----- We could have asked Mr. Zhang for help. He is caring and considerate.

----- I_______ that. A long time _______.

A. forgot; had been wasted                    B. forget; wasted 

C. have forgotten; wastes                   D. forgot; was wasted

In Germany, you shouldn’t arrive late to a dinner party; you should always be ___.

A. on time           B. at times    C. in time            D. for a time

What does fizz (氣泡) taste like? In Bubbly (多泡的)drinks such as sodas, tiny bubbles give the drink a lift--- and have a distinct taste, In a new study on mice, scientists have connected that fizzy-taste feeling to the ability to taste sourness, such as that of oranges or vinegar.

Scientists first thought the taste of bubbles came from the bubbles bursting on the tongue, but now ate starting to think differently. Charles Zuker, of Columbia University, and his team studied the nervous system of mice to understand how the tongue tastes carbon dioxide, which is the gas that makes up the bubbles.

       Animals, including human beings, are able to detect different tastes by using taste buds(味蕾) which pick up tastes in the mouth, and then send them to the brain. In the experiment, different groups of mice were genetically engineered to be missing one of the senses involved in taste. “Genetically engineered” means the researchers were able to turn off the switches for certain senses by changing the genes responsible for taste. The mice in one group could not taste sweet; another, sour; the third, bitter, and the fourth, salt. When the scientists gave carbon dioxide to the mice, the nervous systems of all the mice responded to the gas, except those of the mice that could not taste sour.

       This shows that the taste of the bubbles must be sour, and that by turning off the ability of the mice to taste sour, the scientists also turned off their ability to taste carbon dioxide. When they studied the cells that detect sourness, the researchers found a protein attached to the cells that is important to the process of tasting carbon dioxide. When carbon dioxide comes into contact with this protein, the protein knocks off particles called protons. These protons(質(zhì)子), in turn, travel to the brain, which says ,” Hey! That’s a taste!”

       It may seem like a lot of work to get from a can of soda to a taste, but the science of the senses is anything but simple, “  Taste is a challenging system to study,” one researcher says.

What is the most important function of the bubbles?

A. To look interesting .                      B. To make drinks taste good.

C. To make drinks funny.                   D. To produce a lot of fizz.

From the experiment the researchers learned that______.

A. sourness has nothing to do with the taste of bubbles.

B. there is a connection between sourness and bubbles.

C. the taste of bubbles is better if it’s less sour.

D. most mice cannot taste carbon dioxide.

It can be inferred from the passage that ________.

A. the taste of bubbles is produced by the bubbles bursting on the tongue.

B. the nervous systems of mice show how the tongue tastes carbon dioxide.

C. taste seems simple but is very complex to research.

D. nerve cells sending signals to the brain is the first step in tasting something.

Which of the following would be the best title for the passage?

A. Nervous Systems Understand How the Tongue Tastes.                 

B. The Process of Taste

C. The taste of Bubbles.                                                

D. Different Animals Detect Different Tastes.

Happy birthday, Alice? So you have _______ twenty-one already?

A. become                   B. turned                     C. grown                     D. passed

When I heard the news that she was going to resign, I was       surprised. I was astonished.

  A. more than                    B. less than                  C. other than                 D. rather than

Children under six are not ______to school except those of extraordinary intelligence．

       A．permitted           B．a(chǎn)dmitted     C accepted          D．received

---Is Mary still performing?

----I’m afraid not. She is said_____ the stage already.

A. to have left      B. to leave   C. to have been left   D. to be left

完型填空

It must have been after two o’clock in the morning when the last guest took his leave. __36__ we had enjoyed their stay, my wife and I were quite __37__ to shut the door on them. We __38__ all the dirty dishes and glasses __39__ they were, and after opening a few windows to let some __40__ air in and the smell of food out, we climbed into bed and fell asleep.

I couldn’t have been asleep for more than half an hour __41__ I awoke with a strong smell of smoke. __42__ half asleep, I stepped into the living-room, and there, __43__ heavy clouds of smoke, I saw one of the curtains was on fire. I should have __44__ the windows then without delay, __45_ instead I tried to beat out the fire with a folded newspaper. When this __46__, I hurried into the kitchen to __47__ a bucket of water. At the same time, I shouted to Barbara, who __48__ phoned to summon (請求) the fire brigade (消防隊) __49__ coming to help me. We had to work at top speed __50__ buckets of water from the kitchen to __51__ the fire, fanned by the wind from the windows, from __52__. We were unable to put out the fire, but we managed to __53__ it under control until the arrival of the firemen. __54??????__, they arrived in no time, and they had little difficulty __55_ the fire stop burning.

A. Although     B. Because       C. If             D. Since

A. pleasant      B. comfortable    C. thankful        D. free

A. laid          B. left           C. washed        D. put

A. that         B. like           C. which         D. as

A. new         B. cool          C. fresh          D. warm

A. when        B. until          C. while          D. after

A. Thus        B. Still          C. Only          D. Yet

A. through      B. with          C. from          D. by

A. broken       B. opened        C. removed       D. closed

A. and          B. but           C. or            D. so

A. finished      B. failed          C. continued    D. succeeded

A. bring         B. find           C. pump        D. borrow

A. eagerly        B. nervously      C. hurriedly     D. certainly

A. besides       B. till            C. before       D. for

A. moving        B. taking         C. using        D. carrying

A. prevent        B. fight          C. strike        D. kill

A. rising         B. developing     C. lighting       D. spreading

A. keep          B. place          C. hold         D. catch

A. However      B. Therefore      C. Fortunately   D. Especially

A. causing       B. getting         C. letting       D. making

At a primary school in a small town in the east of South Carolina, second-grade teachers Garneau and Lynne are convinced that separating elementary-age boys and girls produces immediate academic improvement in both genders(性別).

       David Chadwell, South Carolina’s coordinator of single gender education says, “Boys and girls learn, hear and respond to their surroundings differently. We can teach boys and girls based on what we now know.”

       Male and female eyes are not organized in the same way, he explains. The composition of the male eye makes it sensitive to motion and direction. “Boys interpret the world as objects moving through space,” he says.

       The male eye is also drawn to cooler colors like silver and black. It’s no accident boys tend to create pictures of moving objects instead of drawing the happy colorful family, like girls do in their class.

       The female eye, on the other hand, is drawn to warmer colors like red, yellow and orange. To attract girls, Chadwell says, the teacher doesn’t need to move as much as in boy’s class. Using descriptive phrases and lots of colors in presentations or on the blackboard gets their attention.

       Boys and girls also hear differently. “When someone speaks in a loud tone, girls interpret it as yelling,” Chadwell says. “They think you’re mad and can shut down.” Girls are more sensitive to sounds. He advises girls’ teachers to watch the tone of their voices. Boys’ teachers should sound more forceful, even excited.

       A boy’s nervous system causes him to be more cautious when he is standing, moving, and the room temperature is around 69 degrees Fahrenheit. Stress in boys, he says, tends to increase blood flow to their brains, a process that helps them stay focused. Girls are more focused when seated in a warmer room around 75 degrees Fahrenheit. Girls also respond to stress differently. When exposed to threat and conflict, blood goes to their guts(腸道), leaving them feeling nervous or anxious.

       These differences can be applied in the classroom, Chadwell adds. “Single gender programs are about maximizing the learning.”

What is David Chadwell’s attitude toward separating elementary-age boys and girls while learning?

       A. Supportive               B. Worried            C. Concerned                D. Uninterested

To engage boy in a class, the teacher ______.

       A. must have a moving object in this hand   B. needs to wear clothes in warm color

       C. has to speak politely                              D. had better move constantly while teaching

Which of the following shows the organization of the passage?

       (??= Paragraph 1  ??= Paragraph 2  ??= Paragraph 3  ….. ??= Paragraph 8)

       A.                                  B.

C.                                     D.

Which of the following is the best title of the passage?

       A. Ways of teaching boys and ways of teaching girls

       B. Boys and girls should be separated

       C. How boys and girls learn differently

       D. How to teach more effectively

Which of the following students is most likely to be focused?

       A. A boy sitting in a warm room                 B. A standing boy who is faced with stress

       C. A girl standing in a cold room                D. A girl who is facing a lot of pressure

The experts are trying to find ways of ____ the animals in danger.

  A. rescuing   B. dragging    C. seizing    D. watching out