I liked climbing things when I was a baby. My mother remembers and has told me most of those 　36 moments like this one. When I was one and a half years old, we lived in our first house in Rue St-Louis. On a hot summer day, my father intended to 37 the roof of our old house. In order to climb up there, he 38 a ladder front of the house.

In my town, 　39 could walk outside because the streets were 40 . I was outside watching my father climb on that strange thing. I was curious about why my father disappear at last. So I decided to go up it to 41 why it was impossible to see my father after he reached the 42 of that thing. At 1.5 years old, still a baby wearing pampers, I climbed that ladder to the roof top and started walking 43 . My father did not notice that-he was on the other side occupied with his repairs. It happened that a nice lady in our 44 passed by and 　45 me. The nice lady came to my house and 　46 my mother of it, who was fearful and 47 ran outside to speak with me.

She really thought I would just 48 that roof, for I was just a baby 49 . She asked me to sit down and stop moving in a 50 way you speak to your babies when they are cuts. 　51 , I threw myself flat on the 　52 and waited.

My mother climbed the ladder to 53 me up and there I was enjoying the view laughing at my mother’s shocked face. 　54 the saying goes, “He who knows nothing 55 nothing.”

36．A．valuable　　　　　　　 B．unforgettable　　　 C．endless　　　　　　　 D．worthy

37．A．build　　　　　　　　　 B．paint　　　　　　　　　 C．clean　　　　　　　　　 D．mend

38．A．spread　　　　　　　　 B．laid　　　　　　　　　　 C．stood　　　　　　　　 D．moved

39．A．adults　　　　　　　　 B．children　　　　　　　 C．babies　　　　　　　　 D．villagers

40．A．smooth　　　　　　　 B．wide　　　　　　　　　 C．clean　　　　　　　　　 D．safe

41．A．figure out　　　　　 B．think out　　　　　　 C．pick out　　　　　　 D．point out

42．A．foot　　　　　　　　　 B．top　　　　　　　　　　 C．step　　　　　　　　　 D．body

43．A．out　　　　　　　　　　 B．up　　　　　　　　　　　 C．down　　　　　　　　 D．around

44．A．house　　　　　　　　 B．neighborhood　　　 C．family　　　　　　　　 D．company

45．A．met　　　　　　　　　　 B．inspected　　　　　　 C．heard　　　　　　　　 D．spotted

46．A． asked　　　　　　　　 B．warned　　　　　　　 C．reminded　　　　　　 D．advised

47．A．quietly　　　　　　　　 B．slowly　　　　　　　　 C．immediately　　　　 D．curiously

48．A．fall off　　　　　　　 B．climb onto　　　　　 C．repair　　　　　　　　 D．destroy

49．A．after all　　　　　　　 B．at all　　　　　　　　　 C．in all　　　　　　　　　 D．all in all

50．A．concerned　　　　　 B．cautious　　　　　　 C．nice　　　　　　　　　 D．clear

51．A．Therefore　　　　　 B．Instead　　　　　　　 C．However　　　　　　 D．Otherwise

52．A．ladder　　　　　　　　 B．ground　　　　　　　 C．roof　　　　　　　　　 D．street

53．A．bring　　　　　　　　　 B．pick　　　　　　　　　 C．put　　　　　　　　　　 D．take

54．A．When　　　　　　　　 B．While　　　　　　　　 C．For　　　　　　　　　　 D．As

55．A．doubts　　　　　　　 B．fears　　　　　　　　　 C．ignores　　　　　　　 D．understands

　---What’s the matter with your boyfriend?

　---I can’t stand _____when he often ignores me and talks with other girls.

　 A. one 　　　　　 　 B. that　 　　　　 C. him　 　　　　　 D. it

There is no doubt that Apple is well aware of the increased competition in the market and could be in a hurry to put another product out there, said Ramon Llamas, senior research analyst at IDC Mobile Devices Technology and Trends. Given its history with product launches and business policy, though, Apple probably isn’t going to rush an iPhone release simply to put it on shelves, he said.

“If you’re Tim Cook (CEO of Apple), you’re thinking if you want to pay more attention to how to keep growing that bottom line and keep investors(投资人) happy, or continue with the same approach from Apple, which is do what we can do and manage products and releases in the best way they can work for us. Apple usually does things in their own time, and I’m having a hard time buying this May or June timeline.” Llamas told Mac News World.

While it’s probable that Apple is surely in a testing stage for its next smartphone, consumers likely have a standard wait for the finished product, said Colin Gibbs, analyst at GigaOm Pro.

“It typically takes a year or longer to create a state-of-the-art smartphone, so no one should be surprised Apple is in the testing stages with the next iPhone. And while it’s possible that Apple could launch the next iPhone this spring or summer, I’m not expecting to see it until a little later in the year,” he told Mac News World.

When it does launch, though, it could be in a variety of colors, said Gibbs. “Apple has already tested the waters with releasing colored products when it revamped (更新，翻新）its iPod line last fall, so it is understood that it would want the new change with its smartphone, as well”.

“I wouldn’t be surprised if the new iPhone becomes available in some new colors,’’ he said. “That could be done pretty cheaply, and it would give Apple a new marketing angle.”

67. According to Ramon Llamas, Apple always ______.

A. tries to please its investors　　　　　　 B. rushes to put new products to market

C. ignores the fierce market competition 　　 D. does things as planned

68. As for the next iPhone, Colin Gibbs didn’t mention ______.

A. the stage of its being tested　　 　　 B. the rough time of its being released

C. the function to be improved　 　　　　　　 D. the wide variety of its color

69. What’s Colin Gibbs’ attitude towards the next iPhone?

A. Disapproving.　 B. Indifferent (漠不关心的). C. Doubtful.　　 D. Objective.

70. This passage is presented in the form of ______.

A. stories　　 　　　　 B. comments　 　　 C. advertisements　　 D. debates

    I must have been about fourteen then, and I put away the incident from my mind with the

easy carelessness of  youth. But the words, Carl Walter spoke that day, came back to me years

later, and ever since have been of great value to me.

Carl Walter was my piano teacher. During one of my lessons he asked how much practicing I was doing. I said three or four hours a day.

"Do you practice in long stretches, an hour at a time?"

"I try to."

"Well, don't," he exclaimed. "When you grow up, time won't come in long stretches.    Practice in minutes, whenever you can find them five or ten before school, after lunch, between household tasks. Spread the practice through the day, and piano-playing will become a part of your life."

When I was teaching at Columbia, I wanted to write, but class periods, theme-reading, and committee meetings filled my days and evenings. For two years I got practically nothing down on paper, and my excuse was that I had no time. Then I remembered what Carl Walter had said. During the next week I conducted an experiment. Whenever I had five minutes unoccupied, I sat down and wrote a hundred words or so. To my astonishment, at the end of the week I had a rather large manuscript ready for revision, later on I wrote novels by the same piecemeal method. Though my teaching schedule had become heavier than ever, in every day there were idle moments which could be caught and put to use. I even took up piano--playing again, finding that the small intervals of the day provided sufficient time for both writing and piano practice.

There is an important trick in this time--using formula: you must get into your work quickly. If you have but five minutes for writing, you can't afford to waste four chewing your pencil. You must make your mental preparations beforehand, and concentrate on your task almost instantly when the time comes. Fortunately, rapid concentration is easier than most of us realize.

I admit I have never learnt how to let go easily at the end of the five or ten minutes. But life can be counted on to supply interruptions. Carl Walter has had a tremendous influence on my life. To him I owe the discovery that even very short periods of time add up to all useful hours I need, if I plunge（投入）in without delay.

56．The meaning of “stretch” in the underlined part is the same as that in sentence “        ”.

      A．The forests in the north of the province stretch for hundreds of miles.

       B．Bob worked as a government official for a stretch of over twenty years.

       C．My family wasn’t wealthy by any stretch of the imagination.

       D．During his senior year his earnings far enough to buy an old car.

57．Which of the following statements is true?

　　A．The writer didn’t completely take the teacher’s words to heart at first.

　　B．Carl Walter has had a great influence on the writer's life since he became a student.

　　C．The writer owes great thanks to his teacher for teaching him to work in long stretches.

　　D．Rapid concentration is actually more difficult than most people imagine.

58．We can infer that the writer             . 

       A．has new books published each year however busy his teaching is

      B．is always tired of interruptions in life because his teaching schedule is always heavy

      C．has formed a bad habit of chewing a pencil while writing his novels

       D．can find sufficient time for mental preparations beforehand, so he's devoted to work   instantly

59．What is the best title of this passage?

       A．Concentrate on Your Work           B．A Little at a Time

       C．How I Became a Writer           D．Good Advice Is Most Valuable

　So long as teachers fail to distinguish between teaching and learning , they will continue to undertake to do for children that which only children can do for themselves. Teaching children to read is not passing reading on to them. It is certainly not endless hours spent in activities about reading. Douglas insists that“ reading cannot be taught directly and schools should stop trying to do the impossible”.

　　Teaching and learning are two entirely different processes. They differ in kind and function. The function of teaching is to create the conditions and the climate that will make it possible for children to devise the most efficient system for teaching themselves to read. Teaching is also public activity. It can be seen and observed.

　　Learning to read involves all that each individual does to make sense of the world of printed language. Almost all of it is private ,for learning is an occupation of the mind ,and that process is not open to public scrutiny.

　　If teacher and learner roles are not interchangeable ,what then can be done through teaching that will aid the child in the quest（探索）for knowledge? Smith has one principal rule for all teaching instructions. “Make learning to read easy, which means making reading a meaningful, enjoyable and frequent experience for children. ”

　　When the roles of teacher and learner are seen for what they are, and when both teacher fulfil them appropriately, then much of the pressure and feeling of failure for both is eliminated. Learning to read is made easier when teachers create an environment where children are given the opportunity to solve the problem of leaning to read by reading.

The problem with the reading course as mentioned in the first paragraph is that ________.

　　A. it is one of the most difficult school courses

　　B. students spend endless hours in reading

　　C. reading tasks are assigned with little guidance

　　D. too much time is spent in teaching about reading

The teaching of reading will be successful if ________.

　　A. teachers can improve conditions at school for the students

　　B. teachers can enable students to develop their own way of reading

　　C. teachers can devise the most effcient system for reading

　　D. teachers can make their teaching activities observable

The underlined word“ scrutiny” most probably means“________”.

　　A. inquiry　　　　　　　　　　　 B. observation

　　C. control　　　　　　　　　　　 D. suspicion