In jokes, the chicken only crosses the road. In Australia, cane toads (蔗蟾) use roads to travel.

A new study finds that Cane toads are using roads to spread across the continent.   They take shelter overnight close to the open corridors (走廊), and then hit the road each evening in their damaging way.

Cane toads were brought into Australia from Hawaii in 1935 to control the spread of beetles (甲虫) that were destroying Australia's sugar cane crop. They are now moving into new places at the speed of 30 miles a year.

Toads can grow as large as dinner plates and can weigh up to 4.5 pounds. Their heads and backsides are covered with rows of warts (疣). They are known to kill snakes, lizards and other animals, including pet dogs. They have no natural enemy in Australia.

According to a research, toads make slower progress through thick plants than along open spaces and they hop (跳) alongside roads and fences whenever possible. Toads use long corridors that are well-suited for them to travel long distances.

Another study recently found that toads have evolved (进化形成) longer legs in recent years and that this is also helping them in their spread.

Efforts to kill toads have been largely unsuccessful, although scientists tried their best.  

Another new finding suggests ways to slow down its population.  For example, roadside borders can be changed to make them less attractive to toads, or allowing thick plants to grow along the sides of highways, thus forcing toads onto the road of themselves.

1. Which would be the best title for the passage?

A. Ways to kill cane toads in Australia.

B. Cane toads have evolved a lot in Australia.

C. Australian cane toads hit the road.

D. Worse environment forces toads to travel.

2. At first, cane toads were brought to Australia to_______.

A. kill snakes, lizards and other animals

B. stop pet dogs from spreading

C. protect the sugar cane crop

D. hate a scientific research

3.According to the passage, the ways to slow down the population of toads are based on the fact that cane toads_________.

A. move slower through thick plants

B. have no natural enemy in Australia

C. mainly live near the roadside

D. like traveling at night

4.The underlined word "They" in Paragraph 3 refers to “________”.

A. Beetles                         B. Cane toads

C. Australia's sugar cane crop          D. New places

  In a recently published book, I came across some exercises with interesting names such as fishbone diagrams, lotus flowers and clustering. As I used these exercises in my classes, I noticed that students were interested. They said more and wrote more. They enjoyed expressing their ideas and sharing them in groups. They were no longer passively waiting for the bell , but actively taking part in the lesson. I find that creativity can act as a way to increase participation and improve fluency.

Creativity has become a popular word in recent years. Scholars in arts, psychology, business, education and science are all working to get a deeper understanding of it. Robert J. Stemberg is a creativity specialist and Yale professor of psychology. He defines creativity as “the ability to produce work that is both new (original) and appropriate(applicable to the situation ) ”. this definition is useful, as we want our students to use language in a new way and to use it correctly and properly. Mot scholars say there are two types of creativity: big “C” creativity and small “c” creativity. Big “C” creativity refers to genius level thinking that results in artistic masterpieces and scientific breakthroughs. Small “c” creativity refers to everyday level thinking that can be used in any situation our emphasis is on the latter. While it goes without saying that any of our students could go on to be the next Picasso or Edison, our aim is to help students produce more ideas and use language in a new way.

The underlined words “waiting for the bell ” in the first paragraph probably means______.

A. longing for a phone call        B. hoping to have a bell   

C. expecting the end of the class    D. waiting to speak in the class

It can be inferred from the passage that the author thinks the exercises in the book were _____.

 A. popular    B. useful    C. scientific     D. creative   

When you use a familiar word in a new way, you are ________.

A creative in the sense of big “C” creativity.

B. creative in the sense of small “c” creativity..

C. not creative in the sense of big “C” creativity..

D. not creative in the sense of small “c” creativity.

The main purpose of the passage is to _________.

A. show how useful the book is.

B, explain what creativity 

C. discuss how one can be creative 

D. tell what reaching aims at 

In a recently published book, I came across some exercises with interesting names such as fishbone diagrams, lotus flowers and clustering. As I used these exercises in my classes, I noticed that students were interested. They said more and wrote more. They enjoyed expressing their ideas and sharing them in groups. They were no longer passively waiting for the bell , but actively taking part in the lesson. I find that creativity can act as a way to increase participation and improve fluency.

Creativity has become a popular word in recent years. Scholars in arts, psychology, business, education and science are all working to get a deeper understanding of it. Robert J. Stemberg is a creativity specialist and Yale professor of psychology. He defines creativity as “the ability to produce work that is both new (original) and appropriate(applicable to the situation ) ”. this definition is useful, as we want our students to use language in a new way and to use it correctly and properly. Most scholars say there are two types of creativity: big “C” creativity and small “c” creativity. Big “C” creativity refers to genius level thinking that results in artistic masterpieces and scientific breakthroughs. Small “c” creativity refers to everyday level thinking that can be used in any situation our emphasis is on the letter. While it goes without saying that any of our students could go on to be the next Picasso or Edison, our aim is to help students produce more ideas and use language in a new way.

The underlined words “waiting for the bell ” in the first paragraph probably means______.

A. longing for a phone call        

B. hoping to have a bell   

C. expecting the end of the class    

D. waiting to speak in the class

It can be inferred from the passage that the author thinks the exercises in the book were ____. A. popular    B. useful    C. scientific     D. creative   

When you use a familiar word in a new way, you are ________.

   A creative in the sense of big “C” creativity.

   B. creative in the sense of small “c” creativity..

C. not creative in the sense of big “C” creativity..

D. not creative in the sense of small “c” creativity.

The main purpose of the passage is to _________.

A. show how useful the book is.

B, explain what creativity 

C. discuss how one can be creative 

D. tell what reaching aims at 

In a recently published book, I came across some exercises with interesting names such as fishbone diagrams, lotus flowers and clustering. As I used these exercises in my classes, I noticed that students were interested. They said more and wrote more. They enjoyed expressing their ideas and sharing them in groups. They were no longer passively waiting for the bell , but actively taking part in the lesson. I find that creativity can act as a way to increase participation and improve fluency.
Creativity has become a popular word in recent years. Scholars in arts, psychology, business, education and science are all working to get a deeper understanding of it. Robert J. Stemberg is a creativity specialist and Yale professor of psychology. He defines creativity as “the ability to produce work that is both new (original) and appropriate(applicable to the situation ) ”. this definition is useful, as we want our students to use language in a new way and to use it correctly and properly. Most scholars say there are two types of creativity: big “C” creativity and small “c” creativity. Big “C” creativity refers to genius level thinking that results in artistic masterpieces and scientific breakthroughs. Small “c” creativity refers to everyday level thinking that can be used in any situation our emphasis is on the letter. While it goes without saying that any of our students could go on to be the next Picasso or Edison, our aim is to help students produce more ideas and use language in a new way.
68. The underlined words “waiting for the bell ” in the first paragraph probably means______.
A. longing for a phone call       B. hoping to have a bell   
C. expecting the end of the class    D. waiting to speak in the class
69. It can be inferred from the passage that the author thinks the exercises in the book were ____. A. popular    B. useful    C. scientific     D. creative   
70. When you use a familiar word in a new way, you are ________.
A creative in the sense of big “C” creativity.
B. creative in the sense of small “c” creativity..
C. not creative in the sense of big “C” creativity..
D. not creative in the sense of small “c” creativity.
71. The main purpose of the passage is to _________.
A. show how useful the book is.
B, explain what creativity 
C. discuss how one can be creative 
D. tell what reaching aims at 

In a recently published book, I came across some exercises with interesting names such as fishbone diagrams, lotus flowers and clustering. As I used these exercises in my classes, I noticed that students were interested. They said more and wrote more. They enjoyed expressing their ideas and sharing them in groups. They were no longer passively waiting for the bell , but actively taking part in the lesson. I find that creativity can act as a way to increase participation and improve fluency.

Creativity has become a popular word in recent years. Scholars in arts, psychology, business, education and science are all working to get a deeper understanding of it. Robert J. Stemberg is a creativity specialist and Yale professor of psychology. He defines creativity as “the ability to produce work that is both new (original) and appropriate(applicable to the situation ) ”. this definition is useful, as we want our students to use language in a new way and to use it correctly and properly. Most scholars say there are two types of creativity: big “C” creativity and small “c” creativity. Big “C” creativity refers to genius level thinking that results in artistic masterpieces and scientific breakthroughs. Small “c” creativity refers to everyday level thinking that can be used in any situation our emphasis is on the letter. While it goes without saying that any of our students could go on to be the next Picasso or Edison, our aim is to help students produce more ideas and use language in a new way.

68. The underlined words “waiting for the bell ” in the first paragraph probably means______.

A. longing for a phone call       

B. hoping to have a bell   

C. expecting the end of the class   

D. waiting to speak in the class

69. It can be inferred from the passage that the author thinks the exercises in the book were ____. A. popular    B. useful    C. scientific     D. creative   

70. When you use a familiar word in a new way, you are ________.

   A creative in the sense of big “C” creativity.

   B. creative in the sense of small “c” creativity..

C. not creative in the sense of big “C” creativity..

D. not creative in the sense of small “c” creativity.

71. The main purpose of the passage is to _________.

A. show how useful the book is.

B, explain what creativity 

C. discuss how one can be creative 

D. tell what reaching aims at 

68C  69 D  70 B   71 B