—How was the 2008 Beijing Olympic opening ceremony?  

—________ that the whole world was attracted.

A. It was very fantastic                                                  B. Such fantastic was it

C. So fantastic was it                                                      D. So fantastic it was

Not until the motorbike looked almost new _________ repairing and cleaning it.

A. he stopped    B. did he stop      C. stopped he      D. he did stop

—I’ve studied growing plants as one of my interests. Could I make some suggestions?　　

          —______. 

        A. You will make it          B. Go right ahead

        C. Don’t mention it         D. Take it easy

From the earlier time it was well ___1___ to the Peruvians that when a cut ___2___ made in the thick skin of a ___3___ tree, a white liquid like milk came ___4___. From this fluid (流動的) a sticky ___5___ of rubber might be made. This rubber is ___6___ and wax-like when warm so that it is ___7___ to give any form.

The Peruvians ___8___ the discovery that it is very good for ___9___ out water. Then in the early ___10___ of the century they made overshoes to ___11___ their feet dry. Then a certain Mr Mackintosh ___12___ coats of cloth which were ___13___ with rubber. Today Mackintosh raincoats are still ___14___ after him.

But these first rubber shoes ___15___ raincoats were unpleasantly soft and sticky in ___16___. They were also stiff and very ___17___ in winter. They were like wax(蠟) although they ___18___ a bit stronger.

But the rubber ___19___ use today has been improved. It is ___20___ sticky but soft and elastic(彈性的) and strong enough for any season.

1. A. talked     B. heard  C. seen    D. known

2. A. has  B. was     C. may    D. will

3. A. rubber    B. apple  C. orange       D. oak

4. A. from      B. through      C. out     D. up

5. A. raincoat  B. shoes  C. border D. mass

6. A. hard       B. fast     C. stubborn     D. soft

7. A. important      B. impossible  C. possible      D. uncertain

8. A. made      B. found  C. wrote  D. neglected

9. A. finding   B. keeping      C. making      D. pouring

10. A. kind     B. part    C. sort     D. halves

11. A. clean    B. clear   C. keep   D. prevent

12. A. made    B. found  C. appeared    D. gave

13. A. full      B. like     C. lined   D. applied

14. A. looked  B. named C. made  D. searched

15. A. or B. and     C. with    D. but

16. A. today    B. summer      C. winter D. rain

17. A. soft      B. sticky  C. elastic D. cold

18. A. felt       B. made  C. needed       D. produced

19. A. Mr Mackintosh    B. the Peruvians     C. we      D. is

20. A. also      B. always       C. neither       D. not

A desert is a beautiful land of silence and space. The sun shines, the wind blows, and time and space seem endless. Nothing is soft. The sand and rocks are hard, and many of the plants even have hard needles instead of leaves.

The size and location(分布) of the world’s deserts are always changing. Over millions of years, as climates change and mountains rise, new dry and wet areas develop. But within the last 100 yeas, deserts have been growing at a frightening speed. This is partly because of natural changes, but the greatest makers are humans.

Humans can make deserts, but humans can also prevent their growth. Algeria Mauritania is planting a similar wall around Nouakchott, the capital. Iran puts a thin covering of petroleum(石油) on sandy areas and plants trees. The oil keeps the water and small trees in the land, and men on motorcycles(摩托車) keep the sheep and goats away. The USSR and India are building long canals to bring water to desert areas.

In this passage, “needles” refers to _______.

A. small, thin pieces of steel.

B. long, thin pieces of branches.

C. small pointed growth on the stem(莖) of a plant.

D. small, thin pieces of sticks.

Which of the following is NOT true?

A. The greatest desert makers are humans.

B. There aren’t any living things in the deserts.

C. Deserts have been growing quickly.

D. The size of the deserts is always changing.

People in some countries are fighting a battle against _______.

A. the growth of deserts B. the disappearance of desert plants

C. natural changes  D. congenital climate

We can guess that Mauritania and Algeria belong to _______.

A. Asian countries 　　　　       B. American countries

C. European counties　　　 D. African countries

Choose the sentence which best gives the main idea of the passage.

A. The deserts of the world are always changing.

B. Man is to take measures to control the growth of the world’s deserts.

C. Deserts are lands of silence and space.

D. Deserts have grown at a fast pace in the past 10 years.

— What about having a drink?

    —_______.                                        

    A．Good idea        B．Help yourself   

    C．Go ahead, please D．Me, too

A person may have an idea about himself that will prevent him from doing good work..

He may have the idea that he is not capable of it. It is easy to get such an idea even though there is no justification for it. A child may think he is stupid because he does not understand how to take the most of his mental faculties, or he may accept another person s mistaken estimate of his ability. Older people may be handicapped by the mistaken belief that they are incapable of learning anything new because of their age.

A person who believes that he is incapable will not make a real effort, because he feels that it would be useless. He won’t go at a job with the confidence necessary for success, and he won’t work hardest, even though he may think he is doing so. He is therefore likely to fail, and the failure will strengthen his belief in his incompetence.

Alfred Adler, a famous psychiatrist（精神病醫(yī)生）, had an experience which illustrates this. When he was a small boy he got off to a poor start in arithmetic. His teacher got the idea that he had no ability in arithmetic, and told his parents what she thought in order that they would not expect too much of him. In this way, they too developed the idea, "Isn’t it too bad that Alfred can’t do arithmetic?" He accepted their mistaken estimate of his ability, felt that it was useless to try, and was very poor at arithmetic, just as they expected.

One day he became very angry at the teacher and other students because they laughed when he said he saw how to do a problem which none of the other students had been able to solve.

Adler succeeded in solving a problem. This gave him confidence. He rejected the idea that he couldn’t do arithmetic and was determined to show them that he could. His anger and his new found confidence stimulated him to be at arithmetic problems with a new spirit. He now worked with interest, determination, and purpose, and he soon became extraordinarily good at arithmetic. He not only proved that he could do arithmetic, but he learned early in life from his own experience that , if a person goes at a job with determination and purpose, he may astonish himself as well as others by his ability.

This experience made him realize that many people have more ability than they think they have. And that lack of success is as often the result of lack of knowledge of how to apply one’s ability, lack of confidence, and lack of determination as it is the result of lack of ability.

The underlined word “justification” most probably means ________.

       A. reason                             B. rightness                  C. need                 D. demand

What is the main idea of this passage?

       A. The basic principles in doing math problems.

       B. Our idea about ourselves may have a negative influence on our work.

       C. Our ideas do not always have and influence on us.

       D. All actions are caused by impulse.

What does Alfred Adler’s story tell us?

       A. Many people have more ability than they think they have.

       B. Anybody can become a mathematician, if he has determination.

       C. Arithmetic is actually very easy.

       D. Most teachers are wrong when they evaluator their students.

Why did he become angry one day?

       A. Because the teacher and other students laughed at him.

       B. Because they challenged him to do a difficult arithmetic problem.

       C. Because he couldn’t solve the arithmetic problem.

       D. Because he was very poor at arithmetic.

What idea did Alfred’s teacher have?

       A. He was slow in arithmetic.      

B. He should work harder.

       C. He should be transferred to a special school.

       D. He should not tell his parents that he was slow.

Growing up in Philadelphia, Lieberman started cooking with his stay-at-home dad when he was seven. His food-loving family had two kitchens, and he quickly learned what was the best way to bake his cakes. Lieberman improved his kitchen skills greatly during a year abroad before college, learning from a cook in Italy and studying local specialties（地方特色菜）in Germany, Spain and France. At Yale, he was known for throwing dinner parties, single-handedly frying and baking while mixing drinks for dozens of friends. Just for fun, he and some friends decided to tape a show named Campus Cuisine about his cooking. Lieberman was a real college student showing his classmates how to do things like make drinks out of dining-hall fruit. That helped the show become very popular among the students. They would stop Lieberman after classes to ask for his advice on cooking. Tapes of the show were passed around, with which his name went beyond the school and finally to the Food Network.

Food Network producer Flay hopes the young cook will find a place on the network television. He says Lieberman’s charisma is key. “Food TV  isn’t about food anymore,” says Flay. “It’s about your personality（個性）and finding a way to keep people’s eyeballs on your show.”

But Lieberman isn’t putting all his eggs in one basket. After taping the first season of the new how, Lieberman was back in his won small kitchen preparing sandwiches. An airline company was looking for some one to come up with a tasteful, inexpensive and easy-to-make menu to serve on its flights, Lieberman got the job.

We can learn from the text that Lieberman’s family ___________.

A.  have relatives in Europe     B. love cooking at home

C.  often hold parties             D. own  a  restaurant

The Food Network got to know Lieberman______________.

A. at one of this parties           B.  from his teachers

C. through his taped show      D. on a television program

What does the word “charisma” underlined in the text refer to ?

A. A natural ability to attract others.

B. A way to show one’s achievement.

C. Lieberman’s after-class interest.

D. Lieberman’s fine cooking skill.

Why did the airline company give Lieberman the job?

A. He could prepare meals in a small kitchen.

B. He was famous for his shows on Food TV.

C. He was good at using eggs to make sandwiches.

D. He could cook cheap ,delicious and simple meals.

What can we learn about Lieberman from the text?

A. He is clever but lonely.

B. He is friendly and active.

C. He enjoys traveling around.

D. He often changes his meals.

Lying in the sun on a rock, the cougar(美洲獅) saw Jeb and his son, Tom, before they saw it. Jeb put his bag down quickly and pulled his jacket open with both hands, making himself look big to the cougar. It worked. The cougar hesitated, ready to attack Jeb, but ready to forget the whole thing, too.

Jeb let go of his jacket, grasped Tom and held him across his body, making a cross. Now the cougar’s enemy looked even bigger, and it rose up, ready to move away, but unfortunately Tom got scared and struggled free of Jeb.

“Tom，no!”shouted his father.

But Tom broke and ran and that’s the last thing you do with a cougar. The second Tom broke free, Jeb threw himself on the cougar, just as it jumped from the rock. They hit each other in mid-air and both fell. The cougar was on Jeb in a flash, forgetting about Tom, which was what Jeb wanted.

Cougars are not as big as most people think and a determined man stands a chance, even with just his fists. As the cougar’s claws(爪子) got into his left shoulder. Jeb swung his fist at its eyes and hit hard. The animal howled(吼叫) and put its head back. Jeb followed up with his other fist. Then out of the corner of his eye. Jeb saw Tom. The boy was running back to help his father.

“Knife, Tom,” shouted Jeb.

The boy ran to his father’s bag, while Jeb started shouting as well as hitting, to keep the cougar’s attention away from Tom. Tom got the knife and ran over to Jeb. The cougar was moving its head in and out, trying to find a way through the wall Jeb was making out of his arms. Tom swung with the knife, into the cougar’s back. It howled horribly and ran off into the mountains.

The whole fight had taken about thirty seconds.

Why did Jeb pull his jacket open when he saw the cougar?

A. To get ready to fight.      B. To frighten it away.

C. To protect the boy.      D. To cool down.

What do we know about cougars?

A. They are afraid of noises.

B. They hesitate before they hit.

C. They are bigger than we think.

D. They like to attack running people.

How did Jeb try to hold the cougar’s attention?

A. By keeping shouting and hitting.

B. By making a wall out of his arms.

C. By throwing himself on the cougar.

D. By swinging his fists at the cougar’s eyes.

Which of the following happened first?

A. The cougar jumped from the rock.

B. Tom struggled free of his father.

C. Jeb asked Tom to get the knife.

D. Jeb held Tom across his body.

Contribution of Coeducation

       Imagining being asked to spend twelve or so years of your life in a society which consisted only of members of own sex. How would you react? Unless there was something definitely wrong with you, you wouldn’t be too happy about it, to say the least. It is all the more surprising therefore that so many parents in the world choose to impose such abnormal conditions on their children – conditions which they themselves wouldn’t put up with for one minute!

       Any discussion of this topic is bound to question the aims of education. Stuffing children’s heads full of knowledge is far from being foremost among them. One of the chief aims of educations is to equip future citizens with all they require to take their place in adult society. Now adult society is made up of men and women, so how can a segregated school possibly offer the right sort of preparation for it? Anyone entering adult society after years of segregation can only be in for a shock.

       A co-educational school offers children nothing less than a true version of society in miniature. Boys and girls are given the opportunity to get to know each other, to learn to live together from their earliest years. They are put in a position where they can compare themselves with each other in terms of academic ability, athletic achievement and many of the extra-curricular activities which are part of school life. What a practical advantage it is ( to give just a small example ) to be able to put on a school play in which the male parts will be taken by boys and the female parts by girls! What nonsense co-education makes of the argument that boys are cleverer than girl or vice-versa. When segregated, boys and girls are made to feel that they are a race apart. Rivalry between the sexes is fostered. In a coeducational school, everything falls into its proper place.

       But perhaps the greatest contribution of co-education is the healthy attitude to life it encourages. Boys don’t grow up believing that women are mysterious creatures – airy goddesses, more like book-illustrations to a fairy-tale, than human beings. Girls don’t grow up imagining that men are romantic heroes. Years of living together at school dispel illusions of this kind. There are no goddesses with freckles, pigtails, piercing voices and inky fingers. There are no romantic heroes with knobby knees, dirty fingernails and unkempt hair. The awkward stage of adolescence brings into sharp focus some of the physical and emotional problems involved in growing up. These can better be overcome in a co-educational environment. Segregated schools sometimes provide the right conditions for sexual deviation. This is hardly possible under a co-educational system. When the time comes for the pupils to leave school, they are fully prepared to enter society as well-adjusted adults. They have already had years of experience in coping with many of the problems that face men and women.

What is the best title for this passage?

A only co-education can be in harmony with society.

B people are in great need of co-education.

C any form of education other than co-education is simply unthinkable.

D co-education has many features.

what does co-education offer to children?

A A society.           B A true small model of society.

C A real life.          D True version of social condition.

According to the passage, what is one of the chief aims of education?

A It is for students to acquire knowledge.

B It is to equip future citizens with scientific technology.

C It is to equip future citizens with what is required in getting a position in society.

D It is for students to get academic achievements.

Why do boys and girls in co-education have no illusion about each other?

A They live together and know each other too well.

B Years of living together at school dismiss such illusion.

C co-education encourage them to have an healthy attitude toward life.

D They are familiar with each other’s problems.