Last spring, I was fortunate to be chosen to participate in an exchange study program. In my application letter, I was careful to   21   how much I wanted to see France; evidently, my excitement really came through in my words. Once I   22   that I was going, all I could think about was the fun of foreign tgravel and making all sorts of new and   23   friends. While traveling was inspring and meeting people was   24   , nothing about my tern in France was what I   25   .

The moment I arrived in Paris, I was   26   by a nice frence couple who would become my host parents. My entire experience was joyous and exciting   27   I received some shocking news from my program coordinator(协调人): there had been a death in my host parents’ extended family. They had to travel outside France for several weeks. That afternoon, I had to   28   out of one family’s house and into another. The exchange coordinator told me I’d have a   29   this time and asked whether I could share a bedroom with an English speaker. To avoid the temptation (诱惑) to   30   my native language, I asked not to be   31   with an English-speaking roommate. When I got to my new room, I   32   myself to my new roommate Paolo, a Brazilian(巴西人) the same age as I, who I was surprised to find playing one of my favourite CD! In just a few hours, we knew we’d be good friends for the rest of the   33   .

I left France with many   34   , so when people ask me what my favorite part of the trip was, they are always   35   to hear me talk about my Brazilian friend Paolo and the scores of weekdays in class, weeknights on the town, and weekends   36   France we enjoyed together. I love how peole   37   seem so different, but end up being so   38   . The most valuabe lesson I gain from studying in France wasn’t just to respect the French people   39   to respect all people, for your next best friend could be just a continent away. I would recommend an exchange program to anyone who wants to experience foreign culture and gain meaningful   40   .

21. A. discuss               B. express              C. announce           D. argue

22. A. approved             B. knew                 C. warmed             D. denied

23. A. stubborn             B. anxious              C. universal            D. interesting

24. A. boring                 B. upsetting            C. exciting             D. promising

25. A. expected             B. liked                  C. doubted             D. feared

26. A. sponsored           B. witnessed          C. greeted              D. supported

27. A. until                    B. when                 C. since                 D. while

28. A, move                  B. travel                 C. walk                  D. rush

29. A. housekeeper        B. leader                C. roommate          D. colleague

30. A. learn                   B. appreciate          C. speak                D. master

31. A. conbined             B. fitted                 C. involved             D. placed

32. A. added                  B. introduced         C. devoted             D. adapted

33. A. term                   B. week                 C. month               D. vacation

34. A. presents              B. suitcases            C. stories               D. dream

35. A. surprised             B. disturbed           C. embarrassed       D. concerned

36. A. analyzing             B. exploring           C. describing          D. investigating

37. A. need                   B. shall                  C. must                 D. can

38. A. generous             B. independent        C. similar               D. distant

39. A. and                     B. but                    C. or                     D. so

40. A. instruction           B. friendships         C. facts                 D. date

You never see him, but they're with you every time you fly. They record where you are going, how fast you're traveling and whether everything on your airplane is functioning normally. Their ability to withstand almost any disaster makes them seem like something out of a comic book. They're known as the black box.

  When planes fall from the sky, as a Yemeni airliner did on its way to Comoros Islands in the India ocean June 30, 2009, the black box is the best bet for identifying what went wrong. So when a French submarine (潜水艇) detected the device's homing signal five days later, the discovery marked a huge step toward determining the cause of a tragedy in which 152 passengers were killed.

  In 1958, Australian scientist David Warren developed a flight-memory recorder that would track basic information like altitude and direction. That was the first mode for a black box, which became a requirement on all U.S. commercial flights by 1960. Early models often failed to withstand crashes, however, so in 1965 the device was completely redesigned and moved to the back of the plane – the area least subject to impact – from its original position in the landing wells (起落架舱). The same year, the Federal Aviation Authority required that the boxes, which were never actually black, be painted orange or yellow to aid visibility.

  Modern airplanes have two black boxes: a voice recorder, which tracks pilots' conversations, and a flight-data recorder, which monitors fuel levels, engine noises and other operating functions that help investigators reconstruct the aircraft's final moments. Placed in an insulated (隔绝的) case and surrounded by a quarter-inch-thick panels of stainless steel, the boxes can resist massive force and temperatures up to 2,000℉. When submerged, they're also able to emit signals from depths of 20,000 ft. Experts believe the boxes from Air France Flight 447, which crashed near Brazil on June 1,2009, are in water nearly that deep, but statistics say they're still likely to turn up. In the approximately 20 deep-sea crashes over the past 30 years, only one plane's black boxes were never recovered.

What does the author say about the black box?

A. It ensures the normal functioning of an airplane.

B. The idea for its design comes from a comic book.

C. Its ability to resist disasters is incredible.

D. It is an indispensable device on an airplane.

What information could be found from the black box on the Yemeni airliner?

A. Data for analyzing the cause of the crash.

B. The total number of passengers on board.

C. The scene of the crash and extent of the damage.

D. Homing signals sent by the pilot before the crash.

Why was the black box redesigned in 1965?

A. New materials became available by that time.

B. Too much space was needed for its installation.

C. The early models often got damaged in the crash.

D. The early models didn't provide the needed data.

Why did the Federal Aviation Authority require the black boxes be painted orange or yellow?

A. To distinguish them from the colour of the plane.

B. To caution people to handle them with care.

C. To make them easily identifiable.

D. To conform to international standards.

What do we know about the black boxes from Air France Flight 447?

A. There is still a good chance of their being recovered.

B. There is an urgent need for them to be reconstructed.

C. They have stopped sending homing signals.

D. They were destroyed somewhere near Brazil.

No poem should ever be discussed or “analyzed”, until it has been read aloud by someone, teacher or student. Better still, perhaps, is the practice of reading it twice, once at the beginning of the discussion and once at the end, so the sound of the poem is the last thing one hears of it.

All discussions of poetry are, in fact, preparations for reading it aloud, and the reading of the poem is, finally, the most telling “interpretation” of it, suggesting tone, rhythm, and meaning all at once. Hearing a poet read the work in his or her own voice, on records or on film, is obviously a special reward. But even those aids to teaching can not replace the student and teacher reading it or, best of all, reciting it.

I have come to think, in fact, that time spent reading a poem aloud is much more important than “analyzing” it, if there isn’t time for both. I think one of our goals as teachers of English is to have students love poetry. Poetry is “ a criticism of life”, and “ a heightening(提升) of life”. It is “an approach to the truth of feeling”, and it “can save your life”. It also deserves a place in the teaching of language and literature more central than it presently occupies.

I am not saying that every English teacher must teach poetry. Those who don’t like it should not be forced to put that dislike on anyone else. But those who do teach poetry must keep in mind a few things about its essential nature, about its sound as well as its sense, and they must make room in the classroom for hearing poetry as well as thinking about it.

To have a better understanding of a poem, one should________.

A. discuss it with others           B. analyze it by oneself

C. copy it down in a notebook      D. practise reading it aloud

Which of the following is NOT mentioned as a function of poetry?

A. Extending your life              B. Saving your life

C. Criticizing life                  D. Heightening life

According to the writer, one of the purposes of teaching English is to get students________.  

A. to understand life.               B. to enjoy poetry.

C. to become teachers.              D. to become poets

What does the last sentence in the third paragraph imply?

A. More stress should be laid on the teaching of poetry.

B. Poetry is more important than any other subject.

C. One cannot enjoy life fully without an understanding of poetry

D. Poetry is the foundation of all language and literature courses

The phrase “make room” in the last paragraph could be best replaced by

A. “build a booth”                      B. “provide equipment”

C. “leave a certain amount of time”        D. “set aside enough space”

Fear may be felt in the heart as well as in the head, according to a study that has found a link between the cycles of a beating heart and the chance of someone feeling fear.

Tests on healthy volunteers found that they were more likely to feel a sense of fear at the moment when their hearts are contracting(收缩) and pumping blood around their bodies, compared with the point when the heartbeat is relaxed. Scientists say the results suggest that the heart is able to influence how the brain responds to the fearful event, depending on which point it is at in its regular cycle of contraction and relaxation.

Sarah Garfinkel at the Brington and Sussex Medical School said: “Our study shows for the first time that the way in which we deal with fear is different depending on when we see fearful pictures in relation to our heart.”

The study tested 20 healthy volunteers on their reactions to fear as they were shown pictures of fearful faces. Dr Garfinkel said, “The study showed fearful faces are better noticed when the heart is pumping than when it is relaxed. Thus our hearts can also affect what we see and what we don’t see—and guide whether we see fear.”

To further understand this relationship, the scientists also used a brain scanner(扫描仪) to show how the brain influences the way the heart changes a person’s feeling of fear.

 “We have found an important mechanism by which the heart and the brain ‘speak’ to each other to change our feelings and reduce fear,” Dr Garfinkel said.

 “We hope that by increasing our understanding about how fear is death with and ways that it could be reduced, we may be able to develop more successful treatments for anxiety disorders, and also for those who may be suffering from serious stress disorder.”

47. What is the finding of the study?

A. One’s heart affects how he feels fear.

B. Fear is a result of one’s relaxed heartbeat.

C. Fear has something to do with one’s health.

D. One’s fast heartbeats are likely to cause fear.

48. The study was carried out by analyzing _________.

A. volunteers’ heartbeats when they saw terrible pictures.

B. the time volunteers saw fearful pictures and their health conditions.

C. volunteers’ reactions to horrible pictures and data from their brain scans.

D. different pictures shown to volunteers and their heart-brain communication.

49. Which of the following is closet in meaning to “mechanism” in Paragraph 6?

A. Order.  B. System.  C. Machine.  D. Treatment.

50. This study may contribute to ________.

A. treating anxiety and stress better.

B. explaining the cycle of fear and anxiety.

C. finding the key to the heart-brain communication.

D. understanding different fears in our hearts and heads.

The study of the effects of music on the mind and brain has been a subject of interest for many. The  has concluded that music does have positive effects on the mind and brain.

Music is found to affect the   of learning and thinking. If work is   by quiet and comforting music, it helps the listener think, analyze and work faster in a more   manner. Music   a positive attitude in the listeners and provides them with motivation(动力;动机). Surveys have shown that music brings about remarkable improvements in the     skills of students. Listening to pleasant music, while doing a difficult task, can make   seem easier.

Music has a   effect on the interpersonal skills of an individual.  that we face in life are often the result of lack of confidence and lack of desire to learn. Students’ poor academic results are often a(n)  of their lack of motivation and their disinterest. Music lessons during school can help the students   their mental block. Music proves helpful in encouraging young children to venture new fields.

Music   plays a vital role in strengthening   Certain tunes are known to activate all the parts of the listener’s body, thus     him/her in the performance of other creative tasks. Music is found to give students the capacity to trust   . Music stimulates the brain centers that deal with thinking, analyzing and planning, thus strengthening one’s organizational skills.

A. newspaper  B. book  C. research  D. time

A. joy  B. process  C. beginning  D. task

A. accompanied  B. created  C. done  D. composed

A. inefficient(低效的) B. efficient  C. interesting  D. boring

 A. reduces  B. combines  C. takes D. develops

 A. academic  B. physical  C. original  D. historic

 A. music  B. learning  C. lessons  D. it

A. positive  B. negative  C. passive  D. harmful

A. Diseases  B. Successes  C. Failures  D. Difficulties

 A. income  B. outcome  C. improvement  D. progress

 A. live  B. love  C. hate  D. fight

A. never  B. still  C. ever  D. also

A. responsibility B. creativity  C. duty  D. intelligence

A. benefiting  B. constructing  C. damaging  D. worrying

 A. others  B. teachers  C. themselves  D. texts