She won a Nobel Prize for her scientific ______.

A. interests　　　　　　　　　　　　 B. achievements　

C. behavior　　　　　　　　　　　　 D. observation

　　 Fewer and fewer students choose scientific majors,  4  maths, physics and biology, and art majors,   5   history, Chinese and philosophy.

　　    6   students can study in these “hot” majors, because the number of these “hot” majors   7  limited.

　　 If one   8  interest in his work or study,    9  can he do well? I   10  this from one of my classmates. He is  11  the countryside. His parents are farmers. Though he   12  biology, he chose “international business” He   13  to live a life which is different   14  of his parents.

　　 In the end, he found he   15  in doing business. He found all the subjects to be   16     17  this wouldn't have happened if he had chosen his major according to his own interests.

　　 Choosing a major in university   18  decide one's whole life. Majors   19  are not “hot” today may become the “hot” major of tomorrow.

　　 Choosing your major according to your own   20  is the best way to succeed.

1. A. Being    　　　　   B. For 　　 　　　　　　C. Having      　　   D. As

2. A. give up   　　 　　   B. appear 　　　　　　C. give  　　 　　  D. master

3. A. place     　　　　   B. room   　　  　　　　C. areas 　　　　   D. space

4. A. for example    　　   B. such as 　　  　　　　C. and so on   　　    D. as a result

5. A. even    　　   　　   B. like 　　 　　　　　　C. just　　    　　   D. or

6. A. Only a few   　　     B. Quite a few 　　　　C. Perhaps    　　     D. Many

7. A. is   　　  　　　　   B. are 　　  　　　　　　C. would be  　　   　　   D. have been

8. A. had no　　  　　   　　   B. had　　 　　 　　　　C. has no      　　   D. has

9. A. why     　　　　   B. and what     　　　　C. how&nb

sp;  　　 　　   D. and how

10. A. suggested  　　   B. guessed　　 　　  　　C. searched           D. learned

11. A. out of　　　　　　 B. off    　　   　　　　　　C. in　　　　　　   D. from

12. A. studied    　　　　    B. likes    　　　　　　 　　C. learns    　　　　   D. succeeds to study

13. A. wants   　　 　　   B. doesn't want　　 　　  C. enjoys    　　   D. doesn't like

14. A. from which　　    B. from that　　　　   C. for which　　　　 D. for that

15. A. was interested　　    B. was clever 　　　　 　　C. was not interested　　 D. was not clever

16. A. lovely　　　　　　　　　　    B. rare    　　　　    　　C. obvious    　　     D. tiresome

17. A. So　　      　　　　B. Then   　　 　　　　C. Just then   　　     D. Maybe

18. A. can　　　　　　    B. does not　　 　　    C. probably  　　   D. perhaps not to

19. A. on which   　　   　　　　B. in which  　　    C. which 　　  　　   D. /

20. A. interests　　　　    B. experience　　　　 C. mind　　　　　　 D. heart

　　More and more students want to study in “hot” majors.    1  a result, many students want to  2  their interests and study in these   3  such as foreign languages, international business and law, etc.

　　 Fewer and fewer students choose scientific majors,  4  maths, physics and biology, and art majors,   5   history, Chinese and philosophy.

　　    6   students can study in these “hot” majors, because the number of these “hot” majors   7  limited.

　　 If one   8  interest in his work or study,    9  can he do well? I   10  this from one of my classmates. He is  11  the countryside. His parents are farmers. Though he   12  biology, he chose “international business” He   13  to live a life which is different   14  of his parents.

　　 In the end, he found he   15  in doing business. He found all the subjects to be   16     17  this wouldn't have happened if he had chosen his major according to his own interests.

　　 Choosing a major in university   18  decide one's whole life. Majors   19  are not “hot” today may become the “hot” major of tomorrow.

　　 Choosing your major according to your own   20  is the best way to succeed.

1. A. Being    　　　　   B. For 　　 　　　　　　C. Having      　　   D. As

2. A. give up   　　 　　   B. appear 　　　　　　C. give  　　 　　  D. master

3. A. place     　　　　   B. room   　　  　　　　C. areas 　　　　   D. space

4. A. for example    　　   B. such as 　　  　　　　C. and so on   　　    D. as a result

5. A. even    　　   　　   B. like 　　 　　　　　　C. just　　    　　   D. or

6. A. Only a few   　　     B. Quite a few 　　　　C. Perhaps    　　     D. Many

7. A. is   　　  　　　　   B. are 　　  　　　　　　C. would be  　　   　　   D. have been

8. A. had no　　  　　   　　   B. had　　 　　 　　　　C. has no      　　   D. has

9. A. why     　　　　   B. and what     　　　　C. how   　　 　　   D. and how

10. A. suggested  　　   B. guessed　　 　　  　　C. searched           D. learned

11. A. out of　　　　　　 B. off    　　   　　　　　　C. in　　　　　　   D. from

12. A. studied    　　　　    B. likes    　　　　　　 　　C. learns    　　　　   D. succeeds to study

13. A. wants   　　 　　   B. doesn't want　　 　　  C. enjoys    　　   D. doesn't like

14. A. from which　　    B. from that　　　　   C. for which　　　　 D. for that

15. A. was interested　　    B. was clever 　　　　 　　C. was not interested　　 D. was not clever

16. A. lovely　　　　　　　　　　    B. rare    　　　　    　　C. obvious    　　     D. tiresome

17. A. So　　      　　　　B. Then   　　 　　　　C. Just then   　　     D. Maybe

18. A. can　　　　　　    B. does not　　 　　    C. probably  　　   D. perhaps not to

19. A. on which   　　   　　　　B. in which  　　    C. which 　　  　　   D. /

20. A. interests　　　　    B. experience　　　　 C. mind　　　　　　 D. heart

　　In the United States in the early 1800’s, individual state governments had more effect on the economy than did the federal government. States controlled manufacturing, banking, mining and transportation firms and participated in the construction of various internal improvements such as canals, turnpikes（收费关卡）, and railroads. The states encouraged internal improvements in two distinct ways: first, by actually establishing state companies to build such improvements; second, by providing part of the capital for mixed public-private companies setting out to make a profit.
　　In the early nineteenth century, state governments also engaged in a surprisingly large amount of direct restricting activity, including extensive licensing and inspection programs. Licensing targets reflected both similarities in and difference between the economy of the nineteenth century and that of today: in the nineteenth century, state regulation through licensing fell especially on drug dealers, innkeepers and retail merchants of various kinds. The goods of trade generally came under state inspection and such important raw material as lumber and gunpowder were also subject to state control. Finally, state governments experimented with direct labor and business regulation designed to help the individual laborer or consumer, including setting maximum limits on hours of work and restrictions on price-fixing by business.
　　Although the states dominated economic activity during this period, the federal government was not inactive. Its goals were the facilitation of western settlement and the development of native industries. Toward these ends the federal government pursued several courses of action. It established a national bank to stabilize banking activities in the country and, in part, to provide a supply of relatively easy money to the region, where it was greatly needed for settlement. It permitted access to public western lands on increasing easy term, with a summit in the Homestead Act of 1862, by which title to land could be claimed on the basis of residence alone. Finally, it set up a system of tariffs（关税） that was basically protectionist in effect, although maneuvering for position by various regional interests produced frequent changes in tariff rates throughout the nineteenth century.
1.What does the passage mainly discuss？
　　A. States rights versus federal rights.
　　B. The participation of state governments in railroad, canal, and turnpike construction.
　　C. The roles of state and federal government in the economy of the nineteenth century.
　　D. Restricting activity by state government.
2.It can be inferred from the first paragraph that in the nineteenth century canals and railroads were ______.
　　A. built with money that came from the federal government
　　B. much more expensive to build than they had been previously
　　C. built predominantly in the western part of the country
　　D. sometimes built in part by state companies
3.According to the passage, which of the following is true of the Homestead Act of 1862？
　　A. It increased the money supply in the West.
　　B. It was a law first passed by state government in the West.
　　C. It made it increasingly possible for settlers to obtain land in the West.
　　D. It established tariffs in a number of regions.
4.Which of the following activities was the responsibility of the federal government in the nineteenth century？
　　A. Control of the manufacture of gunpowder.
　　B. Determining the conditions under which individuals worked.
　　C. Regulation of the supply of money.
　　D. Inspection of new homes built on western lands.

Like many of my generation, I have a weakness for hero worship. At some point, however, we all begin to question our heroes and our need for them. This leads us to ask: What is a hero?

　　Despite immense differences in cultures, heroes around the world generally share a number of characteristics that instruct and inspire people.

　　A hero does something worth talking about. A hero has a story of adventure to tell and a community who will listen. But a hero goes beyond mere fame.

　　Heroes serve powers or principles larger than themselves. Like high-voltage(电压) transformers, heroes take the energy of higher powers and step it down so that it can be used by ordinary people.

　　The hero lives a life worthy of imitation. Those who imitate a genuine hero experience life with new depth, enthusiasm, and meaning. A sure test for would-be heroes is what or whom do they serve? What are they willing to live and die for? If the answer or evidence suggests they serve only their own fame, they may be famous persons but not heroes. Madonna and Michael Jackson are famous, but who would claim that their fans find life more abundant?

　　Heroes are catalysts (催化剂) for change. They have a vision from the mountaintop. They have the skill and the charm to move the masses. They create new possibilities. Without Gandhi, India might still be part of the British Empire. Without Rosa Parks and Martin Luther King, Jr., we might still have segregated(隔离的) buses, restaurants, and parks. It may be possible for large-scale change to occur without leaders with magnetic personalities, but the pace of change would be slow, the vision uncertain, and the committee meetings endless.

1. Although heroes may come from different cultures, they _______.

　　A. generally possess certain inspiring characteristics

　　B. probably share some weaknesses of ordinary people

　　C. are often influenced by previous generations

　　D. all unknowingly attract a large number of fans

2. According to the passage, heroes are compared to high-voltage transformers in that ____.

　　A. they have a vision from the mountaintop

　　B. they have warm feelings and emotions

　　C. they can serve as concrete(具体的) examples of noble principles

　　D. they can make people feel stronger and more confident

3. Madonna and Michael Jackson are not considered heroes because ________.

　　A. they are popular only among certain groups of people

　　B. their performances do not improve their fans morally

　　C. their primary concern is their own financial interests

　　D. they are not clear about the principles they should follow

4. Gandhi and Martin Luther King are typical examples of outstanding leaders who ___.

　　A. are good at demonstrating their charming characters

　　B. can move the masses with the skill and the charm

　　C. are capable of meeting all challenges and hardships

　　D. can provide an answer to the problems of their people

5. The author concludes that historical changes would ______.

　　A. be delayed without leaders with inspiring personal qualities

　　B. not happen without heroes making the necessary sacrifices

　　C. take place if there were heroes to lead the people

　　D. produce leaders with attractive personalities