His pupils used to make him so angry that he sometimes threw books ____ them. A. over

A.examined

B.approved

C.forecast

D.appointed

A.examined

B.approved

C.forecast

D.appointed

age. Everybody learns（1）own language by keeping in mind what he hears when he is a small child. Some children like those who（2）abroad with their（3）, seem to learn two languages easily as they do one. In school, it's not easy for pupils（4）a second language because they have very （5）time for it. Memory is like a diary that we keep every day.

(1)A. live

B. little

C. parents

D. his

E. to learn

(2)A. live

B. little

C. parents

D. his

E. to learn

(3)A. live

B. little

C. parents

D. his

E. to learn

(4)A. live

B. little

C. parents

D. his

E. to learn

(5)A. live

B. little

C. parents

D. his

E. to learn

h each printed symbol is looked at for its shape, and arrive at the stage when the pupil looks at words and phrases, for their meaning, almost without noticing the shapes of these separate letters.

When a good reader is at work, he does not look at letters, nor even at words, one by one, however quickly; he takes in the meaning of two, three, or four words at a time, in a single moment. Watch carefully the eyes of a person who is reading, and it will be seen that they do not travel smoothly along the lines of print, but they move by jumps separated by very short stops. The eyes of a very good reader move quickly, taking long jumps and making very short halts (停顿); the eyes of a poor reader move more slowly, taking only short jumps and stopping longer at each halt. Some- times, when he meets a difficulty, he even goes backwards to see again what has already been looked at once.

The teacher’s task is therefore clear: it is to train his pupils to take in several words at a glance (one "eye jump" ) and remove the necessity for going backwards to read something a second time.

This shows at once that letter-by-letter, or syllable-by-syllable (音节), or word-by-word reading, with the finger pointing to the word, carefully fixing each one in turn, is wrong, It is wrong because such a method ties the pupil’s eye down to a very short jump. Moreover, a very short jump is too short to provide any meaning or sense; and it will be found that having struggled with three or four words separately, the pupil has to look at them again, all together and in one group, in order to get the meaning of the whole phrase.

Which of the following is closest in meaning to the first paragraph？

A．Pupils should be trained to reach quickly the stage of reading without having to concentrate on the separate symbols.

B．Pupils should look at each printed symbol for its meaning as well as for its shape.

C．Teachers should help their pupils avoid looking at the shape of the printed symbols.

D．Teachers should tell their pupils the different stages of their study.

s or her image, a teacher at an elementary or secondary school has to have positive influence on the pupils in terms of manners, attitudes and views of life. There is reason to claim that a teacher is a parent, consultant and role model all rolled into one. When a teacher has become someone to talk to, turn to and correspond to, his role as a friend is highlighted. Accompanied by teachers who are considerate, helpful and responsible, a child is likely to be impressed by such good qualities and eventually does the same to others. However, it is no easy job to be a successful teacher. Effective lecturing calls for experience, the sense of humor, devotion and an intimate knowledge of the subject. In China, admission to college is highly competitive, making it necessary for parents to enable their children to study under the best possible teachers to increase the chance of being admitted by well-known institutions of higher learning.

healthy. But these are not their only use. They give us valuable practice in making eyes, brain and muscles work together. In tennis, our eyes see the ball coming, judge its speed and direction and pass this information on to the brain. The brain then arms, legs, and so on, so that the ball is met and hit back where it ought to go. All this must happen with very great speed, and only those who have had a lot of practice at tennis can carry out this complicated chain of events successfully. For those who work with their brains most of the day, the practice of such skills is especially useful.

Sports and games are also very useful for character-training. In their lessons at school, boys and girls may learn about such virtues as unselfishness, courage, discipline and love of one's country; but what is learned in books cannot have the same deep effect on a child's character as what is learned by experience. The ordinary day-school cannot give much practical training in living, because most of the pupils' time is spent in classes, studying lessons. So it is what the pupils do in their spare time that really prepares them to take their place in society as citizens when they grow up. If each of them learns to work for his team and not for himself on the football field, he will later find it natural to work for the good of his country instead of only for his own benefit.

(1)Besides keeping us healthy, how many other good points of sports and games are mentioned in the passage？

A、One.

B、Two.

C、Three.

D、Four.

(2)The topic sentence of paragraph 2 is ().

A、Sports and games are also very useful for character-training

B、The ordinary day-school cannot give much practical training in living

C、What the pupils do in their spare time prepares them to take their place in society as citizens

D、None of the above

(3)The main idea of paragraph 1 is ().

A、Sports and games make our bodies healthy

B、Tennis is a very good sport

C、Tennis is a very fast sport

D、Sports and games help us practice many parts of our bodies together.

(4)The word “effect” in paragraph 2 line 3 may mean ().

A、affect

B、fact

C、result

D、act

(5)According to the passage, if a child learns to work for his team on the football field, he will later ().

A、become a football star

B、win a football match

C、work for his own benefit

D、work for the benefit of his country

Night of the Living Ants

When an ant dies，other ants move the dead insect out of the nest．This behavior. is interesting to scientists，who wonder how ants know for sure-and so soon-that another ant is dead．

Dong-Hwan Choe，a scientist at the University of California，found that Argentine ants have a chemical on the outside of their bodies that signals to other ants，“I’m dead-take me away．”

But there's a twist to Choe's discovery．Choe says that the living ants-not just the dead ones -have this death chemical．In other words，while an ant crawls around，perhaps in a picnic or home，it's telling other ants that it's dead．

What keeps ants from hauling away the living dead？Choe found that Argentine ants have two additional chemicals on their bodies，and these tell nearby ants something like，“Wait-I'm not dead yet．” So Choe's research turned up two sets of chemical signals in ants：one says，“I'm dead，”the other set says，“I'm not dead yet．”

Other scientists have tried to figure out how ants know when another ant is dead．If an ant is knocked unconscious，other ants leave it alone until it wakes up．That means ants know that unmoving ants can still be alive．

Choe suspects that when an Argentine ant dies．the chemical that says“Wait-I'm not dead yet” quickly goes away．Once that chemical is gone，only the one that says“I'm dead”is left．“It's because the dead ant no longer smells like a living ant that it gets carried to the graveyard(墓地)，not because its body releases new，unique chemicals after death，”said Choe．When other ants detect the“dead”chemical without the“not dead yet”chemical，they haul away the body．This was Choe's hypothesis(假设)．

To test his hypothesis，Choe and his team put different chemicals on Argentine ant pupae(蛹)． When the scientists used the“I'm dead”chemical，other ants quickly hauled the treated pupae away． When the scientists used the“Wait-I'm not dead yet”chemical，other ants left the treated pupae alone． Choe believes this behavior. shows that the“not dead yet”chemical overrides(优胜于)the“dead”chemical when picked up by adult ants．And that when an ant dies，the“not dead yet”chemical fades away． Other nearby ants then detect the remaining“dead”chemical and remove the body from the nest．

The phrase“this death chemical”in paragraph 3 refers to

A．the chemical that contains poison．

B．the chemical that announces death．

C．the chemical that prevents death．

D．the chemical that causes death．

Sports and games are also very useful for character-training. In（74)lessons at school,

boys and girls may(75)such virtues as unselfishness, courage,(76)and love of one’s country;(77) what is learned in books(78)have the same deep(79)on a child’s character(80)what is learned by experience. The(81)day-school cannot give much(82)training in living,(83)most of the pupils’ times is(84)in classes, studying lessons. So(85)what the pupils do in their(86)time that really prepares them to(87)in society as citizens when they(88). If each of them learns(89)for his team and not for himself(90)the football field, he will(91)find it natural to work for the(92)of his country(93)only for his own benefit.

74. A.his

B.their

C.our

D.her

75. A.learn about

B.listen to

C.worry about

D.talk to

76. A.calmness

B.beauty

C.loveliness

D.discipline

77. A.but

B.so

C.hence

D.moreover

78. A.can

B.will

C.would not

D.might

79. A.affect

B.effort

C.effect

D.afford

80. A.like

B.that

C.as

D.with

81. A.usual

B.often

C.future

D.ordinary

82. A.painful

B.political

C.popular

D.practical

83. A.in which

B.therefore

C.because

D.so that

84. A.made

B.spent

C.taken

D.carried

85. A.it seemed

B.it is

C.they are

D.they have

86. A.extra

B.school

C.spare

D.study

87. A.take their place

B.have their land

C.make their position

D.win their fame

88. A.grow up

B.grow out

C.grow upon

D.grow in

89. A.target

B.fighting

C.to work

D.stressing

90. A.in

B.on

C.over

D.across

91. A.latest

B.later

C.latter

D.the latter

92. A.profit

B.value

C.privilege

D.good

93. A.in spite of

B.in order

C.because of

D.instead of