When buying from a dealer, the law says that a car must be:
As described:
This includes the history of the car as well as its specification．For example, if the dealer described the car as previously having “one careful lady owner”, it shouldn’t turn out to have had several previous “boy racer” owners.
Of satisfactory quality:
It must meet the standard that a reasonable person would regard as acceptable and be free from any quality problem．Also, bear in mind that a second-hand car will have a slightly different definition of what is considered “satisfactory, because there’s certainly an element of wear and tear．
Fit for the purpose:
It must be reasonable fit for any normal purpose and this includes any purpose that you specify to the seller．
●If any of the above is violated, then in theory, you may have the right to reject the vehicle and get your money back if you’re reasonably quick. Alternatively, the dealer might offer to replace or repair the car; reduce the price of offering a partial refund(退款).Once you’ve informed the dealer that you wish to reject the car , you must stop using the vehicle.
●If the rejection is not accepted, then it’s up to you to prove your case. You’ll need to pay for an independent assessment of the car and sue（打官司，起诉）for damages. If you do choose a repair, insist the dealer provide you with a hire car or pay any reasonable traveling expenses thus produced while your new car is in the garage.
●If the car is new, it’s likely that the claim will be too high to be fought. Using the small claims procedure to you may have to pay for legal representation. All this can be pretty daunting and expensive. You need to weigh up the pros and cons before rejecting a car. Would a repair do just as well? Selecting a dealer who offers a clear exchange policy may help.
1.According to the text, what is essential after you inform the dealer of your wish to reject the car?
A．Stopping using it B．Demanding traveling expenses．
C．Suing for damages． D．Proving your case．
2.If the dealer offers to repair the car you have bought, which of the following is acceptable?
A．Asking the dealer to provide you with repair tool sets
B．Asking the dealer to provide you with a hire car
C．Asking the dealer to pay all of your traveling expenses．
D．Asking the dealer to return all your money．
3.Which of the following words has the closest meaning to the underlined word “daunting” in
the last paragraph?
A．Different． B．Discouraging． C．Effective． D．Convenient．
4.What does the writer want to say in the last paragraph?
A．Buyers should select a dealer that offers to repair the car．
B．Buyers should never reject a new car．
C．It’s necessary that a new car should be repaired．
D．Rejecting a new car is not necessarily the best choice．
5.After reading the passage, you will be better at .
A．choosing a car B．making a claim
C．dealing with car sellers D．suing for damages
I was in my third year of teaching creative writing at a high school in New York, when one of my students, 15-year-old Mikey, gave me a note from his mother. It explained his absence from class the day before.
I had seen Mikey himself writing the note at his desk. Most parental-excuse notes I received were penned by my students. If I were to deal with them, I’d be busy 24 hours a day. The forged excuse notes made a large pile, with writing that ranged from imaginative to crazy. The writers of those notes didn’t realize that honest excuse notes were usually dull: “Peter was late because the alarm clock didn’t go off.”
Isn’t it remarkable, I thought, how the students complained and said it was hard putting 200 words together on any subject? But when they produced excuse notes, they were brilliant.
So one day I typed out a dozen excuse notes and gave them to my classes. I said, “They’re supposed to be written by parents, but actually they are not. True, Mikey?” The students looked at me nervously.
“Now, this will be the first class to study the art of the excuse note --- the first class, ever, to practice writing them. You’re so lucky to have a teacher like me who has taken your best writing and turned it into a subject worthy of study. ”
Everyone smiled as I went on, “You used your imaginations. So try more now. Today I’d like you to write ‘An Excuse Note from Adam to God’ or ‘An Excuse Note from Eve to God’.” Heads went down. Pens raced across paper. For the first time ever I saw students so careful in their writing that they had to be asked to go to lunch by their friends.
The next day everyone had excuse notes. Heated discussions followed. The headmaster entered the classroom and walked up and down, looking at papers, and then said, “I’d like you to see me in my office.”
When I stepped into his office, he came to shake my hand and said, “I just want to tell you that that lesson, that task, whatever the hell you were doing, was great. Those kids were writing on the college level. Thank you. ”
1.What did the author do with the students found dishonest?
A．He reported them to the headmaster. B．He lectured them hard on honesty.
C．He had them take notes before lunch. D．He helped improve their writing skills.
2.The author found that compared with the true excuse notes, the produced ones by the students were usually ________.
A．less impressive B．less convincing C．worse written D．more imaginative
3.The author had the students practice writing excuse notes so that the students could learn_________.
A．the importance of being honest B．how to be creative in writing
C．the pleasure of creative writing D．how to write excuse notes skillfully
4. The underlined word “forged” in the second paragraph means “________”.
A．false B．copied C．former D．honest
5.What did the headmaster think of the author’s way of teaching?
A．Misleading. B．Difficult C．Effective. D．Reasonable.
One Sunday, a picture in the newspaper touched me. A young woman stood in front of a totally destroyed home. A little boy stood beside her with his head 36 . Holding her skirt tightly was a tiny girl, eyes wide with 37 and fear.
With growing 38 I noticed that their sizes of each family member closely 39 ours. This would be a good opportunity to 40 my children, so I explained their difficult 41 to my seven-year-old twins and three-year-old Meghan.
“We have so much, but these poor people now have nothing,” I said, “we’ll 42 what we have with them.”
I brought three large boxes and placed them on the living room floor. Meghan watched seriously 43 the boys and I filled one box with canned food.
While I 44__ our clothes, I encouraged the boys to go through their toys and 45 some of their less favorite things. Meghan watched 46 as the boys piled up useless toys in the box.
“I’ll help you find something for the little girl,” I said to her.
The boys placed the toys they had 47 to donate into one of the boxes while I filled the third box with clothes. Meghan walked up with Lucy, her worn, faded, much-loved doll 48 tightly to her chest. She 49 in front of the box, pressed her little face into Lucy’s face, gave her a 50 kiss, then, laid her gently on top of the other toys.
“Oh, honey,” I said. “You 51 to give away Lucy. You love her so much.”
Meghan nodded, eyes shining with tears. “Lucy makes me happy, Mommy. 52 she’ll make that little girl happy, too.”
I stared at Meghan for a long moment, 53 how I could teach the boys the lesson she had just taught me.
It’s easy to give what we don’t want any more, but 54 to let go of things we cherish, isn’t it? 55 , the true spirit of giving is to give with your heart.
1. A．off B．up C．down D．round
2. A．smile B．confusion C．joy D．anger
3. A．happiness B．friendship C．puzzle D．interest
4. A．matched B．equaled C．compared D．suited
5. A．help B．complain C．change D．teach
6. A．experience B．problem C．situation D．process
7. A．give B．share C．send D．spare
8. A．as B．since C．though D．because
9. A．came through B．broke through C．sorted through D．got through
10. A．donate B．leave C．keep D．sell
11. A．hopefully B．anxiously C．depressingly D．quietly
12. A．separated B．chosen C．bought D．confirmed
13. A．hugged B．tied C．grasped D．caught
14. A．settled B．regretted C．paused D．cried
15. A．precious B．final C．hearty D．lovely
16. A．wouldn’t like B．ought not C．had better not D．don’t have
17. A．Also B．Yet C．Maybe D．Though
18. A．knowing B．wondering C．realizing D．expecting
19. A．available B．necessary C．important D．hard
20. A．However B．Therefore C．Otherwise D．Moreover
--- I’m ______ endless examinations.
--- Cheer up, David. Keep on until the college entrance examination ends.
A．caught up with B．come up with C．fed up with D．put up with
--- I’m going to Appleby tomorrow.
--- ______! I’m going up there, too.
A．What a coincidence B．Good luck C．Congratulations D．Good chance
He says whatever he thinks, ______ other people’s feelings.
A．not to mention B．apart from C．regardless of D．in spite of
