so　much　lines　on　your　hand?”　he　laughed　and　　　　　　　 　　 61.　_________________

said,　“Well,　that’s　a　big　question!”　He　was　　　　　　　　　　 　　 62.　_________________

silent　for　a　moment.　So　he　answered　slowly:　　　　　　　　 　　 63.　_________________

“Each　these　lines　stands　for　a　trouble　in　my　　　　　　　　 　　　 64.　_________________

life.”　I　looked　at　his　other　hand.　“But　Grandpa,　　　　　　　　 　65.　_________________

what　do　you　have　more　lines　on　that　one?”　　　　　　　　　 　　 66.　_________________

“Because　there　are　more　the　honors　and　joys　　　　　　　 　　　 67.　_________________

in　my　life.”

out　to　me.　I　took　it　in　me　and　we　walked.　Then　　　　　　　　　 59.　_________________

　　　　 How men first learnt to invent words is unknown; 　26　 ,the origin of language is a mystery. All we really know is that men,　 27　 animals, somehow 　28　 certain sounds to express thoughts, actions, and things,　 29　 they could communicate with each other; and that later they agreed 　30 　certain signs,　 31　 letters, which could be combined to represent those sounds, and　 32　 could be written down. These sounds, 　33　 spoken, or written in letters, we call words. The 　34　 of words, then, lies in their associations---the things they bring up before our minds. Words become filled with　 35　 for us by experience.　 36　 we live, the more certain words recall to us the glad and sad events of our 　37　 and the more we read and learn, the more 　38　 words that mean something to us increases. Great writers are those 　39　 not only have great thoughts but also　 40　 these thoughts in words which appeal powerfully to our minds and emotions. This charming and telling use of words is 　41　 we call literary style. Above all, the real poet is a matter of　 42　 . he can convey(传达) his meaning in words which sing like music, and which by their position and association can 　43 　men to tears. We should therefore learn to 　44　 our words carefully and use them accurately, 　45　 they will make our speech silly and vulgar(粗俗的).

　26.A. in other words　　　 B. word for word　　　 C. in a word　　　　 D. in word

　27. A. unlike　　　　　　 B. like　　　　　　　 C. as　　　　　　 D. with

　28.A.discovered　　　　　 B. found　　　　　　 C. created　　　　　 D. invented

　29.A.unless 　　　　　　　B. so that　　　　　　 C. as if　　　　　　 D. in case

　30.A.to　　　　　　　　 B. with　　　　　　　 C. upon　　　　　　 D. at

　31. A. formed　　　　　　 B. spoken　　　　　　 C. written　　　　　 D. called

　32. A. what　　　　　　　 B. which　　　　 　　　C. whom　　　　　 D. as

　33 A. whether　　　　　　 B. neither　　　　　　 C. either　　　　　 D. if

　34. A. energy　　　　　　 B. force　　　　　　　 C. power　　　　　 D. strength

　35. A. sounds　　　　　　 B. pronunciation　　　 C. structure　　　　 D. meanings

　36.A.The longer　　　　　 B. Long　　　　　　　 C. Longer　　　　　 D. The long

　37.A. past　　　　　　　 B. present　　　　　　 C. now　　　　　　 D. future

　38.A.a number of　　　　 B. the number of　　　 C. the number　　　 D. numbers of

　39.A.who　 　　　　　　　B. that　　　　　　　 C. what　　　　　　 D. they

　40.A.say　　　　　　　　 B. write　　　　　　　 C. explain　　　　　 D. express

　41.A.what　　　　　　　 B. how　　　　　　　 C. why　　　　　　 D. which

　42.A.thoughts　　　　　　 B. himself　　　 　　　C. words　　　　　 D. poems

　43.A.move　　　　　　　 B. let　　　　　　　　 C. get　　　　　　 D. make

　44.A.elect　　　　　　　 B. select　　　　　　 C. decide　　　　　 D. choose

　45.or　　　　　　　　　 B. and　　　　　　　 C. so　　　　　　　 D. but

A

　 If you see overweight like eighty million other Americans, there is still hope for you.

　 What you need is to change your eating habits forever. You begin by keeping a complete record of what, where, when and how you eat. Once you understand your bad eating habits, you will find it easier to exchange them for good ones. So keep a diary answering the following questions:

1.　　　 What do I eat during a day? Record every bit of food and drink you put in your mouth. This includes that cracker you ate while opening the can of soup. It includes that Coca Cola you sipped from your friend’s glass. It includes your chewing gum. And remember when you stuck your finger I the peanut butter jar. Remember everything! Most people are astonished at what they eat and drink in one day. Behavior Change: Make a list of what you plan to eat during the day and follow your plan.

2.　　　 Where and when you eat? Do you eat standing or lying? Do you eat while cooking, reading watching TV or driving? Do you eat when upset, angry, worried, or hurried? Do you reward or punish yourself with food? Behavior Change: Eat three planned meals only. Sit up straight at your table. Do nothing but eat.

3.　　　 How do I eat ? Most of us eat on the run. When we eat fast , our stomachs don’t get the message that we are full. So we keep eating. Behavior Change: look at your food . Give yourself a chance to resist its sight and small. Chew slowly. Cut up your food into small pieces and eat one piece at a time. Let your food digest and listen to the message from your stomach before you reach for seconds.

46. What is the main idea of this passage?　　

A. Don’t worry if you are overweight.

B. Eat less and drink less if you are overweight.

C. This passage urges you to lose weight by changing you eating habits.

D. Keep good eating habits whatever and however you eat.

47 The sentence “Most people are astonished at what they eat and drink inone day” implies _____.　　

A. we don’t know how much we eat　 B. we eat so little in one day

C. we eat too much in one day　　　　 D. we eat a lot in one day

48. The underlined word “cracker” in the third paragraph probably means_____.

A. a kind of food　 B. a kind of drink　

C. a way you eat　 D. a tool for opening a can

49. The author suggests that you should not reach your hand for some more food _____.　　　

A. before you feel full　 B. after you get the message that you are full

C. before you get the message that you are full　 D. after your food digests

B

A new plan for getting children to and from school is being started by a local government in Eastern England. This could end the worries of many parents fearful for their children’s safety on the roads.

Until now the local government have been prepared to provide bus services for children living more than three miles from their school, or sometimes less if special reasons existed. Now it has been decided that if a group of parents ask for help in organizing transport they will be prepared to go ahead, as long as the arrangement will not lose money and children taking part will be attending their nearest school.

The new plan is to be fired out this term for children living at Milton who attend Impington School. The children live just within the three-mile limit and the local government said in the past that they would not undertake to provide free transport to the school. But now they have agreed to offer a sum of money for a bus service from Milton to Impington School and back, a plan which has the support of the school’s headmaster. Between 50 and 60 parents have said they would like their children to take part. Final calculations have still to be carried out, but a government official has said the cost to parents should be less than £20 a term. They have been able to arrange the service at a low cost because there is already an agreement with the bus company for a bus to take children who live further away to Impington. The same bus would now just make one more journey to pick up the Milton children. The official said they would get in touch with other groups of parents who in the past had asked if transport could be provided for their children, to see if they would like to take part in the new plan.

50. What is the aim of the plan?

　 A. To prevent the students’ road accident.

　 B. To relieve the traffic pressure.

　 C. To save time for the parents and students.

　 D. To help the parents save money

51. How can the local government arrange the new bus service at a low cost?

　 A. By letting the bus run in the morning only.

　 B. By limiting the number of the students.

　 C. By getting the support from the headmaster.

　 D. By linking(连接) the new bus service with the existing one.

52. Which of the following is possible if the plan is carried out?

　 A. The bus company will make much more money.

　 B. The children can choose whatever school they like.

　 C. The parents can get rid of their worries.

　 D. The students in Impington school can have free bus rides.

53. This passage is most probably ______.

　 A. a personal letter　　 B. an advertisement

　 C. a headmaster’s report　　 D. a newspaper article

C

Grown-ups know that people and objects are solid. At the movies, we know that if we reach out to touch Tom Cruise, all we will feel is air. But does a baby have this understanding?

To see whether babies know objects are solid, T.Bower designed a method for projecting an optical illusion(视觉影像)of a hanging ball. His plan was to first give babies a real ball, one they could reach out and touch, and then to show them the illusion. If they knew that objects are solid, and they show surprise in their faces and reach out for the illusion and found empty air, they could be expected movements. All the 16-to 24-week-old babies tested were surprised when they reached for the illusion and found that the ball was not there.

Grown-ups also have a sense of object permanence. We know that if we put a box in a room and lock the door, the box will still be there when we come back. But does a baby realize that a ball that rolls under a chair does not disappear or go to never-never land?

Experiments done by bower suggest that babies develop a sense of object permanence when they are about 18 weeks old. In his experiments, Bower used a toy train that went behind a screen. When 16-week-old and 22-week-old babies watched the toy train disappear behind the left side of the screen, they looked to the right, expecting it to reappear. If the experimenter took the train off the table and lifted the screen, all the babies seemed surprised not to see the train. This seems to show that all the babies had a sense of object permanence. But the second part of the experiment showed that this was not really the case. The researcher substituted(替换) a ball for the train when it went behind the screen. The 22-week-old babies seemed surprised and looked back to the left side for the train. But 16-week-old babies did not seem to notice the switch(更换). Thus, the 16-week-old babies seemed to have a sense of “something permanence,” while the 22-week-old babies had a sense of object permanence related to a particular object.

54. The passage is mainly about ______.

　 A. babies’ sense of sight　　 B. effects of experiments on babies

　 C. babies’ understanding of objects　　 D. different tests on babies’ feelings

55. In Paragraph 3, “object permanence” means that when out of sight, an object ______.

　 A. still exists　 B. keeps its shape　 　C. still stays solid　 D. is beyond reach

56. What did Bower use in his experiment?

　 A. A chair　　 B. A screen　　　　 C. A film　　　 D. A box

57. Which of the following statements is true?

　 A. The babies didn’t have a sense of direction.

　 B. The older babies preferred toy trains to balls

　 C. The younger babies liked looking for missing objects.

D. The babies couldn’t tell a ball from its optical illusion.

25.　 ---Have you got your test result?

　　 ---Not yet. The papers ______.

　　 A. are correcting　 　　　　　　　　　　　　B. are corrected　 　　

C. have been corrected 　　　　　　　　　　　D. are being corrected

24.　 Rainforests _____ and burned at such a speed that they will disappear from the earth in the near future.

　　 A. cut　　 　　　　　B. are cut　 　　　　　C. are being cut　 　　D. have been cut

23.　 Two building workers got seriously wounded when the stadium _______.

　　 A. was built　 　　　　B. was being built　 　C. built　 　　　　　　D. is being built

22.　 ---Is this coat yours?

　　 ---No, mine _____ there behind the door.

　　 　A. is hanging　 　　　B. is being hanged　 　　C. has hung　 　　　　D. is hung

21.　 It is believed that a new kind of drug ______ by the scientists and they are hopeful that they will succeed in a couple of months.

　　 A. has been developed　 　　　　　　　　　B. is being developed　

C. is developing　 　　　　　　　　　　　　D. has developed

20.　 World Wildlife Fund ______very much the efforts that China has made to protect endangered species from being further endangered.

　　 A. enjoys　　 　　　　　B. prefers　　 　　　　C. loves　　 　　　　　D. appreciates

19.　 _______in the ocean, it becomes powerless once it is on the beach.

　　 A. However a whale is powerful　 　　　　　　B. However powerful a whale is

　　 C. Whatever a powerful whale is　 　　　　　　D. Whatever powerful a whale is