He ____ have the ticket if I buy it .

A . will       B . must      C . shall      D . ought、

Don’t _____ others. God helps the people who depend on themselves.

A. take on             B. rely on            C. put on        D. put on

— ____ he open the door ?    — Yes , please .

A . Will      B . Shall     C . Does     D . Would

Help me with this suitcase , ____ you ?

A . don''t       B . will      C . do      D . shall

　Some plays are so successful that they run for years on end. In many ways, this is　 36　 for the poor actors who are required to go on repeating the sane　 37　 night after night. One would

 38　 them to know their parts by heart and　 39　 have cause to falter（結巴）.Yet　40　is not always the case.

　　A famous actor in a　 41　 successful play was once cast in the role of an aristocrat　 42　 had been imprisoned in Bastille for twenty years. In the last act，a gaoler（監(jiān)獄長，看守）would always come on to the stage with a letter which he would hand to the prisoner.　 43　 the noble was expected to read the letter at each　 44　 ,he always insisted that it should be written out in full.

　　One night, the gaoler decided to play a joke　 45　 his colleague to find out if, after so many performances, he had managed to learn the　 46　 of the letter by heart. The curtain went up on the final act of the play and revealed（使顯露）the aristocrat sitting alone behind bars in his dark cell. Just then，the gaoler　 47　 with the precious letter in his hands. He entered the　 48　and presented the letter to the aristocrat. But the copy he gave him had not been written out in　

 49　 as usual. It was simply a blank sheet of paper. The gaoler looked on eagerly,　50　 to see if his fellow actor had at last learnt his lines. The noble stared at the blank sheet of paper for a few seconds. Then，squinting（瞇著眼看）his eves，he said,“The light is　 51　.Read the letter to me.”And he promptly handed the sheet of paper to the gaoler.　52　 that he could not remember a word of the letter either, the gaoler replied，“The light is indeed dim，sir. I must get my　 53　”With this, he hurried off the stage. Much to the aristocrat’s　 54　 ，the gaoler returned a few moments later with a pair of glasses and the　 55　 copy of the letter which he proceeded（繼續(xù)進行）to read to the prisoner.

SOUTHPORT, ENGLAND—A British teaching union famous for strange ideas has supported a plan to employ dogs as classroom assistants.

At the yearly conference of the Professional Association of Teachers in Southport, northwest England, one person suggested properly trained dogs be able to keep order in primary schools. They can round up lost children and protect those who experience unfortunate “accidents”. Wendy Dyble, a Sheetland Islands woman who teaches children up to age seven, made it clear to her fellow friends that she was not “barking mad”. They obviously believed her, supporting her idea by 16 votes to 13, with a total of 63 abstentions（棄權）.

She said big dogs could help round up children, keep them in line, lick up the milk they spill on the floor and provide the extra eyes that a teacher needs to keep order. “A big dog would also be helpful for stopping flights and look for lost property, like gym shoes or dolls,” Dyble said at the conference. “The dog will also be useful in sniffing out(find out) smells that children do not own up to,” she added. “It would be nice for the teacher not to have to go round sniffing each child to find the criminal.”

The idea was welcomed by the Dog Defense League but less by bigger teaching unions. A spokesman for Education Secretary, David Blunkett, who is blind, said his guide dog was always popular with pupils when he visited schools. The Professional Association of Teachers, with around 35,000 members, is the smallest teaching union in Britain. It has an honor for occasional strange ideas.

Earlier this week, its yearly conference here suggested stopping exams because they lead to stress and introducing selection at the age of 12 based on physical coordination（調整）and manual（手工的）skill.

According to the writer’s opinion, to employ dogs as classroom assistants ________.

A. is not a good idea                          

B. can improve the relation between children and animals

C. is beyond ordinary people’s imagination    

D. can make some teachers lose jobs

What Dyble said at the conference ________.

A. gained some support from the members        

B. frightened everyone present

C. interested everyone present                 

D. caused some trouble to trained dogs

The last paragraph of this passage ________.

A. has nothing to do with the topic of this passage   

B. shows there are too many exams in British school

C. provides further facts about the teaching union    

D. shows the writer’s anger to the union

— You ought to have called her yesterday .   — Yes , I know I ____ .

A . ought to      B . ought to have    C . ought have done   D . ought to have called

Do what your daughter wants, and you’ll make her upset.

            A                    B   C        D

Visiting U.S. President George W. Bush said in Beijing Friday that both China and the United States should encourage bilateral (雙邊的) contacts and exchanges to promote mutual understanding.

“It’s important for our political leaders to come to China,”said Bush, who gave a speech Friday morning at Qinghua University, one of the most prestigious universities in China.

His working visit to China and discussions with Oinghua students “help promote” Sino-U.S. (中美) relations, Bush said in response to a student’s question about what he would do to promote Sino-U.S. relations.

“Many people in my country are very interested in China,” he said, adding that these Americans have learned more about China’s culture and the Chinese people.

He said that he would keep encouraging such contacts and exchanges between the two countries.

Bush said that he would describe back home what he has seen here and that China as a great nation not only has a “great history” but also an “unbelievably exciting future.”

The president said that the 2008 Olympic Games would make a significant opportunity for the rest of the world to understand China, which enables more people to come to China and feel the modernization taking place, and many more people will see it on the television.

Bush arrived in Beijing Thursday for a two-day working visit to China.

What the word “prestigious” in the second paragraph probably means?

A. great          B. famous              C. honorable                 D. modest

Which of the sentence is NOT true?

A. Bush think bilateral contacts and mutual understanding will promote Sino-U.S. relations.

B. Many Americans are interested in China.

C. Bush and the students of Qinghua discussed something about how to make China richer and stronger.

D. The 2008’s Olympic Games is a great change for China been known by the world.

Many Americans are interested in China because _______.

A. they want to come here to take part in the 2008 Olympic Games

B. they have learned something of China and they want to learn more

C. China has been taking place great change

D. China has a“great history”and“unbelievably exciting future”

The narrator(敘述者) of the passage was most probably _____.

A. a reporter         B. a psychologist      C. a politician      D. a sociologist

Social circumstances in Early Modern England mostly served to repress women’s voices. Patriarchal culture and institutions constructed them as chaste, silent, obedient, and subordinate. At the beginning of the 17th century, the ideology of patriarchy, political absolutism, and gender hierarchy were reaffirmed powerfully by King James in The Trew Law of Free Monarchie and the Basilikon Doron; by that ideology the absolute power of God the supreme patriarch was seen to be imaged in the absolute monarch of the state and in the husband and father of a family. Accordingly, a woman’s subjection, first to her father and then to her husband, imaged the subjection of English people to their monarch, and of all Christians to God. Also, the period saw an outpouring of repressive or overtly misogynist sermons, tracts, and plays, detailing women’s physical and mental defects, spiritual evils, rebelliousness, shrewish ness, and natural inferiority to men.

Yet some social and cultural conditions served to empower women. During the Elizabethan era (1558—1603) the culture was dominated by a powerful Queen, who provided an impressive female example though she left scant cultural space for other women. Elizabethan women writers began to produce original texts but were occupied chiefly with translation. In the 17th century, however, various circumstances enabled women to write original texts in some numbers. For one thing, some counterweight to patriarchy was provided by female communities—mothers and daughters, extended kinship networks, close female friends, the separate court of Queen Anne (King James’ consort) and her often oppositional masques and political activities. For another, most of these women had a reasonably good education (modern languages, history, literature, religion, music, occasionally Latin) and some apparently found in romances and histories more expansive terms for imagining women’s lives. Also, representation of vigorous and rebellious female characters in literature and especially on the stage no doubt helped to undermine any monolithic social construct of women’s mature and role.

Most important, perhaps, was the radical potential inherent in the Protestant insistence on every Christian’s immediate relationship with God and primary responsibility to follow his or her individual conscience. There is plenty of support in St Paul’s epistles and elsewhere in the Bible for patriarchy and a wife’s subjection to her husband, but some texts (notably Galatians 3:28) inscribe a very different politics, promoting women’s spiritual equality: “There is neither Jew nor Greek, there is neither bond nor free, there is neither male nor female: for ye are all one in Jesus Christ.” Such texts encouraged some women to claim the support of God the supreme patriarch against the various earthly patriarchs who claimed to stand toward them in his stead.

There is also the gap or slippage between ideology and common experience. English women throughout the 17th century exercised a good deal of accrual power: as managers of estates in their husbands’ absences at court or on military and diplomatic missions; as members of guilds; as wives and mothers who apex during the English Civil War and Interregnum (1640-60) as the execution of the King and the attendant disruption of social hierarchies led many women to seize new roles—as preachers, as prophetesses, as deputies for exiled royalist husbands, as writers of religious and political tracts.

     What is the best title for this passage?

[A]. Women’s Position in the 17th Century.

[B]. Women’s Subjection to Patriarchy.

[C]. Social Circumstances in the 17th Century.

[D]. Women’s objection in the 17th Century.

     What did the Queen Elizabeth do for the women in culture?

[A]. She set an impressive female example to follow.

[B]. She dominated the culture.

[C]. She did little.

[D]. She allowed women to translate something.

Which of the following is Not mention as a reason to enable women to original texts?

[A].Female communities provided some counterweight to patriarchy.

[B]. Queen Anne’s political activities.

[C]. Most women had a good education.

[D]. Queen Elizabeth’s political activities.

     What did the religion so for the women?

[A]. It did nothing.

[B]. It too asked women to be obedient except some texts.

[C]. It supported women.

[D]. It appealed to the God.