阅读理解。      Every year, earthquakes are responsible for a large number of deaths

阅读理解。      Every year, earthquakes are responsible for a large number of deaths

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阅读理解。      Every year, earthquakes are responsible for a large number of deaths and vast amounts of destruction(破坏) in various parts of the world. There are about a million quakes a year. Fortunately, however, not
all of them are destructive. The intensity (强度) of an earthquake is measured on the Richter Scale, which goes from zero upward. The highest magnitude recorded to date is 8.9Major damage generally occurs
from quakes ranging upwards from 6.0.
     The actual cause of earthquake itself is the breaking of rocks at or below the breaking of rocks or
below the earth"s surface. This is produced by pressure which scientists believe may be due to a number
of reasons, two of which are the changed of the earth"s crust (外壳) and continental drift(漂流).
      In order to minimize the damage and to decrease some of the pain resulting from earthquakes,
scientists are working on ways to improve accurate prediction. Two kinds of the instruments now in use
to achieve this goal are seismograph(地震仪) and tilt (倾斜) meter. The former records any shaking of
the earth. Seismologists ca accurately record the exact time, location and size of an earthquake. The latter, as the name suggests, is used to record any changes in the tilt of the land. 1. Which of the following statements is NOT true, according to the passage?A. The highest magnitude of earthquake recorded is 8.9
B. Major damage usually happens when the intensity of an earthquake is below 6.0
C. Scientists usually use seismographs and tilt meters to predict earthquakes now.
D. Continental drift may cause an earthquake.2. What"s the main idea of the passage?A.  Earthquakes can cause a lot of damage.
A.Scientists are working hard to predict the earthquakes.
B.The reason why earthquakes happen.
C.Introduce the earthquake and its prediction.  3. Where does the passage mot likely come from? A. A newspaper.  
B. A report    
C. A science magazine.    
D. A history book.  
答案
1-3DDC
举一反三
完形填空     Most people believe they don’t have much imagination. They are      1   . Everyone has imagination, but
most of us, once we become adults, forget how to     2     it. Creativity isn’t always     3     with great works
of art or ideas. People at work and in their free time      4      think of creative ways to solve problems. Maybe you have a goal to achieve, a tricky question to answer or you just want to expand your mind! Here are
three techniques to help you.
     Making connections. This technique involves taking      5     ideas and trying to find links between them.
First, think about the problem you have to solve or the job you need to do. Then find an image, word, idea or object, for example, a candle. Write down all the ideas/words 6 with candles: light, fire, matches, wax,
night, silence, etc. Think of as many as you can. The next stage is to relate the    7    to the job you have to
do. So imagine you want to buy a friend an original        8    ; you could buy him tickets to match or take him out for the night.
      NO limits! Imagine that normal limitations don’t      9    . You have as much time /space / money, etc. as
you want. Think about your goal and the new    10    . If your goal is to learn to ski,      11     , you can now
practise skiing every day of your life (because you have the time and the money). Now     12     this to reality. Maybe you can practise skiing every day in December, or every Monday in January.
     Be someone else! Look at the situation from a    13   point of view. Good businessmen use this technique in trade, and so do writers. Fiction writers often imagine they are the     14    in their books. They ask questions: What does this character want? Why can’t she get it? What changes must she make to get what she wants? If your goal involves other people, put yourself in their     15    . The best fishermen think like fish!
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(     )1. A. wrong        
(     )2. A. put up with  
(     )3. A. equipped    
(     )4. A. skillfully  
(     )5. A. familiar    
(     )6. A. presented    
(     )7. A. ideas        
(     )8. A. experience  
(     )9. A. work        
(     )10. A. possibilities
(     )11. A. in fact      
(     )12. A. devote      
(     )13. A. private      
(     )14. A. features    
(     )15. A. positions    
B. unbelievable  
B. catch up with  
B. compared      
B. routinely      
B. unrelated      
B. marked        
B. ambitions      
B. service        
B. last          
B. limitations    
B. in particular  
B. adapt          
B. global        
B. themes        
B. dreams        
C. reasonable  
C. make use of  
C. covered      
C. vividly      
C. creative    
C. lit          
C. achievement  
C. present      
C. exist        
C. tendency    
C. as a whole  
C. lead        
C. different    
C. creatures      
C. images      
D. realistic      
D. keep track of  
D. connected      
D. deeply          
D. imaginary      
D. associated      
D. technique      
D. object          
D. change          
D. practice        
D. for example    
D. keep            
D. practical      
D. characters.    
D. directions      

阅读理解

     Batteries can power anything from small sensors to large systems.While scientists are finding ways to
make them smaller but even more powerful, problems can arise when these batteries are much larger
and heavier than the devices themselves.University of Missouri(MU) researchers are developing a
nuclear energy source that is smaller, lighter and more efficient.
    “To provide enough power, we need certain methods with high energy density (密度) .”said
Jae Kwon,assistant professor of electrical and computer engineering at MU.“The radioisotope
(放射性同位素)battery can provide power density that is much higher than chemical batteries.”
     Kwon and his research team have been working on building a small nuclear battery,presently the
size and thickness of a penny,intended to power various micro/nanoelectromechanical
systems(M/NEMS) .Although nuclear batteries can cause concerns,Kwon said they are safe.
    “People hear the word‘nuclear"and think of something very dangerous.”he said.“However, nuclear
power sources have already been safely powering a variety of devices, such as pacemakers,space
satellites and underwater systems.”
     His new idea is not only in the battery"s size, but also in its semiconductor(半导体) .Kwon"s battery
uses a liquid semiconductor rather than a solid semiconductor.
    “The key part of using a radioactive battery is that when you harvest the energy, part of the radiation
energy can damage the lattice structure(晶体结构)of the solid semiconductor.”Kwon said.“By using a
liquid semiconductor, we believe we can minimize that problem.”
     Together with J .David Robertson, chemistry professor and associate director of the MU Research
Reactor, Kwon is working to build and test the battery.In the future, they hope to increase the battery"s
power,shrink its size and try with various other materials.Kwon said that the battery could be thinner
than the thickness of human hair.


1 .Which of the following is true of Jae Kwon?________
    A. He teaches chemistry at MU.
    B .He developed a chemical battery.
    C .He is working on a nuclear energy source.
    D .He made a breakthrough in computer engineering.

2 .Jae Kwon gave examples in Paragraph 4________.
    A .to show chemical batteries are widely applied
    B .to indicate nuclear batteries can be safely used
    C .to describe a nuclearpowered system
    D .to introduce various energy sources

3 .Liquid semiconductor is used to________.
    A .get rid of the radioactive waste
    B .test the power of nuclear batteries
    C .decrease the size of nuclear batteries
    D .reduce the damage to lattice structure

4 .According to Jae Kwon,his nuclear battery________.
    A .uses a solid semiconductor
    B .will soon replace the present ones
    C .could be extremely thin
    D .has passed the final test

完形填空
        If you wear socks on your ears, you won’t be punished. Crossing a street against a red light is
another matter - it’s against the law. Laws are __    1____ rules made by governments. They keep peace
and create order. ____ 2_____people break laws, their governments punish them. Long ago, people lived
only in small tribal groups. They lived together, followed the same ____3____, and worshipped the same
gods. There were no formal laws. ____4____, people were guided by their customs, morals, and
religion.       
        Over time, cities began to form. Laws became more formal and were written down in legal codes. In
about 1750 BC, the king of Babylon ____5_____ one of the first legal codes, the Code of Hammurabi. It
listed certain crimes and told how they should be punished. The ancient Romans helped shape our modern
view of law. In the 600s BC, citizens of Rome wrote down all of their basic laws on twelve bronze tablets.
The Romans declared that no citizen, ____6___ the ruler, was above the law. Modern law codes are root
ed in the Roman system. Such law codes are statutory, meaning they are created and changed by
legislatures, not by courts.
         Another system of law ___7___ later in England. Before the 12th century AD., each part of
England had its own rules and customs. From the 12th century onward, England became a single nation.
The courts of the land made sure people ___8___ a common set of customs-the English common law.
        Unlike the Roman system of law, the common law was never written down in one place. Instead, the
courts made decisions about the law ___9___earlier court decisions. Those decisions are called examples.
Each case must be decided in the same way as earlier cases. But if a case has some new aspects, the
decision made will set a new example. That way, courts gradually change the law ___10___ society
changes.
(      )1.  A. police
(      )2.  A. Unless
(      )3.  A. laws
(      )4.  A. Instead
(      )5.  A. imagined
(      )6.  A. except for
(      )7.  A. took effect
(      )8.  A. formed
(      )9.  A. set about
(      )10.A. before

B. political
B. Until
B. traditions
B. Including
B. assumed
B. not even
B. made up
B. provided
B. based on
B. after


C. official
C. Though  
C. action
C. Besides
C. created
C. in addition to
C. got over
C. presented
C. came to
C. despite

D. officer  
D. When   
D. principles
D. Moreover 
D. supposed  
D. besides  
D. picked up
D. followed  
D. taken over
D. as        


完形填空

     It is commonly believed that school is where people go to get education.   _1  , it has been said that
today children   _2  their education to go to school. The   _3   between schooling and education suggested by this is important.
     Education is   _4   , compared with schooling. Education knows no   _5   . It can take place   _6    ,
whether in the shower or on the job, whether in a kitchen or on a tractor. It includes both the   _7    
 learning that takes place in schools and the whole universe of learning out of class.     8_ the experience of schooling can be known in advance, education quite often produces   _9   . A chance talk with a   10    
may lead to a person to discover how   11    he knows of another country. People obtain education
from   12    on. Education,   13   , is a very   14  and unlimited term. It is a lifelong experience that starts
long   15    the start of school, and one that should be a necessary part of one"s entire life. Schooling, on
the other hand, is a   16   experience, whose style changes    17   from one way to the next. Throughout a country, children arrive at school at the same time, take   18  seats, use similar textbooks, do homework,
and   18   , and so on. Schooling has usually been   20   by the edges of the subjects being taught.


(     )1.A. Then  
(     )2.A. understand
(     )3.A. difference
(     )4.A. unexpected
(     )5.A. answers
(     )6.A. anywhere
(     )7.A. part-time
(     )8.A. If  
(     )9.A. pride  
(     )10.A. neighbour
(     )11.A. wonderfully
(     )12.A. babies
(     )13.A. still
(     )14.A. long  
(     )15.A. that
(     )16.A. basic
(     )17.A. unusually
(     )18.A. large
(     )19.A. take exams
(     )20.A. changed
B. However
B. need  
B. importance
B. endless
B. ways  
B. anywhere else
B. public
B. Because
B. surprises
B. friend
B. well  
B. grown-ups
B. next  
B. broad
B. when  
B. strict
B. differently
B. new  
B. hold exams
B. limited
C. Thus  
C. enjoy  
C. use    
C. countless
C. edges  
C. somewhere
C. standard
C. So    
C. knowledge
C. foreigner
C. greatly
C. women    
C. then  
C. narrow
C. after  
C. final  
C. little
C. fixed  
C. mark papers
C. chosen
D. Therefore        
D. interrupt        
D. problem          
D. simple          
D. meanings        
D. somewhere else  
D. strict          
D. Though          
D. progress        
D. teacher          
D. little          
D. men              
D. yet              
D. short            
D. before          
D. irregular        
D. frequently      
D. small            
D. read papers      
D. controlled      
阅读理解。
        Some people have the feeling that nothing can be done about their poor reading ability. They feel
hopeless about it. Can you learn to read better, or must you agree that nothing can be done about it?
        To be sure, people are different. You cannot expect to do everything as well as certain other people
do. If all the students in a class tried out for basketball, some would be very good players; others would
be very poor; and many would be in between. But even the very poor players can become much better
players if they are guided in the right way, and with plenty of practice. It is the same with reading. Some
seem to enjoy reading and to read well without any special help. Others find reading a slow and tiring job.
In between, there are all degrees of reading ability.
        Many experiments have shown that just about every poor reader can improve his reading ability. In
these experiments, the poor readers were given tests of reading ability. After some of the causes of their
reading were discovered, they were given special instruction and practice in reading. After a few months,
another test of the same kind was given. In nearly all cases, these people had raised their reading scores.
1.With the example of basketball players, the author shows ________.
A. why certain people are poor readers
B. that there are differences in people’s abilities
C. why some people are good basketball players
D. that good basketball players can be good readers
2.To improve their reading ability, people should ________.
A. work long and hard
B. take different forms of tests
C. have special help and practice
D. try different reading materials
3.The experiments mentioned in the text show that ________.
A. good readers seem to enjoy reading
B. almost all poor readers can make progress
C. causes of poor reading were difficult to find out
D. tests help people improve their reading ability
4.What does the underlined sentence “many would be in between” mean?
A. It means that many are the best basket players.
B. It means that many are the worst basket players.
C. It means that many are standing in the middle of the line.
D. It means that there are several levels of players in many students.
5.What’s the purpose of the author’s writing this passage?
A. To encourage people to improve their reading ability.
B. To suggest that readers should do practice only in reading.
C. To tell us that readers can’t improve their reading ability without special help.
D. To tell us that to be a good reader, one should be guided in the right way.