The first Europeans to go to Macao came from Portugal. More than four hundred years ago the Portuguese went there to trade with China. Some settled and made their homes there. They built strong forts to guard the city and the harbor. They also built churches, schools, hospitals and other places. Slowly the city grew. People from many countries came to live and work in Macao.
Today many people visit Macao. Some only go there to watch dog-racing or motor-racing or to gamble with their money. But Macao is a quiet and peaceful place. It is pleasant just to walk around and look at old buildings and forts. You feel you are back in the old days. Of course, some of the buildings are now in ruins. The Church of St. Paul has only the front wall with many steps leading up to it. But it is still interesting to see.
When you are hot and tired, there are small cool gardens to rest in. when you are hungry, there are good restaurants with many kinds of food. Nearby there are some islands, which are also nice and are easy to get to. There is certainly a lot to do in Macao.
1. Macao is easy to get to because_________.
| A．it is part of China and most people there are Chinese |
| B．it is an interesting place |
| C．it is very fast and cheap by sea |
| D．it is not far away from Hong Kong |
| A．most of the buildings are now in ruins |
| B．you can watch dog-racing or motor-racing |
| C．you can go about to see the old buildings and forts |
| D．it is a peaceful place |
| A．In good restaurants. | B．In small cool gardens. |
| C．On some islands. | D．In beautiful parks. |
| A．people from many countries came to live and work in Macao |
| B．Portuguese were willing to do business in China |
| C．people in Macao serve good food |
| D．Macao is a quiet and peaceful place with a lot to see and to do |
2 . Literature is an important part of a total language arts program at all grade levels because of the many benefits it offers.
Literature provides pleasure to listeners and readers.It is a relaxing escape from daily problems,and it fills leisure moments.Making time for recreational reading and using high-quality literature help to develop enthusiastic readers and improve achievement.Developing a love of literature as a recreational activity is possibly the most important outcome of a literature program.
Literature builds experience.Through reading,children expand their horizons through vicarious(引起共鸣的)experiences.They visit new places,gain new experiences,and meet new people.They learn about the past as well as the present and learn about a variety of cultures,including their own.They discover the common goals and similar emotions found in people of all times and places. Nory Ryan's Song by Patricia Reilly,Giff,a hard survival story,is set in Ireland during the potato hunger of I845,and Patricia Polacco's The Butterfly ,deals with Nazis,resistance,and Jewish persecution(迫害)during World War II.
Literature provides a language model for those who hear and read it.Good literature exposes children to correct sentence patterns,standard story structures,and varied word usage.Children for whom English is a second language can improve their English with the interesting context,and all children benefit from new vocabulary that is woven into the stories.
Literature develops thinking skills.Discussions of literature bring out reasoning related to sequence;cause and effect; character motivation; predictions;visualization of actions, characters, and settings; critical analysis of the story;and creative responses.
Literature helps children deal with their problems.By finding out about the problems of others through books, children receive insights into dealing with their own problems,a process called bibliotherapy. Children might identify with Gilly,living angrily in a foster home in Katherine Paterson's The Great Gilly Hopkins,or with Mary Alice,a city girl forced to live with her grandma in a“hick town"in Richard Peck's A Year Down Yonder.
1. What is likely to be the most significant consequence of a literature program?| A．The habit of reading for pleasure. | B．The lessons learned from works. |
| C．The achievements of language skills. | D．The ways of thinking developed by reading. |
| A．To introduce two great masterpieces.. |
| B．To expand children's horizons in literature. |
| C．To prove literature includes a variety of cultures. |
| D．To give examples of books that provide such experiences. |
| A．educational | B．practical |
| C．changeable | D．reliable |
| A．Power of Books | B．Ways of Reading |
| C．Source of Human Progress | D．Benefits of Literature |
3 . “One of the reason I find this topic very interesting is because my mom was a smoker when I was younger,” says Lindson-Hawley, who studies tobacco and health at the University of Oxford.
By studying about 700 adult smokers, she found out that mom quit the right way-by stopping abruptly and completely.
In her Study, participants were randomly(随机地) assigned to two groups. One had to quit abruptly on a given day, going from about a pack a day to zero. The other cut down gradually over the course of two weeks. People in both groups used nicotine replacement, like gum or spray. They also had talk therapy(疗法) with a nurse before and after quit day.
Six months later, more people who had quit abruptly had stuck with it--more than one-fifth of them, compared to about one-seventh in the other group. Although these numbers appear low, it is much higher than if people try without support.
And the quit rates were particularly convincing given that before the study started, most of the people had said they’d rather cut down gradually before quitting. “If you’re training for a marathon, you wouldn’t expect to turn up and just be able to run it. And I think people see that for smoking as well. They think, ‘Well, if I gradually reduce, it’s like practice,’” says Lindson-Hawley. But that wasn’t the case. Instead of giving people practice, the gradual reduction likely gave them addiction and withdrawal symptoms(脱瘾症状) before they even reached the day, which could be why fewer people in that group actually made it to that point. “Regardless of your stated preference, if you’re ready to quit, quitting abruptly is more effective,” says Dr. Gabriela Ferreira. “When you can quote a specific number like a fifth of the patients were able to quit, that’s acceptable. It gives them the encouragement, I think, to really go for it,” Ferreira says.
People rarely manage to quit the first time they try. But at least, she says, they can maximize the odds of success.
1. What dose Lindson-Hawley say about her mother?| A．She quit smoking with her daughter’s help |
| B．She was also a researcher of tobacco and health |
| C．She studied the smoking patterns of adult smokers |
| D．She succeeded in quitting smoking abruptly |
| A．They were given physical training |
| B．They were offered nicotine replacement |
| C．They were encouraged by psychologist |
| D．They were looked after by physicians |
| A．It is encouraging | B．It is unexpected |
| C．It is impractical | D．It is misleading |
| A．is something few can accomplish | B．requires a lot of patience |
| C．needs some practice first | D．is a challenge at the beginning |
4 . Hundreds of years ago, news was carried from place to place by people on foot or by horse. It took days, weeks and sometimes months for people to receive news. Now it is possible to send words and pictures around the world in seconds. Billions of people learn about news stories of their own country and all over the world every day, either by watching TV or reading newspaper.
Newspapers have been an important part of everyday life since the 18th century. Many countries have hundreds of different newspapers. How do newspaper editors decide which news stories to print? Why do they print some stories and not others? What makes a good newspaper story?
Firstly, it is important to report news stories. TV stations can report news much faster than newspapers. Yet, newspapers give more about the same story. They may also look at the story in another way, or they may print completely different stories to those on TV.
Secondly, a news story has to be interesting and unusual. People don’t want to read stories about everyday life. As a result, many stories are about some kind of danger and seem to be “bad” news. For example, newspapers never print stories about planes landing safely; instead they print stories about plane accidents.
Another factor (因素) is also very important in many news stories. Many people are interested in news in foreign countries, but more prefer to read stories about people, places and events in their own country. So the stories on the front page in Chinese newspapers are usually very different from the ones in British, French and American newspapers.
1. According to the passage, how do people learn about news stories in the world now?| A．They carry news stories and tell others from place to place on foot or by horse. |
| B．They tell each other what they have seen with their eyes. |
| C．They watch TV or read newspapers. |
| D．They listen to the radio every day. |
| A．people can learn more about the same news story from a newspaper |
| B．people can read the news story more quickly in a newspaper |
| C．people can read news stories in other countries |
| D．people can read news stories about their own country |
| A．Two. |
| B．Three. |
| C．Five. |
| D．Six. |
| A．Your teacher has got a cold. |
| B．The bike in front of your house is lost. |
| C．You often play football with your friends after school. |
| D．A tiger in the city zoo has run out and hasn’t been caught. |
5 . Before I studied psychology, I used to think that people would laugh when funny things occurred. While I was right about that, I discovered there are lots of other psychological factors that make people laugh other than the funny part of a joke. When someone laughs at a joke, there will usually be more than one reason that makes him laugh and the more reasons there are, the more powerful the joke will be.
I was attending a stand-up comedy show in Egypt, and when the man started to make fun of pedestrians crossing streets, everyone laughed their hearts out. The main reason those people strongly laughed was that almost all of them felt angry towards pedestrians who crossed streets carelessly. The joke wasn’t only funny, it also made the audience feel that they were right about being angry at those pedestrians. That is, people were laughing both because of the funny joke and because of the happiness experienced as a result of the psychological support they got.
The better a joke makes a person feel, and the more it includes other psychological factors, the more the person will like it. For example, if you envy one of your friends, and someone tells a joke that is funny and, at the same time, makes your friend seem stupid, then you will probably laugh at it louder than if you weren’t jealous of him.
In short, we don’t laugh only when we hear something funny; we also laugh when we experience some kind of happiness that results from the other psychological factors involved in the joke. I strongly discourage making fun of anyone or belittling someone to make someone else laugh. All I want to explain is that if your joke supports a person’s emotions, he will certainly like it a lot.
1. What did the author find out after studying psychology?| A．Only good jokes make people laugh. |
| B．Many factors lead to people laughing. |
| C．Funny things can make people laugh. |
| D．Laughter can make people healthy. |
| A．They played a trick on the pedestrians. |
| B．The pedestrians behaved in a funny way. |
| C．They could feel the pedestrians’ happiness. |
| D．Their emotion was approved of by the show. |
| A．Praise. | B．Blame. |
| C．Look down on. | D．Make up to. |
6 . Ask a teacher to name the most annoying invention of recent years and they will often mention the mobile phone. Disturbed by the problems they create, many head teachers have ordered that pupils should keep their phones switched off at school. Others have told pupils to leave them at home.
However, education researchers at The University of Nottingham believe it is time that phone bans were reassessed, because mobile phones can be a powerful learning aid, they say. Dr Elizabeth Hartnell-Young and her colleagues have reached this conclusion after studying the consequences of allowing pupils in five secondary schools to use either their own mobile phones or the new generation of ‘smartphones’ in lessons.
During the nine-month experiment, 14 to 16-year-old pupils used the phones for a wide range of educational purposes, including creating short movies, setting homework reminders, recording a teacher reading a poem, and timing experiments with the phones’ stopwatches. The smartphones, which could be connected to the Internet, also allowed pupils to access revision websites, log into the school email system, or transfer (转存) electronic files between school and home.
The research involved 331 pupils in schools in Cambridgeshire, West Berkshire and Nottingham. “At the start of the study, even pupils were often surprised at the thought that mobile phones could be used for learning,” Dr Hartnell-Young said. “After their hands-on experience, almost all pupils said they had enjoyed the project and felt more inspired.”
Some teachers found that pupils who lacked confidence gained most from the project. However, they recognized that greater use of mobile phones in schools could cause problems.
1. We can infer from the first paragraph that .| A．teachers are strongly against students owning mobile phones |
| B．mobile phones should be developed to meet students’ needs |
| C．students are free to use their mobile phones at school |
| D．mobile phones are usually forbidden to be used at school |
| A．all enjoyed the project very much |
| B．didn’t know what they were used for |
| C．didn’t fully realize the learning functions of mobile phones |
| D．were surprised that they were allowed to use mobile phones in schools |
| A．Older pupils. | B．Pupils who were not confident. |
| C．Younger pupils. | D．Pupils who were confident. |
| A．mobile phones can actually help students learn |
| B．mobile phones begin to be widely used in schools |
| C．too much use of mobile phones in schools can cause problems |
| D．the mobile phone is considered the most annoying invention of recent years |
7 . As Internet users become more dependent on the Internet to store information, are people remember less? If you know your computer will save information, why store it in your own personal memory, your brain? Experts are wondering if the Internet is changing what we remember and how.
In a recent study, Professor Betsy Sparrow conducted some experiments. She and her research team wanted to know the Internet is changing memory. In the first experiment, they gave people 40 unimportant facts to type into a computer. The first group of people understood that the computer would save the information. The second group understood that the computer would not save it. Later, the second group remembered the information better. People in the first group knew they could find the information again, so they did not try to remember it.
In another experiment, the researchers gave people facts to remember, and told them where to find the information on the Internet. The information was in a specific computer folder (文件夹). Surprisingly, people later remember the folder location (位置) better than the facts. When people use the Internet, they do not remember the information. Rather, they remember how to find it. This is called “transactive memory (交互记忆)”
According to Sparrow, we are not becoming people with poor memories as a result of the Internet. Instead, computer users are developing stronger transactive memories; that is, people are learning how to organize huge quantities of information so that they are able to access it at a later date. This doesn’t mean we are becoming either more or less intelligent, but there is no doubt that the way we use memory is changing.
1. The passage begins with two questions to ________.| A．introduce the main topic | B．show the author’s attitude |
| C．describe how to use the Internet | D．explain how to store information |
| A．Sparrow’s team typed the information into a computer. |
| B．The two groups remembered the information equally well. |
| C．The first group did not try to remember the formation. |
| D．The second group did not understand the information. |
| A．keep the information in mind |
| B．change the quantity of information |
| C．organize information like a computer |
| D．remember how to find the information |
| A．We are using memory differently. |
| B．We are becoming more intelligent. |
| C．We have poorer memories than before. |
| D．We need a better way to access information. |
8 . Choose Your One-Day-Tours!
Tour A - Bath &Stonehenge including entrance fees to the ancient Roman bathrooms and Stonehenge -￡37 until 26 March and ￡39 thereafter. Visit the city with over 2,000 years of history and Bath Abbey, the Royal Crescent and the Costume Museum, Stonehenge is one of the world’s most famous prehistoric monuments dating back over 5,000 years.
Tour B - Oxford & Stratford including entrance fees to the University St Mary’s Church Tower and Anne Hathaway’s -￡32 until 12 March and ￡36 thereafter. Oxford: Includes a guided tour of England’s oldest university city and colleges. Look over the “city of dreaming spires(尖顶）” from St Mary‘s Church Tower. Stratford: Includes a guided tour exploring much of the Shakespeare wonder.
Tour C - Windsor Castle &Hampton Court: including entrance fees to Hampton Court Palace -￡34 until 11 March and ￡37 thereafter. Includes a guided tour of Windsor and Hampton Court, Henry VILL’s favorite palace. Free time to visit Windsor Castle(entrance fees not included).With 500 years of history, Hampton Court was once the home of four Kings and one Queen. Now this former royal palace is open to the public as a major tourist attraction. Visit the palace and its various historic gardens, which include the famous maze(迷宫) where it is easy to get lost!
Tour D –Cambridge including entrance fees to the Tower of Saint Mary the Great -￡33 until 18 March and ￡37 thereafter. Includes a guided tour of Cambridge, the famous university town, and the gardens of the 18th century.
1. Which tour will you choose if you want to see England’s oldest university city?| A．Tour A | B．Tour B |
| C．Tour C | D．Tour D |
| A．Windsor Castle & Hampton Court | B．Oxford & Stratford |
| C．Bath & Stonehenge | D．Cambridge |
| A．It used to be the home of royal families | B．It used to be a well-known maze |
| C．It is the oldest palace in Britain | D．It is a world-famous castle |
One day, as I was getting her food, she chewed up(咬破)one of Dad’s shoes, which had to be thrown away in the end. I knew Dad would be mad and I had to let her know what she did was wrong. When I looked at her and said, ”Bad girl,” she looked down at the ground and then went and hid. I saw a tear in her eyes.
Brownie turned out to be more than just our family pet, she went everywhere with us .People would stop and ask if they could pet her. Of course she’d let anyone pet her. She was just the most lovable dog. There were many times when we’d be out walking and a small child would come over and pull her hair. she never barked(吠) or tried to get away. Funny thing is she would smile. This frightened people because they thought she was showing her teeth. Far from the truth, she loved everyone.
Now many years have passed since Brownie died of old age. I still miss days when she was with us.
1. What would Brownie do when someone was ill in the family?
| A．Look at them sadly. | B．Keep them company. |
| C．Play games with them. | D．Touch them gently. |
| A．world eat anything when hungry |
| B．felt sorry for her mistake |
| C．loved playing hide-and-seek |
| D．disliked the author’s dad |
| A．She was treated as a member of the family. |
| B．She played games with anyone she liked. |
| C．She was loved by everybody she met. |
| D．She went everywhere with the family. |
| A．Shy | B．Polite | C．Brave | D．Caring |
Ten years ago, this thought came into the mind of Arian de Bondt, a Dutch engineer. He finally persuaded his boss to follow it up. The result is that their building is now heated in winter and cooled in summer by a system that relies on the surface of the road outside.
The heat-collector is a system of connected water pipes. Most of them run from one side of the street to the other, just under the asphalt road. Some, however, dive deep into the ground.
When the street surface gets hot in summer, water pumped through the pipes picks up this heat and takes it underground through one of the diving pipes. At a depth of 100 metres lies a natural aquifer(蓄水层) into which heat several heat exchangers (交换器) have been built. The hot water from the street runs through these exchangers, warming the ground-water, before returning to the surface through another pipe. The aquifer is thus used as a heat store.
In winter, the working system is changed slightly. Water is pumped through the heat exchangers to pick up the heat stored during summer. This water goes into the building and is used to warm the place up. After performing that task, it is pumped under the asphalt and its remaining heat keeps the road free of snow and ice.
1. Which of the following is true according to the first two paragraphs?
| A．Arian de Bondt got his idea from his boss. |
| B．Large, flat, black surfaces need to be built in cities. |
| C．The Dutch engineer's system has been widely used. |
| D．Heat can also be collected from asphalt roads. |
| A．To absorb heat from the sun. |
| B．To store heat for future use. |
| C．To turn solar energy into heat energy. |
| D．To carry heat down below the surface. |
| A．some pipes have to be re-arranged in winter |
| B．the system can do more than warming up the building |
| C．the exchangers will pick up heat from the street surface |
| D．less heat may be collected in winter than in summer |
| A．What we shall do if the system goes wrong . |
| B．What shall we do if there are no asphalt roads |
| C．How the system cools the building in summer . |
| D．How the system collects heat in spring and autumn. |
