For some minutes, all was quiet in the street. Then from across the street someone came walking.
It looked like a man of middle height, dressed in a big raincoat, a soft hat and rubber-soled boots or shoes, and making little sound while walking. No one was in sight. It was a street with two rows of about fifty small houses and there were three lamps on either side. The lamp nearest to the child’s house could be seen clearly, but the others were almost hidden by the smoky air. A car passed the end of the street and its lights showed faintly, but clearly enough to show the smooth skin of a woman’s face. The car disappeared as the woman, wrapped up in her coat, reached the doorway of the child’s house.
She put a key in the lock quickly, pushed the door open and stepped inside, then closed the door without looking round. She began to breathe hard.
She leaned against the door for a moment, then straightened up as if with an effort, and walked towards the door of the front room, the passage leading to the kitchen, and the narrow staircase. She hesitated outside the door, then went up the stairs quickly but with hardly a sound. There was enough light from the narrow hall to show the four doors leading off a small landing (樓梯平台). She pushed each door open in turn and shone a torch inside, and the light fell upon beds, walls, furniture, a bathroom hand-basin, a mirror which flashed brightness back; but this was not what the woman was looking for. She turned away and went downstairs, and hesitated again at the foot of the stairs, then turned towards the kitchen. Clearly there was nothing there, or in the small washroom that she wanted. Two rooms remained; the front room and a smaller one next to it. She opened the front room door. After a moment, she saw the child’s bed and the child.
61. The lights of the car passing the end of the street showed that .
A. a woman was driving the car
B. someone was standing by a street lamp
C. a man and a woman were walking up the street
D. a woman was walking by herself up the street
62. After the woman closed the front door, she .
A. looked round quickly B. started breathing again
C. rested before moving D. walked straight towards the front door
63. Which of the following plans (平麵圖) is the right position of the child’s room?
= door = stairs F = front room
C = child’s room P = passage K = kitchen W= washroom
64. When she was upstairs, the woman .
A. saw that there was a wash - basin in each room
B. noticed a mirror which she was looking for
C. found a torch in one of the rooms
D. opened four different doors
65. Once she was in the house, the woman behaved as if what she was looking for .
A. might be in the kitchen
B. was more likely to be upstairs
C. would be easily seen by the light from the hall
D. would look frightening to a child
The favorite food in the United States is the hamburger (漢堡包). The favorite place to buy a hamburger is a fast food restaurant. At fast food restaurants, people order their food, wait a few minutes, and carry it to their tables themselves. People also take their food out of the restaurant and eat it in their cars or in their homes. At some fast food restaurants. people can order their food, pay for it and pick it up without leaving their cars.
There are many kinds of fast food restaurants in the United States. The greatest in number sell hamburgers, French fries (油炸馬鈴薯片) and so on. They are popular food among Americans. Besides, fast food restaurants that serve Chinese food, Mexican food, Italian food, chicken, seafood and ice-cream are very many. The idea of a fast food restaurant is so popular that nearly every kind of food can be found in one.
Fast food restaurants are popular because they reflect (反映) American life style. Customers can wear any type of dress when they go to a fast food place. Second, they are fast. People who are busy do not want to spend time preparing their own food or waiting while someone prepares it. In fast food restaurants the food is usually ready before the customer even orders it. Finally most food in a fast food restaurant is not expensive. Therefore, people are able to buy and eat at a fast food restaurant often, while they may not be able to go to a more expensive restaurant very often.
66. Hamburgers and French fries can be got at the fast food restaurants.
A. some of B. most of C. a part of D. all of
67. What do people do when they come to a fast food restaurant?
A. They order and eat their food at the restaurant.
B. They buy and take their food out and eat it in their cars or in their homes.
C. They order, pay for and get their food in their cars.
D. They do one of the three above-mentioned things.
68. Why do Americans like to go to fast food restaurants?
It is because fast food restaurants are fast, informal (不拘禮節的), and
B. It is because people can easily find fast food restaurants.
C. It is because people like to eat hamburgers.
D. It is because fast food restaurants sell nearly every kind of food.
69. Is the food in fast food restaurants always ready before the customers order it?
A. Yes, it is B. No, it is seldom ready
C. Yes. It is cooked to order D. No. Not always, but usually
70. Seafood and ice-cream are served at all fast food restaurants, aren’t they?
A. Certainly B. Yes, they are
C. No, I’m afraid not D. No. Only at a few of them
It is understood that a ballad is a song that tells a story, but a folk song is not so easily defined. A balled is a folk song, but a folk song is not a ballad until it tells a story. Folk song, then has included many kinds of music. For example, a sailor’s song of the sea is a folk song. The blues, a type of jazz popular in New Orleans, may be a folk song. In fact, there are folk songs for every job.
“Home on the Range” shows how a popular song may become a folk song. It was first picked up as a folk song in 1910 by John Lomax in San Antonio, Texas. Lomax heard the song from an old man who had been a cook many years before. The song was known all over the Midwest; thought it did not come to national attention until the early 1930s. By 1947 “Home on the Range” was so popular that it became the official state song of Kansas.
71. A folk song is also a ballad when it .
A. tells a story B. is sung by workers
C. makes the listeners feel sad D. covers many kinds of music
72. According to the author, which of the following is not always a folk song?
A. A ballad B. A sailor’s song C. A state song D. A goatherd’s song.
73. According to the passage, which of the following is not true of a folk song?
A. It is passed on orally B. It has different forms
C. It may talk about work D. It is found only in the western states
74. The author uses the example of “Home on the Range” to show that folk songs .
A. always tells a story B. are based on written forms
C. may come from popular songs D. have become state songs
75. The main topic of the passage is the .
A. different kinds of folk songs B. development of popular music
C. definition of a ballad D. importance of folk songs in American life
We find that bright children are rarely held back by mixed-ability teaching. On the contrary, both their knowledge and experience are enriched. We feel that there are many disadvantages in streaming (把……按能力分班) pupils. It does not take into account the fact that children develop at different rates. It can have a bad effect on both the bright and the not-so-bright child. After all, it can be quite discouraging to be at the bottom of the top grade!
Besides, it is rather unreal to grade people just according to their intellectual ability. This is only one aspect of their total personality. We are concerned to develop the abilities of all our pupils to the full, not just their academic ability. We also value personal qualities and social skills, and we find that mixed-ability teaching contributes to all these aspects of learning.
In our classrooms, we work in various ways. The pupils often work in groups: this gives them the opportunity to learn to co-operate, to share, and to develop leadership skills. They also learn how to cope with personal problems as well as learning how to think, to make decisions, to analyse and evaluate, and to communicate effectively. The pupils learn from each other as well as from the teacher.
Sometimes the pupils work in pairs; sometimes they work on individual tasks and assignments, and they can do this at their own speed. They also have some formal class teaching when this is appropriate. We encourage our pupils to use the library, and we teach them the skills they need in order to do this efficiently. An advanced pupil can do advanced work: it does not matter what age the child is. We expect our pupils to do their best, not their least, and we give them every encouragement to attain this goal.
76. In the passage the author’s attitude towards “mixed-ability teaching” is .
A. critical B. questioning C. approving D. objective
77. By “held back” (Line 1) the author means “ ”.
A. made to remain in the same classes
B. forced to study in the lower classes
C. drawn to their studies
D. prevented from advancing
78. The author argues that a teacher’s chief concern should be the development of the student’s .
A. personal qualities and social skills
B. total personality
C. learning ability and communicative skills
D. intellectual ability
79. Which of the following is NOT MENTIONED in the third paragraph?
A. Group work gives pupils the opportunity to learn to work together with others
B. Pupils also learn to develop their reasoning abilities
C. Group work provides pupils with the opportunity to learn to be capable
D. Pupils also learn how to participate in teaching activities
80. The author’s purpose in writing this passage is to .
A. argue for teaching bright and not-so-bright pupils in the same class
B. recommend pair work and group work for classroom activities
C. offer advice on the proper use of the library
D. emphasize the importance of appropriate formal classroom teaching
61. D 62. C 63. A 64. D 65. B
66. B 67. D 68. A 69. D 70. C
71. A 72. C 73. D 74. C 75. A
76. C 77. D 78. B 79. D 80. A
Students enrolled at least half time may borrow up to $3,000 form the government over a two-year period. Repayment of the loan begins six months after the student leaves school. These loans carry on interest until this time. The current interest rate is 5 percent. Students may borrow up to $4,500 annually from a bank, credit union, savings and loan association or other eligible lender. Repayment on these loans usually begins six months after the student leaves school. These loans carry no interest until this time. This current interest rate is 9 percent. Parents may borrow up to $300 annually for each dependent college. Repayment begins forty-five days after receiving the loan, and the interest rate is 12 percent.
61. Which of the following is the main purpose?
To remind students and their families to repay their loan.
To compare interest rates.
To inform students and parents of the various loans available.
To show that government loans charge the least interest.
62. The highest interest rate is charged to _______.
A. full-time students B. parents
C. students borrowing from a credit union D. half-time students
63. If parents had three children in college how much could they borrow annually?
A. 900 B. 3,000 C. 300 D. 9,000
64. According to the passage which of the following is true.
The government lends students enrolled at least half time up to 3,000 annually.
Students may borrow up to $4,500 annually from four sources.
Students enrolled less than half time may borrow money.
The current interest rate from banks is 5 percent.
65. It can be inferred from the passage that _______.
the student’s school determines who is an eligible lender
money is available for student loans
students need not be enrolled half time to borrow money
the interest rate on student loans is increasing
Are you aware that you actually possess six senses? The sixth is a muscular sense responsible for directing your muscles intelligently to the exact extent necessary for each action you perform. For example, when you reach for an object, the sensory nerves linking the muscles to the brain stop your hand at the correct spot. This automatic perception of the position of your muscles in relation to the object is your muscular sense in action.
Muscles are stringly bundles of fibers varying from one five-thousandth of an inch to about three inches. They have three unique characteristics, they can become shorter and thicker; they can stretch; and they can retract to their original positions. Under a high-powered microscope, muscle tissue is seen as long, slender cells with a grainy texture like wood.
More than half of a person’s body is composed of muscle fibers, most of which are involuntary—in other words, work without conscious direction. The voluntary muscles, those that we move consciously to perform particular actions, number more than five hundred. Women have only 60 to 70 percent as much muscle as men for their body mass. That is why an average woman can’t lift as much, throw as far, or hit as hard as an average man.
66. According to the selection, the muscular sense is responsible for ______.
A. the efficiency of our muscles B. the normal breathing function
C. directing our muscles intelligently D. the work of only our involuntary muscles
67. Intelligent use of the muscles means that ________.
one always knows what his muscles are doing
one performs simple actions whithout working
one’s muscles are used only to the extent necessary for each action they perform
one improves muscular action consciously
68. Muscles are unique fibers because, they can ________.
A. contract B. stretch C. retract D. do all of the above
69. Under a microscope, muscle cells appear to be _______.
A. textured like wood B. colored like wood
C. smooth and red D. short and thick
70. According to the selection more than half of a person’s body is composed of ______.
A. voluntary muscles B. involuntary muscles
C. muscle fibers D. sensory nerves
The large part which war played in English affairs in the Middle-Ages, the fact that the control of the army and navy was in the hands of those that spoke French, and the circumstances that much of English fighting was done in France all resulted in the introduction into English of a number of French military terms. The art of war has undergone such changes since the battles of Hastings, Lewes, and Agincourt that many words once common are now only in historical use. Their places have been taken by later borrowings, often like wise from French, many of them being words acquired by the French in the course of their wars in Italy during the sixteenth century. Yet we still use French words of the Middle Ages when we speak of the army and the navy, of peace, enemy, battle, soldier, guard and spy, and we have kept the names of officers such as captain and sergeant. Some of the French terms were introduced into English because they were needed to express a new object or a new idea. In other cases a French and a native English word for the same thing existed side by side. Sometimes one or the other has since been lost from the language; but sometimes both the borrowed and the native word have been still in common use.
71. The main idea of this passage is that ______.
most of today’s common English military terms dated from the sixteenth century or later
a study of the English vocabulary shows the important part which war has played in the history of England
many French words borrowed into English during the Middle Ages have since disappeared from the language
many military terms used in English were originally borrowed from French, some as early as the Middle Ages
72. All of the following have something to do with the introduction into English of many French military terms except that _______.
war played an important part in English affairs in the Middle Ages
the English army and navy were controlled by those who spoke French in the war between England and France
France invaded England in the Middle Ages and many battles were fought in England
much of English fighting was done in France in the war between England and France
73. The art of war has undergone such changes that _______.
we no longer use any French words of the Middle Ages
many words once common are not used any longer and they are replaced by Italian words
French military terms have disappeared from the English language
many words once common are now only in historical use and their places have been taken by the newly-borrowed words
74. Which of the following is not the French word borrowed into English during the Middle Ages?
A. sergeant B. battle C. spy D. fight
75. The writer takes the words “battle” and “fight” as an example to show______.
French words are needed to express something new
a French and a native word for the same thing have been still in common use side by side French word or the other has been lost from the English language
“battle” is the borrowed word and “fight” is the native one
“Fingers were made before forks” when a person gives up good manners, puts aside knife and fork, and dives into his food, someone is likely to repeat that saying.
The fork was an ancient agricultural tool, but for centuries no one thought of eating with it. Not until the eleventh century, when a young lady from Constantinople brought her fork to Italy, did the custom reach Europe.
By the fifteenth century the use of the fork was widespread in Italy. The English explanation was that Italians were averse to eating food touched with fingers, “Seeing all men’s fingers are not alike clean.” English travellers kept their friends in stitches while describing this ridiculous Italian custom.
Anyone who used a fork to eat with was laughed at in England for the next hundred years. Men who used forks were thought to be sissies, and women who used them were called show-offs and overnice. Not until the late 1600’s did using a fork become a common custom.
76. The custom of eating with a fork was _______.
A. brought to Europe from America B. begun when forks were invented
C. brought to Europe from Asia D. invented by Italians
77. By the fifteenth century forks were used _______.
A. all over Italy B. only in Constantinople
C. widely in Europe D. In England
78. To English travellers in Italy, the use of forks seemed _______.
A. clever B. necessary C. good manner D. ridiculous
79. The English thought that Italians used forks in order to ________.
A. imitate the people of the East B. keep their food clean
C. impress visitors with their good manners D. amuse the English
80. In England, people who used forks at that time were considered ______.
A. well mannered B. sissies C. show-offs and overnice D. both B and C
61.C 62.B 63.A 64.B 65.B 66.C 67.C
68.D 69.A 70.C 71.D 72.C 73.D 74.D
75.B 76.C 77.A 78.D 79.B 80.D