“Master, I could be wrong, but that may not be the best way to win the girl's affections.”is a line from（)

Passage Four There was once a man in South America who had a parrot (鹦鹉), a pet bird that could imitate (模拟), human speech. The parrot was unique. There was no other bird like him in the whole world. He could learn to say any word except one. He could not say the name of his native town, Cotano. The man did everything he could to teach the parrot to say “Cotono” but he never succeeded. At first he was very gentle with the bird, but gradually he lost his temper, “You stupid bird! Why can’t you learn to say that One word! Say ‘Cotano’ or I’ll kill you!” But the parrot would not say it. Many times , the man screamed (大声叫), “Say ‘Cotano’ or I’ll kill you!” But the bird would never repeat the name. Finally the man gave up. He picked up the parrot and threw him into the chicken house. “You are even more stupid than the chickens!” In the chicken house, there were four old chickens waiting to be killed for Sunday’s dinner. The next morning, when he went out to the chicken house, the man opened the door. He was shocked by what he saw. He could not believe his eyes and ears. On the floor lay three dead chickens, the parrot was screaming at the fourth, “Say ‘Cotono’ or I’ll kill you!”

(1).Why couldn’t the parrot say the name of his native town？

A.Because it was stupid.

B.Because it didn’t want to live

C.Because the man didn’t teach it how to say.

D.The reason is not mentioned in the story.

(2).Why did the man lose his temper？

A.Because the bird couldn’t repeat his master’s name.

B.Because the bird screamed all day long.

C.Because the bird uttered the wrong word.

D.Because the bird failed to say the name of the town.

(3).Who killed the three chickens？

A.The cruel master

B.The man in the kitchen

C.The pet bird

D.The fourth chicken

(4).Why was the man shocked at the scene the next morning？

A.The bird had finally understood his threat.

B.The bird managed to escape from the chicken house.

C.The bird had learned to scream back to him.

D.The bird was living peacefully with the chicken.

(5).Which of the following is NOT true according to the passage？

A.The man loved his parrot very much and always treated it kindly.

B.The parrot could imitate a lot of human languages.

C.The parrot was thrown into the chicken house by its master.

D.Three of the old chickens were dead the next day.

听力原文：W: Hello, Mr. Black's office.

M: Hello, may I speak with the educational advisor？

W: I'm sorry. Mr. Black's not here this morning, I'm his secretary. May I help you？

M: Yes, I would like some information about English-language schools in the United States. I'm graduating from Kuwait University this year and I want to study for my master's degree in America.

W: Have you been accepted by an American university yet？

M: Yes, I've just been accepted at the University of Chicago, but the university wrote me that I have to take an intensive English course before entering their program.

W: Well... there are many schools in the U.S. that offer English courses. Perhaps you should come down and talk to Mr. Black.

M: Ok. Could you make an appointment for me？

W: Yes, would nine o'clock tomorrow be all right？

M: No, I'm sorry. I can't come then. I have an exam at that time. Could I come the day after tomorrow at ten o'clock？

W: Yes, that will be fine, I think. May I have your name and phone number？

M: Sure, my name is Suleiman Mohammed and my phone number is 6536667.

W: Thank you, Mr. Suleiman. We'll see you Wednesday, June ninth, at ten o'clock.

M: Thank you. Good-bye.

W: Good-bye.

(20)

A．Mr. Black's secretary.

B．Mr. Suleiman.

C．The educational advisor.

D．A teacher at the University of Chicago.

A.should have found

B.could find

C.would find

D.could have found

n a devastating car accident.

The boy began lessons with an old Japanese judo master. The boy did well, so he couldn’t understand why, after 3 months of trains, the master had taught him only one move.“Master,” the boy finally said, “Shouldn’t I be learning more moves？” “This is the only move you know, but this is the only move you’ll need to know,” the master replied. Not quite understanding, but believing in his teacher, the boy kept training. Several months later, the master took the boy to his first tournament. Surprising himself, the boy easily won his first two matches. The third match proved to be more difficult, but after some time, his opponent became impatient and charged; the boy skillfully used his one move to win the match. Still amazed by his success, the boy was now in the finals. This time, his opponent was bigger, strong, and more experienced. For a while, the boy appeared to be outmatched. Concerned about the boy, the referee called a time-out. He was about to stop the match when the master came forward.

“No,” the master insisted, “Let him continue.”

Soon after the match resumed, his opponent made a fatal mistake. He dropped his guard. Instantly, the boy used his move to pin him. The boy won the match. He was the champion.

On the way home, the boy and his master reviewed every move in each and every match. Then the boy summoned the courage to ask what was really on his mind.

“Master, how did I win the tournament with only one move？”

“You won for two reasons,” the master answered. “First, you’ve almost mastered one of the most difficult throws in judo. And second, the only known defense for that move is for your opponent to grab your left arm.

16. Judging from the context, what happens when a referee calls a “time-out”(Line2, Para 7)？

A. The time for the game has run out

B. The game stops for a short time

C. Either side can claim victory

D. The game ends in a tie

17. Why did the master insist on continuing the match？

A. Because the time-out would give the opponent an advantage

B. Because the boy was confident of winning

C. Because he had confidence in the boy’s skill

D. Because all he cared about is winning the final

18. What caused the defeat of the boy’s opponent in the final？

A. Over-confidence

B. Impatience

C. Inexperience

D. The time-out

19. Why did the master only teach the boy one move？

A. The boy could not do other moves with only one arm

B. It was the only move the master knew well

C. It was the move his opponents were not good at

D. His opponent would be helpless when he made this move

20. What does the story show？

A. One can turn his weakness into an advantage

B. It is very important to have a good teacher

C. Even a disabled person can win in a judo match

D. To master judo one only needs to learn one difficult move

erpreted in good faith by the master，it was held that the Charterer could not hold the Shipowner liable．

A.Whether

B.Where

C.That

D.Which

texture, cannot be separated except by pedantic analysis from the mind and sensibility of the artist who happens to be expressing himself through them".

But that is precisely the trouble; for as far as I can see, Mozart's can. Mozart makes me begin to see ghosts, or at the very least ouija-boards. If you read Beethoven's letters, you feel that you are at the heart of a tempest, a whirlwind, a furnace; and so you should, because you are. If you read Wagner's, you feel that you have been run over by a tank, and that, too, is an appropriate response.

But if you read Mozart's—and he was a hugely prolific letter-writer—you have no clue at all to the power that drove him and the music it squeezed out of him in such profusion that death alone could stop it; they reveal nothing—nothing that explains it. Of course it is absurd(though the mistake is frequently made)to seek external causes for particular works of music; but with Mozart it is also absurd, or at any rate useless, to seek for internal ones either. Mozart was an instrument. But who was playing it？

That is what I mean by the Mozart Problem and the anxiety it causes me. In all art, in anything, there is nothing like the perfection of Mozart, nothing to compare with the range of feeling he explores, nothing to equal the contrast between the simplicity of the materials and the complexity and effect of his use of them. The piano concertos themselves exhibit these truths at their most intense; he was a greater master of this form. than of the symphony itself, and to hear every one of them, in the astounding abundance of genius they provide, played as I have so recently heard them played, is to be brought face to face with a mystery which, if we could solve it, would solve the mystery of life itself.

We can see Mozart, from infant prodigy to unmarked grave. We know what he did, what he wrote, what he felt, whom he loved, where he went, what he died of. We pile up such knowledge as a child does bricks; and then we hear the little tripping rondo tune of the last concerto—and the bricks collapse; all our knowledge is useless to explain a single bar of it. It is almost enough to make me believe in — but I have run out of space, and don't have to say it. Put K. 595 on the gramophone and say it for me.

According to Paragraph 1, Cardus observed that ______ .

A．a composer can separate his language and harmonies from his own mind and sensibility

B．a composer can separate his language and harmonies from the mind and sensibility of an artist

C．some people can separate the language and harmonies of a composer from his mind and sensibility

D．the language, harmonies, rhythms, melodies, colors and texture of a composer cannot be separated from each other

A.A. this

B.B. that

C.C. its

D.D. it

A.Sure,you'll master it in no time.

B.You are welcome.

C.Sorry,I'm too late for it.