it.
47．He wanted to strike a work of fire and stars into being for the old man.
A．He wanted to make a fire — a sparkling fire for the old man.
B．He wanted to play a piece of passionate music for the old man.
C．He wanted to draw a picture of flame under the starry night for the old man.
D．
He wanted to tend the fire for the old man who, then, can have more spare time to enjoy the night sky.
48．My uncle smiled, but my mother had seen the first distressing evidence of a bump budding on a log.
A．my mother looked at the sign of the coming spring with a heavy heart.
B．my mother had just found with distress that I was going to become a fool.
C．my mother regarded the budding on the trunk as an ill omen (兆头).
D．my mother had found with delight that I finally began to show sound judgment and intelligence.
49．“It was pleasant to believe,” she wrote later, “that much of Nature was forever beyond the tampering reach of man.”
A．Human being will step on much of nature and destroy nature.
B．Human being will be separated from the nature.
C．Nature will be disturbed by the activities of human being.
D．Nature will remain intact from the harmful human activities.
50．It left me open-minded about prayer.
A．It was prayer that enlightened me.
B．It made me pray earnestly.
C．It made me have no prejudice against prayer.
D．Prayer made me open to new and different ideas.
IV. 阅读理解。认真阅读下列两篇短文，每篇短文后有5个问题，根据课文内容从A、B、C、D四个选项中，选择一个正确答案，并填在答题纸相应的位置上。（本大题共10小题，每小题1分，共10分）
Read the two passages and answer the questions. (10 points)
Passage 1
In the ideal world everything would be nice, even, and smooth—including of course education. Schools would be designed for everyone, giving equal weight and emphasis to every student.
However, in the jagged (纷繁复杂) world of the reality that we actually live in, this is not possible, and we should wean our minds away from this sort of romanticized, idealized thinking so that we can tackle our problems more realistically. The reality of the matter is that we cannot conceive a blanket policy that can cover the educational need of every student. We must base our policies on the reality of the educational needs of every student, not the idealism of what we have traditionally come to define as ‘good’ and ‘equal’.
The case in point is that of students who have exceptional emotional, physical, or social difficulties. These students cannot be lumped together with Joe, Jane, John, and Joan just so that the adults can feel ‘everything is nice and fair.’ We are doing a disservice (伤害) to these students by making education even more difficult than it already is; we are turning them off from learning. There is nothing wrong with providing extra care to certain students, and our basic problems here are not these special students, who clearly need more guidance (be
