1 . The worldwide 20th century “Green Revolution”, which saw huge year-by-year increases in global grain yields (产量),was fueled by the development in the 1960s of new high-yielding dwarfed (矮小) varieties known as Green Revolution Varieties (GRVs).

These dwarfed GRVs are common all over the world in today’s wheat and rice crops. Because they are dwarfed, with short stems, GRVs devote relatively more resources than tall plants to the growth of grains rather than stems, and are less likely to suffer yield losses from wind and rain damage. However, the growth of GRVs requires farmers to use large amounts of nitrogen fertilizers (氮肥) in their fields. These fertilizers are costly to farmers and cause extensive damage to the natural environment. The development of new GRVs combining high yields with reduced fertilizer requirements is thus a global agricultural goal.

Researchers at the University of Oxford and the Chinese Academy of Science have discovered for the first time a gene that can help reach the goal. Comparing 36 different dwarfed rice varieties, the researchers identified a novel natural gene that helps increase the rate at which plants make use of nitrogen from the soil. This gene, called GRF4, can increase the amount of a protein (蛋白质) in plant cells. GRF4 is actually a promoter that encourages the activity of other genes—genes that promote nitrogen uptake (摄入). Professor Harberd said, “Increasing GRF4 levels could contribute to an increase in the grain yields of GRVs, especially at low fertilizer input levels.”

The researchers say the latest rice variety containing GRVs should now become a major target for farmers in increasing crop yields and fertilizer use efficiency, with the aim of achieving the global grain yield increases necessary to feed a growing world population at a reduced environmental cost. It is very urgent at the moment.

Professor Harberd added, “This study is an example of how studying fundamental science objectives can lead rapidly to potential solutions to global challenges. It shows how the discovery can enable chances for food security and future new green revolutions.”

1. What can we know about dwarfed GRVs?

A．They have higher yield and taller stems.

B．They are a “double-edged sword”.

C．They are environmentally friendly.

D．They can be easily affected by weather.

2. What does “the goal” in Paragraph 3 refer to?

A．Increasing the rate of nitrogen use.

B．Producing cheaper nitrogen fertilizers.

C．Using fewer fertilizers to produce more grains.

D．Finding a gene to solve agricultural problems.

3. What can GRF4 directly do?

A．It promotes other genes' activity.

B．It increases the output of crops.

C．It takes in nitrogen from the soil.

D．It lowers fertilizer input levels.

4. What’s the urgent thing recently according to the researchers?

A．Decreasing the amount of fertilizers required by GRVs.

B．Encouraging farmers to adopt the new rice variety.

C．Calling on farmers to use effective fertilizers.

D．Focusing on the improvement of GRF4.

5. What’s the main idea of the text?

A．GRVs—a potential measure to achieve global food security.

B．The influence of agricultural development on the environment.

C．The importance of raising public awareness of global issues.

D．GRF4—foundation for new green revolutions.

5 . It is inevitable (不可避免的) that students will make mistakes. Some teachers think punishing students is the most effective way for them to learn their lessons. Others choose a more moderate (温和的) way, like a face-to-face talk. I support the second.

In my opinion, punishment, especially physical punishment, will harm the students mentally. The students are likely to feel very ashamed. Their confidence may get lost as a result. They may end up locking themselves up and refusing to communicate with even their best friends. In such a situation, it will be very difficult to encourage them to open up again.

Furthermore, punishment is likely to cause additional misunderstandings between the teacher and the student. For example, my cousin once disturbed his teacher in class by talking to another student. The teacher only punished him instead of both of them. He believed the teacher to be partial towards students with better grades. Little by little, he started to dislike this teacher.

To help students learn lessons from their mistakes, there are many better methods for teachers to use than punishment. Here are some suggestions:

① Both the student and the teacher should calm down and then discuss the problem together.

② The teacher should give the student a chance to express his or her thoughts on the problem. In this way, the student may also be more willing to follow the teacher’s advice.

③ The teacher and the student can reach an agreement. For example, if the student promises not to make the same mistake again, the teacher can promise him or her a reward (奖励).

1. According to the writer, if a student gets physical punishment, he or she may ________.

A．understand the teacher	B．lose the confidence
C．follow the teacher’s advice	D．learn some lessons

2. What does the word partial probably mean in this passage?

A．部分的	B．热情的
C．偏袒的	D．聚会的

3. The writer supports his/her idea by writing________.

A．Para.1 and Para. 2	B．Para. 2 and Para. 3
C．Para. 2, Para. 3 and Para. 4	D．Para. 3 and Para. 4

4. The writer writes the passage in order to________.

A．To call on students not to make mistakes

B．To ask both teachers and students to calm down.

C．To advise teachers to use a better way instead of punishment

D．To advise teachers to use physical punishment

5. From the passage we know the writer is ________.

A．a nurse	B．not a good student
C．a strict teacher	D．a worrying parent

7 . As the terrible disease is sweeping the country, a graduation ceremony is impossible during this period. Our volunteer team of five high school teachers ________ a narrow path, driving for four hours and ________ 25 miles. We spent the whole afternoon ________ Congratulations Seniorssigns to the senior students. In this way, we could ________ with the students we’d been teaching remotely, but hadn’t seen ________ since March. As their teachers, we were painfully ________ that we might not see those senior students again after their graduation.

This was what we did at each stop: we ________ the graduated house, appeared from our cars, planted the celebratory sign on the lawn, and shouted our ________. Some students had signs to ________ ours— Thank You Teachers! Their little brothers and sisters ran ________— it was the first time that they had seen anyone outside the family for months. The kids wanted to get out— out of the tiny orbits (活动范围) in their ________, which were full of protective restrictions and anxiety.

But what were ________ were the crying moms and dads. They stood back, giving their kids the ________ to connect with us, and ________ from a distance. Their tears reminded us of what we should do. We ________ the welled-up (涌起的) emotion, and then we asked the ________ enthusiastic questions about their ________ for the summer and beyond. They told us the college they ________ and tried to imagine what that would look like. Then we moved onto the next ________ and put on our cheerful faces.

We are truly ________ of the students’ achievements and any small way we contributed to them. They are excellent seniors and the disease can’t stop them.

1.

A．abandoned

B．appreciated

C．marked

D．followed

2.

A．enjoying

B．covering

C．swimming

D．cycling

3.

A．preparing

B．carrying

C．reading

D．designing

4.

A．argue

B．compete

C．reconnect

D．start

5.

A．in person

B．in secret

C．in return

D．in advance

6.

A．determined

B．confused

C．aware

D．embarrassed

7.

A．approached

B．searched

C．shared

D．recognized

8.

A．decisions

B．congratulations

C．answers

D．demands

9.

A．match

B．beat

C．attack

D．replace

10.

A．anxiously

B．peacefully

C．excitedly

D．tiredly

11.

A．hospitals

B．offices

C．homes

D．schools

12.

A．disappointing

B．strange

C．unknown

D．unexpected

13.

A．shelter

B．order

C．example

D．time

14.

A．watching

B．reporting

C．escaping

D．guarding

15.

A．used up

B．held back

C．spoke of

D．let out

16.

A．colleagues

B．families

C．graduates

D．parents

17.

A．discoveries

B．plans

C．rewards

D．regrets

18.

A．dreamed of

B．referred to

C．heard of

D．contributed to

19.

A．ceremony

B．term

C．level

D．stop

20.

A．doubtful

B．confident

C．guilty

D．proud

8 . The proposal, debated at this year’s CITES Conference, lists Mako sharks under Appendix II, meaning that they can’t be traded ______ it can be shown that fishing wouldn’t threaten their chances for survival.

A．until

B．unless

C．whether

D．when

9 . The manager said that tickets could be________ in advance from the box office.

A．resembled

B．purchased

C．dismissed

D．employed