This was no ordinary class. The students who came together were all science or engineering professors at Cornell University. They had interrupted their research to accept an invitation to take part in an unusual experiment: “an interesting week of poetry.” This class was part of a study to answer the questions: Why is science difficult for many non-science students? What can teachers learn about teaching if they take a class that is not in their field?

The students in the poetry class listened to lectures and took notes. They had reading tasks and had to write three short papers. All students noticed one thing – the importance of spoken words. In science and engineering classes, the instructors put tables and drawings on the blackboard. But in this poetry class, the instructors just talked. They didn’t write anything on the board.

The scientists and engineers noticed one similarity between science and poetry. In both subjects, students need to find layers (层次)　of meaning . Some layers are simple, clean, and on the surface; other layers are deeper and more difficult. This search for different levels of meaning doesn’t happen much in undergraduate(本科)　science classes, but it is important later, in graduate school. And it is always important in humanities(人文科学).

Both the poetry instructors and their students learned something about teaching from this experience. One poetry instructor, for example, now sees the importance of using informative as he teaches. Most of the scientists agreed on several points. First, humanities classes might help science students to see patterns and decide which information is important. Second, the poetry class was fun. One engineer decided, “We need to change the way we teach engineering to make to make it an enjoyable experience for students.”

But perhaps the most important result of the experience was this; All of the professors began to think about how they teach and how they cam teach better. 

What do we know about this unusual class?

A. The teachers did lots of writing on the board

B. The teacher were invited to attend several lectures.

C. The student were professors from a university

D. The students were studying science and humanities.

The experiment was designed to find out             

 A. how to teach the students in the science class

B. whether poetry is difficult for science students

C. what to be taught in the humanities class

D. why many humanities students find science hard.

Finding levels of meaning is            .

 A. important for graduate students in humanities

B. difficult for graduate students in humanities

C. common for undergraduate students in science

D. easy for undergraduate students in science.

What did the science professors learn after the experiment?

 A. They should change the way they teach

B. A poem could be explained in clear definitions.

C. A poetry class could be more informative.

D. Their teaching was an enjoyable experience.

_________ happened to be no one in the building when the fire broke out.

1. A.
   It
2. B.
   There
3. C.
   This
4. D.
   That

请认真阅读下面短文，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。

       In the doorway of my home, I looked closely at my 23-year-old son, Daniel. In a few hours he would be flying to France to   36   a different life. It was a transitional(过渡的) time in Daniel’s life. I wanted to   37   him some words of significance. But nothing came from my lips, and this was not the   38   time I had let such moments pass.

       When Daniel was five, I took him to the bus stop on his first day of kindergarten. He asked, “What is it going to be like, Dad? Can I do it?” Then he walked     39     the steps of the bus and disappeared inside. The bus drove away and I said nothing. A decade later, a similar   40   played itself out. I drove him to college. As I started to leave, I tried to think of something to say to give him  41    and confidence as he started this new stage of life. Again, words   42   me.

       Now, as I stood before him, I thought of those    43   opportunities. How many times have I let such moments   44   ? I don't find a quiet moment to tell him what they have   45   to me. Or what he might want to face in the years   46  . Maybe I thought it was not necessary to say anything.

       What does it matter in the course of a lifetime if a father never tells a son what he really thinks of him?   47   as I stood before Daniel, I knew that it did matter. My father and I loved each other. Yet, I always   48   never hearing him put his    49   into words. Now I could feel my palms sweat and my throat tighten. Why is it so   50   to tell a son something from the heart?

       My mouth turned dry, and I knew I would be able to get out only a few words clearly. “Daniel,” I said, “If I could have picked, I would have picked you.” That's all I could say. He hugged me. For a moment, the world   51   , and there were just Daniel and me. He was saying something, but tears misted my eyes, and I couldn't understand what he was saying. All I was   52   of was the stubble(短须) on his chin as his face pressed    53    mine. What I had said to Daniel was   54   . It was nothing. And yet, it was    55     .

A. experience          B. spend            C. enjoy               D. shape

A. show             B. give              C. leave               D. instruct

A. last               B. first            C. very               D. next

A. upward            B. into            C. down              D. up

A. sign               B. scene            C. scenery              D. sight

A. interest             B. instruction             C. courage            D. direction

A. failed              B. discouraged     C. struck              D. troubled

A. future              B. embarrassing           C. obvious            D. lost

A. last                B. fly               C. pass               D. remain

A. counted           B. meant          C. valued             D. eared

A. forward           B. before                 C. ago                  D. ahead

A. But              B. And              C. Instead             D. So

A. wondered         B. regretted              C. minded           D. tried

A. views            B. actions            C. feelings            D. attitudes

A. important         B. essential          C. complex           D. hard

A. disappeared       B. changed           C. progressed          D. advanced

A. sensitive          B. convinced       C. aware              D. tired

A. by               B. against           C. on                 D. with

A. clumsy           B. gentle            C. absurd              D. moving

A. none             B. all             C. anything            D. everything

       At one time no one could travel on an English road faster than four miles an hour. That was the law until 1896. A man had to walk in front of a car which could not go faster than the man. At night the man had to carry a red lamp.

       Once Charles Rolls brought a car from France to England, but he wanted to drive faster than four miles an hour .In order to have no trouble with the police, he had a talk with some of the police officers, who ordered their policemen to look the other way when the car came along the road. This was a good plan in the country, but not so easy to follow in the busy streets of London.

       One night Rolls and some friends started from London on their journey to Cambridge. One of the men walked in front with the red lamp, but he walked as fast as he could. The police became very interested in walls and shop-fronts when they heard the car, and not one of them saw it.

       They reached a hill; but what a waste of time it was to drive down the hill at four miles an hour! Rolls was getting ready to jump into the car; but then he noticed a policeman who was not looking the other way. The slow car reached him.

       “Good evening,” said the policeman, looking at the car.

       “Good evening,” said Rolls, holding the lamp.

       “One of these horseless things,” said the policeman, looking at it with interest.

       “Yes,” said Rolls, and waited.

       “I’ve often wanted a ride in one; but of course policemen can’t buy things like that.” He turned and looked hopefully in Rolls’s face.

       “Jump in,” said Rolls.

       “Thanks,” said the policeman, and did so. “Now,” he said, sitting down, “you can let it go just as you like down this hill. There isn’t another policeman on this road for a mile and a half.”

60．The policemen were told “to look the other way” (the underlined part in Paragraph 2) so that        .

       A．they could watch the car coming from the other direction

       B．the car could go faster than four miles an hour

       C．they could make sure no one was in the way

       D．the car would not hit them on the road

61．In what way did the policemen carry out the order from their officers?

       A．They greeted Rolls when the car came along.

       B．They walked in front of the car with a red lamp.

       C．They pretended to be attracted by something else.

       D．They stood on duty every 1.5 miles along the road.

62．The policeman who said “Good evening” to Rolls wanted to       .

       A．teach Rolls a lesson                                   B．take a free ride home

       C．have a talk with Rolls                                D．have a car ride experience

63．After the policeman jumped into the car, Rolls       .

       A．dared not drive the car faster than he was allowed to

       B．could drive as fast as he wished within a certain distance

       C．could drive on any road he liked for the rest of the journey

       D．drove his car as fast as he could down the hill to Cambridge