Measures have to be taken to teach young people how to ________ themselves both in family and at school, for they don’t know the basic manners.
| A．do | B．perform | C．behave | D．control |
It takes us ________ hour or more to go to my hometown by ________ train.
| A．an; a | B．a; an | C．a; / | D．an; / |
WASHINGTON — Money can buy happiness, but only if you spend it on someone else, according to researchers.
Spending as little as $5 a day on someone else could significantly boost happiness, the team at the University of British Columbia and Harvard Business School found on Thursday.
Their experiments on more than 630 Americans showed they were measurably happier when they spent money on others --- even if they thought spending the money on themselves would make them happier.
“We wanted to test our theory that how people spend their money is at least as important as how much money they earn,” said Elizabeth Dunn, a 
psychologist at the University of British Columbia.
They asked their 600 volunteers first to rate their general happiness, report their annual income and detail their monthly spending including bills, gifts for themselves, gifts for others and donations to charity.
“Regardless of how much income each person made, those who spent money on others reported greater happiness, while those who spent more on themselves did not,” Dunn said in a statement.
Dunn’s team also surveyed 16 employees at a company in Boston before and after they received an annual profit-sharing bonus of between $3,000 and $8,000.
“Employees who devoted more of their bonus to pro-social spending experienced greater happiness after receiving the bonus, and the manner in which they spent that bonus was a more important predictor of their happiness than the size of the bonus itself,” they wrote in their report, published in the journal Science.
“Finally, participants who were randomly (随机地) required to spend money on others experienced greater happiness than those required to spend money on themselves,” they said.
They gave their volunteers $5 or $20 and half got clear instructions on how to spend it. Those who spent the money on someone or something else reported feeling happier about it.
“These findings suggest that very minor adjustment in spending allocations (分配) --- as little as $5 --- may be enough to produce real gains in happiness on a given day,” Dunn said.
This could also explain why people are no happier even though US society is richer.
“Indeed, although real incomes have increased dramatically in recent decades, happiness levels have remained largely flat within developed countries across time,” they wrote.
Dune’s experiment on 630 Americans was to ________.
| A．help people make careful plans for their money | B．encourage people to be generous to others |
| C．see how to spend money is important to happiness | D． test whether $5 is enough to buy happiness |
What can we conclude according to the experiment?
| A．Happiness largely depends on the size of your bonus money. |
| B．Happiness, as a matter of fact, has nothing to do with money. |
| C．The more money you give away, the happier person you will be. |
| D．Spending money for the good of society will make you happier. |
How many different ways are used by the researchers to test their theory?
| A．Two. | B．Three. | C．Four. | D．Five. |
The last sentence of the passage means _______.
| A．happiness does not necessary increase as money grows |
| B．people in richer countries actually have more problems |
| C．fast economic growth has a bad effect on people’s life |
| D．great increase of income contributes to keeping happiness level stable |
--- How much do I owe you for the meal?
--- _______. It’s nothing.
| A．You’re welcome | B．Forget it |
| C．With pleasure | D．That’s right |
Eugene’s never willing to alter any of his opinions, so it’s no use ________ with him.
| A．to argue | B．arguing |
| C．argued | D．having argued |
LIDAC MAYNARD
11 Windrift Circle
Methuen, MA
978 – 555 – 4539
JOB OBJECTIVE
Seek special education, primary scho
ol, or middle school math teaching position.
EDUCATION
Rivier College, Nashua, NH
Bachelor of Arts in Education – May, 2006
Major: Elementary Education
Have successfully completed PRAXIS I and PRAXIS II. Meet highly qualified testing requirements for Massachusetts and New Hampshire.
TEACHING EXPERIENCE
November, 2005 – January, 2006
Wilkins Elementary School, Amherst, NH
Student Teacher
· Developed and completed student–centered lessons 
in all subject areas for various groups of fifth grade special and regular education students.
· Adapted lessons to meet student’s needs by reviewing their backgrounds and learning needs through IEPs.
· Communicated with parents on a regular basis via newsletters, daily or weekly progress reports, phone calls, and email, resulting in increased parental participation at home.
August, 2005 – November, 2005
Charlotte Avenue Elementary School, Nashua, NH
Student Teacher
· Taught reading and writing through Language Experience Approach methods.
· Introduced a Writer’s Workshop appropriate for first grade students to help them to develop their writing skills.
· Developed learning stations in reading and science, enabling students to be more independent learners.
Spring, 2005
Wilkins Elementary School, Amherst, NH
Designed and taught a unit on Insects and Spiders, based on New Hampshire Standards to 23 self-contained, third and fourth grade students with disabilities.
Fall, 2004
Amherst Street Elementary School, Nashua, NH
Taught a class of 
24 third grade students with a wide range of abilities.
ADDITIONAL EXPERIENCE
· After–School Aid, Amherst School District, Amherst, NH (2004 – 2005)
· Summer Camp advisor, YMCA, Nashua, NH (Summers, 2002 and 2003)
· Big Brother / Big Sister Volunteer, Nashua, NH (2002 – 2005)
What kind of job does Linda want to get?
| A．A Big Brother / Big Sister Volunteer. | B．A middle school math teacher. |
| C．A special education advisor. | D．A summer camp advisor. |
Linda has worked for the following schools EXCEPT ___________.
| A．Rivier College, Nashua, NH |
| B．Wilkins Elementary School, Amherst, NH |
| C．Charlotte Avenue Elementary School, Nashua, NH |
| D．Amherst Street Elementary School, Nashua, NH |
What can we know about Linda according to the passage?
| A．She is merely interested in developing student’s math abilities. |
| B．She is not active in participating in after–school activities. |
| C．She is permitted to teach in any of the high schools of New York. |
| D．She has some teaching experiences in several elementary schools. |
Charlie ______ be really difficult at times even though he’s a nice person in general.
| A．shall | B．should | C．can | D．must |
Life is filled with challenges. As we get older we __21__ realize that those challenges are the very things that __22__ us and make us who we are, it is the same with the challenges that come with __23__.
When w
e are faced with a challenge, we usually have two __24__: we can try to beat it off, or we can decide that the thing presenting the challenge isn’t worth the _25__ and call it quits. Although there are _26_ times when calling it quits is
the right thing to do, in most cases all that is needed is commitment and _27_.
When we are devoted to something, it means that no matter how __28__ or how uncomfortable something is, we will always choose to __29__ it through instead of running away from it. Communication is making a __30__ for discussion and talking about how you feel as opposed to (对照) just saying what the other person did wrong. __31__ you can say to a friend, “I got my feelings hurt.” __32__ “You hurt my feelings,” you are going to be able to solve the problem much faster.
In dealing with many challenges that friendship will bring to you, try to see them for __33__ they are: small hurdles you need to jump or _34__ on your way through life. Nothing is so big that it is impossible to get over, and hurt only _35__ to make us stronger. It’s all part of growing up, it happens to everyone, and some day you will look back on all of this and say, “H
ard as it was, it made me who I am today. And that is a good thing.”
| A．seem to | B．come to | C．hope to | D．try to |
| A．design | B．promote | C．direct | D．shape |
| A．success | B．pressure | C．friendship | D．difficulty |
| A．opportunities | B．expectations | C．choices | D．aspects |
| A．comment | B．loss | C．trouble | D．expense |
| A．hardly | B．certainly | C．consequently | D．exactly |
| A．communication | B．confidence | C．courage | D．consideration |
| A．doubtful | B．shameful | C．harmful | D．painful |
| A．keep | B．control | C．face | D．catch |
| A．space | B．plan |
C．topic | D．room |
| A．If | B．As | C．While | D．Unless |
| A．other than | B．rather than | C．or rather | D．or else |
| A．what | B．who | C．where | D．which |
| A．pass by | B．come across | C．get through | D．run over |
| A．serves | B．means | C．aims | D．attempts |
As a result of the serious earthquake, two-thirds of the buildings in that area _______.
| A．need repairing | B．needs to repair |
| C．needs repairing | D．need to repair |
The important task will take Peter and me about four months to complete, so it will be a long time _____ we meet you again.
| A．after | B．when | C．since | D．before |
Wouldn’t it be ______ wonderful world if all nations lived in ______ peace with one another?
| A．a; / | B．the; / | C．a; the | D．the; the |
Human beings are different from animals _______ they can use language as a tool to communicate.
| A．in that | B．for that | C．in which | D．for which |
______ is often the case with elder people, my grandma talked about my new hairstyle for at least 50 minutes nonstop.
| A．That | B．Which | C．As | D．It |
Come ______, everybody! Look at this _______, and you will find something terrific.
| A．closely; closely | B．close; close |
| C．closely; close | D．close; closely |
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