1 . That holiday morning I didn’t have to attend school. Usually, on holidays, Mother_______me to sleep in. And I would certainly take full advantage of it. On this particular morning,  _________,I felt like getting up early.

I stood by my window overlooking the _________, having nothing better to do. But as it turned out, I was soon to learn about something _________ in life.

As I watched several people go by, get into their cars and go off, I _________ an old man on a bicycle with a bucket on its _________ and a basket rags and bottles on its back-carriage. He _________ from one car to another, washing and cleaning them. From the water on the ground, it seemed that he had already _________ washing and cleaning about a dozen or more cars. He must have begun to work quite early in the morning.

Several thoughts _________my mind as I watched him work. He wasn’t well-dressed. He had on a pair of shorts and a(n) __________ T-shirt. The bicycle he rode was not by any means the kind modern __________would want to be seen riding on. But he seemed__________ with life. There he was, working hard at his small business, __________ at passers-by and stopping to chat now and then __________ elderly men and women on their way to the market nearby.

There was a noticeable touch of__________ in the way he seemed to be doing things— __________the windscreen, then standing back to admire it; scrubbing the wheels and __________, standing back to see what they look like after the scrub.

It was a __________ to learn, I felt. At no age need one have to beg for a __________if one has good health and is willing to work hard. For a while I felt ________ of myself. Young as I am—just sixteen, and there was this old man who must have been usefully engaged perhaps before the sun appeared above the horizon.

1.

A．forces

B．allows

C．causes

D．forbids

2.

A．otherwise

B．therefore

C．however

D．besides

3.

A．parking lot

B．bus stop

C．school

D．market

4.

A．interesting

B．surprising

C．awful

D．useful

5.

A．noticed

B．recognized

C．called

D．assisted

6.

A．back

B．handle

C．wheel

D．seat

7.

A．searched

B．left

C．moved

D．wandered

8.

A．stopped

B．started

C．intended

D．finished

9.

A．crossed

B．slipped

C．disturbed

D．inspired

10.

A．attractive

B．shiny

C．simple

D．expensive

11.

A．repairmen

B．businessmen

C．drivers

D．cyclists

12.

A．busy

B．content

C．careful

D．bored

13.

A．waving

B．looking

C．laughing

D．pointing

14.

A．about

B．for

C．with

D．like

15.

A．worry

B．respect

C．sympathy

D．pride

16.

A．cleaning

B．fixing

C．replacing

D．covering

17.

A．still

B．yet

C．again

D．soon

18.

A．lesson

B．subject

C．skill

D．fact

19.

A．business

B．living

C．success

D．right

20.

A．tired

B．doubtful

C．fearful

D．ashamed

2 . About twenty of us had been fortunate enough to receive invitations to a film­studio (影棚) to take part in a crowd­scene. Although our “act” would last only for a short time,we could see quite a number of interesting things.

We all stood at the far end of the studio as workmen prepared the scene, setting up trees at the edge of a winding path. Very soon, bright lights were turned on and the big movie­camera was wheeled into position. The director shouted something to the camera operator and then went to speak to the two famous actors nearby. Since it was hot in the studio, it came as a surprise to us to see one of the actors put on a heavy overcoat and start walking along the path. A big fan began blowing tiny white feathers down on him, and soon the trees were covered in “snow”. Two more fans were turned on, and a “strong wind” blew through the trees. The picture looked so real that it made us feel cold.

The next scene was a complete contrast (对比). The way it was filmed was quite unusual. Pictures taken on an island in the Pacific were shown on a glass screen (幕). An actor and actress stood in front of the scene so that they looked as if they were at the water's edge on an island. By a simple trick like this, palm trees, sandy beaches, and blue, clear skies had been brought into the studio!

Since it was our turn next, we were left wondering what scene would be prepared for us. For a full three_minutes in our lives we would be experiencing the excitement of being film “stars”！

1. Who is the author?

A．A cameraman.

B．A film director.

C．A crowd­scene actor.

D．A workman for scene setting.

2. What made the author feel cold?

A．The heavy snowfall.

B．The man­made scene.

C．The low temperature.

D．The film being shown.

3. What would happen in the “three minutes” mentioned in the last paragraph?

A．A new scene would be filmed.

B．More stars would act in the film.

C．The author would leave the studio.

D．The next scene would be prepared.

3 .         Franz Kafka wrote that “a book must be the ax for the frozen sea inside us”. I once shared this sentence with a class of seventh graders, and it didn't seem to require any explanation.

We'd just finished John Steinbeck's novel Of Mice and Men. When we read the end together out loud in class, my toughest boy, a star basketball player, wept a little, and so did I. “Are you crying?” one girl asked, as she got out of her chair to take a closer look. “I am,” I told her, “and the funny thing is I've read it many times.”

But they understood. When George shoots Lennie, the tragedy is that we realize it was always going to happen. In my 14 years of teaching in a New York City public middle school, I've taught kids with imprisoned parents, abusive parents, irresponsible parents; kids who are parents themselves; kids who are homeless; kids who grew up in violent neighborhoods. They understand, more than I ever will, the novel's terrible logic-the giving way of dreams to fate.

For the last seven years, I have worked as a reading enrichment teacher, reading classic works of literature with small groups of students from grades six to eight. I originally proposed this idea to my headmaster after learning that a former excellent student of mine had transferred out of a selective high school-one that often attracts the literary-minded children of Manhattan's upper classes-into a less competitive setting. The daughter of immigrants, with a father in prison, she perhaps felt uncomfortable with her new classmates. I thought additional “cultural capital” could help students like her develop better in high school, where they would unavoidably meet, perhaps for the first time, students who came from homes lined with bookshelves, whose parents had earned Ph.D.'s.

Along with Of Mice and Men, my groups read: Sounder, The Red Pony, Lord of the Flies, Romeo and Juliet and Macbeth. The students didn't always read from the expected point of view.

About The Red Pony, one student said, “it's about being a man, it's about manliness.” I had never before seen the parallels between Scarface and Macbeth, nor had I heard Lady Macbeth's soliloquies read as raps, but both made sense; the interpretations were playful, but serious. Once introduced to Steinbeck's writing, one boy went on to read The Grapes of Wrath and told me repeatedly how amazing it was that “all these people hate each other, and they're all white.” His historical view was broadening, his sense of his own country deepening. Year after year, former students visited and told me how prepared they had felt in their first year in college as a result of the classes.

Year after year, however, we are increasing the number of practice tests. We are trying to teach students to read increasingly complex texts, not for emotional punch but for text complexity. Yet, we cannot enrich the minds of our students by testing them on texts that ignore their hearts. We are teaching them that words do not amaze but confuse. We may succeed in raising test scores, but we will fail to teach them that reading can be transformative and that it belongs to them.

1. The underlined words in Paragraph 1 probably mean that a book helps to __________.

A．realize our dreams	B．give support to our life
C．smooth away difficulties	D．awake our emotions

2. Why were the students able to understand the novel Of Mice and Men？

A．Because they spent much time reading it.	B．Because they had read the novel before.
C．Because they came from a public school.	D．Because they had similar life experiences.

3. The girl left the selective high school possibly because__________.

A．she was a literary-minded girl	B．her parents were immigrants
C．she couldn't fit in with her class	D．her father was then in prison

4. To the author's surprise, the students read the novels__________.

A．creatively

B．passively

C．repeatedly

D．carelessly

5. The author writes the passage mainly to__________.

A．introduce classic works of literature	B．advocate teaching literature to touch the heart
C．argue for equality among high school students	D．defend the current testing system

4 . Are you a compulsive (强迫性的) spender, or do you hold on to your money as long as possible? Are you a bargain hunter? Would you rather use charge accounts than pay cash? Your answers to these questions will reflect your personality. According to psychologists, our individual money habits not only show our beliefs and values, but can also stem from past problems.
Experts in psychology believe that for many people, money is an important symbol of strength and influence. Husbands who complain about their wives’ spending habits may be afraid that they are losing power in their marriage. Wives, on the other hand, may waste huge amounts of money because they are angry at their husbands. In addition, many people consider money a symbol of love. They spend it on their family and friends to express love, or they buy themselves expensive presents because they need love.
People can be addicted to different things — for example, alcohol, drugs, certain foods, or even television. They are compulsive in their addictions, i.e. they must satisfy these needs to feel comfortable. In the same way, according to psychologists, compulsive spenders must spend money. For people who buy on credit, furthermore, charge accounts are even more exciting than money: in other words, they feel that with credit, they can do anything. Their pleasures in spending enormous amounts are actually greater than those they get from the things they buy.
There is even a special psychology of bargain hunting. To save money, of course, most people look for sales, low prices, and discounts. Compulsive bargain hunters, however, often buy things that they don’t need just because they are cheap. They want to believe that they are helping their budgets, but they are really playing an exciting game: when they can buy something for less than other people, they feel that they are winning. Most people, experts claim, have two reasons for their behavior: a good reason for the things that they do and the real reason.
It is not only scientists, of course, who understand the psychology of spending habits, but also business people. Stores, companies, and advertisers use psychology to increase business: they consider people’s needs for love, power, or influence, their basic values, their beliefs and opinions, etc. in their advertising and sales methods.
Psychologists often use a method called “behavior therapy(疗法)” to help individuals solve their personality problems. In the same way, they can help people who feel that they have problems with money: they give them “assignments”. If a person buys something in every store that he enters, for instance, a therapist might teach him self-discipline in this way: on the first day of his therapy, he must go into a store, stay five minutes, and then leave. On the second day, he should stay for ten minutes and try something on. On the third day, he stays for fifteen minutes, asks the salesclerk a question, but does not buy anything. Soon he will learn that nothing bad will happen to him if he doesn’t buy anything, and he can solve the problem of his compulsive buying.
1. If you use charge accounts, ______.

A．you pay in cash

B．you pay with credit card

C．you pay less than you should

D．you pay more than you should

2. Compulsive bargain hunters buy things for all the following reasons except that ______.

A．the things they buy are cheap

B．they believe they can balance their budgets

C．they get psychological satisfaction

D．they really need the things they buy

3. Behavior therapy in this case aims at ______.

A．helping businessmen to increase their business

B．helping compulsive spenders to buy less

C．finding out how people will react if they are allowed to buy

D．finding out what people will do in front of a bargain

4. The underlined word “those” in Paragraph 3 refers to ______.

A．different things	B．their addictions
C．their pleasures	D．charge accounts

5. From the passage we can conclude that ______________.

A．how you spend money reflects if you are psychologically healthy

B．money is a necessity and will bring you happiness if you have much

C．compulsive buying problems can be solved by taking some medicine

D．all businessmen understand well the psychology of customers

5 . Chinese media and Internet users on Monday condemned lack of morals in society after a toddler was struck twice — by two different vans — and left bleeding on the road as more than a dozen bystanders did nothing to help the seriously injured girl.

The incident, captured by a surveillance camera and broadcast by Southern Television Guangdong (TVS), showed the two-year-old girl was knocked down and run over by a white van on a narrow market street on the afternoon of Oct.13, in Foshan City of Guangdong Province.

The driver fled the scene of the accident, leaving the girl to bleed on the sidewalk. Over the next six minutes, more than a dozen people walked by the girl, yet not one individual did anything to help her.The girl was then hit a second time by another van before an elderly trash collector came to her aid and brought the attention of the girl’s mother, according to the video and eyewitnesses.

Doctors said that the girl, who was put on life support after being hospitalized, remains in a deep coma.The girl’s parents, who are migrants living in the city, are now with her.

Police said the drivers of both vehicles have been arrested. However, the apathy of the bystanders shown in the video has shocked the public, as Internet forums have seethed with anger, and people are questioning the morality of society.

High moral standards were once triumphed as national pride in China where individuals known for selflessly helping others were adored by the public.

But in recent years, the perception (观念) of a decline of morals has become a hot topic as profit and materialism are perceived to be affecting society’s values.

On Sept.2 an 88-year-old man in central China collapsed, his face striking the pavement.Yet, no one came to his aid, and he ended up choking to death on the blood from his nose.

Some have linked the absence of good Samaritans (模范人物)to a previous case in which a man trying to help an elderly woman who fell was accused of harming her.

A strong chorus of opinion on the Internet says laws should exempt(免除)Samaritans from liability(责任), yet laws themselves cannot solve society’s morality dilemma.

Cao Lin, a China Youth Daily commentator, said in a signed article published on Monday that the worry of liability should not be an excuse for not helping, and this case exposes the decline of humanity in Chinese society.

1. According to the passage, what would happen if someone helped others selflessly in the past?

A．He/ she would be condemned by the public.

B．He/ she would be awarded by the government.

C．He/ she would have to worry about liability.

D．The public would feel proud of him/ her and thus showed love and respect for him/ her

2. Which of the following is TRUE about this passage?

A．Nobody helped the girl who was struck twice by two different vans.

B．The toddler died immediately after she was hit a second time.

C．High moral standards were once regarded as national pride in China.

D．Journalists from TVS captured the incident by using a camera.

3. In recent years, society’s values is believed to be affected by       .

A．profit and materialism	B．people’s perceptions
C．the apathy of bystanders	D．the morals of society

4. According to Cao Lin, what is the fundamental reason for not helping the girl?

A．The worry of liability.

B．Lack of laws that exempt Samaritans from liability.

C．The decline of humanity in society.

D．The fear of being accused of harming her.

5. Where is the article most probably taken from?

A．A fashion magazine.	B．A news report.
C．A science fiction.	D．An education column.

6 . My friend John always has something to tell me. He knows so much that _______ men have to have older and more worldly wise men to tell them, _______, who to trust, how to care for others and how to live life _______ the fullest.

Recently, John lost his _______ Janet. For eight years she fought against cancer, but in the end her sickness had the last _______. One day John took out a folded piece of _______ from his wallet. He had found it, so he told me, when he _______ up some drawers at home.

It was a _______ love letter Janet had written. The note could look like a school girl’s scrawls (潦草地写，乱涂) about her dream guy. _________ the letter was written by a woman who had had seven children, a woman who fought for her life and who ________ only had a few months left to live.

It was ________a beautiful recipe for how to keep a marriage together. Janet’s ________of her husband begins like this, “Loved me. Took care of me. Worried about me.”

“Helped me when I was ill.” The next ________ reads. After that she turned __________the paper and added “Warmth. Humor. Kindness. Thoughtfulness.” And then she writes about the husband she has ________with and loved most in her life. “________there when I needed you.” The last words she wrote ________ all the others. I can see her for me when she added thoughtfully “Good friend.”

I stand beside John now, and cannot pretend to know how it feels to lose someone who is as close to ________ as Janet was to him. I need to ________ what he has to say much more than he needs to talk.

“John,” I ask. “How do you stick together with someone through 38 years—not to mention the sickness? How do I know ________I can bear to stand by my wife’s side if she becomes sick one day?”

“You can.” he says quietly, “ If you love her enough, you can.”

1.

A．old

B．wise

C．young

D．foolish

2.

A．for instance

B．at no time

C．in that case

D．as a matter of fact

3.

A．in

B．to

C．at

D．for

4.

A．friend

B．colleague

C．wife

D．sister

5.

A．possibility

B．chance

C．hope

D．word

6.

A．handkerchief

B．cloth

C．leather

D．paper

7.

A．fixed

B．looked

C．tidied

D．put

8.

A．small

B．long

C．descriptive

D．talkative

9.

A．So

B．But

C．And

D．While

10.

A．probably

B．surely

C．certainly

D．definitely

11.

A．only

B．firstly

C．lastly

D．also

12.

A．imagination

B．description

C．dream

D．expectation

13.

A．letter

B．note

C．line

D．paragraph

14.

A．away

B．down

C．off

D．over

15.

A．lived

B．dealt

C．quarreled

D．argued

16.

A．Constantly

B．Always

C．Never

D．Seldom

17.

A．take the place of

B．get rid of

C．take away

D．sum up

18.

A．me

B．Janet

C．John

D．you

19.

A．speak up

B．repeat

C．discuss

D．hear

20.

A．why

B．where

C．if

D．when

7 . An idea that started in Seattle's public library has spread throughout America and beyond. The concept is simple: help to build a sense of community in a city by getting everyone to read the same book at the same tome.

In addition to encouraging reading as a pursuit (追求) to be enjoyed by all, the program allows strangers to communicate by discussing the book on the bus, as well as promoting reading as an experience to be shared in families and schools. The idea came from Seattle librarian Nancy Pearl who launched (发起）the "If All of Seattle Read the Same Book " project in 1998. Her original program used author visits, study guides and book discussion groups to bring people together with a book, but the idea has since expanded to many other American cities, and even to Hong Kong.

In Chicago, the mayor(市长）appeared on television to announce the choice of To Kill a Mockingbird as the first book in the "One Book, One Chicago" program. As a result, reading clubs and neighbourhood groups sprang up around the city. Across the US, stories emerged of parents and children reading to each other at night and strangers chatting away on the bus about plot and character.

The only problem arose in New York, where local readers could not decide on one book to represent the huge and diverse population. This may show that the idea works best in medium-sized cities or large towns, where a greater sense of unity(一致）can be achieved .Or it may show that New Yorkers rather missed the point ,putting all their energy

And passion into the choice of the book rather than discussion about a book itself.

Ultinatel was Nancy points out, the level of success is not measured by how many people read a book, but by how many people are enriched by the process or have enjoyed speaking to someone with whom they would not otherwise have shared a word.

1. What is the purpose of the project launched by Nancy?

A．To invite authors to guide readers.

B．To encourage people to read and share.

C．To involve people in community service.

D．To promote the friendship between cities.

2. Why was it difficult for New Yorkers to carry out the project?

A．They had little interest in reading.

B．They were too busy to read a book.

C．They came from many different backgrounds

D．They lacked support from the local government

3. According to the passage, where would the project be more easily carried out?

A．In large communities with little sense of unity

B．In large cities where libraries are far from home

C．In medium-sized cities with a diverse population

D．In large towns where agreement can be quickly reached

4. The underlined words “shared a word” in Paragraph 5 probably mean

A．exchanged ideas with each other

B．discussed the meaning of a word

C．gamed life experience

D．used the same language

5. According to Nacy, the degree of students of the project is judged by

A．the careful selection of a proper book

B．the growing popularity of the writers

C．the number of people who benefit from reading.

D．the number of books that each person reads.

8 . 完形填空
A few months ago, I was picking up the children at school. Emily, another mother that I knew well, rushed up to me. She was full of _______
“Do you know _______ you and I are?” she asked._______ I could answer, she gave out the reason for her question. She had just returned from renewing her driver’s license at a government office. The woman _______desk asked her what her “occupation” was. Emily hesitated,_______ how to answer it. “What I mean is,” explained the woman, “do you have a job, or are you just a ...?” “Of course I have a job,” answered Emily. “I’m a (an) _______” “We don’t _______ ‘mother’ as an occupation ... ‘housewife’ covers it,” she said.
I forgot all about her story _______ one day I found myself in the same situation. This time it was at our own Town Hall. The clerk was a woman.
“And what is your occupation?” she asked. What _______ me say it, I do not know. The words simply jumped out. “I’m ... a (an) ________ in the field of Child Development and Human Relations.”
The clerk stopped, her ball-point pen ________ in mid-air. She looked up _________   she had not heard right. I repeated the title slowly.
“Might I ask,” said the clerk with new interest, “just what you do in your ________?” Coolly, I heard myself________, “I have a continuing program of research in the laboratory and in the field. I’m working for my masters (the whole family) and already have _______ credits (令人增光的人或事物) (all daughters). I often work 14 hours a day (24 is more like it). The job is more challenging than most jobs and the ________ are in satisfaction rather than just money.”
There was an increasing note of ________ in the clerk’s voice as she ________in the form. As I drove into our driveway (私家车道), I was ________ by my lab assistants — ages 13, 7, and 3. Inside the house I could hear our new experimental model (six months) in the child-development program.
I felt successful. Motherhood...what a great ________1.

A．surprise

B．anxiety

C．anger

D．excitement

2.

A．who

B．what

C．how

D．why

3.

A．When

B．As

C．Before

D．Since

4.

A．at

B．after

C．by

D．around

5.

A．nervous

B．sure

C．anxious

D．uncertain

6.

A．mother

B．worker

C．teacher

D．doctor

7.

A．think

B．list

C．expect

D．give

8.

A．since

B．unless

C．until

D．when

9.

A．got

B．caused

C．permit

D．made

10.

A．researcher

B．manager

C．expert

D．scholar

11.

A．dropped

B．floated

C．frozen

D．broke

12.

A．so that

B．even though

C．as though

D．because of

13.

A．family

B．subject

C．study

D．field

14.

A．words

B．reply

C．shout

D．whisper

15.

A．two

B．three

C．four

D．five

16.

A．rewards

B．awards

C．profits

D．benefits

17.

A．interest

B．respect

C．doubt

D．fear

18.

A．explained

B．passed

C．completed

D．filled

19.

A．accepted

B．greeted

C．recognized

D．refused

20.

A．person

B．award

C．career

D．business

9 . 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 grade, 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.

1. 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

2. 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

3. 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

4. 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

5. 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

10 . Laws that would have ensured pupils from five to 16 received a full financial education got lost in the ‘wash up’. An application is calling on the next government to bring it back.
At school the children are taught to add up and subtract (减法) but, extraordinarily, are not routinely shown how to open a bank account — let alone how to manage their finances in an increasingly complex and demanding world.
Today the parenting website Mumsnet and the consumer campaigner Martin Lewis have joined forces to launch an online application to make financial education a compulsory element of the school curriculum in England. Children from five to 16 should be taught about everything from pocket money to pensions, they say. And that was exactly the plan preserved in the Children, Schools and Families bill that was shelved by the government in the so-called “wash-up” earlier this month — the rush to legislation before parliament was dismissed. Consumer and parent groups believe financial education has always been one of the most frustrating omissions of the curriculum.
As the Personal Finance Education Group (Pfeg) points out, the good habits of young children do not last long. Over 75% of seven- to 11-year-olds are savers but by the time they get to 17, over half of them are in debt to family and friends. By this age, 26% see a credit card or overdraft (透支) as a way of extending their spending power. Pfeg predicts that these young people will “find it much harder to avoid the serious unexpected dangers that have befallen many of their parents’ generation unless they receive good quality financial education while at school.”
The UK has been in the worst financial recession (衰退) for generations. It does seem odd that — unless parents step in — young people are left in the dark until they are cruelly introduced to the world of debt when they turn up at university. In a recent poll of over 8,000 people, 97% supported financial education in schools, while 3% said it was a job for parents.
1. The passage is mainly about _____________.

A．how to manage school lessons

B．how to deal with the financial crisis

C．teaching young people about money

D．teaching students how to study effectively

2. It can be inferred from the first two paragraphs that __________.

A．the author complains about the school education

B．pupils should not be taught to add up and subtract

C．students have been taught to manage their finances

D．laws on financial education have been effectively carried out

3. The website and the consumer campaigner joined to _________.

A．instruct the pupils to donate their pocket money

B．promote the connection of schools and families

C．ask the government to dismiss the parliament

D．appeal for the curriculum of financial education

4. According to Pfeg, ___________.

A．it is easy to keep good habits long

B．teenagers spend their money as planned

C．parents are willing to pay the debt for their kids

D．it will be in trouble if the teenagers are left alone

5. A poll is mentioned to ___________.

A．stress the necessity of the curriculum reform

B．show the seriousness of the financial recession

C．make the readers aware of burden of the parents

D．illustrate some people are strongly against the proposal