--- Have you told him we have changed the plan?

I _____ have, but I haven’t done it yet.

A．must             B．ought to           C．needn’t         D．can’t

 

The long, lonely voyage of the Japanese ghost ship is over．

A US Coast Guard cutter poured cannon fire into an abandoned Japanese ghost ship that had been drifting since last year’s tsunami, sinking the vessel into waters more than 305 meters deep in the Gulf of Alaska and removing the danger it posed to shipping and the coastline on Thursday．
The cutter’s guns tore holes in the 164-foot Ryou-Un Maru, and then it began to take on water and lean to one side． In about four hours, the ship disappeared into the sea, said Chief Petty Officer Kip Wadlow．
The ship had no lights or communications system, and its tank was able to carry more than 7,570 liters of diesel fuel． Officials, however, didn’t know exactly how much fuel was aboard．
“It’s less risky than it would be running into shore or running into other ships,” coast guard spokesman Paul Webb said．
The US National Oceanic and Atmospheric Administration and the Environmental Protection Agency studied the problem and decided it is safer to sink the ship than let the fuel evaporate and pollute the sea environment．
Ryou-Un Maru was probably among the first wave of the 1．5 million tons of garbage of refrigerators, washing machines, televisions, roofs and fishing nets heading toward North America since last March when a magnitude-9．0 earthquake struck Japan．
As the coast guard was ready to fire on the vessel, a Canadian fishing vessel, the 19-meter Bernice C, claimed the rights to save the ghost ship in international waters．
Plans to sink it were paused so the Canadian crew could have a chance to take the stricken ship． A Canadian official with knowledge of the situation told the Associated Press that the Bernice C was unable to drag it．
Then the Canadian boat left, and once it was about 10 kilometers from the Japanese vessel, the Coast Guard began to fire, first with 25 mm shells, then a few hours later with ammunition twice that size．
State officials have been working to test the danger of garbage including materials affected by a damaged nuclear power plant, to see if Alaska residents, seafood or wild animals could be affected．
【小题1】Which of the following is NOT the reason for sinking the Japanese ship?

A．It had no lights or communications system.

B．It might be washed up onto the shore．

C．It was a danger to other passing ships．

D．The oil it carried could pollute the sea．

【小题2】The plan to fire on the Japanese ghost ship was paused because ____________．

A．the ghost ship was beyond the reach of the Coast Guard’s guns

B．the shells were not powerful enough to sink the ghost ship

C．state officials worried the ghost ship might give out radiation

D．a Canadian fishing boat wanted to save the ghost ship

【小题3】Which of the following could be the best title for the passage?

A．Japanese ghost ship arriving at US

B．Tsunami garbage heading to US

C．Cannon fire sinking Japanese ghost ship

D．Japanese ghost ship polluting the Pacific

Surgical teams accidentally leave clamps, sponges and other tools inside about 1,500 patients nationwide each year.

The mistakes largely result not from surgeon tiredness, but from the stress arising from emergencies or complications(并发症) discovered on the operating table, the researchers reported.

The study found that emergency operations are nine times more likely to lead to such mistakes, and operating–room complications requiring a change in procedure are four times more likely.

It also happens more often to fat patients, simply because there is more room inside them to lose equipment, according to the study.

Two–thirds of the mistakes happened even though the equipment was counted before and after the procedure, in keeping with the standard practice.

Most lost objects were sponges, but also included were metal clamps and electrodes(电极). In two cases, 11–inch retractors (牵引器) metal strips were forgotten inside patients. In another operation, four sponges were left inside someone. When there is significant bleeding and a sponge is placed in a patient, it can sometimes look indistinguishable from the tissue around it.

The lost objects usually lay around the abdomen (腹腔) or hips but sometimes in the chest. They often caused tears or infections. Most patients needed additional surgery to remove the object. In other cases, patients even sensed nothing about the object, and it turned up in later surgery for other problems.

To prevent such mistakes from happening, Loyola University Medical Center is becoming one of the first hospitals in the country to use sponges outfitted with bar codes. The new system was brought to Loyola through the efforts of the hospital’s operating room nurses.

Another effective way is to X–ray patients after surgery to reduce the likelihood of objects being left inside patients.

1.In which of the following situations are objects most likely to be left inside a patient?

A．The nurses are counting the equipment and the patient is being X–rayed.

B．The surgeons are doing the last operation of the day, and everyone is exhausted.

C．unexpected happens and some changes must be made in the procedure.

D．A complex operation is going on according to the plan made by many experts.

2.Which of the following statements is NOT true?

A．Such mistakes happen more often to fat patients.

B．1,500 patients suffer from the mistake all over the world every year.

C．X–ray examination can help to find the lost objects.

D．The mistake largely results from stress rather than tiredness.

3.What can we infer from the passage?

A．Surgical teams aren’t to blame for the mistakes.

B．Some people never know there is something left inside their body.

C．Most mistakes happen because equipment isn’t counted after the procedure.

D．Only some small objects may be left inside the patients.

4.What is the best title for the passage?

A．Never Trust Anyone                     B．A Mistake in the Operating Room

C．Carelessness and Mistakes                D．Tips for Patient Safety

 

Pushy parents and teachers who “hothouse” the under-5s risk causing damage to the children’s long term development, a leading education expert said.

       Lilian Katz, Professor of Education at the University of Illinois, said that four-year-olds engaged in reading and writing went on to perform worse academiclly than those engaged in imaginative learning. They scored higher in tests at the age of 5, but children whose first year at school was stimulating outstripped them four years later.

   The findings suggest that the government's structured approach to early years' learning could be storing up problems for children. They also raise serious questions about the plan for all children to be able to read by the age of 6.

   In many countries formal teaching does not start until children are 6 or 7 and have improved their social and manual skills. Children start learning to read and write at 6 in the United States. France and Germany , and at 7 in Finland and Sweden.

   Professor Katz said that in many schools the courses were "boring children to tears". Much academic teaching required children to learn by memorizing pieces of information out of context, she said. Teaching in reception class should instead allow children to develop their intellect by exploring their environments and asking questions.

   "Research suggests the benefits of formal academic insturction for four- and five-year-olds seem to be promising when they are tested early, but considerably less so in the long term. When these children are followed over a period of three or more years, those who had early experience in more intellectually engaging curricula were more likely to do well in school than their peers, who had received early academic instruction." She avocates teaching children through first-hand experience and play, in mixed-aged classes. This can include puppet shows, drawing or running a pretend shop in the classroom.

1．According to the passage, those who “hothouse” the under-5s would probably _________.

       A. prefer a lot of interaction and stimulation while teaching

       B. teach in a lively way to motivate kids’ interest

       C. push the kids to memorize pieces of information

       D. care about the kids’ physical development

2．What does the underlined word “ outstripped” in Paragraph 2 mean?

       A. did better than                                B. looked down upon

       C. caught up with                                      D. performed worse than

3．According to Lilian Katz, the government’s structured approach to early-years learning ______.

       A. is necessary for improving children’s reading and writing ability

       B. needs to be improved to develop children’s academicability

       C. will cause problems to children in their future learning

       D. has more advantages than disadvantages

4．The message the author wants to deliver through the passage is that formal teaching _______.

       A. can start at different times in different countries.

       B. should not be started too early

       C. is best carried out in Finland and Sweden

       D. should include teaching children social and manual skills

5．Which of the following is NOT the opinion of Lilian Katz?

       A. Children should be taught through first-hand experience.

       B. Learning in a mixed-age class is good for children.

       C. Running a shop can help children get good marks.

       D. Puppet shows and drawing are useful easy in teaching children.

The plan was that the two parties should first reach an agreement on the basic ______, the details to be worked out later.

A. standard                 B. practice                            C. habit                                 D. principle