When the teacher came in, I saw the students ____ from their seats.

A.sang

B.has sung

C.was singing

A.negative

B.partial

C.potential

D.positive

when she could not answer her teacher’s questions.

A) amazed B) awkward C) curious D) amused

A.gave

B.was gaving

C.is gave

D.give

A.Can you say for a second time

B.I don’t understand anything

C.Pardon

D.What you said was nonsense

A.came in, talked and shouted

B.was coming in, were talking and shouting

C.came in, were talking and shouting

D.was coming in, talked and shouted

I’ve been writing for most of my life. The book Writing Without Teachers introduced me to one distinction and one practice that has helped my writing processes tremendously. The distinction is between the creative mind and the critical mind. While you need to employ both to get to a finished result, they cannot work in parallel no matter how much we might like to think so.

Trying to criticize writing on the fly is possibly the single greatest barrier to writing that most of us encounter. If you are listening to that 5th grade English teacher correct your grammar while you are trying to capture a fleeting (稍纵即逝的) thought, the thought will die. If you capture the fleeting thought and simply share it with the world in raw form, no one is likely to understand. You must learn to create first and then criticize if you want to make writing the tool for thinking that it is.

When the author says the creative mind and the critical mind “cannot work in parallel” (Line 4, Para. 1) in the writing process, he means ________.

A) no one can be both creative and critical

B) they cannot be regarded as equally important

C) they are in constant conflict with each other

D) one cannot use them at the same time（D）

n a devastating car accident.

The boy began lessons with an old Japanese judo master. The boy did well, so he couldn’t understand why, after 3 months of trains, the master had taught him only one move.“Master,” the boy finally said, “Shouldn’t I be learning more moves？” “This is the only move you know, but this is the only move you’ll need to know,” the master replied. Not quite understanding, but believing in his teacher, the boy kept training. Several months later, the master took the boy to his first tournament. Surprising himself, the boy easily won his first two matches. The third match proved to be more difficult, but after some time, his opponent became impatient and charged; the boy skillfully used his one move to win the match. Still amazed by his success, the boy was now in the finals. This time, his opponent was bigger, strong, and more experienced. For a while, the boy appeared to be outmatched. Concerned about the boy, the referee called a time-out. He was about to stop the match when the master came forward.

“No,” the master insisted, “Let him continue.”

Soon after the match resumed, his opponent made a fatal mistake. He dropped his guard. Instantly, the boy used his move to pin him. The boy won the match. He was the champion.

On the way home, the boy and his master reviewed every move in each and every match. Then the boy summoned the courage to ask what was really on his mind.

“Master, how did I win the tournament with only one move？”

“You won for two reasons,” the master answered. “First, you’ve almost mastered one of the most difficult throws in judo. And second, the only known defense for that move is for your opponent to grab your left arm.

16. Judging from the context, what happens when a referee calls a “time-out”(Line2, Para 7)？

A. The time for the game has run out

B. The game stops for a short time

C. Either side can claim victory

D. The game ends in a tie

17. Why did the master insist on continuing the match？

A. Because the time-out would give the opponent an advantage

B. Because the boy was confident of winning

C. Because he had confidence in the boy’s skill

D. Because all he cared about is winning the final

18. What caused the defeat of the boy’s opponent in the final？

A. Over-confidence

B. Impatience

C. Inexperience

D. The time-out

19. Why did the master only teach the boy one move？

A. The boy could not do other moves with only one arm

B. It was the only move the master knew well

C. It was the move his opponents were not good at

D. His opponent would be helpless when he made this move

20. What does the story show？

A. One can turn his weakness into an advantage

B. It is very important to have a good teacher

C. Even a disabled person can win in a judo match

D. To master judo one only needs to learn one difficult move

A.计算机辅助设计

B.计算机辅助制造

C.全面自动化生产

s, signals, and even music over wires from one place to another. However, the human voice 36 this way. Many inventors tried to find a way to send a voice over wires, and in 1876 some of their efforts were awarded with success.

Two American inventors, Alexander Graham Bell and Elisa Gray, succeeded at almost the same time. The United States Supreme Court finally had to decide which of the two was the first inventor of the telephone. The Court decided 37 Bell’s favor.

Born in Edinburgh, Scotland, Bell grew up in a family that was very interested in teaching people to speak. His grandfather had been an actor who left the theatre to teach elocution(演讲技巧); his father was a teacher 38 deaf-mutes learn how to speak.

However, probably none of the later inventions gave Bell the same feeling of success __39_ he had on the day when he spilled some acid from his batteries. It was after he had worked for months to find ways to send something more than metallic twangs(金属砰弦声)over the wires. Thinking Watson, __40__, was in the next room, Bell called, "Mr. Watson, come here. I want you." Watson was not in the next room. He was down in his laboratory, next to the receiver. To Watson's surprise, he heard the words perfectly. He ran to tell Bell the news: the wires had carried Bell's voice perfectly.

36. A. had never traveled B. never had traveled

C. was never traveled D. never was traveled

37. A. at B. on C. to D. in

38. A. which was helped B. that was helped

C. who helped D. who has helped

39. A. like B. to C. which D. as

40. A. being his helper B. was his helper

C. his helper D. to be his helper