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14£®Rice is an important part of many people's diets£®Researchers from the Harvard School of Public Health in Massachusetts have released a report about rice£®It shows that eating white rice increases the risk of Type Two diabetes £¨ÌÇÄò²¡£©£®However£¬eating brown rice reduces the risk of the disease£®
The World Health Organization says more than two hundred and twenty million people worldwide have diabetes£®Type Two diabetes results when the body cannot effectively use the sugar it produces£®
    More than thirty-nine thousand men and one hundred and fifty-seven thousand women took part in the study£®They were asked about their diet and day-to-day activities£¬as well as any pre-existing diseases£®The study found that the people who ate five or more servings of white rice per week had a seventeen percent increased risk of developing Type Two diabetes£®But those who ate two or more servings of brown rice a week had an eleven percent reduced risk of getting the disease£®
   Brown rice is the grain in its natural form£®White rice results after it has been refined£®This involves removing the outer cover£®Only the inner white kernel is left£®White rice is often enriched to replace some nutrients lost during the refining process£®
   Qi Sun is the lead writer of the report£®He says the outer parts of brown rice slow down the work of the body's digestive enzymes £¨Ïû»¯Ã¸£© into starch£®This means that the release of sugar into the bloodstream is slower after eating brown rice compared to white rice£®
   A diet of foods that quickly release sugar into the bloodstream has been linked with a greater risk of Type Two diabetes£®The exact reason for this is not known£®
   Doctor Sun says less refined grains have more nutritional value than refined grains£®He says replacing white rice with whole grains like whole wheat or barley could result in a thirty-six percent lower chance of developing Type Two diabetes£®He says people should replace white rice and other refined carbohydrates with whole grains whenever possible£®
   However£¬brown rice does not last as long as white rice because of the oil-rich layer of bran£®This makes it less usable in poor communities£®The International Rice Research Institute is working to develop kinds of white rice whose starch is released more slowly£®
63£®What is the exact reason of Type Two diabetes£¿D
A£®Eating too much white rice
B£®Sugar in the bloodstream£®
C£®digestive enzymes in the starch
D£®It is still unknown to us£®
64£®What does the underlined word"refined"in the fourth paragraph mean£¿A
A£®Processed
B£®Cut
C£®Struck
D£®Developed£®
65£®Which of the following is true£¿C
A£®White rice has more nutritional value than whole grains£®
B£®The oil-rich layer of bran can prevent the brown rice from going bad£®
C£®Eating brown rice may reduce the risk of developing Type Two diabetes£®
D£®The outer cover of brown rice will speed the release of sugar into the bloodstream£®
66£®What's the best title of the passage£¿C
A£®The importance of rice                       
B£®Brown rice and white rice       
C£®Diabetes and rice eating                     
D£®Sugar and diabetes£®

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15£®I turned 16 on Friday£¬but the Driver's License Office in my small hometown was only open on Tuesday£¬so I had to wait through that extremely long £¨41£©C and an endless Monday before going in for my £¨42£©D£®
I came to the Driver's License Office half an hour earlier that Tuesday morning£¬£¨43£©C the office to £¨44£©B at eight£®Finally£¬the door opened and a man in a brown uniform let me in£®
"Let me guess£®You want to £¨45£©D the driver's test£®"his voice was not enthusiastic£®
"Yes!"I answered in £¨46£©C£®
"Ok£¬fill this out£¬and if you pass we'll go for a£¨47£©D£®"
I grabbed the test and £¨48£©Ato the desk where I filled it out in record time£®A quick check showed that my paper was £¨49£©B£®
"Let's £¨50£©C the car£®"He threw me a set of keys£¬and I slid behind the wheel£®Everything was going£¨51£©B as we pulled out of the empty parking lot£®I £¨52£©C a right hand turn£¬and we were on a deserted street£®This was going to be £¨53£©B£®
"Turn left and go up Young Blood Hill£¬"he ordered£®My hometown is in the mountains£¬and Young Blood Hill was almost vertical£¨´¹Ö±µÄ£©£®As I eased up the steep£¨¶¸Ç͵ģ© hill and came to a £¨54£©A at the top£¬I heard the car's engine £¨55£©D£®My heart sank£®I would have to start it again without rolling back down the hill£®I swallowed hard and turned the£¨56£©B£» as I moved my foot from the £¨57£©C£¬the car began to roll£®I suppose I could have rolled all the way back to the £¨58£©Aof the hill except for one thing£®There was something behind me which £¨59£©C my roll with a rough shake and crash of glass-a police car£®
The policeman wrote me a£¨n£© £¨60£©D as I looked over the damage£¬and the man from the Driver's License Office slid behind the wheel£®I waited until we had parked before I asked how long a person had to wait before taking the test again£®

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19£®Humans are among the very few animals that form a threat to elephants£®Yet not all people are a danger-and elephants seem to know it£®The giants have shown a remarkable ability to use sight and smell to distinguish between African racial groups that have a history of attacking them and groups that do not£®Now a study shows that they can even tell these differences from words spoken in the local tongues£®
Biologists Karen McComb and Graeme Shannon at the University of Sussex in Brighton£¬UK£¬guessed that African elephants might be able to listen to human speech and make use of what they heard£®To find out whether this was true£¬they recorded the voices of men from two Kenyan racial groups calmly saying£¬"Look£¬look over there£¬a group of elephants is coming£¬"in their native languages£®One of these groups was the Maasai£¬some of whom regularly kill elephants during fierce competition for water or cattle-grazing£¨·ÅÄÁ£© space£®The other was the Kamba£¬a crop-farming group that rarely has treated elephants violently£®
The researchers played the recordings to 47elephant family groups at Amboseli National Park in Kenya and monitored the animals'behavior£®The differences were remarkable£®When the elephants heard the Maasai£¬they were much more likely to cautiously smell the air or crowd together than when they heard the Kamba£®Indeed£¬the animals bunched together nearly twice as tightly when they heard the Maasai£®
"We knew elephants could distinguish the Maasai and Kamba by their clothes and smells£¬but that they can also do so by their voices alone is really interesting£¬"says Fritz Vollrath£¬a zoologist at the University of Oxford£¬UK£®
Attracted by their findings£¬McComb£¬Shannon and their colleagues wondered whether the Maasai language on its own was a danger signal£¬or whether the animals were responding to the combination of the language and the voice of an adult male who was likely to hold a spear£®To find out£¬they recorded Maasai women and boys saying the same phrase£¬and monitored elephant-family responses to them£®They found that the differences were similar to what they saw with the Kamba£®

47£®What is the main idea of the passage£¿B
A£®Elephants can distinguish their enemies by sight and smell£®
B£®Elephants can recognize the voices of their Enemies£®
C£®Elephants have a remarkable ability to distinguish their enemies£®
D£®Elephants know that not all people are their Enemies£®
48£®Why did the biologists record the voices of the Maasai and the Kamba£¿C
A£®To find out whether elephants have a good listening ability£®
B£®To find out the differences in voices between the Maasai and the Kamba£®
C£®To find out whether elephants can recognize the voices of their Enemies£®
D£®To find out the different characters between the Maasai and the Kamba£®
49£®How did the biologists come to the final conclusion in the study£¿A
A£®By comparison£®
B£®By listing£®
C£®By discussion£®
D£®By argument£®
50£®What may be mentioned right after the last paragraph of this passage£¿D
A£®The elephants were more likely to flee from the voices of Maasai women and boys
B£®The elephants did not show any concerns about the voices of Maasai men£®
C£®The elephants may remain calm while hearing the voices of Maasai men£®
D£®The elephants were less likely to flee from the voices of Maasai women and boys£®

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Some ancient people believed that lightning and thunder were the weapons of the gods£®
In reality£¬lightning is a flow of electricity formed high above the earth£®A single flash of lightning 1.6kilometres long has enough electricity to light one million light bulbs £¨µÆÅÝ£©£®
The American scientist and statesman£¬Benjamin Franklin£¬was the first to show the connection between electricity and lightning in 1752£®In the same year he also built the first lightning rod £¨±ÜÀ×Õ룩£®This device protects buildings from being damaged by lightning£®
Modern science has discovered that one stroke of lightning has a voltage £¨µçѹ£© o more than 15million volts £¨·üÌØ£©£®A flash of lightning between a cloud and the earth may be as long as 13kilometers£¬and travel at a speed of 30million meters per second£®
Scientists judge that there are about 2£¬000million flashes of lightning per year£®Lightning hits the Empire State Building in New York City 30to 48times a year£®In the United States alone it kills an average of one person every day£®
The safest place to be in case of an electrical storm is in a closed car£®Outside£¬one should go to low ground and not get under trees£®Also£¬one should stay out of water and away from metal fences£®Inside a house£¬people should avoid open doorways and windows and not touch wires or metal things£®
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B£®the gods       
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D£®nature
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B£®not so quickly as electricity
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16£®Human cloning is expected to be £¨46£©beneficial £¨benefit£© to mankind in many ways£¬although some people object to £¨47£©carrying £¨carry£© out human cloning research£®Below is a list that is far from completion£®
Dr£®Richard Seed£¬one of the leading £¨48£©supporters £¨support£© of human cloning technology£¬indicates that it may someday be possible to reverse£¨µßµ¹£© the aging process because of what we learn from cloning£®
Scientists£¬who are also in £¨49£©favor/favour of human cloning technology£¬believe that heart attack victims may get treated£¨50£©appropriately £¨appropriate£© if their healthy heart cells are cloned and then injected into the areas of the heart that have been damaged£®
£¨51£©Besides£¬there has been a breakthrough £¨52£©in human stem cells£®Embryonic£¨ÅßÌ¥µÄ£© stem cells can be grown to produce organs to repair or replace damaged £¨53£©ones/organs£®By combining this technology with human cloning technology it may be possible to produce needed organs for suffering people £¨54£©who/that will be free of rejection by their immune systems£®Conditions such as Alzheimer's disease£¬Parkinson's disease£¬diabetes£¬heart failure£¬and other problems may £¨55£©be cured £¨cure£© if human cloning and its technology are not banned£®

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13£®Laws that would have ensured pupils from five to 16received a full financial education got lost in the¡®wash up'£®An application is calling on the next government to bring it back£®
At school the children are taught to add up and subtract£¨¼õ·¨£© but£¬extraordinarily£¬are not routinely shown how to open a bank account-let alone how to manage their finances in an increasingly complex and demanding world£®
Today the parenting website Mumsnet and the consumer campaigner Martin Lewis have joined forces to launch an online application to make financial education a compulsory element of the school curriculum in England£®Children from five to 16should be taught about everything from pocket money to pensions£¬they say£®And that was exactly the plan preserved in the Children£¬Schools and Families bill that was shelved by the government in the so-called"wash-up"earlier this month-the rush to legislation before parliament was dismissed£®Consumer and parent groups believe financial education has always been one of the most frustrating omissions of the curriculum£¨¿Î³Ì£©£®
As the Personal Finance Education Group £¨Pfeg£© points out£¬the good habits of young children do not last long£®Over 75% of seven-to 11-year-olds are savers but by the time they get to 17£¬over half of them are in debt to family and friends£®By this age£¬26% see a credit card or overdraft£¨Í¸Ö§£© as a way of extending their spending power£®Pfeg predicts that these young people will"find it much harder to avoid the serious unexpected dangers that have befallen many of their parents'generation unless they receive good quality financial education while at school£®"
The UK has been in the worst financial recession£¨Ë¥ÍË£©for generations£®It does seem odd that-unless parents step in-young people are left in the dark until they are cruelly introduced to the world of debt when they turn up at university£®In a recent poll of over 8£¬000people£¬97% supported financial education in schools£¬while 3% said it was a job for parents£®

71£®The passage is mainly aboutC£®
A£®how to manage school lessons
B£®how to deal with the financial crisis
C£®teaching young people about money
D£®teaching students how to study effectively
72£®It can be inferred from the first two paragraphs thatA£®
A£®the author complains about the school education
B£®pupils should not be taught to add up and subtract
C£®students have been taught to manage their finances
D£®laws on financial education have been effectively carried out
73£®The website and the consumer campaigner joined toD£®
A£®instruct the pupils to donate their pocket money
B£®promote the connection of schools and families
C£®ask the government to dismiss the parliament
D£®appeal for the curriculum of financial education
74£®According to Pfeg£¬D£®
A£®it is easy to keep good habits long
B£®teenagers spend their money as planned
C£®parents are willing to pay the debt for their kids
D£®it will be in trouble if the teenagers are left alone
75£®A poll is mentioned toA£®
A£®stress the necessity of the curriculum reform
B£®show the seriousness of the financial recession
C£®make the readers aware of burden of the parents
D£®illustrate some people are strongly against the proposal£®

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