Edinburgh Zoo makes plans to bring a pair of giant pandas from China to Scotland. Representatives from Edinburgh Zoo have recently returned from China, where they signed a letter of intent (意向书) making a promise to bring giant pandas to the zoo.
It has been suggested that the breeding pair should be rented to the Royal Zoological Society of Scotland (RZSS) for 10 years and it is hoped they would give birth to babies during that time. Edinburgh Zoo would be the eighth zoo in the West to care for the species if the project goes ahead.
Zoo chiefs said that looking after the endangered animals could benefit conservation. David Windmill, chief of RZSS, said, “It is an opportunity to work on a global level with other conservationists to gain a better understanding of the giant panda, the threats they face, and what we can do to ensure their survival.”
At present, there are currently only around 1,500 giant pandas in the wild. RZSS has been working on the project for almost a year, and hopes to have giant pandas at Edinburgh Zoo by 2011, the year of the society’s centenary.
Mr. Windmill said that the project has received strong support from the UK and Scottish Governments and that this must continue if the zoo is to reach an agreement with the Chinese. As part of the proposed agreement with the Chinese government, Edinburgh Zoo will cooperate on research projects benefiting conservation in the wild.
RZSS will also provide considerable money to support giant panda conservation projects in the wild. Giant pandas live in a few mountain ranges in central China and feed almost wholly on bamboo, which makes up 99% of the their diet.
61. What result did zoo representatives get from China?
A. A breeding pair is on loan to RZSS for ten years.
B. China promised to sell two giant pandas before 2011.
C. They signed a letter of intent about giant pandas to be loaned to Edinburgh Zoo.
D. China promised to offer the money but not the experts for research into giant pandas.
62. If Edinburgh Zoo can borrow giant pandas, what will happen?
A. RZSS will celebrate its centenary in 2011.
B. Scotland will be the eighth country to have giant pandas.
C. RZSS will have a better understanding of living habits of giant pandas.
D. Edinburgh Zoo will be the eighth zoo to have Chinese pandas in the world.
63. The underlined part “the project” in Paragraph 4 refers to “__________”.
A. the celebration of RZSS’s centenary
B. introducing giant pandas to RZSS’s collection
C. the Royal Zoological Society of Scotland itself
D. borrowing giant pandas from China for conservation
64. At present what seems to be the key factor for giant pandas to successfully go to Edinburgh Zoo?
A. RZSS’s attitude. B. The Chinese government’s attitude.
C. Edinburgh Zoo’s support. D. The Scottish government’ attitude.
65. The best title for this passage would be “___________”.
A. Edinburgh Zoo expects giant pandas from China
B. Edinburgh Zoo does research into giant pandas
C. Scotland supports giant panda conservation
D. Giant pandas live happily at Edinburgh Zoo
A recent study on parents who beat their children indicated that physical punishment still occurs far more frequently than previously thought but that physical punishment was ineffective. Given that 73 percent of the children who were hit waited less than 10 minutes before acting out again.
So, what is?
Many parents deal with their children’s mistakes by taking away toys and separating them from their playmates. But for strong-willed kids like I was, none of these methods were effective.
Like many kids, I wasn’t bad; I was bored. Fortunately, my father realized this fairly early on and developed a new form of “discipline” that produced immediate results and long-term positive effects.
Looking back as an adult, my father’s method of making me read the encyclopedia (百科全书)whenever I did something wrong was the best thing he could have done.
He would tell me a topic and say, “Learn about the aardvark and I’m going to quiz you shortly after.” It was punishment in the sense that I was forced to stop whatever I was doing, but it also had a purpose in that it kept my mind occupied and presented the type of mental challenge I clearly lacked.
Although unwillingly, I went to learn absolutely everything there was to know about aardvarks because I was going to figure out every question he could throw at me. If it weren’t for my driving need to prove him wrong, it may not have worked as well as it did.
So that’s just it: It was effective. It helped me change my behavior in that moment and it conditioned me to seek out books when I was bored. Obviously, that happened frequently and apparently and it worked. I grew up to become a successful lawyer and a famous writer as well.
To this day, Dad’s the only one who can beat me.What is the probable main idea of Paragraph 1?
| A．It reports the result of a recent study about the encyclopedia. |
| B．Physical punishment is useless to deal with children. |
| C．Physical punishment only occurred previously. |
| D．73 percent of the children love physical punishment. |
Why do many kids frequently do what they’re not allowed to do according to
the author?
| A．Because they produce immediate results and long-term positive effects. |
| B．Because they prefer to break the “discipline” set by their parents. |
| C．Because they are always regarded as bad kids both at home. |
| D．Because they often find it’s dull in their everyday life. |
What was the author’s father method of punishing him for his mistakes?
| A．His father angrily took away his favourite toys. |
| B．His father separated him from his playmates. |
| C．His father forced him to do some reading and tested him later. |
| D．His father ordered him to learn about the aardvark and quizzed him shortly after. |
What can be inferred from this passage?
| A．Children who are mentally challenged are more likely to be successful. |
| B．Parents ought to develop a new form of discipline to educate their kids. |
| C．It’s absolutely necessary to punish strong-willed kids physically. |
| D．The stricter parents are, the few mistakes children will make. |
I went to a nearby car factory today with my uncle, who works there. One thing I noticed was that most of the work was done by robots. Welding (焊接), painting, testing and many other jobs are performed by robots. The whole dashboard (仪表板) is put into a car by a robot. It would have taken two men to do so in the past, and it would have hurt their backs quite a bit.
It got me thinking: Is it a good thing that robots are replacing factory workers? On the one hand, robots generally do a more accurate job than people. They are not likely to make many mistakes. If something goes wrong with one car, an alarm goes off. They do exactly the same thing every time, but a human worker is unable to do so. On the other hand, robots reduce costs for companies. Companies don’t have to pay robots wages or injury compensation (补偿) if they’re broken. If something in a robot does go wrong, it won’t have to take time off work for a year, or even forever, as could happen to a real person if he breaks his back or burns himself while welding.
The obvious downside is that robots increase unemployment rate, which in turn increases taxes. We don’t want to pay for those who are out of work just because a company has replaced them with robots.We can learn from the first paragraph that _______.
| A．all the workers have been replaced by robots |
| B．robots do most of the work in the car factory |
| C．there are no workers with back strain now |
| D．the author’s uncle designs robots in the factory |
The second paragraph is mainly about ________.
| A．the author’s experience in a car factory |
| B．the advantages of robots over human workers |
| C．the advantages of human workers over robots |
| D．the management of factory workers |
The underlined word “downside” in the last paragraph means _______.
| A．weakness | B．favor |
| C．assistance | D．Advantage |
It can be inferred from the passage that________.
| A．companies refuse to pay for workers. |
| B．robots have completely replaced workers. |
| C．robots can help solve the problem of unemployment. |
| D．people have to pay more taxes for unemployment. |
One day, when I was working as a psychologist in England，an adolescent boy showed up in my office. It was David. He kept walking up and down restlessly, his face pale, and his hands shaking slightly. His head teacher had referred him to me. “This boy has lost his family，” he wrote. “He is understandably very sad and refuses to talk to others, and I'm very worried about him. Can you help？”
I looked at David and showed him to a chair. How could I help him? There are problems psychology doesn't have the answer to, and which no words can describe. Sometimes the best thing one can do is to listen openly and sympathetically.
The first two times we met, David didn't say a word. He sat there, only looking up to look at the children's drawings on the wall behind me. I suggested we play a game of chess. He nodded. After that he played chess with me every Wednesday afternoon—in complete silence and without looking at me. It's not easy to cheat in chess, but I admit I made sure David won once or twice.
Usually, he arrived earlier than agreed, took the chess board and pieces from the shelf and began setting them up before I even got a chance to sit down. It seemed as if he enjoyed my company. But why did he never look at me?
“Perhaps he simply needs someone to share his pain with，” I thought. “Perhaps he senses that I respect his suffering.” Some months later, when we were playing chess, he looked up at me suddenly.
“It's your turn,” he said.
After that day, David started talking. He got friends in school and joined a bicycle club. He wrote to me a few times, about his biking with some friends, and about his plan to get into university. Now he had really started to live his own life.
Maybe I gave David something. But I also learned that one—without any words—can reach out to another person. All it takes is a hug, a shoulder to cry on, a friendly touch, and an ear that listens.When he first met the author, David ________．
| A．felt a little excited | B．walked energetically |
| C．looked a little nervous | D．showed up with his teacher |
As a psychologist, the author ________．
| A．was ready to listen to David |
| B．was skeptical about psychology |
| C．was able to describe David's problem |
| D．was sure of handling David's problem |
David enjoyed being with the author because he________．
| A．wanted to ask the author for advice |
| B．needed to share sorrow with the author |
| C．liked the children's drawings in the office |
| D．beat the author many times in the chess game |
What can be inferred about David?
| A．He recovered after months of treatment. |
| B．He liked biking before he lost his family. |
| C．He went into university soon after starting to talk. |
| D．He got friends in school before he met the author. |
Teaching is more than leadership. Some of the teacher’s time and effort is directed toward instruction, some toward evaluation. But it is the teacher as a group leader who creates an effective organizational structure (结构) and good working environment so that instruction and evaluation activities can take place. A group that is totally disorganized, unclear about its goals, or constantly fighting among its members will not be a good learning group. The leadership pattern includes helping to form and maintain a positive learning environment so that instruction and evaluation activities can take place.
On the first day of class, the teacher faces a room filled with individuals (个体). Perhaps a few closely united groups and friendships already exist. But there is no sense of group unity, no set of rules for conduct in the group, no feeling of belonging. If teachers are successful leaders, they will help students develop a system of relationships that encourages working together.
Standards and rules must be set to keep order, make sure of justice and protect individual rights, but do not contradict school policy. What happens when one student hurts another’s individual rights? Without clear regulations agreeable to the students and teachers, the classroom can become chaotic. Students may break rules they did not know existed. If standards are set without participation from the class, students may spend a great deal of creative energy in destroying the class environment or finding ways to break rules.
No matter how skillful the teacher is in uniting students and creating a positive atmosphere, the task is never complete. Regular maintenance is necessary. Conflicts arise. The needs of individual members change. A new kind of learning task requires a new organizational structure. Sometimes outside pressures such as holidays, upcoming tests or sport competitions, or family troubles cause stress in the classroom. One task for the teacher is to recreate a positive environment by helping students deal with conflict, change, and stress.The underlined word “maintain” in Para.1 probably means_______.
| A．conserve | B．build | C．recreate | D．evaluate |
According to the author, the teacher should _______.
| A．free students from outside pressures |
| B．set the standards and rules on his own |
| C．be responsible for a well-organized class |
| D．focus more on instruction and evaluation |
From the passage we can learn that ______.
| A．rules cannot be changed once they’re formed |
| B．outside pressures may not cause tension among students |
| C．if the teacher well unites his students, he then will finish his task |
| D．if rules are not acceptable both to students and teachers, the classroom can be a mess |
What is the author’s main purpose of writing the passage?
| A．To provide information for teaching. |
| B．To show the importance of teaching a class. |
| C．To study the teacher’s behavior in the classroom. |
| D．To compare the teacher’s behavior with the students’ in class. |
Once I invited a group of friends round to my house, telling them that I was going to record their speech. I said I was interested in their regional accents, and that it would take only a few minutes. Thus, on one evening, three people turned up at my house and were shown into my front room. When they saw the room they were a bit alarmed, for it was laid out as a studio. In front of each easy chair there was a microphone at head height, with wires leading to a tape-recorder in the middle of the floor. I explained that all I wanted was for them to count from one to twenty. Then we could relax and have a drink.
I turned on the tape-recorder and each in turn seriously counted from one to twenty in their best accent. When it was over, I turned the tape-recorder off and brought round the drinks, and for the rest of the evening there was general cheerful conversation—interrupted only by the fact that I had to take a telephone call in another room, which unfortunately lasted some time.
Or at least that was how it would appear. For, of course, the microphones were not connected to the tape-recorder in the middle of the room at all but to another one, which was turning happily away in the kitchen. The participants, having seen the visible tape-recorder turned off, paid no more attention to the microphones which stayed in front of their chairs, only a few inches from their mouths, thus giving excellent sound quality. And my lengthy absence meant that I was able to obtain as natural a piece of conversation as it would be possible to find.
I should add, perhaps, that I did tell my friends what had happened to them, after the event was over, and gave them the choice of destroying the tape. None of them wanted to—though for some years afterwards it always seemed to be my round when it came to the buying of drinks. Linguistic research can be a very expensive business.The writer asked his friends to count from one to twenty because _______.
| A．he wanted to record the numbers for his research |
| B．he wanted to find out whether the tape recorder was working |
| C．he wanted to make his friends relax before real recording started |
| D．he wanted his friends to think that was all he wanted to record |
The writer went into another room to ________.
| A．get a natural recording of his friends’ conversation |
| B．stay away from too much drinking with his friends |
| C．bring a telephone into the front room |
| D．answer a long distance phone call |
The writer turned off the tape-recorder because _______.
| A．he had to answer a phone call |
| B．he wanted his friends to enjoy some drinks |
| C．he thought the tape-recorder might bother his friends |
| D．he wanted to make his friends believe he had finished the recording |
Which one is true according to the passage?
| A．The writer destroyed the tape. |
| B．The writer’s friends destroyed the tape. |
| C．The writer did tell his friends what had happened. |
| D．The writer’s friends like to drink. |
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