What do Chinese college graduates have in common with ants? The recent 16 Ant Tribes about the life of some young people 17 flock （群集） to Beijing after 18 university，describes the graduates，like ants，as smart but 19 as individuals，drawing strength from living together in communities.
The book，which is based 20 two years of interviews with about 600 low-income college graduates in Beijing， 21 in mid-September，about a month ahead of an announcement by the Ministry of Human Resources and Social Security that 74% of the 6.11 million new graduates from universities and colleges had been 22 by Sept．1.
The book’s chief editor，Lian Sir，tells that piece of statistic says23 about the real situation for many of these graduates．“I am always 24 how many of these employed college graduates are leading a happy life,” Lian said．“I hope this book could offer a window on these graduates，whose stories are __25 known.”
The setting of the book is several so-called “settlement villages for college students” in the outskirts （市郊） of Beijing，where a large 26 of college graduates 27 ．Most of these graduates work for 28 or medium-sized businesses， 29 less than 2,000 Yuan a month．They live together because it’s 30: The rent in these communities is only around 350 Yuan a month．Many of them travel several hours a day for short-term jobs or job interviews.
Tangjialing，a small 31 20 kilometers from Tian’anmen Square，has around 3,000 32 villagers，but has become a 33 for more than 50,000 migrants （移民），most of whom 34 from universities or colleges all over the country．Lian describes the students’ 35 as five or six-storey buildings built by local farmers with 12 rooms on each floor and two or three people crammed （挤） together in each room of about 10 square meters．Up to 70 or 80 people share the same toilet and kitchen.
1. A．film B．story C．book D．magazine
2. A．who B．what C．which D．whose
3. A．leaving B．entering C．visiting D．enjoying
4. A．necessary B．meaningless C．important D．strong
5. A．in B．on C．at D．for
6. A．came up B．came on C．came along D．came out
7. A．fired B．interviewed C．employed D．trained
8. A．much B．little C．some D．more
9. A．wondering B．researching C．studying D．telling
10. A．seldom B．well C．always D．often
11. A．deal B．plenty C．amount D．number
12. A．work B．go C．relax D．live
13. A．small B．big C．famous D．unknown
14. A．earning B．thinking C．shopping D．paying
15. A．expensive B．comfortable C．cheap D．convenient
16. A．city B．town C．community D．village
17. A．original B．young C．rich D．poor
18. A．school B．hotel C．home D．company
19. A．come B．differ C．graduate D．suffer
20. A．lives B．dormitories C．buildings D．restaurants
下面的柱状图（bar chart）显示了不同年龄段孩子与父母谈心的情况
根据上图信息，请以“Heat-to-Heart Talks with Parents”为题，用英语写一篇100词左右的短文。要求如下：
简要描述图中 信息；
说明原因（如忙于学习或工作、缺少共同话题……）
谈谈你的看法。
注意：文章的标题和开头已给出（不计词数）。可根据内容适当增减细节，使语句连贯、符合逻辑、表达准确。
Heart-to-Heart Talks with Parents
As is shown in the bar chart,
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Last Saturday, mom and I went to buy a down jacket for my grandpa. When we got to a big store, we saw down jackets of vary colours and styles. There were so many of them that it spent us quite a while to decide which one to buy. Finally, under the help of the shop assistant, he selected a black thick jacket for grandpa. Immediately, we returned back home to show it to my grandpa. Seeing it, he was very happy and couldn’t wait to put on. But we were annoying to find something was wrong with the zipper. Hurriedly, I took it back to the store and explained to the shop assistant the problem. To my satisfaction, she is very kind and helped me choose another one patiently. Stand in front of the mirror, my grandpa looked at himself in the new coat, smiling contently. What delighted I was!
阅读下面短文并回答问题，然后将答案写到答题卡相应的位置上（请注意每题词数要求）
[1] Many good reasons for parents to send their children to camps.
[2]When children go to camp, they are on their own, sometimes for the very first time in their lives. They have to decide what to wear, what to eat and which activities to participate in. As a result they develop confidence and independence.
[3]As self-respect develops from learning to be on their own, children continue to try new activities. Also it is possible that they will engage in what they are unfamiliar with. In school, children do not experience success in the same way. Camp can be a school without failure because just having fun makes them a success.
[4]One of the greatest benefits of a camp experience is that children develop social skills. In a camp setting, a good counselor will make sure that every camper is included in the activity and that each child interacts with the others in a positive way. They learn to give and take, and they learn how to work and cooperate. Something as simple as clean-up, is not only there to get the cabin clean, but to promote a team atmosphere of working together which in turn results in friendship.
[5]The obvious benefit of camp is that campers make long lasting friendships. These friendships can often be unique and special because campers are living with each other and see the true personalities. Children learn to see others from a different viewpoint. Children tend to be accepted for who they are and do not have to be concerned about what they wear, what they are good at and how they look. This is because in a camp setting, respect and caring finally win out over materialistic objectives.
[6]In a word, camp does give children fun, friends and fulfillment.
1.What do you think may be the best title for this passage? (No more than 10 words)
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2.The underlined phrase “on their own” in Paragraph 2 can be replaced by ________.(No more than one word)
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3.According to Paragraph 3, what makes camping different from a school?
(No more than 10 words)
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4.What is the main idea of Paragraph 4? (No more than 10 words)
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5.According to Paragraph 5, why can camping improve friendship? (No more than 10 words)
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A: Hello. Gerry speaking.
B: Hello, Gerry. It’s me John here. 1.
A: Well, I’m terribly sorry, but I’m not feeling very well.
B: Is that all? 2.
A: No, I’m sorry. I was sick all night. I think it must be the fish I ate last night.
B: Well, I think you should have at least phoned Kate and told her you weren’t coming to the meeting.
A: 3. I’m sorry about that. Anyway, I think I’ll be able to get in to work tomorrow.
B: 4.
A: I won’t. Thanks for calling.
B: 5.
A．That’s all right.
B．Please eat more vegetables.
C．I’ll be glad to see you again.
D．Yes, I suppose I should have done so.
E. Why weren’t you here at the meeting?
F. OK. Take care and don’t eat any more fish.
G. We thought you might have had an accident on the way to work.
The works of Shakespeare and Wordsworth are “rocket-boosters” to the brain and better therapy than self-help books, researchers will say this week.
Scientists, psychologists and English academics at Liverpool University have found that reading the works of the Bard and other classical writers has a beneficial effect on the mind, catches the reader’s attention and cause moments of self-reflection.
Using scanners, they monitored the brain activity of volunteers as they read works by William Shakespeare, William Wordsworth, T.S Eliot and others.
They then “translated” the texts into more “straightforward”, modern language and again monitored the readers’ brains as they read the words.
Scans showed that the more “challenging” prose （散文）and poetry set off far more electrical activity in the brain than the more pedestrian versions.
Scientists were able to study the brain activity as it responded to each word and record how it “lit up” as the readers encountered unusual words, surprising phrases or difficult sentence structure.
This “lighting up” of the mind lasts longer than the initial electrical spark, shifting the brain to a higher gear, encouraging further reading.
The research also found that reading poetry, in particular, increases activity in the right hemisphere （半球）of the brain, an area concerned with “autobiographical memory”, helping the reader to reflect on and reappraise their own experiences in light of what they have read. The academics said this meant the classics were more useful than self-help books.
Philip Davis, an English professor who has worked on the study with the university’s magnetic resonance centre, will tell a conference this week: “Serious literature acts like a rocket-booster to the brain.
"The research shows the power of literature to shift mental pathways, to create new thoughts, shapes and connections in the young and the elderly alike.”
1.How do classics such as Shakespeare and Wordsworth benefit the readers?
A．They set off far less electrical activity in the brain.
B．They light up the mind shorter than the initial electrical spark.
C．They shift physical pathways in the young and the elderly.
D．They draw readers’ attention and help make self-examination.
2.Why does the author mention” They then” translated”… modern language“？
A．To prove that classics are more useful than ordinary versions.
B．To show self-help books act like rocket-boosters to the brain.
C．To tell serious literature sets off far less electrical activity.
D．To make known ordinary versions set off more electrical activity
3.What can we conclude according to the researchers?
A．Self-help books are more valuable than classics.
B．Serious literature lights up the mind shorter than ordinary versions.
C．The right hemisphere of the brain is related to autobiographical memory.
D．Literature has a beneficial effect only on the mind of the young.
4.Which of the following would be the best title for the passage?
A．Ordinary Versions Create New Thoughts
B．Modern Language Increases the Brain
C．Classics Help lmprove the Brain Activity
D．Self-help Books, Rocket-boosters
