I hear many parents saying that their teenagers are rebellious(反叛的). I wish it were so. At your age you ought to be growing away from your parents. You should be learning to stand on your own feet. But take a good look at the present rebellion. It seems that teenagers are all taking the same way of showing that they disagree with their parents. Instead of striking out bravely on their own, most of them are trying to seize at another’s hands for safety.
They say they want to dress as they please. But they all wear the same clothes. They set off in new directions in music. But somehow reason for thinking or acting in thus-and-such way is that the cords is doing it. They have come out of their cocoon—into a larger cocoon.
It has become harder and harder for a teenager to stand up against the popularity wave and to go his or her own way. Industry has firmly opened up a teenager market. These days every teenager can learn from newspapers and TV what a teenager should have and be. And many of today’s parents have come to award high marks for the popularity of their children. All this adds up to great difficulty for the teenager who wants to find his or her own path.
But the difficulty is worth getting over. The path is worth following. You may want to listen to classical music instead of going to a party. You may want to collect rocks when everyone else is collecting records. You may have some thoughts that you don’t care to share at once with your classmates. Well, go to it. Find yourself. Be yourself. Popularity will come—with the people who respect you for who you are. That’s the only kind of popularity that really counts.
73. The writer’s purpose in writing this passage is mainly to tell _____________ .
readers how to be popular in the world
teenagers how to learn to decide things for themselves
parents how to control and guide their children
people how to understand and respect each other
74. According to the writer, many teenagers think they are brave enough to act on their own, but in fact, most of them ______________.
have much difficulty in understanding each other
have too much confidence in themselves
dare not do things in their own way
are very much afraid of getting lost
75. During the teenager years, one should learn to __________ .
become different from others in as many ways as possible
find one’s real self
get into the right reason and become popular
rebel against parents  

Young children whose mothers talk with them more frequently and in more detail about people’s thoughts and feelings tend to be better at taking another person’s perspective（觀點(diǎn)）than other children of the same age.
That’s what researchers from the University of Western Australia found in a new study published in the journal Child Development.
“Parents who frequently put themselves in someone else’s shoes in conversations with their children make it more likely their children will be able to do the same,” said lead author Brad Farrant.
Researchers of the UWA’s Telethon Institute for Child Health Research looked at the influence of how parents interact with their children to learn more about how people develop the ability to take another’s perspective.
The two-year study involved more than 120 Australian children aged between four and six, including children with typically developing language and others delayed in language acquisition（習(xí)得）.
The children completed tasks which were designed to assess their language skills, ability to infer others’ beliefs and use these to predict others’ behavior, and their ability to shift flexibly between different perspectives.
Among children with typically developing language, the researchers found that mothers who talked more often and in greater detail about people’s thoughts and feelings — commenting on how another person might react to a particular situation as well as their own feelings about the topic — had children with better language skills and better perspective-taking skills.
Children with delayed language acquisition were also delayed in their development of perspective-taking skills. This displays the role played by language as children develop the ability to take another’s perspective.
“Solving the many challenges that the world faces today requires us all to get better at taking the perspective of other people,” said Brad Farrant.
【小題1】According to the text, to help children gain better perspective-taking skills, parents should __________.

讀寫任務(wù)（25分）

閱讀下面的短文，然后按要求寫一篇150詞左右的英語短文。

A grand memorial service was held Wednesday ，October 28, 2009. in central Hubei Province to honor three college students who died rescuing two children from the Yangtze River on October 24.Thousands of people holding chrysanthemum flowers went to the Jingzhou Memorial House to see off the teenagers, all 19-year-old students from the Yangtze University based in Jingzhou City.

The trio were Chen Jishi, He Dongxu and Fang Zhao. More than 10 students from the Yangtze University formed a ladder with one student holding another's arms to rescue the two boys in the river on the afternoon of October 24. One of the students lost his grip on his classmates and all of them were in danger. Several members of a winter swimming team nearby came to help. Chen Jishi, He Dongxu and Fang Zhao were swept away in the torrent, but others were saved. People touched by their selfless act had donated more than 500,000 yuan ($73,206) to their relatives as of Wednesday, Zhang said. Millions of Internet users made online comments on major news portals to show their grief.

"I am also a college student. I feel sorrow for you," said "Liu Zhuoya," from northwestern Xi'an City. However, some questioned the sacrifice. "Sacrifice three and rescue two, is that worthwhile?" asked "Tiaozhantianya" on the forum of www.163.com. "Rescue can not be blind as they could not swim."

寫作內(nèi)容：

1.以約30個(gè)詞概括短文的內(nèi)容要點(diǎn)；

2.以約120個(gè)詞就“救人是否要考慮自身安全？”的主題發(fā)表看法，內(nèi)容包括：

(1)當(dāng)別人有難時(shí)，你是否會(huì)馬上伸出援手？為什么？

(2)救人時(shí)是否要考慮自身的安全？（可以舉例說明） (3)假如你當(dāng)時(shí)在場，你會(huì)怎樣做？

[寫作要求]

1. 可以使用實(shí)例或其他論述方法支持你的論點(diǎn)，也可以參照閱讀材料的內(nèi)容，但不得引用原文中的句子；

2. 文中不能出現(xiàn)真實(shí)姓名和學(xué)校名稱。

[評分標(biāo)準(zhǔn)]

概括準(zhǔn)確，語言規(guī)范，內(nèi)容合適，篇章連貫。

B
This is a dangerous world we live in. The number of murders goes up every year, people are dying of cancer, more people contract HIV, more teens are using drugs, etc. You know this because you have heard all the statistics on the news and in the paper.  But do you really have an accurate idea what they mean? The numbers are growing up, but how do they compare to the growth in population? Are more cases of these diseases being reported because of better testing techniques, or are the diseases more common? The fact is that without knowing the background statistics mean very little.
This growing trend of reporting only part of the information is becoming dangerous. For example, several years ago a high school student reported the dangers of the chemical known as dihydrogen monoxide. This chemical, found in most cancerous tumors(腫瘤), is often found in the blood of people drunk on alcohol, and causes complete physical and mental dependence for those who take the chemical even once. After reading his report, more than 75% of his Advanced Placement Chemistry class voted to forbid this dangerous chemical! Every one of the above statements is true, yet this chemical is necessary to all life on earth. The students made the mistake because they voted knowing only a few statements and statistics, rather than the chemical’s full background.
The point of this article is that one should be aware of what is and is not being said. When one finds a new fact or number, one should try to consider other important information before forming an opinion with only half-truths. Always remember that the author is trying to convince you of his or her own view, and will leave out information that is different to his view. For example, look again at the statistics that suggest skiing is safe. Only 32 people may die each year when skiing, while 897 die from lightning strikes, but which is really the most dangerous? If you think about it, you realize far fewer people go skiing each year than the number of people who are in danger of a lightning strike. When you think about it, skiing is more dangerous than you might at first think when looking at statistics. If we teenagers are to be left in this world, we had better be able to think critically, and form our own views, rather than be easily persuaded by another’s. To be warned is to be prepared.
59. In the first paragraph, what problem does the writer want to warn us?
A. We are now living in a dangerous world.
B. We get a lot of false statistics from the media.
C. Statistics alone without full background doesn’t give us an accurate pictures of things.
D. There are around us more and more murders, diseases, etc.
60. Why does the writer use the example in the second paragraph?
A. To argue that high school students are easily persuaded.
B. To show the danger of reporting only part of the information.
C. To prove what is necessary to us might be dangerous.
D. To warn us of the harmful substance around us.
61. Relative information is often left out because__________.
A. Relative information is not that important.
B. too much information will make readers feel confused.
C. the author is trying to show what he or she says is true.
D. readers are not able to analyze so much information at once.
62. What can we learn from the passage?
A. We should learn to think critically and look at problems from all sides.
B. Some measures must be taken to protect our dangerous world.
C. The growing trend of reporting only half-truths is getting out of control.
D. Teenagers ought to improve their ability of telling right from wrong.

Mrs. Thompson had watched Teddy the year before and noticed that he didn’t play well with the other children, that his clothes were torn and that very often he ___31____ a bath.

   In his file, his first-grade teacher wrote, “Teddy is a bright child with a ___32____ smile. He does his work neatly and he is a ___33____ to be around.”

   His second-grade teacher wrote, “Teddy is a well-liked boy __34____ he is troubled by his mother’s illness and life at home must be a _____35___. ”

   His third-grade teacher wrote, “Teddy continues to work hard but his mother’s death has been ____36____ on him. ”

   Teddy’s fourth-grade teacher wrote, “Teddy doesn’t show much interest in school. He doesn’t have many friends and he sometimes sleep in class. He could become a ____37__. ”

   On Christmas, Mrs. Thompson received presents from her class, ___38___ in beautiful ribbons and bright paper ____39___ Teddy’s which was in a brown shopping bag.

Mrs. Thompson opened the parcel in which was an old necklace ____40__ some of the stones ____41__, and a bottle that was one-quarter full of perfume (香水). She stopped the children’s laughter, put the necklace on and dabbed some of the perfume behind her ears.

Teddy stayed behind just long enough to say, “Mrs. Thompson, today you smell just like my mom __42____.”

On that __43____ day, Mrs. Thompson began to pay particular attention to Teddy. As she worked with him, his mind seemed to become _____44__. The more she encouraged him, the faster she responded. By the end of the year he had become one of the smartest children in the class.

Every Christmas after Teddy graduated, she would receive a letter from Teddy. Then one day his letter was ____45___: Theodore F. Stoddard, Ph. D.(博士)

Another letter came on a beautiful spring day. Teddy said he’d met his girl and was to be ___46___. He was wondering if Mrs. Thompson might agree to sit in the seat for his mother. She ____47__ on the wedding wearing the necklace Teddy gave her many years ago and using the perfume smelling just like the ___48____ Teddy remembered his mother smelling.

You can never ____49___ what type of effect you may make on another’s life by your actions or ___50__ of actions.

1. A. enjoyed           B. avoided          C. wanted      D. needed

2. A. ready             B. loud        C. false            D. crazy

3.A. joke           B. joy         C. cheer            D. comedy

4. A. for           B. but              C. so          D. and

5. A. shock         B. damage      C. struggle         D. ruin

6. A. rude          B. scary        C. harmful       D. hard

7.A. problem            B. companion     C. difficulty          D. disadvantage

8.. A. none         B. all          C. many         D. few

9. A. together with    B. including      C. except for      D. besides

10. A. besides         B. with         C. without        D. among

11. A. stolen           B. dropping      C. robbed     D. missing

12. A. wished to       B. preferred to    C. used to       D. had to

13. A. very        B. last             C. every            D. extra

14.. A. light          B. right        C. fresh            D. alive

15.. A. signed          B. said          C. copied         D. written

16. A. graduated      B. employed      C. examined     D. married

17. A. pretended      B. appeared           C. occurred       D. practiced

18. A. way          B. manner           C. behavior         D. fashion

19. A. talk            B. say           C. speak            D. tell

20. A. disappearance  B. shortage           C. lack        D. ignorance