阅读理解 （共5小题，每小题2分，满分10分）

根据短文内容，从短文后的选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。 注意：请把答案写在答题纸上。            

Dr. Sylvia Earle wants you to stop eating fish. It’s not because fish are endangered, though wild fish stocks in many oceans are very low. It’s not because they’re bad for you, though fish in many areas are exposed to poisonous substances in the water.     .

“Fish are sensitive; they have personalities, says the marine biologist. For Earle, eating a fish would be like eating a dog or a cat. “I would never eat anyone I know personally.”

There’s a lot more to fish than meets the eye: they talk to each other, they like to be touched, and they engage in behavior that can seem very human.     . Earle and a growing number of animal rights activists see these as strong arguments against eating fish altogether.

     . “While it may seem obvious that fish are able to feel pain, like every other animal, some people think of fish as swimming vegetables,” says Dr. Lynne Sneddon. “Really, it’s kind of a moral question. Is the enjoyment you get from fishing (or eating fish) more important than the pain of the fish?”

Fishermen and (fried) fish lovers are skeptical. “I’ve never seen a smart fish,” says Marie Swaringen as she finishes off a plate of fish at a Seattle seafood restaurant. “    .”

“For years, everyone’s been telling us to eat fish because it’s so good for us,” says another diner. “Now I’ve got to feel guilty while I’m eating my fish?     ? Don’t eat salad because cucumbers (黄瓜) have feelings?”

A. What are they going to think of next  

B. It’s because they’re smart   

C. The activists also point out that fish feel pain and fish suffer horribly on their way from the sea to the supermarket 

D. They can remember things and learn from experience 

E. Obviously fish are just a kind of vegetables

F. If they were very smart, they wouldn’t get caught   

G. Don’t they feel guilty while eating their fish

 Personally I think the ______ Andrew drew from his simple experiment is not scientific.

A．conclusion        B．decision           C．information        D．invention

 

 I was reading these intriguing stories behind a group of great logos in the world. Personally Nike is my favorite one—it's so simple. And I liked the stories behind them, which made me forget all other things. McDonald's, Apple, Mercedes Benz and Adidas own great logos as well，and they are among my very favorites.

Nike

In the Greek myth, Nike is the goddess of victory and the source of inspiration  for  soldiers. This  logo represents the wing in the famous statue of the Greek goddess. Nike's logo was designed by Carolyn Davidson in 1971 for $35，and was registered as a trademark in 1995.

McDonald's

The logo was designed in 1962 by Jim Schindler  to  resemble  the  archshaped  signs  on  the  side  of  the company's then walk­up hamburger stand. Later on, the two golden arches were combined together to form the M．The McDonald's name was added to the logo in 1968.

Apple

There  are  different  stories  behind Apple's logo. The first logo was a reference to the religious story of Adam and Eve, in which the apple represented the fruit of the Tree of Knowledge. One year later, the second logo was designed in 1977 by Steve Jobs and Ronald Wayne，and it described Sir Isaac Newton sitting under an apple tree. This logo didn't stay long. One year later it was replaced almost immediately by graphic designer Rob Janoff's “rainbow apple”，a rainbow­colored silhouette(轮廓)of an  apple with a bite taken out of it. And then the rainbow­colored apple was replaced by the onecolored logo in 1998. It has not been changed so far.

Mercedes Benz

The Mercedes Benz logo, which was originally created by Gottlieb Daimler in 1909, consists of a simple description of a three­pointed star that represents its rule of the land，the sea and the air. The company was founded by Gottlieb Daimler and Wilhelm Maybach. Marcedes is the name of Maybach's elder daughter, while Benz came as a result of a combination with Benz，Cie. and DMG in 1926.

Adidas

The  Adidas  logo, which  was created by the founder of the company Adi Dassler, represents mountains, pointing towards the challenges that are seen ahead and goals that can be achieved. The logo was used for the first time in 1967.

56．What does the author think of the stories of the great logos?

A. They are boring.

B. They are out of date.

C. They are attractive.

D. They are practical.

57．What does Nike's logo stand for?

A. The goddess of victory.

B. The source of inspiration for soldiers.

C. The statue of the Greek goddess.

D. The wing of the Greek goddess.

58．We can learn that Apple's present logo is ________.

A. the religious story of Adam and Eve

B. a bitten apple with only one color

C. Newton's sitting under an apple tree

D. the rainbow­colored bitten apple

59．Which of the following time orders describes the births of the great logos?

A. Mercedes Benz—McDonald's—Nike—Apple

B. Nike—McDonald's—Apple—Mercedes Benz

C. McDonald's—Apple—Nike—Mercedes Benz

D. Nike—Mercedes Benz—McDonald's—Apple

从方框中所给的句子中选出适当的语句填入下面的对话中。

A. Personally, the most important thing is to use different techniques to make people laugh. B. Go ahead, please. C. You know, I’m a comedian. D. What are you doing at this moment? E. I wish it would be the funniest I’ve ever shown. F. I plan to dress up as Santa Claus and give gifts to children.

A: Mr. Bean, I’m a reporter from CCTV, can I ask you some questions?

B:    1     

A: What do you think is of the most importance in your job: fame, success, or something else?

B:    2    We usually don’t use any words. Our clothes, make-up and the way we act can create fun.

A:    3    

B: I’m getting ready for a honor show. I have an act with a monkey. I’ve decided to act as if I were lovelier than the monkey.    4    That’s why I have worked very hard to prepare these days.

A: Aha, I can’t wait to enjoy the show. What are your plans for your next show?

B:    5    I intended to give my audience a one-hour show which is full of happiness.

A: Thank you very much.

B: Don’t mention it.

 

FRIDAY, Aug. 3 (Health Day News) -- Middle school students who are physically fit are likely to score higher on standardized tests measuring reading and math abilities, a new study has found. And, the average scores went up in connection with levels of fitness, the findings showed.

“The more physically fit kids were, the higher their scores,” said the study’s lead author, Trent Petrie, director of the Center for Sport Psychology at the University of North Texas in Denton. “Parents should encourage their kids to be physically active. There are some real cognitive (认知的) and academic benefits that come from physical fitness”, Petrie said.

Results of the study are scheduled to be presented Friday at the annual meeting of the American Psychological Association in Orlando, Fla. The study included more than 1,200 middle school students from five schools in a suburban area of Texas, with 561 boys and 650 girls. About 57 percent of the children were white, and nearly one-quarter were Mexican American. Nine percent were black and about 2 percent were of Asian descent.

The school district provided the researchers with information on the children’s race, age, grade level and whether they qualified for the free school lunch program, which was an indicator of the family’s socioeconomic status. The schools also provided scores to the tests, which were given between one and four months after the researchers had assessed the children’s levels of fitness. Fitness tests were administered during physical education classes to determine the youngsters’ heart and lung health (cardiorespiratory fitness), as well as their body mass index (BMI), an indicator of how much body fat a person has. The children also filled out questionnaires that helped the researchers determine factors such as self-esteem and social support.

After accounting for factors such as age, sex, family income and self-esteem, the researchers found that for both boys and girls, higher levels of heart and lung health predicted better scores on both the math and reading tests.

For boys, perceived (感观的) social support also seemed to increase their reading scores, the investigators found. In girls, while being physically fit predicted higher reading scores, so too did a higher BMI-- which indicates more body fat. “We were a little surprised by this finding,” Petrie said.

“It was not as strong an association as the one with physical fitness,” he added. The authors suspect it may have something to do with girls this age entering adolescence, which may be related to a higher BMI and slightly higher brain development. He said he plans to make great effort to look for this relationship again in larger studies to see if it was a chance finding, or if the association holds up.

“While we can’t say 100 percent that physical fitness causes better academic performance, we can say that there is a strong and predictive relationship between physical fitness and academic performance,” Petrie said.

“It’s hard to tease apart (梳理) the exact reason for this association,” said Becky Hashim, an attending clinical psychologist and assistant professor in the departments of psychiatry and pediatrics at the Children’s Hospital of Montefiore, in New York City.

“It may be that the children are getting more oxygen. When the heart and lungs are working at a higher capacity, it may allow the brain to work at peak performance. Children who are less fit may be sleepier during school,” she noted. “I personally feel that there’s probably a strong relationship between the confidence you get from being able to do something physical well and academic performance.”

Whatever the reason behind this association may be, “there’s certainly no harm in pushing physical fitness,” Hashim added. “Physical fitness may make you feel better, give you more confidence and improve your performance across the board,” she said.

Petrie agreed. “Physically fit kids are happier, have higher self-esteem and, tend to have better relationships, and now we’re beginning to see that there also seem to be benefits cognitively and academically. Our study sends a strong warning to policymakers to reconsider the service program of physical education classes for kids,” he said.

1.How did the school district help the researchers carry out the study?

A．By analyzing the data of fitness tests.

B．By giving some basic information.

C．By completing some questionnaires.

D．By offering a certain amount of Money.

2.According to the passage, the result of the study will be published ______.

A．in a book          B．in a journal        C．at a conference     D．on the Internet

3.What’s the suitable title of the passage?

A．Parents should be aware of the benefit of fitness.

B．Fitter kids are likely to make better grades.

C．Fitness affects kids’ social behavior greatly.

D．Teachers should value physical education classes.

4.What’s Becky Hashim’s attitude towards the relationship between physical fitness and academic performance?

A．Supportive        B．Indifferent         C．Critical            D．Doubtful

5.What does the underlined word “one” in Paragraph refer to?

A．The BMI.          B．The body fat.       C．The brain development.   D．The test score.

6.From the last paragraph we can infer that physically fit kids ______.

A．deserve to be treated well                B．live much longer than others

C．get along well with others                 D．enjoy a peaceful life