the traffic accidents.

---Exactly. Young drivers are far more _______ to drive faster than old ones.

A. possible         B. probable       C. likely      D. perhaps

 The living room is clean and tidy, with a dining table already ______ for a meal to be cooked.

   A. laid           B. laying         C. to lay          D. being laid

 Global warming caused by human being’s casual behaviour has become a major _______ for people all over the world.

   A. conflict        B. concern        C. challenge        D. factor

-----I hear that Tom was badly injured in a car accident and is in hospital now.

-----_________, let’s pay a visit to him.

　 A. If any　　　　 B. If so　　　　 C. When possible　　 D. When necessary

 ---Remember the first time we met?

   ---Sure. You _____________ the novel Gone With the Wind in the library.

   A. had borrowed    B. have borrowed    C. were borrowing     D. borrowed