Passage 4 Questions 16 to 20 are based on the following passage. 　As those people on board the Mayflower settled on the Atlantic coast in 1620, they did not have to wait for roads to be built to receive passengers and produce from the other parts of the world or to send out their produce in exchange. Safe harbors—Boston, New York, Savannah—opened on ready-made highways to the whole world. The Spacious holds of ships that brought settlers could send out furs and com and rice and tobacco. An elegant London-made coach could be delivered directly to George Washington's dock at Mount Vernon on the Potomac River. 　The English who settled the thirteen American colonies were not the first Europeans to start colonies in America. Adventurers from Spain and Portugal, France and the Netherlands, along with others, had long been competing for the treasures of faraway places. A century before the Puritans came to New England, the bold Hernando Cortes, with only two hundred men, conquered the armed hordes （群）of the Aztec empire. In two years （1519-21） he had made Mexico a colony of Spain. Ten years later, Francisco Pizarro, a Spanish who enjoyed adventures and sword-fighting but could not even write his name, overcame the grand Inca empire and added Peru to the realm of the Spanish king. These Spanish conquerors were as ruthless and as courageous as any who would ever set foot on the Americas. They aimed to convert the Indians to Christianity and brought friars （修道士）to help them. But they were better at robbing than converting. They lived and died for gold and glory. They had no desire to settle down with their families as hardworking farmers. 　In 1620, when the sober William Bradford and the prudent （谨慎的）John Winthrop came to “New” England, they had another idea. They came not for gold and glory but to build homes for themselves, their children, and their grandchildren. They aimed to make a “city upon a hill” for all the world to admire. Theirs was not a violent adventure of conquest but a long-lasting tale of building. They were a bit kinder to the Indians than the Spanish conquerors had been. One of them, John Eliot, set a friendly example and even translated the Bible into the Algonquian Indian language. The Indians in New England were few in number and had no riches of gold or silver to tempt the newcomers. But they had much to teach the colonists—how to survive in the wilderness, how to hunt, and what would grow. The English colonists planted themselves and put down roots in the New World.The general difference between the English colonists and the earlier colonists is that the latter________ .

Passage 5 Questions 21 to 25 are based on the following passage. 　Storytelling allows families to transmit family lore and values from parents or grandparents to children, and to help children mature, make sense of their world, learn about their ancestry, and to facilitate parent-child relationships. 　Family narratives are collections of stories made up by family member. They are either based on real occurrences, embellished （美化的）events, or fantasy material. Such family-storytelling has been shown to have numerous advantages. For example, family narratives help children develop values through communicating limits, boundaries, and family endorsed morality. In addition to providing children with a dear sense of right and wrong as perceived by a given family, family stories are also used to pass along parental insists and knowledge. This process of transmitting knowledge may be critical to positive parent-child relationships, as the absence of family stories has been shown to be related to difficulties among parents to establish a caring or meaningful relationship with their children. Similarly, the process of parental storytelling has been related to enhanced parent-child relationships. 　Family stories can be new or old. Some family stories are passed down across generations and often give strong messages about the historical background of the family, the hardships they have endured, and the values that have helped them carry on. Some stories span a single generation but have become powerful narratives with a strong message, perhaps of survival, perhaps of joy. Other stories are new, perhaps created to help a family or select members cope with a current situation. All family stories are told for a reason, even if that reason is purely for entertainment Many families have cherished family stories that are cause for laughter year after year; sharing such stories over and over can be a strong bonding experience. Parents telling fairytales and legends are telling stories of the culture.According to the passage, family narratives are________ .

Passage 5 Questions 21 to 25 are based on the following passage. 　Storytelling allows families to transmit family lore and values from parents or grandparents to children, and to help children mature, make sense of their world, learn about their ancestry, and to facilitate parent-child relationships. 　Family narratives are collections of stories made up by family member. They are either based on real occurrences, embellished （美化的）events, or fantasy material. Such family-storytelling has been shown to have numerous advantages. For example, family narratives help children develop values through communicating limits, boundaries, and family endorsed morality. In addition to providing children with a dear sense of right and wrong as perceived by a given family, family stories are also used to pass along parental insists and knowledge. This process of transmitting knowledge may be critical to positive parent-child relationships, as the absence of family stories has been shown to be related to difficulties among parents to establish a caring or meaningful relationship with their children. Similarly, the process of parental storytelling has been related to enhanced parent-child relationships. 　Family stories can be new or old. Some family stories are passed down across generations and often give strong messages about the historical background of the family, the hardships they have endured, and the values that have helped them carry on. Some stories span a single generation but have become powerful narratives with a strong message, perhaps of survival, perhaps of joy. Other stories are new, perhaps created to help a family or select members cope with a current situation. All family stories are told for a reason, even if that reason is purely for entertainment Many families have cherished family stories that are cause for laughter year after year; sharing such stories over and over can be a strong bonding experience. Parents telling fairytales and legends are telling stories of the culture.One of the functions of family storytelling is to________ .

Passage 5 Questions 21 to 25 are based on the following passage. 　Storytelling allows families to transmit family lore and values from parents or grandparents to children, and to help children mature, make sense of their world, learn about their ancestry, and to facilitate parent-child relationships. 　Family narratives are collections of stories made up by family member. They are either based on real occurrences, embellished （美化的）events, or fantasy material. Such family-storytelling has been shown to have numerous advantages. For example, family narratives help children develop values through communicating limits, boundaries, and family endorsed morality. In addition to providing children with a dear sense of right and wrong as perceived by a given family, family stories are also used to pass along parental insists and knowledge. This process of transmitting knowledge may be critical to positive parent-child relationships, as the absence of family stories has been shown to be related to difficulties among parents to establish a caring or meaningful relationship with their children. Similarly, the process of parental storytelling has been related to enhanced parent-child relationships. 　Family stories can be new or old. Some family stories are passed down across generations and often give strong messages about the historical background of the family, the hardships they have endured, and the values that have helped them carry on. Some stories span a single generation but have become powerful narratives with a strong message, perhaps of survival, perhaps of joy. Other stories are new, perhaps created to help a family or select members cope with a current situation. All family stories are told for a reason, even if that reason is purely for entertainment Many families have cherished family stories that are cause for laughter year after year; sharing such stories over and over can be a strong bonding experience. Parents telling fairytales and legends are telling stories of the culture.The author thinks that poor parent-child relationship may be related to ________.

Passage 5 Questions 21 to 25 are based on the following passage. 　Storytelling allows families to transmit family lore and values from parents or grandparents to children, and to help children mature, make sense of their world, learn about their ancestry, and to facilitate parent-child relationships. 　Family narratives are collections of stories made up by family member. They are either based on real occurrences, embellished （美化的）events, or fantasy material. Such family-storytelling has been shown to have numerous advantages. For example, family narratives help children develop values through communicating limits, boundaries, and family endorsed morality. In addition to providing children with a dear sense of right and wrong as perceived by a given family, family stories are also used to pass along parental insists and knowledge. This process of transmitting knowledge may be critical to positive parent-child relationships, as the absence of family stories has been shown to be related to difficulties among parents to establish a caring or meaningful relationship with their children. Similarly, the process of parental storytelling has been related to enhanced parent-child relationships. 　Family stories can be new or old. Some family stories are passed down across generations and often give strong messages about the historical background of the family, the hardships they have endured, and the values that have helped them carry on. Some stories span a single generation but have become powerful narratives with a strong message, perhaps of survival, perhaps of joy. Other stories are new, perhaps created to help a family or select members cope with a current situation. All family stories are told for a reason, even if that reason is purely for entertainment Many families have cherished family stories that are cause for laughter year after year; sharing such stories over and over can be a strong bonding experience. Parents telling fairytales and legends are telling stories of the culture.According to the last paragraph, new family stories are perhaps made up to________ .

Passage 5 Questions 21 to 25 are based on the following passage. 　Storytelling allows families to transmit family lore and values from parents or grandparents to children, and to help children mature, make sense of their world, learn about their ancestry, and to facilitate parent-child relationships. 　Family narratives are collections of stories made up by family member. They are either based on real occurrences, embellished （美化的）events, or fantasy material. Such family-storytelling has been shown to have numerous advantages. For example, family narratives help children develop values through communicating limits, boundaries, and family endorsed morality. In addition to providing children with a dear sense of right and wrong as perceived by a given family, family stories are also used to pass along parental insists and knowledge. This process of transmitting knowledge may be critical to positive parent-child relationships, as the absence of family stories has been shown to be related to difficulties among parents to establish a caring or meaningful relationship with their children. Similarly, the process of parental storytelling has been related to enhanced parent-child relationships. 　Family stories can be new or old. Some family stories are passed down across generations and often give strong messages about the historical background of the family, the hardships they have endured, and the values that have helped them carry on. Some stories span a single generation but have become powerful narratives with a strong message, perhaps of survival, perhaps of joy. Other stories are new, perhaps created to help a family or select members cope with a current situation. All family stories are told for a reason, even if that reason is purely for entertainment Many families have cherished family stories that are cause for laughter year after year; sharing such stories over and over can be a strong bonding experience. Parents telling fairytales and legends are telling stories of the culture.This passage about family storytelling is basically ________.

Passage 6 Questions 26 to 30 are based on the following passage. 　I was sixteen when I first spoke to Ms. Costelloe. She asked me where I got my coat. I was painfully shy and barely managed to spit out the name of the store. The following year, still hopelessly shy, I joined her English class. Illness soon took over my life after that, and from there Ms. Costelloe became my strong support, and would continue to be so over the next three years. 　I suffer from a disease called Social Anxiety Disorder and it has shaken my world. When I thought I had no one to tum to, I found hope in the smile of one particular teacher. She has not only opened my mind up to the wonderful works of Emily Bronte, she has also encouraged my own creative writing. She has not only inspired me to read more and create more, she has also given me a zest for life. She has shown me that I do not need to run away from my diagnosis, instead she has helped me come to terms with it. 　The first time I went to hospital I found it almost impossible to imagine continuing on in school. I was seventeen and scared of both leaving and staying in the walls of education. I was cooled （巧妙地说服）into going back for one half day, first class English. After the forty minutes of Wuthering Heights, the bell rang, ending the lesson. Ms. Costelloe asked me to stay back. She spoke softly and kindly about how I was missed and how she was happy to see me back. It gave me a sense of place, a class to look forward to, a reason to come back to school. 　I let myself fall in love with great poets and sad novels. I didn’t know what illness I was battling with yet, but I knew reading and writing soothed it Ms. Costelloe has picked me up every time. She has calmed me down from many a panic attack and her words have given me the courage to face my diagnosis. 　She is not just an English teacher, amazing at that as she is; she is also a teacher of life. She has given me life lessons that I carry with me each and every day. I can honestly say she is the reason I am still alive, living not just existing. She is truly the best teacher any student could hope to come across, and I thank her for all she has taught me in three short years.How did the author respond to Ms. Costelloe's question at their first meeting?

Passage 6 Questions 26 to 30 are based on the following passage. 　I was sixteen when I first spoke to Ms. Costelloe. She asked me where I got my coat. I was painfully shy and barely managed to spit out the name of the store. The following year, still hopelessly shy, I joined her English class. Illness soon took over my life after that, and from there Ms. Costelloe became my strong support, and would continue to be so over the next three years. 　I suffer from a disease called Social Anxiety Disorder and it has shaken my world. When I thought I had no one to tum to, I found hope in the smile of one particular teacher. She has not only opened my mind up to the wonderful works of Emily Bronte, she has also encouraged my own creative writing. She has not only inspired me to read more and create more, she has also given me a zest for life. She has shown me that I do not need to run away from my diagnosis, instead she has helped me come to terms with it. 　The first time I went to hospital I found it almost impossible to imagine continuing on in school. I was seventeen and scared of both leaving and staying in the walls of education. I was cooled （巧妙地说服）into going back for one half day, first class English. After the forty minutes of Wuthering Heights, the bell rang, ending the lesson. Ms. Costelloe asked me to stay back. She spoke softly and kindly about how I was missed and how she was happy to see me back. It gave me a sense of place, a class to look forward to, a reason to come back to school. 　I let myself fall in love with great poets and sad novels. I didn’t know what illness I was battling with yet, but I knew reading and writing soothed it Ms. Costelloe has picked me up every time. She has calmed me down from many a panic attack and her words have given me the courage to face my diagnosis. 　She is not just an English teacher, amazing at that as she is; she is also a teacher of life. She has given me life lessons that I carry with me each and every day. I can honestly say she is the reason I am still alive, living not just existing. She is truly the best teacher any student could hope to come across, and I thank her for all she has taught me in three short years.What else did Ms. Costelloe teach the author besides literature?

Passage 6 Questions 26 to 30 are based on the following passage. 　I was sixteen when I first spoke to Ms. Costelloe. She asked me where I got my coat. I was painfully shy and barely managed to spit out the name of the store. The following year, still hopelessly shy, I joined her English class. Illness soon took over my life after that, and from there Ms. Costelloe became my strong support, and would continue to be so over the next three years. 　I suffer from a disease called Social Anxiety Disorder and it has shaken my world. When I thought I had no one to tum to, I found hope in the smile of one particular teacher. She has not only opened my mind up to the wonderful works of Emily Bronte, she has also encouraged my own creative writing. She has not only inspired me to read more and create more, she has also given me a zest for life. She has shown me that I do not need to run away from my diagnosis, instead she has helped me come to terms with it. 　The first time I went to hospital I found it almost impossible to imagine continuing on in school. I was seventeen and scared of both leaving and staying in the walls of education. I was cooled （巧妙地说服）into going back for one half day, first class English. After the forty minutes of Wuthering Heights, the bell rang, ending the lesson. Ms. Costelloe asked me to stay back. She spoke softly and kindly about how I was missed and how she was happy to see me back. It gave me a sense of place, a class to look forward to, a reason to come back to school. 　I let myself fall in love with great poets and sad novels. I didn’t know what illness I was battling with yet, but I knew reading and writing soothed it Ms. Costelloe has picked me up every time. She has calmed me down from many a panic attack and her words have given me the courage to face my diagnosis. 　She is not just an English teacher, amazing at that as she is; she is also a teacher of life. She has given me life lessons that I carry with me each and every day. I can honestly say she is the reason I am still alive, living not just existing. She is truly the best teacher any student could hope to come across, and I thank her for all she has taught me in three short years.What did the author realize when going to hospital for the first time?

Passage 6 Questions 26 to 30 are based on the following passage. 　I was sixteen when I first spoke to Ms. Costelloe. She asked me where I got my coat. I was painfully shy and barely managed to spit out the name of the store. The following year, still hopelessly shy, I joined her English class. Illness soon took over my life after that, and from there Ms. Costelloe became my strong support, and would continue to be so over the next three years. 　I suffer from a disease called Social Anxiety Disorder and it has shaken my world. When I thought I had no one to tum to, I found hope in the smile of one particular teacher. She has not only opened my mind up to the wonderful works of Emily Bronte, she has also encouraged my own creative writing. She has not only inspired me to read more and create more, she has also given me a zest for life. She has shown me that I do not need to run away from my diagnosis, instead she has helped me come to terms with it. 　The first time I went to hospital I found it almost impossible to imagine continuing on in school. I was seventeen and scared of both leaving and staying in the walls of education. I was cooled （巧妙地说服）into going back for one half day, first class English. After the forty minutes of Wuthering Heights, the bell rang, ending the lesson. Ms. Costelloe asked me to stay back. She spoke softly and kindly about how I was missed and how she was happy to see me back. It gave me a sense of place, a class to look forward to, a reason to come back to school. 　I let myself fall in love with great poets and sad novels. I didn’t know what illness I was battling with yet, but I knew reading and writing soothed it Ms. Costelloe has picked me up every time. She has calmed me down from many a panic attack and her words have given me the courage to face my diagnosis. 　She is not just an English teacher, amazing at that as she is; she is also a teacher of life. She has given me life lessons that I carry with me each and every day. I can honestly say she is the reason I am still alive, living not just existing. She is truly the best teacher any student could hope to come across, and I thank her for all she has taught me in three short years.How did the author feel after one half day back in school?