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    In communities north of Denver, residents are pitching in to help teachers and administrators as the Vrain school District tries to solve a $13.8 million budget shortage blamed on mismanagement. ¡°We¡¯re worried about our teachers and principals, and we really don¡¯t want to lose them because of this,¡± one parent said. ¡°If we can help ease their financial burden, we will.¡±
    Teachers are grateful, but I know it may be years before the district is solvent (ÓÐ×ÛºÏÄÜÁ¦µÄ). They feel really good about the parent support, but they realize it¡¯s impossible for them to solve this problem.
    The 22,000-student district discovered the shortage last month. ¡°It¡¯s extraordinary. Nobody would have imagined something happening like this at this level,¡± said State Treasurer Mike Coffman.
    Coffman and district officials last week agreed on a state emergency plan freeing up a $9.8 million loan that enabled the payroll (¹¤×ʵ¥) to be met for 2,700 teachers and staff in time for the holidays.
    District officials also took $1.7 million from student-activity accounts of its 38 schools.
    At Coffman¡¯s request, the District Attorney has begun investigating the district¡¯s finances. Coffman says he wants to know whether district officials hid the budget shortage until after the November election, when voters approved a $212 million bond issue for schools.
    In Frederick, students¡¯ parents are buying classroom supplies and offering to pay for groceries and utilities to keep first-year teachers and principals in their jobs.
    Some $36,000 has been raised in donations from Safeway. A Chevrolet dealership donated $10,000 and forgave the district¡¯s $10,750 bill for renting the driver educating cars. IBM contributed 4,500 packs of paper.
    ¡°We employ thousands of people in this community,¡± said Mitch Carson, a hospital chief executive, who helped raise funds. ¡°We have children in the school, and we see how they could be affected.¡±
    At Creek High School, three students started a website that displays newspaper articles, district information and an email forum. ¡°Rumors about what¡¯s happening to the district are moving at lighting speed,¡± said a student. ¡°We wanted to know the truth, and spread that around instead.¡±
    46. What has happened to the Vrain School District?
    A. A huge financial problem has arisen.
    B. Many schools there are mismanaged.
    C. Lots of teachers in the district are planning to quit.
    D. Many administrative personnel have been laid off.£¨A£©
    47. How did the residents in the Vrain School District respond to the budget shortage?
    A. They felt somewhat helpless about it.
    B. They accused those responsible for it.
    C. They made their efforts to help solve it.
    D. They demanded a thorough investigation.£¨C£©
    48. In the view of State Treasurer Mike Coffman, the educational budget shortage is ________.
    A. unavoidable       B. unbelievable       C. insolvable        D. invisible£¨B£©
    49. Why did Coffman request an investigation?
    A. To see if the financial problem was covered up on purpose
    B. To find out how serious the consequence of the case would be.
    C. To make sure that the school principals were innocent.
    D. To stop the voters approving the $212 million bond issue.£¨A£©
    50. Three high school students started a website in order to ________.
    A. attract greater public attention to their needs
    B. appeal to the public for contributions and donations
    C. expose officials who neglected their duties
    D. keep people properly informed of the crisis
    46-50.  ACBAD 
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    An ichthyologist is a scientist who studies fish. Most people who do this job say they love their work because it is very rewarding and varied. They work not only inside a laboratory, but also out in the field. Fieldwork includes traveling to rivers, oceans and lakes in order to collect information and specimens£¨Ñù±¾£©, Reading, writing and speaking are also very important to the job. Fish scientists need to read the research of other scientists. They must he able to write up their own research clearly so that others can follow it. They also need to be able to give lectures about their findings, so that they can spread knowledge.
    Ichthyologists who wish to specialize can choose any one of three areas of study. The first area is aquaculture  (Ë®²úÑøÖ³). This involves the study and practice of fish farming and management. Because it is a rather new study, there are very few job opportunities available. However, as there is so much to discover, many see it as an exciting area for a new ichthyologist to enter. The second area is fisheries science, which means working with a team of scientists to find out more about different fish species. The third area is about the protection of natural fish populations. This is very important today, given that many fish species are in danger of dying out because of the actions of humans.
    To become a successful fish scientist, you need to have a curious mind and be able to work on your own. You also need to be able to handle equipment and perform experiments; but most importantly, you must love fish. To become an ichthyologist, you will need to train at a university to pass a Bachelor of Science degree. For this, you will need to be good at mathematics, physical science and biology. Then, you will need to study for another year to complete an honours degree in ichthyology. This honours degree contains coursework about all aspects of fish. You also need to complete a research paper.
    68. What makes the jobs of ichthyologists so varied?
    A. They study fish habits and collect information.
    B. They have to study science and mathematics.
    C. They work in fields as well as in laboratories.
    D. They read research papers written by others.
    69. Which of the following statements is NOT true according to the passage?
    A. An ichthyologist has an interesting and varied profession.
    B. Aquaculture is the study of fish protection.
    C. The life of an ichthyologist can involve lots of travel.
    D. A fish scientist needs to be independent and curious about things.
    70. Who is most likely to become an ichthyologist?
    A. Tom, because he likes fishing and outdoor sports.
    B. Jack, because he likes to travel and read adventure books.
    C. Jenny, because she likes science, mathematics and reading about dinosaurs.
    D. Jane, because she likes mathematics, science, biology and searching rock-pools.
    71. The passage is probably written for         .
    A. university students                        B. science researchers
    C. fisheries experts                          D. fish farmers

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    Keeping a Diary in English
    Our teacher asks us to keep a diary in English. I   36   doing so because I think keeping a diary in English is one of the effective ways to   37   our English writing ability.
    Compared with   38   forms of writing, it is shorter and   39   less time. It can help us to   40   the habit of thinking in English.  41   we persist in(¼á³Ö) this practice, gradually we¡¯ll learn how to express ourselves in English. In keeping a diary in English,   42   can use the important phrases and sentences we¡¯ve   43   in or out of English classes to describe our   44  , and this way we can master and use freely   45   we¡¯ve learned, which will do good  46  us in English learning. But   47   we certainly run up against many difficulties. In the first place, it often happens that we have   48   finding proper words and phrases to give expression to our mind. Secondly, there   49   many idiomatic (¹ßÓõÄ) ways of saying things in Chinese. And it is extremely hard   50   us to put them into English properly.
    As far as I am concerned, my suggestion is that we   51   always have a notebook and a Chinese-English dictionary within easy reach. Whenever   52   beats(Äѵ¹) us, we can first put it down in our notebook and then look it up in our dictionary. We can also turn to our English teacher for   53  , if necessary.
    In short, I believe that it is of   54   use to keep a diary in English for the development of our   55   skills.
    36. A. imagine        B. can¡¯t stand        C. enjoy         D. finish
    37. A. get            B. gain          C. improve        D. prove
    38. A. other          B. the other      C. another       D. others
    39. A. spends         B. takes     C. pays                 D. spares
    40. A. develop        B. make         C. give up                 D. pick
    41. A. Before         B. After    C. If                     D. While
    42. A. they           B. he             C. she                   D. we
    43. A. learned        B. forgotten     C. thought               D. listened
    44. A. eyes          B. books    C. texts                  D. feelings
    45. A. that          B. which     C. what                  D. when
    46. A. to            B. across          C. between             D. along
    47. A. at a time      B. at one time           C. all the time             D. at times
    48. A. trouble       B. difficulties       C. chance               D. choice
    49. A. is            B. has         C. are                  D. have
    50. A. of            B. for          C. at                     D. on
    51. A. can           B. shall      C. may          D. should
    52. A. nothing       B. something       C. somebody     D. anybody
    53. A. money        B. dictionary      C. question               D. help
    54. A. great          B. much   C. very          D. more
    55. A. speaking        B. writing         C. listening       D. reading

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    In a class I teach for adults, I recently did the ¡°unpardonable.¡± I gave the class homework!
    The assignment (ÈÎÎñ) was to ¡°go to someone you love   36   the next week and tell them you love them. It   37  to be someone you have never   38   those words to before or at least haven¡¯t shared those words with for a long time.¡± That doesn¡¯t   39   like a very tough assignment,   40   you stop to realize that most of the men  were over 35 and were   41  in the generation of men that were taught that expressing emotions is not ¡°macho (ÄÐ×ÓººÆø¸ÅµÄ).¡± Showing feelings or crying (heaven forbid!) was just not done   42  this was a very threatening assignment for some.
    At the   43   of our next class, I asked if someone wanted to   44   what happened when they told someone they loved them. I fully expected one of the   45   to volunteer, as was usually the   46 , but on this evening one of the men raised his hand. He appeared quite moved and a bit   47  . As he unfolded out of his chair, he began by saying, ¡°Dennis. I was quite   48   with you last week when you gave us the assignment. I didn¡¯t feel that I had   49  to say those words to and   50 , who were you to tell me to do something that personal? But as I began driving home my conscience (Á¼Öª) started talking to me. It was telling me that I   51   exactly who I needed to say I love you to. You see, five years ago, my father and I had a heated   52   and really never resolved it since that one. We   53  seeing each other unless we absolutely had to at Christmas or other family gatherings. But   54   then, we hardly spoke to each other. So last. Tuesday   55  I got home, I had convinced myself. I was going to tell my father I loved him.¡±
    36£®A£®after  B£®before      C£®for    D£®within
    37£®A£®has to       B£®ought to    C£®had better D£®can
    38£®A£®told   B£®said   C£®talked       D£®spoken
    39£®A£®look  B£®hear  C£®listen D£®sound
    40£®A£®when B£®until  C£®that   D£®unless
    41£®A£®born  B£®grown      C£®raised       D£®risen
    42£®A£®And  B£®But   C£®So     D£®For
    43£®A£®beginning B£®end   C£®middle      D£®stating
    44£®A£®announce  B£®share C£®answer      D£®ask
    45£®A£®men  B£®adults       C£®students    D£®women
    46£®A£®case  B£®thing C£®story D£®experience
    47£®A£®afraid       B£®shaken      C£®terrible     D£®worried
    48£®A£®happy       B£®pleased     C£®angry       D£®satisfied
    49£®A£®everybody       B£®nobody     C£®someone   D£®anyone
    50£®A£®else   B£®except      C£®beside       D£®besides
    51£®A£®thought    B£®considered       C£®knew D£®guessed
    52£®A£®disagreement    B£®encouragement C£®disappointment D£®discouragement
    53£®A£®imagined  B£®risked       C£®avoided    D£®escaped
    54£®A£®still   B£®even  C£®just   D£®only
    55£®A£®by the time      B£®at the time       C£®for the time      D£®during the time

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    C
    Not even Dan Brown and his Da Vinci code¡ªbreakers(ÃÜÂëÆÆÒëÕß)dared deal with the mystery of Mona Lisa£¬s smile£®But Nicu Sebe£¬a computer expert the University of Amsterdam£¬the Netherlands£¬did£®He used¡¯emotion recognition¡¯software to process the famous painting and found Mona Lisa happy(83 per cent)and slightly disgusted(Ñá·³µÄ)(9 per cent)£®
    Faces show emotions. Psychology£¬computer science£¬and engineering researchers are joining forces to teach machines to read expressions£®If they succeed£¬your computer may one day¡°read¡±your mood£®Machines equipped with emotional skills could also be used in teaching£¬gaming£¬mind£­reading£¬etc.
    ¡°Mind Reader¡±£¬a system developed by Rosalind Picard at MIT(the Massachusetts Institute of Tech¡¯nology)in the US, uses input from a video camera to do real¡ªtime analysis of facial expressions. It reports on whether you seem¡°interested¡±or¡°agreeable¡±or if you¡¯re¡°confused¡±£®The system can help people recognize others¡¯emotions£®Picard says this means we could teach a machine to be as sensitive as a human£®In fact£¬a machine can be even smarter than people since it can tell if a person is lying or just¡°performing¡±by analyzing one¡¯s facial movements£®
    Jeffrey Cohn£¬a psychologist at the University of Pittsburgh£¬uses the Facial Action Coding System to recognize human emotions£®The system sorts more than 40 action units(AUs)of the face to tell people¡¯s real emotions£®He studied a videotape of a criminal who said to be sad about the murder of several family members and tried to pin the blame on someone else£®But Cohn saw no real sadness in the woman¡¯s face.
    Sadness is a group of AUs that is difficult to do at the same time£®You have to pull down the woman¡¯s of your lips while bringing your eyebrows together and raising them£®What the woman did was raise her cheeks to make a lip cud(Ʋ×ì)¡£Her brows stayed smooth£®
    64£®The best title of this passage is¡° ________ ¡±£®
    A£®The emotion on your face                    B£®Look at your face
    C£®Your face tells a story                          D£®Telling a lie
    65£®The missing sentence¡°This means£¬even though your mouth lice£¬your face doesn¡¯t£¬and the machine will know it all. ¡±should be put at the end of ___________£®
    A£®Paragraph 2   B£®Paragraph 3      C£®Paragraph 4     D£®Paragraph 5
    66£®How many facial emotion analyses are mentioned in this passage?
    A£®Four£®               B£®Three£®              C£®Two£®         D£®One
    67£®The underlined word¡°it¡±refers to________£®
    A£®MIT                                 B£®the video camera
    C£®one¡¯s face emotion            D£®the real¡ªtime analysis

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    A
    Too often we accuse others of not listening, pretending that we ourselves are faultless, yet in our hearts we know that many of the mistakes we make come about because we haven¡¯t listened carefully enough. We get things wrong because we haven¡¯t listened carefully enough. We get things wrong because we haven¡¯t quite understood what someone meant when they were talking to us. Anyone who has ever taken the minutes of a long meeting will know how hard it is to remember-- despite the benefit of notes-- exactly what everyone said. But success depends on getting things right--and that means listening.
    Listening is not the same thing as hearing; it is not an effort actively. It demands attention and concentration. It may mean quizzing the speaker for additional information or for clarification------ it is always better to ask than to continue regardless and get things wrong. However, if you allow your mind to wander onto something else, even for a few minutes, you¡¯ll miss what the speaker is saying------ probably at the very moment when he or she is saying something critical. And not having heard, you won¡¯t know you¡¯ve missed anything until it¡¯s too late.
    The most common bad habit we have is to start thinking of what we are going to say about the subject long before the other speaker has finished. We then stop listening. Even worse, this often adds rudeness to inattentiveness, as once you have decided what to say there is a fair chance you will interrupt to say it. Good listeners don¡¯t interrupt. In fact it is often worth explaining the main idea of what you have just been told before going on to make your own points. Nobody is offended by this and it shows that you have listened well.
    Above all be patient and accept that many people are not very good communicators. It¡¯s helpful to remember that the ways people move and position themselves while they are speaking can reveal a great deal about what they are saying. Equally important you should put yourself in the other person¡¯s place, both intellectually and emotionally; it will help you to understand what they are getting at and form a response. But don¡¯t be too clever. Faced with a know-all, many people keep quiet because they see no point in continuing.
    56. Which is the best title for this passage?
    A. Don¡¯t be too clever                B. Be a good listener.
    C. Don¡¯t miss anything critical            D. Think of the speaker
    57. In the last paragraph, ¡°¡­¡­ what they are getting at ¡­¡­¡± means________ .
    A. what they imply                             B. what they like
    C. what they attack                             D. what they achieve
    58. What is the writer¡¯s opinion?
    A. If you want to be a good listener, you should be very clever and emotional.
    B. Speakers won¡¯t continue talking when their listeners explain what they¡¯ve heard.
    C. If you don¡¯t want to get things wrong, it¡¯s important to be a good listener,
    D. It¡¯s hard to be a good listener because listening tests you on your intelligence.
    59. What is the lesson we can learn from this passage?
    A. Don¡¯t accuse others of not listening while talking with them.
    B. Don¡¯t get anything wrong if you miss what the speaker is saying.
    C. Listening inattentively may cost you the loss of your success.
    D. Think carefully of what you¡¯re going to say before the speaker finishes.

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    B
    Events such as hurricanes, earthquakes, floods, volcanic eruptions, and tornadoes are all natural disasters. They are mostly related to the weather. Some are predictable ----like a hurricane. Some, like an earthquake, surprise us. It is necessary for us to learn about them, so we can be prepared!
    Flooding happens during heavy rains, when rivers overflow, when ocean waves come onshore, when snow melts too fast or when dams or banks break. Flooding is the most common of all natural disasters.
    Hurricanes are severe tropical storms that form in the southern Atlantic Ocean, Caribbean Sea, Gulf of Mexico, and in the Pacific Ocean. Hurricanes gather heat and energy through contact with warm ocean waters. Evaporation(Õô·¢) from the sea water increases their power.
    Hurricanes have winds at least 74 miles per hour. When they come onto land, the heavy rain, strong winds and heavy waves can damage buildings, trees and cars.
    Tornadoes are nature¡¯s most violent storms. Tornadoes must always be taken seriously. Tornadoes can be very dangerous ---- sometimes even deadly. They come from powerful thunderstorms and appear as moving. Tornado winds can reach 300 miles per hour. They cause damage when they land the ground. They can damage an area one mile wide and 50 miles long.
    While thunder won't hurt you ----lightning will! So it's important to pay attention when you hear thunder. Thunderstorms happen mostly in summer and every thunderstorm has lightning. Lightning can strike people and buildings, which is very dangerous.
    Thunderstorms affect small areas when compared with hurricanes and winter storms. The typical thunderstorm is 15 miles in diameter and lasts an average of 30 minutes.
    A volcano is a mountain with a large opening at the top through which melting rock, steam, gases escape from time to time with violent force from inside the earth. When pressure increases, eruptions occur. Gases and rock shoot up through the opening fill the air with small pieces. Eruptions can cause lava flows, hot ash flows, mudslides, falling ash and floods, which is likely to knock down entire forests, cause floods and earthquakes. Fresh volcanic ash can cause damage to the lungs of older people, babies and people with respiratory problems.
    64. From the passage, we know that ______.
    A. all natural disasters can be predicted 
    B. all natural disasters are connected with the weather.
    C. human beings can do nothing with natural disasters
    D. the more we know about natural disasters, the less we will suffer.
    65. Which of the following is NOT true according to the passage?
    A. Flooding is the most common natural disaster. 
    B. Hurricanes and tornadoes can land the ground and cause damage.
    C. Thunder can strike people and buildings.          
    D. Fresh volcanic ash can cause illnesses.

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    A
    Sam and Joe were astronauts. There was once a very dangerous trip and the more experienced astronauts knew there was only a small chance of coming back alive. Sam and Joe, however, thought it would be exciting though a little dangerous. ¡°We¡¯re the best men for the job,¡± they said to the boss. ¡°There may be problems, but we can find the answers.¡± ¡°They¡¯re the last people I¡¯d trust,¡± thought the boss. ¡°But all the other astronauts have refused to go.¡±
    Once they were in space, Joe had to go outside to make some repairs. When the repairs were done, he tried to get back inside the spaceship. But the door was locked. He knocked but there was no answer. He knocked again, louder this time, and again no answer came. Then he hit the door as hard as he could and finally a voice said, ¡°Who¡¯s there?¡± ¡°It¡¯s me! Who else could it be?¡± shouted Joe. Sam let him in all right but you can imagine that Joe never asked to go on a trip with Sam again!
    36. Most of the astronauts were unwilling to go on a trip because _______.
    A.there was little chance of being selected      B.they weren¡¯t experienced enough
    C. they thought they might get killed         D. it wasn¡¯t exciting enough
    37. Why were Sam and Joe chosen?
    A. The boss wanted them to get more experience.
    B. The boss trusted them more than anyone else.
    C. They were the last people who wanted to go.
    D. They were the only men who offered to go.
    38 Joe didn¡¯t want to work with Sam again probably because he thought Sam _______.  
    A. was very slow and possibly deaf     B.didn¡¯t know how to operate the door
    C. was less experienced than he was   D. didn¡¯t know how to do repairs
    39. The writer tells this story to _______.
    A. show the dangerous side of the astronauts¡¯ life   B. make people laugh
    C. show the funny side of the astronauts¡¯ life     D. make people think

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    D
    Can it be true that Australian men spend more time during the week brushing their teeth than they do alone with their children?
    A new study from the University of New South Wales has discovered that during the working week, Aussie fathers only spend an average of just over a minute each day alone with their children£®Australian mothers, on the other hand, spend three hours a week looking after their children ¡ª a much
    greater disparity £¨ÐüÊ⣩ than in other countries like America, Denmark, Italy and France, where couples divide the child-care more evenly£®
    These findings will upset those who want to shake off the perhaps unfair image of Australia as a land of old-fashioned male chauvinism £¨´óÄÐ×ÓÖ÷Ò壩£®
    According to the study, Australian fathers appear to like the fun aspects of parenthood, but shy away from the drudgery£®So while they tend to be happy taking the kids to the park or to sports events, they are unlikely to participate regularly in feeding, bathing, or taking the kids to school£®In short, parenting is seen as a woman's job and a man's hobby in Australia£®
    Many people believe that in Europe the last twenty years have seen the arrival of the so-called "new man" ¡ª the man who is willing to share the housework and child-care£®The "new man" never misses his children's school plays and he always gets home in time to read their bedtime story£®Indeed, a questionnaire conducted in the UK indicated that almost 70 of British women thought that men were as good at raising children as women£®
    That's something for Aussie men to think about while they are brushing their teeth!
    68£®The underlined word "drudgery" refers to ______£®                                 
    A£®enjoyable activity      B£®easy job    C£®social responsibility  D£®boring work
    69£®In Australian parenting, ______£®                                               
    A£®both fathers and mothers take it as a hobby                                                    
    B£®neither fathers nor mothers spend enough time on child-care                                      
    C£®parents don't share the same amount of child-care                                             
    D£®fathers don't like the kids at all
    70£®The passage says that the "new man" would ______£®                               
    A£®go home right after work          B£®spend more time on their work                            
    C£®read stories to their children    D£®do all the housework
    71£®According to the passage, Australian fathers should                                 
    A£®spend more time with their kids    B£®know more about their family                           
    C£®learn from their wives         D£®stay at home longer

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