High school graduation is worth celebrating. It marks a big change in the lives of young adults. However, it ought to mean even more. It ought to mean that the graduate is ready for college or career.

In a report issued last year, we found that almost half of recent Illinois high school graduates required remedial courses(補習課) upon enrolling(注冊) a community college. These courses require time and money to complete, yet offer no credits toward a degree. Too often, students never get through those remedial courses and end up dropping out of college.

Why is the remediation rate so high? A large part of the reason is that we have not set high enough standards for what our students need to learn from kindergarten to high school. They simply aren’t equipped with the knowledge and skills they need to succeed.

The same is true for careers. In Illinois, good jobs continue to go vacant(空缺) even while we are trying hard to go through tough economic times. This is due largely to the mismatch between the skills and knowledge we provide our students with and what employers in a modern economy need workers to know.

The good news is that in Illinois we have a plan to help get our students ready for life in the real world. We have already taken an important first step by becoming one of the 45 states to adopt the Common Core State Standards and have begun introducing them to classrooms this year. The new standards provide fewer, clearer and higher benchmarks(標準) for academic progress. They focus on deeper knowledge required at each grade level, give teachers the opportunity to explore topics fully and ensure students can apply what they’ve learned.

Research shows that when expectations are raised, students rise to meet them. Adapting to higher standards and raising expectations may prove challenging, but they are the steps we must take so that our students are successful in high school and prepared for college and careers. Readiness is worth a celebration.

1.According to the passage, in most cases, students taking part in remedial courses ___.

A．come from wealthy families

B．leave college before finishing their courses

C．are offered credits toward a degree

D．are likely to develop their academic interest

2.The author uses the third and fourth paragraphs to __.

A．provide solutions to the rising remediation rate

B．show the present situation of unemployment in Illinois

C．suggest knowledge learned in school be put into practice

D．explain why students aren’t prepared for college and a career

3.Which of the following statements about the Common Core State Standards is TRUE?

A．They were first adopted in Illinois.

B．More benchmarks are required.

C．They benefit teachers as well as students.

D．They ensure students’ success in college.

4.Based on the last paragraph, what is the author’s attitude to raising expectations of students?

A．Supportive                            B．Critical

C．Doubtful                              D．Worried

 

If you have a chance to go to Finland, you will probably be surprised to find how “foolish” the Finnish people are.

Take the taxi drivers for example. Taxis in Finland are mostly high-class Benz with a fare of two US dollars a kilometer. You can go anywhere in one, tell the driver to drop you at any place, say that you have some business to attend to, and then walk off without paying your fare. The driver would not show the least sign of anxiety.

The dining rooms in all big hotels not only serve their guests, but also serve outside diners. Hotel guests have their meals free, so they naturally go to the free dining rooms to have their meals. The most they would do to show their good faith is to wave their registration card to the waiter. With such a loose check, you can easily use any old registration card to take a couple of friends to dine free of charge.

The Finnish workers are paid by the hour. They are very much on their own as soon as they have agreed with the boss on the rate. From then on they just say how many hours they have worked and they will be paid accordingly.

With so many loopholes（漏洞）in everyday life, surely Finland must be a heaven to those who love to take “petty advantages”. But the strange thing is, all the taxi passengers would always come back to pay their fare after they have attended to their business; not a single outsider has ever been found in the free hotel dining rooms. And workers always give an honest account of the exact hours they put in. As the Finns always act on good faith in everything they do, living in such a society has turned everyone into a real “gentleman”.

In a society of such high moral practice, what need is there for people to be on guard against others?

41. While taking a taxi in Finland, _____.

A. a passenger pays two US dollars for a taxi ride

B. a passenger can go anywhere without having to pay the driver

C. a passenger can never be turned down by the taxi driver wherever

 he wants to go

D. a passenger needs to provide good faith demonstration（證明）

before they leave without paying

42. We know from the passage that big hotels in Finland_____.

A. are mostly poorly managed

B. provide meals for any diners

C. provide free wine and charge for food

D. provide meal for only those who live in the hotels

43. Which of the following is NOT true according to the passage?

A. The workers in Finland are paid by the hour.

B. The workers are always honest with their working hours.

C. The workers and their bosses will make an agreement in advance

about the pay.

D. The bosses in Finland are too busy to check the working hours

of their employees.

44. The word “those” in Paragraph 5 probably means _____.

A. people who often take taxis     B. people who are dishonest

C. people who are worthy of trust  D. people who often have meals in big hotels

45. It can be learned that ______________.

A. all the Finns are rich

B. Finland has been a good place for cheats（騙子 ）

C. the Finnish society is of very high moral level （道德水平）

D. Finnish people are not smart enough in daily life

閱讀下面短文，從短文后所給各題的四個選項(A、B、C和D)中，選出可以填入空白處的最佳選項，并在答題卡上將該項涂黑。

As a mom, I have taught my children many things. Over the years, I do believe I have

taught my children a lot, 36 what is more important is the 37 my children have

taught me. Far beyond 38 I have learned in school, my children have taught me　 how to really live.

Notice Everything

　 I 39 to go on walks with my family. We often walk in our neighborhood, at

local parks, and along a lake. When I 40 a walk, my mind usually goes right to my

41 — where does the path lead?

　 My children have taught me to put aside the goal, and 42 the journey. My kids have taken my black and white world and added so much 43 into it; it’s like I’m seeing with 44 eyes. They remind me to slow down and 45 the world, rather than just walk right through it. I love that about them!

Listen Quietly

　 I am a licensed psychologist, professionally trained to help people with their 46 . Listening to others is what I 47 mastered in school or in practice, but have learned by being a student of my own children. Because of my children, I finally 48 that it is better and more helpful to put an end to my own 49 , and purely listen to others. I wish I had always known that. What a gift to give — allowing others to feel 50 and understood.

Enjoy Moments

　 Anyone who knows me will tell me that I am “ 51 ”. I multi-task with the best of them and 52 to accomplish an awful lot in a day.

　 When my children and I walk together or spend an extra 20 minutes before bed laughing and playing, we 53 our finest moments. My lists, tasks, and must-dos will always be there, but my children are only 54 once — and for a very short time.

　 Kids can really be our greatest teachers. When we are ready, children are always there to 55 us what we really need to know.

36. A. but　　 　　　　　　 B. so 　　　　　　　　　　　　 C. though　 　　　　　　　 D. since

37. A. opinions　　　　 　　　　　　　　　　　　　　　　 B. lessons　　　　　　　　　　 C. tips　 D. skills　　

38. A. nothing　　 　　　 B. something　　 　　　 C. anything　　　 　　　 D. much

39. A. intend　　 　　　　 B. love　　　 　　　　　　 C. happen　　　　 　 D. hope

40. A. dream of B. put up　　 　　　　　　 C. insist on　 D. think about

41. A. destination　　 B. scenery　 　　　　　　　　　　　　　　　　　　　　 C. puzzle　　　 D. wonder

42. A. give up　　　　　　　 B. carry out　　　　　　　　　 C. focus on　　　　　　　　　 D. go on

43. A. pleasure　　　　　　　 B. color　　　　　　　　　　　 C. interest　　　　　　　　　　 D. emotion

44. A. new　　　　　　　　　 B. dull　　　　　　　　　　　　　 C. beautiful　　　　　　　　　 D. bright

45. A. change　　　　　　　 B. watch　　　　　　　　　　　 C. improve　　　　　　　　　 D. share

46. A. stress　　　　　　　　 B. lives　　　　　　　　　　　　 C. decisions　　　　　　　　 D. problems

47. A. never　　　　　　　　 B. still 　　　　　　　　　　　　 C. also　　　　　　　　　　　　 D. always

48. A. recognize　　　　　　 B. remember 　　　　　　　 C. realize　　　　　　　　　　　 D. agree

49. A. pride　　　　　　　　　 B. idea　　　　　　　　　　　　 C. career　　　　　　　　　　　 D. speech

50. A. supported　　　　　 B. relaxed　　　　　　　　　　 C. heard　　　　　　　　　　　 D. attended

51. A. busy　　　　　　　　　 B. efficient　　　　　　　　　 C. different　　　　　　　　　 D. popular

52. A. seem　　　　　　　　　 B. refuse　　　　　　　　　　　 C. try　　　　　　　　　　　　　 D. manage

53. A. enjoy　　　　　　　　　 B. forget　　　　　　　　　　　 C. spare　　　　　　　　　　　 D. waste

54. A. right　　　　　　　　　 B. born　　　　　　　　　　　　 C. happy　　　　　　　　　　　 D. young

55. A. inform　　　　　　　　 B. show　　　　　　　　　　　 C. remind　　　　　　　　　　 D. expect

   The opening scene of The King’s Speech was, in a word, terrifying. The moment King George VI—wonderfully played by Colin Firth—stepped up to the microphone at Wembley Stadium, a rush of nervousness came over me. It took me back to my school days, standing at my desk, having to read aloud to the class. I whispered to my wife, Jill, “A stutterer(口吃者) wrote this screenplay(劇本).”

   I grew up with a stutter, really afraid of trying to get through simple sentences—knowing that I would then, or later, be laughed at. I still remember the reading when I was in 7^th grade at St. Helena’s: “Sir Walter Raleigh was a gentleman…” I remember reciting, “Sir Walter Raleigh was a gentleman.” The school teacher said, “Master B-B-B-Biden! What’s that word?” She wanted me to say gentleman. But by then, I had learned to put my sentences into bite-size pieces and I was reading it: “gentle”｜breath｜“man”.

   Ninety-nine percent of the time, the teachers were great. I never had professional treatment but a couple of teachers taught me to put a regular rise and fall in my tone of speaking, and that’s why I spent so much time reading poetry. But even in my small, boys’ prep school, I got nailed in my class with the nickname Joe Stutterer. You get so desperate, you’re so embarrassed. I actually went and stood by the side of my house once, with a small round stone in my mouth, and tried to talk. Jill always thought I was kidding until she saw the movie and saw King George did the same thing.

   King George relied on the support his wife and the help of Lionel Longue, who, in describing working with other stutterers, said, “My job was to give them confidence in their voices and let them know that a friend was listening.” I was lucky enough to have more than a couple of Lionels in my life. Nobody in my family ever—ever—made fun of me or tried to finish my sentences. My mother would say, “Joey, you cannot let stuttering define you.” And because of her and others, I made sure it didn’t.

   Through hard work and determination, I beat my stutter in high school. I even spoke briefly at my graduation ceremony in 1961—the most difficult speech of my life. My fight against shyness and embarrassment at my early age has developed my ability to understand others’ feelings as Vice President of the country in public life. I still mark up all of my speeches the same way Firth’s character does in the movie, pencil-marking every line to remind myself to stop, to breathe, to pause—to beat back my stuttering as best as I can. I don’t stutter anymore, and most people who know me only late in my life are shocked that I ever did.

   By capturing exactly how a stutter feels, The King’s Speech has shown millions of people how much courage it takes for a stutterer to stand up and speak. Equally important, it has shown millions who suffer from the pain that it can be overcome, we are not alone, and with the support of those around us, our deepest fears can be conquered.

55.        The writer whispered to his wife, “A stutterer wrote this screenplay”, because ______.

     A. he desired to release his secret to his wife

     B. he was reminded how it was as a stutterer on such occasions

     C. he thought Colin Firth had a wonderful performance in the film

     D. he wanted to make his wife realize why the film was so popular

56.        What can we learn from the example in Paragraph 2?

     A. Kids with a stutter could be made fun of at schools.

     B. “Gentleman” was very difficult for a 7^th grader to pronounce.

     C. It was impossible for a stutterer to pronounce even very simple words.

     D. The teacher had a clever way to teach how to pronounce the word.

57.        Which word can best replace “nailed” in Paragraph 3?

A. attached             B. uncovered                  C. hammered           D. tricked

58.        What does the underlined sentence in Paragraph 4 imply?

     A. The writer would have a good fortune to get help from many people.

B. The writer should realize he had to stand up from his pain and defeat it.

C. The writer could get enough confidence under his mother’s help.

D. The writer must be happy that everyone in his family did not laugh at him.

59.        To give a speech as well as he can, the writer reveals the fact that __________.

     A. he tried to talk with a small round stone in his mouth

B. his wife keeps encouraging him to practice

C. he still marks up all his speeches[

D. his teacher helps him to put a rise and fall in his tone

60.        What message is conveyed in the passage?

     A. Whatever pain and fear we have, we can defeat them if we try hard.

B. The similar stories of the writer and King George VI gains great admiration.

C. The suffer we had at our early age will have a heavy influence on our future life.

D. Stuttering is such a pain for children that we should give help and encourage them.