II. 完形填空（共15题，每小题2分，共30分）
American public education has changed in recent years. One change is that increasing numbers of American parents and teachers are starting independent public school   11   charter schools (特许学校).
In 1991, there were no charter schools in the United States. Today, more than2,300 charter schools    12    in 34 states and the District of Columbia. 575,000 students   13   these schools. The students are from 5 years of age through 18 or older.
A charter school is   14   by groups of parents, teachers and community (社区) members, It is similar in some ways    15   a traditional public school. It receives tax money to operate just as other public schools do. The    16   it receives depends on the number of students. The charter school must prove to local or state governments that its students are learning. These governments   17    the school with the agreement, or charter that permits it to operate.
Unlike a traditional public school,    18    the charter school does not have to obey most laws which govern public schools. Local, state or federal governments cannot tell it what to  19  .
Each school can choose its own goals and decide the ways it wants to  20  those goals. Class sizes usually are smaller than those in many traditional public schools. Many students and parents say   21   in charter schools may be more creative.
However, state education agencies, local education-governing committees and unions are often    22    charter schools. They say these schools may receive money badly   23   by traditional public schools. Experts say some charter schools are doing well while others are struggling.
Congress provided 200million dollars for  24   charter schools in the 2002 federal budget (预算). But often the schools say they lack enough money for their    25   .Many also lack needed space.
11. A. called       B. asked        C. known        D. said
12. A. study       B. organize      C. operate        D. perform
13. A. finish       B. attend        C. leave         D. cut
14. A. taught       B. held         C. created        D. understood
15. A. to          B. with          C. by           D. in
16. A. attention     B. amount      C. expense       D. information
17. A. buy         B. review       C. give          D. provide
18. A. besides      B. moreover     C. thus          D. however
19. A. teach        B. discuss       C. have         D. get
20. A. set          B. reach        C. settle         D. define
21. A. farmers      B. workers      C. teachers       D. soldier
22. A. against       B. for          C. in            D. with
23. A. treated       B. needed       C. earned        D. wasted
24. A. needing      B. spending     C. comparing     D. establishing
25. A. programs     B. parents       C. records       D. words

Everyone agrees that it’s necessary to reduce carbon emissions （排放物） around the world. There is less agreement over exactly how nations should go about achieving a more carbon - free planet. Thus, the environmental equivalent: cap – and – trade carbon emissions, or place a carbon tax on all users?

With cap – and – trade programs, governments limit the level of carbon produced by an industry. Companies that hold their emissions below the cap can sell their remaining allowance on a carbon market, while companies that go beyond their limit must purchase credits on that market. Carbon taxes are more straightforward: a set tax rate is placed on the consumption of carbon with the idea that raising the price will encourage industries and individuals to consume less. At the moment, cap – and – trade has the upper hand, but doesn’t defeat the tax just yet.

Supporters of the tax argue that a cap – and – trade system would be too difficult to administer – and too easily gamed by industries looking to sidestep emissions caps. Cap – and – trade advocates contradict that like all other flat taxes, a carbon collection would relatively burden lower – income families, who spend a greater percentage of their income on energy than rich households.

So which system will have a larger effect on carbon consumption? A 10% carbon tax might reduce the demand for carbon about 5 % or less, according to an analysis by the Carbon Tax Center, an environmental advocacy group. That may not be enough. Businesses and governments haven’t figured out how the two competing systems can work together, but in the end, the world may need both.

1. The passage focuses on_________.

      A. programs of collecting taxes

   B. systems of reducing carbon emissions

      C. reasons for reducing carbon emissions

   D. contradictions between the two systems

2. According to the cap – and – trade program, companies_________ .

       A. are forbidden to produce carbon emissions

       B. are allocated the same amount of carbon consumption

       C. can sell their remaining allowance within their limits

       D. can sell the extra amount of carbon at a higher price

3. Carbon taxes work by _________.

       A. burdening well – off families

       B. encouraging industries to consume carbon

       C. raising the price for carbon consumption

       D. limiting the carbon consumption of industries only

4. The underlined word “cap” in the second paragraph most likely refers to_________.

       A. limit                  B. credit                C. level                  D. rate

5. We can learn from the passage_________ .

       A. carbon taxes are difficult to carry out

       B. cap – and – trade plays a greater role at present

       C. cap – and – trade will be preferable in the future

       D. carbon taxes will be preferable in the future

Could the Internet be totally free and should it be？Should the Internet be regulated？The recent disorder in the Arab world ____ by a disputed(有争议的) video damaging the image of Prophet(先知) Muhammad shows the United States，which is busy ____ global Internet freedom，has paid a huge price ____ the lives of its diplomats.

In an unregulated Internet world，cheating，violence or rumors can ____ serious consequences.Many countries across the world are periodically suffering from “rumors” ___ by the Internet and social media.

The US?led West always promotes Internet freedom and ____ any regulation as investigation，but it should think twice if it calculates the heavy price that has been and has to be paid for “____ Internet”．Moreover，____ the Internet in the West __9__ to be free，with no obvious ____ and no limited sites，isn’t the structure of the main pages already hand?controlled，with selected press agencies and ____ occupying clearly dominating(显著的) positions?

The Internet has helped fight injustice，____ corruption in places so far apart as Indonesia，India and Latin America.But the Internet could be extremely ____ as well.Various racist or separatist organizations are using their Internet sites to ____ strong feelings.Those who are spreading hate are frequently using the Internet as their tool.No country can ____ to make the Internet absolutely free.

The question is how to keep free flow of information ___ while protecting children from unhealthy works，common citizens from ____ rumors and countries from unfair and damaging propaganda(宣传) attacks.And who sets the limits?

The ____ is that there will never be a perfect system.Every country will have to ____ its own system，based on its culture，social ____ and the degree of danger it’s facing.

1.A.led? B．caused

C．damaged? D．attacked

2.A.helping? B．processing

C．promoting? D．improving

3.A.for? B．at

C．with D．off

4.A.bring? B．reach

C．fetch? D．take

5.A.spread? B．exposed

C．delivered? D．passed

6.A.supports? B．follows

C．opposes? D．dislikes

7.A.free? B．accessible

C．available? D．healthy

8.A.as if B．even if

C．so that? D．in that

9.A.happens? B．intends

C．offers? D．appears

10.A.interruption? B．interference

C．defense? D．preference

11.A.programs? B．substances

C．channels? D．sources

12.A.uncover? B．strike

C．prevent D．avoid

13.A.beneficial? B．useful

C．sensitive? D．destructive

14.A.increase? B．decrease

C．upset? D．strengthen

15.A.refuse? B．afford

C．fail? D．attempt

16.A.unpolluted B．unskilled

C．unoccupied? D．uninterrupted

17.A.evil B．meaningful

C．untrue? D．effective

18.A.importance? B．conclusion

C．description D．possibility

19.A.develop? B．invent

C．change? D．study

20.A.trends? B．structures

C．surroundings? D．factors

A businessman was deep in debt (欠债)and could see no way out. He sat on the park bench,  21 in hands, wondering if anything could     his company.

   Suddenly an old man appeared. “I can see    is troubling you,” he said. After listening to the businessman's      , the old man said, “I believe I can     you.”  He asked the businessman’s name ,and      a check (支票), saying , “Take this money. Meet me here exactly one year from today, and you can     me back at that time.” Then he left quickly.

    The businessman     in his hand a check for $ 500,000,signed(签字)by John D. Rockefeller, who was then one of the     men in the world! “I can get rid of my money worries now!” he realized. But instead, he    to put the check in his case, just knowing it was there to give him the strength to work out a     to save his company.

    Within a few months, he was out of debt and    money once again. Exactly one year later, he returned to the    with the check. At the agreed-on    , the old man appeared. Just    the businessman was about to hand back the cheek and     his successful story, a nurse came running up and grabbed the old man.“I am so     I caught him!” she cried, “I hope he hasn't been bothering you. He's     escaping from the rest home and      people he’s John D. Rockefeller.” And she led him away by the arm. The businessman just stood there,       .

    Suddenly, he realized it wasn't the money, real or imagined, but his newfound self-confidence that gave him the power to achieve anything he went after.

1.A. money         B. hair            C. check           D. head

2.A. start           B. stop            C. save            D. sell

3.A. something      B. everything       C. nothing         D. anything

4.A. programs       B. troubles         C. wishes          D. dreams

5.A. find           B. teach           C. help            D. protect

6.A. packed up      B. picked up        C. took out        D. wrote out

7.A. bring          B. pay             C. feed           D. call

8.A. saw           B. tied             C. pulled          D. hid

9.A. tallest         B. richest           C. strongest        D. busiest

10.A. continued     B. refused          C. decided         D. forgot

11.A. record        B. result           C. problem         D. way

12.A. losing        B. making          C. lending         D. raising

13.A. park          B. room           C. company        D. hospital

14.A. time          B. corner          C. price           D. weekend

15.A. if            B. as              C. after           D. because

16.A. read          B. test             C. share          D. hear

17.A. sad           B. angry           C. tired           D. glad

18.A. seldom        B. hardly           C. never          D. always

19.A. ordering       B. warning         C. telling          D. reminding

20.A. shocked       B. bored           C. excited          D. interested

完形填空（共20小题；每小题1分，满分20分）?
阅读下面短文，从短文后各题所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。
It’s only too natural that personal characteristics play a vital role in the development of one's intelligence. But people   36  to realize the importance of cultivating (培养) these factors. The so-called “non-intelligence factors” include one’s   37  , will, motivation, interests and habits. In their studies American psychologists   38  the main cause of differences in intelligence is not intelligence itself, but non-intelligence factors including the desire to learn, will-power and self-confidence.
  39  people know one should have definite objectives, a strong will and good learning habits, quite a number of teachers and parents don’t   40  cultivating these factors.
Some parents are   41  when their children fail to do well in their studies. They blame either genetic factors, malnutrition, or laziness, but they never take   42  consideration these non-intelligence factors. Some teachers don’t inquire into such reasons as   43  students do poorly. They simply give them more courses and exercises, or   44  scold or laugh at them. After all these, students lose self-confidence. Some   45  themselves up as hopeless, feeling defeated. Others   46  take wrong or evil ways because they are sick of learning. An investigation of more than 1,000 middle school students showed that 46.5% of them were   47 
of learning because of examinations; 36.4% lacked persistence and 10.3% were sick of learning.
It is clear that   48  of cultivation of non-intelligence factors has been a main   49__        to intelligence development in teenagers. It even causes an imbalance between physiological  and   50  development among students.
If we don’t start now to   51  the cultivation of non-intelligence factors, it will not only block the development of   52  of teenagers, but also affect the quality of a whole generation. Some experts have put forward   53  about how to cultivate students’ non-intelligence factors.
Parents and teachers should   54  understand teenage psychology. On this basic, they can help them to pursue the objectives of learning,   55  their interests in their studies and toughening their willpower.  
36. A. expect        B. fail                  C. try                  D. manage
37. A. feelings      B. appearances       C. strength           D. nutrition
38. A. desired      B. discovered              C. disclosed          D. designed
39. A. Though        B. Unless              C. Whether         D. Since
40. A. make use of     B. get rid of    C. pay attention to  D. look forward to
41. A. moved       B. worried            C. frightened      D. excited
42. A. for          B. in                    C. into                 D. over
43. A. why               B. what               C. when            D. how
44. A. ever         B. even                C. still                 D. never
45. A. put          B. get                  C. make             D. give
46. A. shall         B. may              C. should D. must
47. A. afraid              B. aware            C. sceptical           D. supportive
48. A. lack         B. presence        C. increase        D. focus
49. A. storage     B. tendency          C. threat              D. barrier
50. A. intelligent   B. characteristic     C. psychological     D. physical
51. A. weaken     B. support            C. strengthen        D. oppose
52. A. performance B. diligence           C. maturity           D. intelligence
53. A. programs     B. warnings          C. proposals         D. decisions
54. A. fully           B. greatly           C. mainly             D. highly
55. A. ensuring       B. handling           C. widening          D. increasing