| ( )1. A. patient ( )2. A. active ( )3. A. care ( )4. A. activity ( )5. A. effects ( )6. A. As a result ( )7. A. replace ( )8. A. gracefully ( )9. A. free from ( )10. A. providing | B. familiar B. contrary B. fear B. education B. suggestions B. On the whole B. reserve B. emotionally B. isolated from B. making | C. pleased C. important C. wish C. behavior C. reasons C. After all C. represent C. academically C. related to C. taking | D. dissatisfied D. negative D. deny D. belief D. pressures D. On the contrary D. release D. financially D. close to D. losing |
| 1-5: DDBBC 6-10: AACBD | |||
| 阅读理解。 | |||
| In some children who go blind, certain parts of the brain that normally control vision appear to switch jobs and focus instead on sound, a new study has found. The study, by researchers at the University of Montreal, involved 7 adults who could see and 12 adults who had lost their vision when they were children. Each participant sat in a room with 16 loudspeakers at different locations. The room was designed so that there were no echoes. During the experiment, the speakers irregularly produced sounds. Participants had to point to where the sounds were coming from. Meanwhile, the researchers monitored blood flow in the brains of the participants to see which brain structures were working during the task. The results showed that five of the blind participants were very good at pointing to where sounds were coming from. In these people, blood flow increased in the visual cortex- an area at the back of the right side of the brain. This part of the brain is usually associated with vision. The other seven blind participants showed no increase in activity in the visual cortex. These people didn"t do very well at picking out where sounds were coming from. Now, the researchers are looking at whether these people have gained an enhanced sense of touch instead of sound to replace their lost vision. The scientists say that their study shows how adaptable parts of the brain can be. | |||
| 1. The purpose of the experiment described in the passage is to find whether _____. | |||
| A. blind children can regain their sight B. blind people have a better sense of sound C. the sense of touch is better among blind people D. blood flow in the brains of blind people is slower | |||
| 2. The participants of the experiment were asked _____. | |||
| A. to tell the difference between 16 sounds B. to take down the time each sound lasted C. to identify the direction the sound came from D. to detect the number of the loudspeakers. | |||
| 3. During the experiment, blood flow in the brains of the participants was measured in order to _____. | |||
| A. learn about the way they react to echoes B. look for the way of enhancing hearing ability C. find which parts of the brain were functioning D. expose the relationship between seeing and touching | |||
| 4. Which of the following statements best summarizes the main idea of the passage? | |||
| A. Most blind people have a well-developed sense of touch. B. People go blind because of the breakdown of their visual cortex. C. Most blind people have a better sense of sound than normal people. D. Human brains can adjust themselves after the loss of a certain function. | |||
| 阅读理解。 | |||
| An ancient Egyptian mummy thought to be that of Pharaoh Ramses I (法老一世) has returned home after more than 140 years in North American museums. The body was carried off the plane in Cairo in a box covered in Egypt"s flag. The Michael Carlos Museum gave it back after tests showed it was probably that of the man who ruled 3,000 years ago. The US museum acquired it three years ago from a Canadian museum, which in turn is thought to have bought it from Egyptian gave robbers in 1860.The mummy was welcomed back home with songs and military band music during a ceremony at the national museum in Cairo. Zahi Hawass, head of Egypt"s Supreme Council of Antiquities (文物最高委员会), traveled from the US with the body and said it would be moved next year to the Luxor Museum in southern Egypt."We are not 100% sure that mummy is that of Ramses I," said Mr. Hawass."But we are 100% sure that it is of a king." Atlanta"s Michael Carlos Museum acquired the mummy in 1999, but offered to return it after hi-tech scanning equipment indicated it was likely to be that of Ramses I. The museum website said it had been acquired from the Niagara Falls Museum. It is thought a Canadian collector bought the mummy for the Niagara Falls Museum around 1860 from an Egyptian family which had came across a tomb filled with royal mummies at a site near Luxor. Mr.Hawass praised the handover as"a great, civilized gesture". And he appealed to other world museums to return Egypt"s antiquities, particularly the Rosetta Stone in the Britain Museum and the Bust of Nefertiti in the Berlin Museum. | |||
| 1. Where was Ramses mummy kept in just before the handover? | |||
| A. the Luxor Museum B. the Michael Carlos Museum C. the Niagara Falls Museum D. a Canadian Museum | |||
| 2. Which is the correct order of the following events according to the passage? a. The mummy returned home. b. The mummy was kept in the Niagara Falls Museum. c. Egyptian grave robber sold he mummy. d. A Canadian collector bought the mummy. e. The mummy was kept in the Michael Carlos Museum. | |||
| A. c-d-e-b-a B. c-b-e-d-a C. a-d-c-b-e D. c-d-b-e-a | |||
| 3. Which of the following statements is TRUE according to the passage? | |||
| A. All the Egypt"s antiquities have returned home after the handover. B. Niagara Falls Museum is an American museum. C. Buying the mummy from the Egyptian family was a civilized gesture. D. Ramses Mummy had been kept in Canada for more than a century. | |||
| 4. What would be the best title for the passage? | |||
| A. The history of Ramses mummy. B. The handover ceremony of Ramses mummy from Canada. C. The returning of Ramses mummy to its homeland Egypt. D. The history of the royal family of Ramses. | |||
| 阅读理解。 | |||
| It"s not entirely true that kids learn a second language easily, but it"s still the best time to learn. Babies are basically equipped to hear and distinguish every possible language and dialect, but once they reach 6 months old, they begin to focus on the particular sounds that exist in the languages that they"re exposed to. In this way, kids will naturally and automatically be bilingual (双语的) if they hear multiple languages on a daily basis when they are still babies.. One lady told me of her son who grew up in a very multi-cultural community working at a resort. He would naturally and easily switch from Dutch, to French, to Italian, German and English depending on who he was talking to. Of course that"s an extreme case, but it"s completely possible and easy. It" s not true that they will get mixed up by learning multiple languages. They may mix them up purposely simply because certain words or expressions are easier, but they won"t develop any permanent language disabilities. Quite the contrary, bilingual children have been shown to be as much as a year more advanced in learning ability development for 2 and 3 years olds. Some kids who simply aren"t gifted at learning languages, just as some aren"t gifted at sports or music, will find it difficult to continue schooling in a foreign language. In that case, it may be better not to continue with the foreign language school. Still, it will have been an excellent opportunity for Grade One. Perhaps for Grade Two you could try a bilingual school. In any case, learning even a small amount of a foreign language, maintaining the ability to hear and pronounce it by listening to music and movies will keep a foundation for later learning. Knowing a second language can be a great benefit for gaining employment. | |||
| 1. What"s the main idea of the first paragraph? | |||
| A. It"s difficult for kids to learn a second language. B. Kids are able to learn multiple languages. C. Kids should be exposed to the native language. D. Kids enjoy all kinds of different dialects. | |||
| 2. What did the lady tell us about her son? | |||
| A. He could speak five kinds of languages. B. He was learning some different languages. C. He could talk with many people at the same time. D. He was working in a multi-community. | |||
| 3. In which way can learning multiple languages benefit kids according to the text? | |||
A. Mixing up different languages. | |||
| 4. What should you do if your kids are not good at learning language? | |||
| A. Ask them to turn to sports or music. B. Encourage them to remain in Grade One C. Let them remain in the foreign language school. D. Send them to a bilingual school later. | |||
| 阅读理解。 | |||
| Scientists in the United States say plant life has increased on Earth in the past twenty years and that in every area of plant growth the increase is the result of weather conditions. Eight scientists from across the United States did the study. The space agency NASA and the Department of Energy paid for it. The findings were published in the magazine Science. The researchers spent one and a half years examining weather satellite information. The information was recorded from 1982 to 1999.That period was one of the warmest on record. Researchers found that rainfall generally increased during that time. The satellites measured the number of leaves on plants and the amount of sunlight taken in. The scientists used that information to estimate what is called net primary production. This is total amount of carbon stored in land plants. The scientists report a 6% increase in stored carbon since 1982.They say gains were high in equatorial areas, especially around the Amazon River in South America. The area alone had a 1% increase in the net primary production. Ramakrishna Nemani of the University of Montana in Missoula headed the study. He says reduced cloud cover led to growth in Amazon area. He also says the lack of clouds allowed more sunlight to get through. More sunlight meant increases in photosynthesis (光合作用).That is the process by which plants use energy from sunlight to produce the chemicals they need to grow. Northern Canada, the north-central United States and northern Europe were second in increased plant growth.Ramakrishna Nemani says a rise in temperature helped plants there. All together, the report says 25% of areas of plant life on Earth experienced increases. But the scientists also note increase in the number of people on Earth and carbon dioxide levels in the atmosphere. Ranga Myneni of Boston University in Massachusetts, another study scientist says humans use about half the net primary production on Earth. And he notes that the world population grew by 36% during the period of time studied. | |||
| 1. Which of the following is in charge of the study? | |||
| A. The space agency NASA of the US. B. The Department of Energy of the US. C. Ramakrishna Nemani in Missoula. D. Ranga Myneni in Massachusetts. | |||
| 2. What"s the main cause of the plant growth put forward by the study? | |||
| A. Growth in population. B. Regional features. C. Seasonal variation. D. Weather conditions | |||
| 3. Why do scientists believe that reduced cloud cover has led to the plant growth in the Amazon area? | |||
| A. Because plants could take in more sunlight. B. Because plants could get more rainfall. C. Because plants could enjoy cooler air. D. Because plants suffer less from natural disasters. | |||
| 4. Which of the following descriptions about the years from 1982 to 1999 is TRUE? | |||
| A. It was the warmest on record. B. Rainfall decreased little by little. C. World population grew by 25%. D. Stored carbon increased by 6%. | |||
| 阅读理解。 | |||
| Why should I teach my children history? That sounds like a stupid question to even ask. But, as I hear different home schooling teachers discuss history, I get the idea that there may be different reasons for teaching history. Let me briefly explain the three good reasons for studying history and two bad reasons for studying history. The major reason I see for studying history is that we can learn from the past. I am convinced that the world would be a much better place if more people understood the successes and failures of the past and the things that made these successes and failures. However, as the unfortunately true statement goes "the one thing we seem to learn from history is that we don"t seem to learn from history." Perhaps at least in teaching history, to my children I can do a small part in changing this. A second major reason for studying history is that it is hard to understand the current political climate in the absence of an understanding of its historical context. We can- not even understand why we are and where we are without history, much less (更不必说) try to figure out where we are going or how we should get where we want to be. I teach my children history, for one more reason. I purchased a set of historical audio (录音机) tapes for our children. My seven-year-old son listened to them over and over. It was my hope that he would become inspired by the accomplishments of people like the Wright brothers to accomplish things by himself. I think that it is good that we celebrate the accomplishments of people like Martin Luther King Jr. if, in doing so, young people are called on to stand for the principles that he stood for and accomplish what he accomplished. I also think that by studying people like Adolph Hitler, people can learn to stand against the things that he stood for. | |||
| 1. What message can we get from the underlined sentence in Paragraph 2? | |||
| A. Many people aren"t clever enough to learn well from the past. B. Many people fail to make good use of history and make the same mistakes. C. Many people feel it hard to understand history. D. Many people have no interest in studying history. | |||
| 2. In Paragraph 3, the author shows that history is useful because _______. | |||
| A. it makes the current political situation go smoothly B. it helps us realize the importance of historical events C. it helps us understand why things are the way they are D. it helps people accept the present situation where they live | |||
| 3. What would be talked about in the following paragraph? | |||
| A. How to teach history effectively. B. Some negative reasons for studying history. C. How to get more people to study history. D. Some bad historical figures. | |||
| 4. The main purpose of this passage is to _______. | |||
| A. inspire the parents to teach their children history B. show the importance of history in politics C. explain the reasons why children study history D. introduce the writer" s own way of teaching history |