6.　　 When did you ___ yesterday?　 A. arrive　 B. reach　 C. get　 D. get to

5.　　 The peasants are ___ good seeds for the coming spring.　 A. picking out　 B. choosing　 C. selecting　 D. choosing from

4.　　 At last he ___ worker.　 A. became　 B. turned　 C. changed　 D. grew

3.　　 He is too young to ___ right from wrong.　 A. speak　 B. talk　 C. say　 D. tell

2.　　 They ___ him working all day long.　 A. had　 B. made　 C. forced　 D. obliged

1.　　 He ___ me to give up smoking.　 A. hopes　 B. suggests　 C. advises　 D. makes

60. By writing the text, the author questions ______.

　 A. the difficult level of science texts　 　　　B. the way science is taught in school

　 C. the achievements of famous scientists　 　D. students’ poor records in science classes

41-45: BCDAD　 46-50: CBCAD　 51-55: BDABB　 56-60: ACCAB

59. The writer thinks that in science education we should first ______.

　 A. get students interested in science　 　　

B. answer students’ questions in delightful ways

　 C. smooth out difficulties in lab experiments　 　D. explain the special terms clearly

58. We learn from paragraph 1 that ______.

　A. the writer was proud of Elizabeth and Ben

　 B. both Elizabeth and Ben could become scientists

　 C. Elizabeth had to learn much about great science

　 D. Ben was good at trying new ideas in lab experiments

57. The country whose situation is similar to that of Tuvalu is ______.

　 A. Australia　 B. New Zealand　 C. the Maldives　 D. the United States

E

　　 Last year my six-grader daughter, Elizabeth, was forced to put up with science. Her education, week after week, contained mindless memorization of big words like “batholith” and “saprophyte”. She learned by heart the achievements of famous scientists who did things like “improved nuclear fusion(核聚变)” – never mind that she hasn’t the least idea of what nuclear fusion means. Elizabeth did very well (she’s good at memorizing things). And she hates science. My eight-grader son, Ben, also suffered from science education. Week after week he had to perform lab experiments with answers already known. Ben figured out how to guess the right answer, so he got good grades. Now he hates science, too.

　　 Science can provide an exciting way to develop children’s curiosity. Science education should teach ways to ask questions and seek answers. But my children got the mistaken idea in school that science is difficult, dull and has no relation to their everyday interest.

　　 As a physicist, I am saddened and angered to see “the great science turnoff”. I know that science is important in our lives. Yet studies prove that our schools are turning millions of graduates who know almost nothing about and have almost no interest in science. What’s gone wrong? Who is to blame?