1 . Death is a serious theme worthy of great poets. For example, John Keats’ When I Have Fears That I May Cease to Be and John Donne’s Death, Be Not Proud both discuss death in reflective ways. However, the imagery in these poems shows that while Keats believed death can only bring destruction, Donne believed death can be overcome.
Keats was afraid of death, because to him death meant the loss of those things that made his life worth living: “…on the shore/Of the wide world I stand alone, and think/Till love and fame to nothingness do sink.“ In other words, Keats’ fear was that death was a ”nothingness” that would arrive before he could finish his life’s work or find his true love.
Donne had a different attitude toward death, and so the imagery in his poem is different, too. To Donne, death should “be not proud”, because it was not “mighty and dreadful”. He also said that death was like “rest and sleep”. Donne believed that we would all wake from the sleep of death to everlasting life, just as we wake from our normal sleep to our everyday lives.
Keats and Donne both knew that death was a part of life, and both poets used powerful imagery to talk about that difficult theme. The differences in this imagery show two very different attitudes toward the subject, one of which is much more positive than the other. Which poet to believe is up to the reader to decide.
Not surprisingly, the readers’ own experiences may play a part in the way they respond to these poets’ approaches. Like the two poets and their beliefs, contemporary readers also may be divided on the subject. This may explain why Keats’ and Donne’s poetry remains fascinating years after their deaths.
1. Which of the following may Keats agree with?| A．Death could stop him from writing poetry. | B．Death could help him find true love. |
| C．Death was not mighty and dreadful. | D．Death could be overcome by people. |
| A．Death was generally powerful and terrible. | B．Death was only a ceaseless sleep. |
| C．Death was merely the loss of work and love. | D．Death was hardly worth the fear. |
| A．Because they are attracted to the two poets’ everlasting opposite beliefs. |
| B．Because they are divided naturally by their positive or negative personalities. |
| C．Because their own life experiences affect the understandings of the poems. |
| D．Because their preferences for the poets’ strong imageries are various. |
| A．Analysis. | B．Argument. | C．Comparison. | D．Reasoning. |
2 . Railroads and Literature
Nineteenth-century writers in the United States, whether they wrote novels, short stories, poems or plays, were powerfully drawn to the railroad in its golden years.
| A．These writers who can genuinely be said to have created the “railroad novel” are now mostly forgotten, their names having faded from memory. |
| B．By the 1850’s and 1860’s, there was a great distrust among writers and intellectuals of the rapid industrialization of which the railroad was a leading force. |
| C．The “railroad novels” are good examples of the effects industry and business had on the literature of the United States. |
| D．For the most part, the literature in which the railroad plays an important role belongs to popular culture rather than to serious art. |
| E．In fact, writers responded to the railroads as soon as the first were built in the 1830’s. |
| F．Many writers had the experience of working on railroads. |
3 . Joseph Conrad, a famous English novelist, said that his goal as a writer was “to make you hear, to make you feel, and above all, to make you see. That, and no more, is everything.”
In Hemingway’s story, The Old Man and the Sea, however, we must approach the content on another level.
Readers cannot appreciate a short story fully unless they react not only to what has been said but also to how it has been said.
| A．They must look for style and structure. |
| B．In complex stories, careful readers may not always agree with the author. |
| C．The impact on the reader comes from the sudden and unexpected response. |
| D．A good short story tries to give the reader a sense of the actual experience. |
| E．Finally, the reader should be able to explain the insights which the author has given into the theme. |
| F．The impact of the story comes from the insight it gives us into the needs and desires of youth and old age. |
| G．In order to read a short story with full understanding, the reader must approach the content on two levels. |
4 . Suddenly we heard the sound of a carriage. It was the two Lintons, Hindley, Frances and Catherine. They all ran into the house and stood in front of the large fire in the sitting room to get warm.
I told Heathcliff to go and join them. He opened the kitchen door as Hindley was coming out of the sitting room. When Hindley saw him, he pushed him back into the kitchen saying, “Joseph! Keep him away from the sitting room!”
Then he noticed Heathcliff’s nice clothes. “Look at you!” he said sneering. “Who do you want to impress? Get out or I’ll pull your hair until it’s longer than it is now!”
“It’s long enough already,” observed Edgar Linton. He was standing at the sitting room door. “It hangs over his eyes like a horse’s mane!” Edgar didn’t say this to insult Heathcliff but Heathcliff became violent immediately. He suddenly picked up a pan of hot apple sauce and threw the contents in Edgar’s face. Edgar screamed. Hearing her brother’s cries, Isabella, followed by Catherine, came running out. Hindley caught Heathcliff by the arm, took him to his room and gave him a beating.
I didn’t have much pity for Edgar but I cleaned his face. His sister was crying and wanted to go home. Catherine was confused and embarrassed and didn’t say anything.
Hindley came back and told the children to return to the sitting room and have their dinner. As soon as they saw the food on the table they forgot everything because they were hungry. I looked at Catherine. Her eyes were dry as she cut her meat.
“What an insensitive child,” I thought. “She doesn’t really care about Heathcliff.”
I watched her lift the meat to her mouth and then suddenly her eyes filled with tears. To hide her feelings, she dropped her fork on the floor and bent down to pick it up. So she wasn’t as insensitive as I thought!
Some musicians came to play for us in the evening. While everyone was listening to them, Catherine escaped and climbed the stairs to Heathcliff’s room. She called him but there was no answer so she climbed along the roof and into his room through a small window. Later they came downstairs to the kitchen together. I gave Heathcliff some supper but he didn’t eat it.
“I don’t care how long I have to wait, Nelly,” he said, “but I’m going to take my revenge on Hindley. I only hope he doesn’t die first!”
“Heathcliff!” I said. “You should learn to forgive.”
“No! I must have satisfaction,” he replied. “I’m going to think of a good way to take my revenge. If I think about that, I won’t feel the pain.”
1. What do we know about Hindley from the text?| A．He assumed Heathcliff would hurt the kids. |
| B．He hated Heathcliff as he had nicer clothes. |
| C．He didn’t see Heathcliff as a family member. |
| D．He pushed Edgar Linton to insult Heathcliff. |
| A．Not able to tell right from wrong. |
| B．Not caring about other peopled feelings. |
| C．Not affected by physical effects of changes. |
| D．Not clever enough to make quick responses. |
| A．She dropped her fork on the floor by accident. |
| B．She was trying to wipe away her tears secretly. |
| C．She felt rather bored to eat with those children. |
| D．She knew she was being observed by someone. |
| A．Heathcliff occupied an important place in Catherine’s heart. |
| B．Heathcliff used to being laughed at by other kids. |
| C．Isabella was very angry to see his brother badly injured. |
| D．Nelly took pity on Heathcliff and supported his revenge. |
5 . From the ancient Chinese stories, to the stories in the medieval cathedrals（中世纪的教堂）in the west, it is perfectly clear that there is strong pleasure and meaning to gain from stories told through images or pictures. People are lucky enough to have had books with both pictures and words when they were children.
After the world wars, the cheap books without pictures were everywhere and it made reading books illustrated with pictures for adults a very luxurious thing. Somehow, pictures had also come to seem childish or strange.
What is the use of a book without pictures? Very little, it turns out, particularly if we consider that pictures are buried within the very symbols used to write words. As for a picture book for adults, author Tokarczuk sweeps away all doubts. She adores the picture book.
| A．Because it is hard to read books with pictures. |
| B．And yet readers love stories told through pictures. |
| C．However, words and pictures are not always connected. |
| D．Text and picture, after all, are not so far apart. |
| E．For her it is a powerful, old way of telling a story. |
| F．Adults are thought foolish to read such books. |
| G．They often remember the pictures as clearly as the words. |
写作要求：
1. 开始欣赏和理解文学的第一步是确定它的一些重要特质；
2. 文学的三个重要特质；
3. 你对文学的态度。
【注意】
词数100左右；可以适当增加细节，以使行文连贯。
7 . Although Bertha Young was thirty she still had moments like this when she wanted to run instead of walk, to take dancing steps on and off the pavement, to throw something up in the air and catch it again, or to stand still and laugh at —nothing — at nothing, simply.
What can you do if you are thirty and, turning the corner of your own street, you suddenly feel happy — absolutely happy.
Oh, is there no way you can express it without being “drunk and disorderly"? How stupid civilization is! Why should you be given a body if you have to keep it shut up in a case like a rare, rare fiddle (小提琴)?
"No, that about the fiddle is not quite what I mean," she thought, running up the steps and feeling in her bag for the key—she'd forgotten it, as usual—and rattling the letter-box. "It's not what I mean, because—Thank you, Mary"— she went into the hall. “Is nurse back?”
“Yes, M’m."
"I'll go upstairs." And she ran upstairs to the nursery.
Nurse sat at a low table giving Little B her supper after her bath. The baby looked up when she saw her mother and began to jump.
“Now, my lovey, eat it up like a good girl," said nurse, setting her lips in a way that Bertha knew, and that meant she had come into the nursery at another wrong moment.
“Has she been good, Nanny?”
“She's been a little sweet all the afternoon," whispered Nanny. "We went to the park and I sat down on a chair and took her out of the pram(婴儿车) and a big dog came along and she pulled its ear. Oh, you should have seen her."
Bertha wanted to ask if it wasn't rather dangerous to let her pull a strange dog's ear. But she did not dare to. She stood watching them, her hands by her side. like the poor little girl in front of the rich girl with the doll.
The baby looked up at her again, stared, and then smiled so charmingly that Bertha couldn't help crying.
“Oh, Nanny, do let me finish giving her supper while you put the bath things away.
“Well, M’m, she oughtn't to be changed hands while she's eating,” said Nanny, still whispering. “It unsettles her, it's very likely to upset her.”
How absurd it was. Why have a baby if it has to be kept—not in a case like a rare, rare fiddle—but in another woman's arms?”
“Oh, I must!” said she.
Very offended, Nanny handed her over.
Now, don't excite her after her supper. You know you do, M'm. And I have such a time with her after!"
Thank heaven! Nanny went out of the room with the bath towels.
"Now I've got you to myself, my little precious," said Bertha, as the baby learned against her.
She ate delightfully, holding up her lips for the spoon and then waving her hands. Sometimes she wouldn't let the spoon go; and sometimes just as Bertha had filled it, she waved it away to the four winds.
When the soup was finished Bertha turned round to the fire. "You're nice—you're very nice!" said she, kissing her warm baby. "I'm fond of you. I like you."
And indeed, she loved Little B so much—her neck as she bent forward, her pretty toes as they shone transparent in the firelight that all her feeling of happiness came back again, and again she didn't know how to express it—what to do with it.
“You’re wanted on the telephone," said Nanny, coming back in victory and seizing her Little B.
1. In paragraph 3 and 15, a “rare, rare fiddle" is used to show that ______| A．Bertha is frustrated by not feeling free to express her musical talents |
| B．wealthy mothers are not allowed to look after their children |
| C．Bertha considers her baby girl an extraordinary child |
| D．people of a certain age are expected to follow a certain code of behavior |
| A．a vain attempt to hide her joy at seeing Bertha |
| B．fear of dismissal from her job for untidy nursery |
| C．dislike for Bertha's ill-timed visits to the nursery |
| D．a relief as she can at last eat her supper |
| A．Bertha wishes to have care-giving time with her baby. |
| B．Bertha lacks emotional and psychological strength. |
| C．Bertha desires a closer relationship with Nanny. |
| D．Bertha suffers from an unrealistic hope of having more babies. |
| A．Bertha feels that Nanny is a competent nurse and will do anything liberate her from chores. |
| B．Nanny considers herself the baby's primary caregiver and Bertha just an occasional visitor. |
| C．Bertha prefers to leave the child in Nanny's care so that she can fulfill her inappropriate fantasies. |
| D．Nanny is tired of working hard for Bertha and would like to find other pleasant employment. |
| A．She is a kind employer but a strict mother. |
| B．She is a thoughtless person and inexperienced mother. |
| C．She is excited and is always lost in her overactive imagination. |
| D．She is forgetful and has no sense of class distinctions in society. |
8 . Dansh Boyd, who holds positions at Microsoft Research, New York University, and Harvard's Berkman Center for Internet and Society, has a pointed message for parents: Most everything we think we know about the way our kids are using the Internet is wrong. Boyd's new book, it's Complicated: The Social Lives of Networked Teens, makes the case that the Internet isn't nearly as scary or damaging to young people as many moms and dads believe. As the mother of a 16-yaer-old, I found most of it fascinating. Here are two of my biggest takeaways:
Technology is not turning our teens into social misfits.
Although the image persists that young people would rather test than talk, and prefer connecting of Facebook than hanging out in person, Boyd says this isn't true. "Most of the teens that I met ... were desperate for the opportunity to leave their homes to gather with friends," she writes.
The trouble is that in many communities, young people have less freedom than they once did because they are so over scheduled and because parents are worried about their safety. "The era of being able to run around after school as long as you are home before dark is long over." Boyd notes.
To make up for this lost freedom, teens have turned to their computers. "The success of social media must be understood partly in relation to this shrinking social landscape." Boyd explains. Facebook, Twitter. Instagram, Snapchat, and other sites "are not only new public spaces: they are in many cases the only 'public' spaces in which teens can easily communicate with large groups of their peers."
Adolescents aren't as Internet savvy as we like to think.
Although teens have been called "digital natives" for having grown up practically glued to their computers and smart-phones, they still remain simple in many ways about what they find online. After all, they're just kids.
"Many of today's teens are indeed deeply engaged with social media ... but this does not mean that they have the knowledge or skills to make the most of their online experiences," Boyd writes. "The so-called 'digital natives,' far from being useful, is often a distraction to understanding the challenges that youth face in the networked world."
One area in which young people need help is in learning to distinguish between valid and misleading sources of information. "Teens may make their own media or share content online," Boyd observes, "but this does not mean that they inherently have the knowledge or perspective to critically examine what they consume."
Yet many teachers, librarians, and, yes, parents do. "Even those who are afraid of technology," Boyd says, "can offer valuable critical perspective."
As a mom or dad, the most important thing for your kid to plug into is your hard-earned wisdom.
1. Danah Boyd's new book mainly talks about ________.| A．the correct and wise use of the Internet for young people |
| B．teens' real social lives online and advice for parents |
| C．measures parents can take to deal with the damaging Internet |
| D．fascinating takeaways for a mother of a 16-year-old |
| A．Because they seem to prefer to communicate through social networks. |
| B．Because they are too over scheduled to hang out with friends in person. |
| C．Because parents require them to stay at home more for safety reasons. |
| D．Because social networks offer them convenience of communication |
| A．tends to be cheated over the Internet all the time |
| B．is completely absorbed in social networks all the time |
| C．knows how to fully and wisely use the Internet |
| D．has the ability to distinguish right from wrong |
| A．provide kids with more chances to leave homes and gather with friends |
| B．build more public places for kids to communicate with their peers |
| C．provide kids with knowledge and skills to help them to digital natives |
| D．filter out the misleading sources of information online for their kids |
1. 表示乐于帮助；
2. 确定见面的相关事宜（如时间、地点等）。
注意：1. 词数100左右；
2. 可适当增加细节，以使行文连贯。
Dear Peter,How is everything going on with you recently? _______________________________________
__________________________________________________________________________________________________________________________________________________________________Yours,
Li Hua
10 . Literature is an important part of a total language arts program at all grade levels because of the many benefits it offers.
Literature provides pleasure to listeners and readers.It is a relaxing escape from daily problems,and it fills leisure moments.Making time for recreational reading and using high-quality literature help to develop enthusiastic readers and improve achievement.Developing a love of literature as a recreational activity is possibly the most important outcome of a literature program.
Literature builds experience.Through reading,children expand their horizons through vicarious(引起共鸣的)experiences.They visit new places,gain new experiences,and meet new people.They learn about the past as well as the present and learn about a variety of cultures,including their own.They discover the common goals and similar emotions found in people of all times and places. Nory Ryan's Song by Patricia Reilly,Giff,a hard survival story,is set in Ireland during the potato hunger of I845,and Patricia Polacco's The Butterfly ,deals with Nazis,resistance,and Jewish persecution(迫害)during World War II.
Literature provides a language model for those who hear and read it.Good literature exposes children to correct sentence patterns,standard story structures,and varied word usage.Children for whom English is a second language can improve their English with the interesting context,and all children benefit from new vocabulary that is woven into the stories.
Literature develops thinking skills.Discussions of literature bring out reasoning related to sequence;cause and effect; character motivation; predictions;visualization of actions, characters, and settings; critical analysis of the story;and creative responses.
Literature helps children deal with their problems.By finding out about the problems of others through books, children receive insights into dealing with their own problems,a process called bibliotherapy. Children might identify with Gilly,living angrily in a foster home in Katherine Paterson's The Great Gilly Hopkins,or with Mary Alice,a city girl forced to live with her grandma in a“hick town"in Richard Peck's A Year Down Yonder.
1. What is likely to be the most significant consequence of a literature program?| A．The habit of reading for pleasure. | B．The lessons learned from works. |
| C．The achievements of language skills. | D．The ways of thinking developed by reading. |
| A．To introduce two great masterpieces.. |
| B．To expand children's horizons in literature. |
| C．To prove literature includes a variety of cultures. |
| D．To give examples of books that provide such experiences. |
| A．educational | B．practical |
| C．changeable | D．reliable |
| A．Power of Books | B．Ways of Reading |
| C．Source of Human Progress | D．Benefits of Literature |
