請仔細(xì)觀察以下6幅圖，用英語描述其內(nèi)容，并

就圖中教師的做法提出你的看法。

注意：1.第一幅圖的內(nèi)容已經(jīng)給出，不計(jì)入總        

                        詞數(shù)；?     

                     2.詞數(shù)120~150。?

          參考詞匯：signature簽名?

— What a successful Spring Festival Gala (春晚)!Who said we couldn’t make it??

    — _____. ?

    A.Let’s kill the fatted calf?

    B.Practice makes perfect?

    C.Actions speak louder than words?

    D.A golden key can open any door?

— How are things with you??

     — ____.I now make enough money to pay the bills and keep food on the table.

     A.From bad to worse  

     B.Can’t complain?

     C.Too bad

     D.Too good?

He is one of the boys ___ on time.

 A. who is   B. who were    C.who are    D.that is

Several factors make a good newspaper story.First—obviously—it must be new.But since TV can react to events so quickly,this is often a problem for __61  .They usually respond to it in one of three ways.

●  By providing __62  detail,comment or background information.

●  By finding a new __63 on the day's major stories.

●  By printing completely different stories which TV doesn't broadcast.

What else? Well—it also has to be __64  .People don't want to read about ordinary,everyday life.Because of this,many stories __65  some kind of conflict or danger. This is one reason why so much news seems to be __66  news.“Plane lands safely—no one hurt”doesn't sell newspapers.“Plane__67  —200 feared dead!”does.

Next,there's human interest. People are interested in other __68  particularly in the rich,famous and powerful.Stories about the private lives of pop singers,actors,models,politicians, __69  all appear regularly in certain newspapers.

Finally,for many editors, __70  is an important factor,too.They prefer stories about people,places and events which their readers know.That's why the stories in Tokyo's newspapers are often very different from the stories printed in Paris,Cairo,New York or Buenos Aires.

61.A.newspapers      B. publications      C. reporters         D. broadcasters

62.A.extra           B. available         C. inaccessible      D. memorable

63.A.direction       B. look              C. angle             D. section

64.A.tragic          B. dramatic          C. professional      D. sensitive

65.A.quote           B. neglect           C. increase          D. involve

66.A.good            B. bad               C. exciting          D. informative

67.A.crashes         B. bumps             C. strikes           D. drops

68.A.places          B. people            C. things            D. news

69.A.in addition     B. in any case       C. for example       D. after all

70.A.personality     B. similarity        C. uniqueness        D. familiarity

Once again, science supports what your grandmother told you: A good night's sleep helps your body fight a cold.

People who averaged fewer than seven hours of sleep per   1   in the weeks before being exposed to the cold virus were nearly three times   2   likely to get sick as those who   3   eight hours or more, a new study found.

Researchers used frequent telephone   4   to track the sleep   5   of more than 150 men and women aged 21 to 55 over the course of a few weeks. Then they   6   the subjects to the virus, quarantined them for five days and kept   7   of who got sick.

  8   sleeping more, sleeping better also seemed to   9   the body fight illness: Patients who fared better on a measure   10   as 'sleep efficiency' - the percentage of time in bed that you're actually sleeping - were also   11   likely to get sick.

The results held   12   even after researchers   13   for variables such as body-mass index, age, sex, smoking and pre-existing antibodies to the   14   .

  15   your grandmother, the researchers aren't exactly sure   16   sleeping better makes you less likely to   17   a cold. But they   18    take a stab at the answer: 'Sleep disturbance influences the regulation of proinflammatory cytokines（促炎細(xì)胞因子）, histamines, and other symptom mediators that are released in response to infection.' In plain English, maybe tossing and turning when you're   19   with the cold virus   20   to the symptoms that define a cold.

The researchers were based at Carnegie Mellon, the University of Pittsburgh and the University of Virginia, and the study was funded by the National Institutes of Health.

(   ) 1. A. day             B. night               C. week                      D. month

(   ) 2. A. more          B. as                    C. less                         D. same

(   ) 3. A. occurred     B. worked             C. averaged                  D. longed

(   ) 4. A. interviews   B. reports             C. announcements        D. demands

(   ) 5. A. hobbies       B. quality             C. progress                  D. habits

(   ) 6. A. exposed      B. placed              C. protected                 D. prayed

(   ) 7. A. touch          B. check                      C. track                      D. reward

(   ) 8. A. Except               B. Besides             C. Within                     D. Through

(   ) 9. A. benefit               B. guard                C. help                             D. assist

(   ) 10. A. known      B. acted               C. appointed               D. classified

(   ) 11. A. more        B. less                  C. far                          D. totally

(   ) 12. A. ideal        B. false               C. actual                          D. true

(   ) 13. A. adopted     B. adjusted            C. enlarged                  D. employed

(   ) 14. A. bodies       B. cells                 C. virus                      D. medicines

(   ) 15. A. Like          B. As                    C. Against                    D. By

(   ) 16. A. What               B. When                   C. Where                     D. Why

(   ) 17. A. develop     B. form               C. fight                      D. prevent

(   ) 18. A. did           B. often               C. do                           D. never

(   ) 19. A. infected     B. surrounded       C. limited                    D. attached

(   ) 20. A. pulls        B. promotes          C. speeds                     D. contributes

"My kids really understand solar and earth-heat energy," says a second-grade teacher in Saugus, California. "Some of them are building solar collectors for their energy course." These young scientists are part of City Building Educational Program (CBEP), a particular program for kindergarten through twelfth grade that uses the stages of city planning to teach basic reading, writing and math skills, and more.

The children don't just plan any city. They map and analyze (分析) the housing, energy, and transportation requirements of their own district and foretell its needs in 100 years. With the aid of an architect ( 建筑師) who visits the classroom once a week, they invent new ways to meet these needs and build models of their creations. "Designing buildings of the future gives children a lot of freedom," says the teacher who developed this program. "They are able to use their own rich imagination and inventions without fear of blame, because there are no wrong answers in a future context. In fact, as the class enters the final model-building stage of the program, an elected ‘official’ and ‘planning group’ make all the design decisions for the model city, and the teacher steps back and becomes an adviser."

CBEP is a set of activities, games and imitations that teach the basic steps necessary for problem-solving: observing, analyzing, working out possible answers, and judging them based on the children's own standards.

63. The Program is designed _____.

A. to direct kids to build solar collectors          

B. to train young scientists for city planning

C. to develop children's problem-solving abilities

D. to help young architects know more about designing

64. An architect pays a weekly visit to the classroom ______.

A. to find out kids’ creative ideas            B. to discuss with the teacher

C. to give children lectures                 D. to help kids with their program

65. Who is the designer of the program?

A. An official.   B. An architect.   C. A teacher.   D. A scientist.

66. The children feel free in the program because______.

A.    they can design future buildings themselves   B.       they have new ideas and rich imagination

C.    they are given enough time to design models  D.       they need not worry about making mistakes

      Tristan da Cunha, a 38-square-mile island, is the farthest inhabited island in the world, according to the Guinness Book of Records. It is 1,510miles southwest of its nearest neighbor, St. Helena, and 1,950miles west of Africa. Discovered by the Portuguese admiral（葡萄牙海軍上將）of the same name in 1506, and settled in 1810, the island belongs to Great Britain and has a population of a few hundred.

       Coming in a close second –- and often wrongly mentioned as the most distant land － is Easter Island, which lies 1,260 miles east of its nearest neighbor, Pitcairn Island, and 2,300 miles west of South America.

       The mountainous 64-square-mile island was settled around the 5th century, supposedly by people who were lost at sea. They had no connection with the outside world for more than a thousand years, giving them plenty of time to build more than 1,000 huge stone figures, called moai, for which the island is most famous.

       On Easter Sunday, 1772, however, settlers from Holland moved in and gave the island its name. Today, 2,000 people live on the Chilean territory （智利領(lǐng)土）. They share on street, a small airport, and a few hours of television per day.

56．It can be learned from the text that the island of Tristan da Cunha _____________.

       A．was named after its discoverer              B．got its name from Holland settlers

       C．was named by the British government    D．got its name from the Guinness Book of Records

57．Which of the following is most famous for moai?

       A．Tristan da Cunha.           B．Pitcairn Island.

       C．Easter Island.                 D．St. Helena.

58．Which country does Easter Island belong to?

       A．Britain.    B．Holland.   C．Portugal.  D．Chile.

Before a new type of airplane goes into service, every part of it is tested again and again. But there are two tests that are more important than all the others.

The first is called the "tank test". A modem airplane must fly very high in the sky. Air must be pumped into the plane so that the passengers can breathe. The metal structure （結(jié)構(gòu)）of the plane has to be very strong for this reason. When the plane is filled with air, the air presses against the skin of the plane inside. The pressure （壓力） on a small window is like a huge foot that is try??ing to get out. If a small part of the plane were to fail, the plane would explode in the sky. To test the structure of the plane, the plane is lowered into a huge tank or container of water. Then it is filled with air. The pressure inside the plane is greater than it ever will be when it is high up in the air. Finally, there is an explosion. This does not cause so much damage inside the water tank as it would anywhere else. Engineers can discover which part of the plane has broken. Then that part is made stronger.

The most dangerous test happens when the new plane is going through test flights in the air. The test pilot must find out exactly what happens when the engines （發(fā)動機(jī)） are all shut off at once. The plane begins to fall like a stone. It is the pilot’s job to find out how he can get control of the plane again. These two tests are examples of how planes are made safe before they ever carry passengers.

68. By doing the "tank test", the engineers can find out _______.

       A. the amount of air in the plane

       B. the strength of the plane structure

       C. the pressure inside and outside the plane

       D. the power of the airplane engines

69. What will happen to the plane under the "tank test"?

       A. It will be broken.                     B. It will be made stronger.

       C. It will be filled with water.                   D. It will be tested by pilots,

70. According to the text, why are test flights most dangerous?

       A. The plane may explode in the air.           

       B. The pilot may lose control of the plane.

       C. The engines may be damaged.              

       D. Too much air may get into the plane.

71. What might be the most suitable title for the text?

       A. Two Important Tests on Airplanes

       B. The Importance of Flying Safely

       C. The Danger of Testing Airplanes

       D. How Airplanes Are Made and Tested

    He was the baby with no name. Found and taken from the north Atlantic 6 days after the sinking of the Titanic in 1912, his tiny body so moved the salvage （救援） workers that they called him “our baby.” In their home port of Halifax, Nova Scotia, people collected money for a headstone in front of the baby's grave （墓）, carved with the words: “To the memory of an unknown child.” He has rested there ever since.

    But history has a way of uncovering its secrets. On Nov. 5, this year, three members of a family from Finland arrived at Halifax and laid fresh flowers at the grave. “This is our baby,” says Magda Schleifer, 68, a banker. She grew up hearing stories about a great-aunt named Maria Panula,42, who had sailed on the Titanic for America to be reunited with her husband. According to the information Mrs. Schleifer had gathered, Panula gave up her seat on a lifeboat to search for her five children -- including a 13-month-old boy named Eino from whom she had become separated during the final minutes of the crossing. "We thought they were all lost in the sea," says Schleifer.

    Now, using teeth and bone pieces taken from the baby's grave, scientists have compared the

DNA from the Unknown Child with those collected from members of five families who lost relatives on the Titanic and never recovered the bodies. The result of the test points only to one possible person: young Eino. Now, the family sees: no need for a new grave. "He belongs to the people of Halifax," says Schleifer. "They've taken care of him for 90 years."

                                            Adapted from People, November 25, 2002

56. The baby travelled on the Titanic with his___________.

     A. mother               B. parents          C. aunt       D. relatives

57. What is probably the boy's last name?

     A. Schleiferi           B. Eino.                C. Magda.          D. Panula.

58. Some members of the family went to Halifax and put flowers at the child's grave on Nov. 5__.

       A.  1912              B. 1954            C. 2002            D. 2004

59. This text is mainly about  how______________.

     A. the unknown baby's body was taken from the north Atlantic

     B. the unknown baby was buried in Halifax, Nova Scotia

     C. people found out who the unknown baby was

     D. people took care of the unknown baby for 90 years