| ( )1. A. one ( )2. A. way ( )3. A. But ( )4. A. which ( )5. A. After ( )6. A. or ( )7. A. act ( )8. A. have ( )9. A. accept ( )10. A. of ( )11. A. school ( )12. A. ask ( )13. A. do ( )14. A. turn on ( )15. A. desire ( )16. A. possible ( )17. A. why ( )18. A. himself ( )19. A. lower ( )20. A. forget | B. somebody B. road B. However B. that B. If B. and B. action B. take B. receive B. off B. class B. suggest B. deal B. turn down B. wish B. important B. what B. herself B. higher B. remember | C. someone C. method C. So C. when C. Because C. as well as C. habit C. use C. make C. out C. office C. show C. do with C. turn off C. hope C. necessary C. that C. ourselves C. better C. miss | D. no one D. path D. Therefore D. where D. Before D. instead of D. behavior D. send D. get D. out of D. home D. answer D. deal with D. turn in D. expect D. interesting D. whether D. yourself D. upper D. leave |
| 阅读理解。 | |||
| Have you ever heard of Florida pompano? It"s a flat, silvery fish and very delicious! In fact, people who know a lot about fish say it"s one of the best-tasting kinds of fish in the world to eat. Maybe that"s one reason why it costs so much to buy pompano (鲳参鱼) at the fish market or at a restaurant. Agricultural Research Service scientists in Florida are discovering many new and important secrets about this tasty fish. It lives in the warm waters off the Atlantic and Gulf coasts. The scientists are studying pompano. Because they want fish farmers to be able to grow them in big tanks, somewhat the same way trout and catfish are grown in big outdoor ponds. Raising pompano in big tanks inland could help everyone be sure that there will always be lots of wild pompano in the sea. People could buy them from the fish farm instead of mostly only being able to buy pompano caught from the sea. Sometimes, if a fish is too popular, a problem called "overfishing" can happen. The fish could become harder and harder to find in the ocean. The fish might even disappear completely. The trouble with pompano is that no one really knows very much about how to grow big, healthy pompano in big tanks at a fish farm. That"s why scientists are trying to learn as much as they can about pompano. Maybe someday soon it will be easy to buy and eat pompano raised at fish farms, instead of pompano fished from the sea. When that happens, you may remember this story about these scientists who helped find out how to raise delicious pompano in a new, Earth-friendly way. | |||
| 1. Pompano costs so much to buy maybe because______. | |||
| A. it remains a secret for the scientists. B. it cannot be raised in big tanks inland. C. it"s the best-tasting kinds of fish in the world. D. it lives warmly off the Atlantic and Gulf coasts. | |||
| 2. Paragraph 4 mainly tell us raising pompano at fish farms ______. | |||
| A. makes it easier to buy and eat the pompano B. prevents people catching pompano from the sea C. stops people buying pompano caught from the sea D. helps make sure wild pompano will remain in the sea | |||
| 3. The word "overfishing" in paragraph 5 means ______. | |||
| A. 过度捕捞 B. 太受欢迎 C. 完全消失 D. 难以搜寻 | |||
| 4. What"s the trouble of raising the big fish? | |||
| A. Scientists are still working on it. B. It"s almost a secret to farm the fish. C. it"s impossible to keep the fish healthy. D. no one knows the way of raising the fish. | |||
| 5. The best title of the passage may be ______. | |||
| A. Pompano: the tasty fish B. secrets of the big fish C. A challenge: growing the big fish D. the way of raising the big fish | |||
| However important we may regard school life to be, we can"t ignore the fact that children spend more time at home than in the classroom. Therefore the great influence of parents can"t be ignored or discounted by the teacher. They can become strong supports of the school or they can consciously or unconsciously prevent the school from accomplishing its aims. Administrators have been aware of the need to keep parents apprised of the newer methods used in schools. Many principals have conducted workshops explaining such matters as the reading readiness program and developmental math. Moreover, the classroom teacher can also play an important role in explaining to parents what they should do. The informal tea and the many interviews carried on during the year, as well as new ways of reporting pupils" progress, can significantly aid the interchanged of ideas between school and home. Suppose that a father has been drilling Junior in arithmetic processes night after night. In a friendly interview, the teacher can help the parent change his method. He might be persuaded to let Junior participate in discussing the family budget, buying the food, using a measuring cup at home, setting the clock, calculating mileage on a trip and engaging in scores of other activities that have a mathematical basis. If the father follows the advice, it is reasonable to assume that he will soon realize his son is making satisfactory progress in math and at the same time, enjoying the work. Too often, however, teachers" conferences with parents are devoted to unimportant accounts of children"s wrongdoing, complaints about laziness and poor work habits, and suggestions for punishments and rewards at home. What is needed is a more creative approach in which the teacher, as a professional advisor, plants ideas in parents" minds for the best use of the many hours that the child spends out of the classroom. In this way, the school and the home join forces in fostering the fullest development of youngsters" competence. | |||
| 1. The underlined phrase "keep parents apprised of" (Line 1, Para.2) probably means to let parents ____. | |||
| A. judge B. know C. design D. develop | |||
| 2. What is the purpose of the schools" informal tea and interviews? | |||
| A. To improve the relationship between teacher and parents. B. To explain to parents the change of the school curriculum. C. To report students’ misdoings and suggestions for punishments. D. To help develop good communication between school and home. | |||
| 3. Why does the author provide all example in Paragraph 4? | |||
| A. To help parents to know the importance of home activities. B. To show how the teacher can guide in home training. C. To prove parents all non professional advisors. D. To advice parents to teach kids math at home. | |||
| 4. From the passage we learn that the author _____. | |||
| A. thinks teachers should do better as professionals B. is worried about children’s performance at home C. is satisfied with the present state of school education D. believes time spent out of the classroom has been wasted | |||
| 阅读理解。 | |||
| New findings from Queen"s University biologists show that in the plant world, bigger isn"t necessarily better. "Until now most of the thinking has suggested that to be a good competitor in the forest, you have to be a big plant," says Queen"s Biology professor Lonnie Aarssen. "But our research shows it"s virtually the other way around." Previous studies showed that larger plant species monopolize(垄断) sunlight, water and Other resources, limiting the number of smaller plant species that can exist around them. But the research has proved that this is not generally the case in natural vegetation. In the Queen"s project, PhD student Laura Keating targeted the largest "host plants" of 16 woody plant species growing in the Okanogan Valley, British Columbia. The research team calculated the number and variety of plants that neighbored each large host plant. They then randomly selected plots without host plants and calculated the plant species there as well. The research showed that the massive trees have no effect on the number of species with which they coexist. Smaller plants have many advantages over their overbearing neighbors, Professor Aarssen notes. Larger species generate physical space niches(生态位)under their shelters where smaller species grow well. Smaller plants are much more effective than large trees at using available resources. They also produce seeds at a much younger age and higher rate than their bigger counterparts, and settle down much more quickly-thus competing with the newly-born plants of larger species. | |||
| 1. What"s the main idea of the text? | |||
| A. Smaller plants may have many advantages over their neighbors. B. In the plant world, the bigger is better than the smaller one. C. To be a good competitor in the forest, you have to be a small plant. D. Queen"s University"s students made a new research. | |||
| 2. The underlined word "this" in Para.3 refers to the view that ____. | |||
| A. large and small plants can grow together in harmony B. larger plant species limit their smaller neighbors" growth C. small plant species have their own advantages D. large and small plant species can never coexist. | |||
| 3. What does the underlined word coexist mean in paragraph 4? | |||
| A. cooperate together B. surround together C. evolve together D. live together | |||
| 4. Which is the CORRECT order in the Queen"s project? a. Randomly selected plots without host plants and-calculated the plant species. b. Calculated the number and variety of plants that neighbored each large host plant. c. Selected the largest individuals or "host plants" of 16 woody plant species. | |||
| A. a, b, c B. c, b, a C. b, c, a D. a, c, b | |||
| 5. What can we learn according to the text? | |||
| A. Larger plant species limit the number of smaller ones around them. B. Smaller plants can limit the number of plant species around them. C. Smaller plants produce seeds at a higher rate than their bigger counterparts. D. Larger trees are more effective than small plants at using available resources. |