The students were not required to find new ways to make use of solar energy.（)

A.are

B.is

C.were

D.was

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

A、were asked

B、was asked

C、had been asked

D、be asked

___.

A、money

B、pay

C、expense

D、loss

Silent ListeningIf something bad just happened （happen) to your friend, what would you d

Silent Listening

If something bad just happened (happen) to your friend, what would you do？ Would you mention it to him and say you feel sorry about it？ Would you offer support or advice？ According to Ruth Clark, such 41 (treat) could mean well, but it might not be what he 42 (real) wants or needs.

Clark asked some college students to imagine some 43 (pleasant) situations, e.g., a low exam grade or the dad’s 44 (lose) of his job.The students were then 45 (ask) how they would like to be treated by a friend who learned of the bad situation from someone else.The results were a little 46 (surprise).Some said they would want and expect their friend to mention the 47 (annoy) situation, but most of the students in the study 48 (respond) that they would like the friend not to do it.The students made the 49 (decide) for themselves whether to discuss their problem with a friend.So, there is value in being a silent 50 (listen) around a troubled friend.

阅读短文，在空白处填入适当的介词。

With One day, Mr. Green told his students to make sentences (1) the words“love, hate” and so on. The kids were all busy (2) the work on their notes.

(3) several minutes many of them handed in their work (4) the teacher.Mr. Green read the notes one (5) one. And most(6)the sentences made by the children were good. There was a big smile(7)his face. Just (8) that time he found a piece of red paper. On it there was such a sentence,“I love my mother better than my father.”“Eim... OK!”said Mr.Green,“but..”He turned over the paper.

He found there were no names (9) that paper. He read the sentence again and again. And slowly the big smile (10) his face was gone. Then he said to the class, “ Whose paper is this？”Tom stood up and said,“It's mine, sir.”

for scientists, working out what is going on in an actor's head has always been something of a puzzle. Now, researchers have said actors show different patterns of brain activity depending on whether they are in character or not.

Dr Steven Brown, from McMaster University in Canada, said, "It looks like when you are acting, you are suppressing (压制) yourself; almost like the character is possessing you." Brown and colleagues report how 15 actors, mainly theatre students, were trained to take on a Shakespeare role — either Romeo or Juliet — in a theatre workshop. They were then invited into the laboratory, where their brains were scanned in a series of experiments. Once inside the MRI scanner, the actors were asked to answer a number of questions, such as: would they go to the party？ And would they tell their parents that they had fallen in love？ Each actor was asked to respond to different questions, based on two different premises (前提). In one, they were asked for their own perspective, while in the other, they were asked to respond as though they were either Romeo or Juliet.

The results revealed that the brain activity differed depending on the situation being tested. The team found that when the actors were in character, they use some third-person knowledge or inferences about their character. The team said they also found additional reduction in activity in two regions of the prefrontal cortex (前额皮质) linked to the sense of self, compared with when the actors were responding as themselves.

However, Philip Davis, a professor at the University of Liverpool, was unimpressed by the research, saying acting is about far more than "pretending" to be someone — it involves embodying (体现) the text and language.

1.How did Dr Brown's team conduct their research？（）

A.By scanning the brain activity of some actors

B.By doing a survey with some theatre goers

C.By interviewing some theatre teachers

D.By consulting some experienced researchers

2. Which of the following is Not True according to the research？（）

A. When actors are acting, they are suppressing themselves

B. The subjects (实验的研究对象)were all theatre students

C. The subjects’ brains were scanned in a series of experiments

D. The subjects’ brain activity differed depending on the situation being tested

E. The subjects were asked different questions

3.What is the finding of Dr Brown's research？（）

A.Acting is not as mysterious as people think

B.Actors' brain activity differs when they are acting

C.Acting is far more than pretending to be the character

D.Actors' brain activity is more active when they are in character

4.How did Philip Davis react to the research？（）

A.He supported it

B.He doubted it

C.He explained it

D.He advocated it

5.What is the text mainly about？（）

A.A debate of how the brain functions

B.A play written by Shakespeare

C.A research on the brain activity of actors

D.A report of the cooperation of scientists and actors

rst began college. She said, “I was always well-prepared for my examination. But I would go in to class to take the exam, and I would fall apart. I could not answer the questions correctly—even though I knew the answers! I would just blank out because of nervousness and fear.” Hitoshi Sakamoto, an anthropology student at Temple University in Tokyo reports similar experiences.

These two young students were experiencing something called test anxiety. Because a student worries and is stressed about a test, his or her mind does not work as well as it usually does. The student cannot write or think clearly because of the severe tension and nervousness.

Now there are special university courses to help students. In these courses, advisors and psychologists try to help students by teaching them to, manage test anxiety. Such a course helps students learn to live with stress and not fail because of it. First students take a practice test to measure their worry level. If the tests show that their stress level is high, the students can take a short course to manage the fear. These courses teach students how to relax their bodies. They get training to become calm in very tense situations. By controlling their nervousness, they can let their minds work more easily. Learned information then comes out without difficulty on a test.

Doreen Sykora saw immediate results after taking such a course. She now has enthusiasm about the relaxation methods. “Mostly, what I do is imagine myself in a very calm place. Then I imagine myself picking up a pencil. I move slowly and carefully. I breathe easily and let all the tension out. With each breath, more worry leaves me. It really works too. My grades have improved great! I’m really doing well at McGill now. This relaxation method works not only on examinations, but it has improved the rest of my life as well.”

For Hitoshi in Tokyo, the results were the same. He is enjoying school a lot more and learning more.

11. What is the similarity between Doreen Sykora and Hitoshi Sakamoto？

A. Students from the same university. B. Failing in all the examinations.

C. Experiences of test anxiety. D. Having the same poor studying habits.

12. These are signs of test anxiety EXCEPT________.

A. worries about a test. B. stressed about a test.

C. low grades and poor study habits. D. nervousness during the test

13. What’s the purpose of some special university student-help courses？

A. To help students to reduce test anxiety.

B. To show a stress level experienced by students.

C. To learn more knowledge about test anxiety.

D. To have a better understanding of test anxiety.

14. What’s the meaning of “blank out” in paragraph 1？

A. To be like a blanket. B. To be sure of an answer.

C. To be relaxed. D. To be unable to think clearly.

15. What’s the organization of passage？

A. Examples — theories — ideas.

B. Problem — strategy — result.

C. General statement — examples — result.

D. Strategy — experiment — examples.

the younger one, Ben, because he was not doing well in school.Boys in his class made jokes about him because he seemed so ___1___.

The mother decided that she would herself have to get her sons to do better in school.She told them to go to the Detroit Public Library to read a book a week and do a book report for her.

One day, in Ben's ___2___, the teacher held up a rock and asked if anyone knew it.Ben put up his hand and the teacher let him ___3___."Why did Ben put up his hand？" his classmates wondered."He never said anything.What could he possibly want to say？"

Well, Ben not only ___4___ the rock, but also said a lot about it.He named other rocks in its group and even knew where the teacher had found it.The teacher and the students were surprised.Ben had learned all this from doing one of his book reports.

Ben later went on to the ___5___ of his class.When he finished high school, he went to Yale University and at last became one of the best doctors in the United States.

1、A.top

B.slow

C.class

D.answer

E.knew

2、A.top

B.slow

C.class

D.answer

E.knew

3、A.top

B.slow

C.class

D.answer

E.knew

4、A.top

B.slow

C.class

D.answer

E.knew

5、A.top

B.slow

C.class

D.answer

E.knew

ime the world cup soccer competition will be held in the United States. While millions play the game around the world, soccer or football has only recently become popular here. It is only in the last 30 years that large numbers of young Americans became interested in soccer. Now it is the fastest growing sport in the country. A recent study found that almost 18 million young boys and girls play soccer in the United States.

The study also found that soccer is beginning to replace more traditional games like American football as the most popular sport among students. And so, when the world cup begins next week, more than one million Americans are expected to go and see the teams play. Organizers say this year’s world cup will be the biggest ever. All the seats at most of the 52 games have already been sold.

Soccer has been played in the United States for a little more than one hundred years. But how did the sport come to this country？ And how long has it existed in other parts of the world？ No one knows exactly where the idea for soccer came from, or when people began playing the game. Some scientists say there is evidence that ball games using the feet were played thousands of years ago. There is evidence that ancient Greeks and Romans and native American Indians all played games sim­ilar to soccer.

Most experts agree that Britain is the birthplace of modem soccer. They also agree that the British spread the game around the world. Unlike the game today, which uses balls of man-made material or leather, early soccer balls were often made of animal stomachs. The rules of early soccer games also differed from those we have today.

1.Which of the following statements is NOT true according to the text？()

A.Americans were preparing for the world cup when the author wrote this article

B.More younger Americans became interested in soccer in the last 30 years

C.Soccer is the fastest developing sport in the world

D.The article was written before the world cup held in the United States

2.Which was the most popular sport as a traditional game among students？()

A.Basketball

B.American football

C.Soccer

D.Tennis

3.For how long has soccer been played in the United States？()

A.About a hundred years

B.About fifty years

C.Only recently

D.About thirty years

4.What is the author going to state in the next paragraph？()

A.There have been attempts to start a professional soccer organization in the U.S

B.In the 12th century soccer games in Britain often involved whole towns

C.Professional soccer grew quickly in Europe

D.Experts believed that the United States would win

The True Story of a Young Man

When Reginald Lindsay received a scholarship to Morehouse College in Atlanta, Georgia, what he wanted most was a good job with a good salary. But soon he became interested in the civil rights movement. At present he has a plan which he hopes will take him to Congress as a southern representative.Now in his first year at Harvard Law School, Reg is making careful plans. After earning his degree, he expects to return to the South to practice law among the poor. "I want to help them understand what their rights are and to help them achieve them," he says. Then he hopes to run for political office at the local and state level until he is ready to try for Congress.Reg grew up in a low-income Negro section of Birmingham, Alabama. Brought up by his grandparents after his parents were divorced while he was very young, Reg has been living through a period of far-reaching progress in race relations. In the summer of 1968 Reg himself became a good example of this progress when he became the first Negro student appointed to a special new program. The program introduces bright young students to the workings of the Georgia State government and encourages them to seek employment there after finishing their education. "I've been lucky," he says. "I seem to have been in the right place at the right time."

But luck is only part of Reg's story, for he has made the most of opportunities that came his way. He learned to read in kindergarten and began visiting the public library regularly to borrow books. His grandparents encouraged him, though neither of them had much education, and they bought him a set of encyclopedias. "I loved those books," he re- members. "I used to come downstairs before breakfast and read short articles. I enjoyed reading about famous men, and then I would pretend to be one of them. I guess it was partly a childish game and partly an escape. It wasn't too much fun to be a Negro when I was a kid."

While studying for his bachelor's degree at Morehouse College, Reg worked on several political campaigns helping candidates get elected to government offices. At the same time he maintained a "B" average while majoring in political science. He worked as a student advisor to earn extra money for his college expenses, and he was granted a scholarship for a year of study at the University of Valencia in Spain.With just two more years to complete at Harvard Law School, which also gave him a scholarship, Reg has made a good start on his professional career. He says, "The good life for me is the kind of life where I can find satisfaction in public service."

1.When Mr. Lindsay received a scholarship to Morehouse College, he wanted to ____

A、become a southern representative in Congress

B、participate in the civil rights movement

C、get a good job with good pay

D、help candidates get elected to government office

2.We learn from the passage that Lindsay ____

A、spent his childhood with his grandparents

B、loved to read history books

C、had well-educated grandparents

D、learned to read after his parents divorced

3.Lindsay felt that ____

A、reading about famous men would help him to succeed

B、pretending to be a famous person was a way to escape from the realities of life

C、reading in the public library was a good way to educate himself

D、reading widely would provide him with many opportunities in the future

4.In Lindsay's time, ____ .

A、there was a great improvement in race relations

B、black people were still looked down upon

C、the Georgia State government encouraged black students to work for it

D、it was impossible for blacks to enter famous universities

5.According to the passage, Lindsay's purpose in life was to ____

A、become a famous lawyer

B、be elected to political office at the local level

C、get another scholarship to study abroad

D、serve the public