It was        creative thinking that I took the course, not to get high marks in examinations.

A. developing         B. to develop                 C. develop             D. to have developed

The moment      Leo will never forget is       Mr. Green gave him a lot of valuable advice on how to improve his writing.

A. that; when                B. that; that                   C. when; that                D. when; where

 ―Are you finishing your task?

―       .We need no less than three hours more.

A. Far from it        B. Exactly                     C. Not a little                D. No wonder

閱讀下面的短文，然后按照要求寫一篇150詞左右的英語短文。  

[閱讀材料]  

We Have Different Ideas!  

This may be the most important choice―the turning point in my life. Never before have I been so serious. For me, a Senior Three student, which university to choose is really a hard question, especially when I hold a completely different opinion from my parents.  

I’m longing for Beijing University for its long history, beautiful campus and academic atmosphere. Besides, it’s a good chance to experience a different culture.  

But to my great surprise, when my parents heard this, they are strongly against my idea. Moreover, I was shocked to find mum crying! She asked in tears, “Why don’t you stay in Guangzhou? So young a girl, how can you take good care of yourself? Beijing, oh! It’s too far away. What if I want to see you or you want to see me?” My father also asked me a serious question, “Are you sure you can find a good job in Guangzhou after graduation?”  

Actually, I’ve thought about all these. As an independent and active girl, I certainly can handle all the problems. I insist on my choice, but I really value my parents’ agreement.  

[寫作內(nèi)容]  

1. 概括短文要點(diǎn)，字?jǐn)?shù)為30詞左右；  

2. 假設(shè)你是這位學(xué)生的班主任，該生向你求助，希望你能幫她說服她的父母，請寫下你要對家長說的話，字?jǐn)?shù)為120詞左右，至少包括以下內(nèi)容：  

（1）客觀分析去外地讀大學(xué)和留在廣州讀大學(xué)的利與弊；  

（2）陳述你支持這位學(xué)生的理由。  

[寫作要求]  

1. 在作文中可以使用自己親身目睹的或虛構(gòu)的故事，也可以參照閱讀材料的內(nèi)容但不得直接引用原文中的句子；  

2. 作文中不能出現(xiàn)真實(shí)姓名和學(xué)校名稱。  

3. 標(biāo)題自擬。  

[評分標(biāo)準(zhǔn)]  

概括準(zhǔn)確，語言規(guī)范，內(nèi)容合適，篇章連貫。  

閱讀下列圖書館的各個(gè)區(qū)域的相關(guān)信息，然后為每個(gè)人物選擇相應(yīng)的區(qū)域。請?jiān)诖痤}卡上將對應(yīng)題號的相應(yīng)選項(xiàng)字母涂黑。  

A．Bing Wing Carrels  

Study desks with a lockable storage compartment are located on the third floor of the Bing Wing of Green Library. Graduate students and Visiting Scholars are given priority for carrel assignments. Undergraduate students, if assigned, may use a carrel for one quarter at a time.  

B．The Velma Denning Room  

The Velma Denning Room provides a focused environment for the data and software services offered by Social Science Data and Software （SSDS）.SSDS provides access to an extensive collection of datasets from consortia, foreign governments, international organizations and U.S. agencies and offices on CD-ROM and diskette. Users can view, download, or transfer numeric data on CD-ROM and diskette from computer workstations.  

C．Bender Room  

The Albert M. Bender Room, with its wonderful views of the Quad and the hills beyond the campus, offers comfortable seating and a quiet atmosphere for study, leisure reading, and reflection. The Bender Room contains a collection of good books of current and classic interest in fiction and non-fiction. This collection has been made possible by a generous gift from the Stanford University Bookstore.  

D．Lane Reading Room  

The Lane Reading Room, houses the Humanities and Area Studies Resource Center. From the beginning, the room has served as a reading room, first for general purposes, and later for the study of rare books and manuscripts（手稿）. Traditional study and reading space is now complemented by Internet access （available from all seating in the room） and computer workstations. The Lane Reading Room houses the Humanities Digital Information Service （formerly the Academic Text Service）, which provides access to SUL/AIR's electronic library of humanities texts as well as to electronic indexes, publications, and the Internet.  

E． Dissertation（專題論文） Rooms  

Dissertation Rooms are available to currently registered doctoral students. Priority is given to those students in the Humanities and Social Sciences who use the Green Library collections. Because the rooms are in high demand, all rooms are double-assigned and are available only to students who are both currently registered and advanced to candidacy.  

F．Jonsson Social Sciences Reading Room  

The Jonsson Social Sciences Reading Room is designed to facilitate a range of social science learning and research activities. A social science reference collection of over 15,000 volumes as well as classic texts, new and notable publications, and current issues of core journals in the social sciences are available. The Jonsson Reading Room is also home to the Social Sciences Resource Center computer cluster.  

人物信息：  

56. Lisa intends to go into studies on Humanities and Area Studies, and she is considering which specific question should be focused on. Rather than getting easy access to electronic texts, she would like to take a quick look at the new publications in the printed form first.  

57. Ali is on a visit to the university. He has been invited to stay on campus for 2 weeks. At the library, he may need a place that can be locked up to keep his belongings.  

58. Jack has finished his project on humanities. For several months he was seated in front of the computer screen writing his dissertation. Today he wants a change. A comfortable place with interesting novels, short stories, or even fairytales is most favorable.  

59. Ann, with a Master’s degree in Social Sciences, is one of the currently registered doctoral students. Her supervisor has asked her to search for some information in the SUL/AIR's electronic library. This is an urgent task.  

60. Nick is doing a research on the Middle East. He badly needs a wide range of datasets from the area. He also plans to store the data on CD-ROM so that he can use them later.  

信息匹配：為這幾個(gè)人選擇他們今天要去的區(qū)域。  

56.   Lisa           A.      Bing Wing Carrels  

57.   Ali             B.      The Velma Denning Room  

58.   Jack          C.      Bender Room  

59.   Ann           D.     Lane Reading Room  

60.   Nick          E.      Dissertation Rooms  

                                                                                              F. Jonsson Social Sciences Reading Room  

Even though orbiters have eyed it from space and landers have rumbled across its surface, Mars still has more secrets to reveal. Two findings emerged this week: the possibility of an active glacier far from the planet’s poles and evidence that sulfur―rather than carbon―was the element driving the planet’s warmer climate long ago. Both discoveries could force some rethinking about Martian evolution and dynamics―and maybe even provide insights about Earth’s past.  

The glacier discovery was announced Wednesday by the European Space Agency （ESA）. A high-resolution stereo camera aboard ESA’s Mars Express spacecraft spotted the feature in a region called Deuteronilus Mensae, located in the mid-north latitudes of the planet. The Mars Express science team drew the preliminary conclusion that the material in the feature is water ice and that it accumulated as recently as 10,000 years ago, probably from an underground source. Other deposits of water ice have been mapped at the martian poles, but they’re much bigger and are millions of years old. The find is a surprise because the prevailing view is that any water reaching the martian surface from underground quickly evaporates（蒸發(fā)）and eventually drifts into space. Yet all of the physical characteristics of the feature are “consistent with that of a glacier,” says geologist and team member Ronald Greeley of Arizona State University in Tempe.  

Meanwhile, in the 21 December issue of Science, a team from Harvard University and the Massachusetts Institute of Technology offers a possible solution for the curious absence of carbon-based minerals on Mars. A buildup of carbon dioxide in the ancient martian atmosphere supposedly produced enough of a greenhouse effect to allow liquid water to flow for a time on the surface. The problem is that such a process should have deposited ample carbon-containing minerals on the planet’s surface―something that hasn’t been found. So the researchers have come up with a new explanation: Large amounts of sulfur dioxide （SO₂） in the atmosphere, the result of early volcanic activity, captured enough heat to allow water to flow. This would explain the plentiful distribution of sulfates among martian minerals.

  51. The main cause of the warm climate on Mars is _________.  

A. water ice     B. carbon     C. sulfur     D. active glacier  

52. Which of the following shows that the find of the glacier discovery is a surprise?  

A. Any water reaching the martian surface will quickly evaporate and drift into space.  

B. It is known to all water, or of similar physical characteristic can’t exist on the Mars.  

C. There seems to be an active glacier located in the mid-north latitudes of the Mars.  

D. The water ice accumulated at the martian poles is bigger than what it used to be.  

53. What can be learned from last paragraph?  

A. The researchers can clearly explain the reason for the absence of carbon-based minerals on Mars.  

B. The large amount of carbon dioxide led to greenhouse effect, which allowed the liquid water to flow.  

C. The sulfur dioxide, which led the water to flow, was produced by the volcano eruption long time ago.  

D. More than half of the minerals on Mars studied by the researchers at present are related to carbon.  

54. What is probably the title of the passage?  

A. The red planet still packs surprises          B. The possibility of a glacier on Mars  

C. The main key to the warmth on Mars      D. Water may exist on the mysterious planet  

55. Where does the passage probably come from?  

A. Travel & Fashion          B. Economy & Finance  

C. Animal & Botany           D. Nature & Astronomy  

So you thought the hamburger was the world’s most popular fast food? After all, McDonald’s Golden Arches span the globe. But no, there is another truly universal fast food, the ultimate（極好的）fast food. It’s easy to make, easy to serve, much more varied that the hamburger, can be eaten with the hands, and it’s delivered to your front door or served in fancy restaurants. It’s been one of America’s favourite foods for over 50 years. It is, of course, the pizza.  

It’s kind of silly to talk about the moment when pizza was “invented”. It gradually evolved over the years, but one thing’s for certain―it’s been around for a very long time. The idea of using pieces of flat, round bread as plates came from the Greeks. The called them ‘plakuntos’ and ate them with various simple toppings such as oil, garlic, onions, and herbs. The Romans enjoyed eating something similar and called it ‘picea’. By about 1000 a.d. in the city of Naples, ‘picea’ had become ‘pizza’ and people were experimenting with more toppings: cheese, ham, anchovies, and finally the tomato, brought to Italy from Mexico and Peru in the sixteenth century. Naples became the pizza capital of the world. In 1889, King UmbertoⅠand Queen Margherita heard about pizza and asked to try it. They invited pizza maker, Raffele Esposito, to make it for them. He decided to make the pizza like the Italian flag, so he used red tomatoes, white mozzarella cheese, and green basil leaves. The Queen loved it and the new pizza was named ‘Pizza Margherita’ in her honour.  

Pizza migrated to America with the Italians at the end of the nineteenth century. The first pizzeria in the United States was opened in 1905 at 53 Spring Street, New York City, by Gennaro Lombardi. But the popularity of pizza really exploded when American soldiers returned from Italy after World WarⅡ and raved about ‘that great Italian dish’. Americans are now the greatest producers and consumers of pizza in the world.  

46. When did pizza become really popular in the United States?  

A. after 1945         B. at the end of nineteenth century    C. in 1905                     D. in 1889  

47. What do the Italian flag and a Pizza Margherita have in common?  

A. There is a picture of a Pizza Margherita on the flag.  

B. They have the same colours.  

C.      Both of them represent Italy.  

D.     They are as popular as each other in Italy.  

48. Which one is the correct timeline of the evolvement of pizza?  

A.      pizza, plakuntos, picea  

B.      picea, plakuntos, pizza  

C.      plakuntos, pizza, picea  

D.     plakuntos, picea, pizza  

49. Why are Mexico and Peru important in the development of pizza?  

A.  Because pizza was invented in these countries.  

B.  Because the people in these countries are the greatest consumers of pizza in the world.  

C.  Because one kind of toppings was brought to Italy from these countries.  

D.  Because pizza first became popular in these two countries.  

50. Which one is the best title for the passage?  

E.      McDonald’s and Pizza  

F.      The Popularity of Pizza in the United States  

G.     Global Pizza  

H.      How to Make Pizza  

In western countries, young people sometimes take a “gap year”, a year off between high school and college.   

Charles Deacon, dean of admissions at Georgetown University in Washington, D. C. says the most common reason is to have a chance to travel.  But he says international students may take a gap year to meet requirements at home for military duty.  

Some high school graduates see a year off as a chance to recover after twelve years of required education. But it can also give students a chance to explore their interests. Students who think they want to be doctors, for example, could learn about the profession by volunteering in a hospital for a year.   

Many colleges and universities support gap-year projects by permitting students to delay their admission. Experts say students can grow emotionally and intellectually as they work at something they enjoy.  

The Harvard admissions office has an essay on its Web site called “Time Out or Burn Out for the Next Generation”. It praises the idea of taking time off to step back, think and enjoy gaining life experiences outside the pressure of studies.  

Of course, a gap year is not for everyone. Students might miss their friends who go on directly to college. And parents might worry that their children will decide not to go to college once they take time off.  

Another concern is money. A year off , away from home , can be costly.   

Holly Bull is the president of the Centre for Interim Programmes.  Her company specializes in helping students plan their gap year. She notes that several books have been written about this subject. She says these books along with media attention and the availability of information on the Internet have increased interest in the idea of a year off.  

And she points out that many gap-year programmes cost far less than a year of college.  

41What would be the best title for the passage?  

A. A year off before college  

B. Better choice for high school students  

C. Time out or burn out  

D. Universities favour a “gap year”  

42. How many reasons are mentioned for high school students to take a “ gap year”  

A.  Two.     B.  Three.     C.  Four.      D. Five.   

43.  Experts support the gap―year projects because _________.   

A. students can be better prepared for college life emotionally and intellectually  

B. students have chances to fully enjoy themselves  

C. colleges and universities save lots of money through the delay of admission  

D. students can be more economically independent by working outside school  

44.  What does Holly Bull think of the idea of a “gap year”?  

A.  It is not suitable for all students.   

B.  It is beneficial for students.   

C.  It does not have practical value.   

D.  It may become a burden for the students’ family.   

45.  From the passage we can conclude that _______.   

A. the biggest concern about a year off for parents is money  

B. Harvard prefers a student with life experiences  

C. the idea of a year off now are not properly guided  

D. students taking a year off now are not properly guided  

A professor gave his graduates students this assignment: Go to the slums （貧民窟）. Take 200 boys,   31   the ages of 12 and 16, investigate their background and environment, and then predict their chances for the future. The students, after consulting social statistics, talking to the boys, and compiling much data,   32   （conclude） that 90 percent of the boys would spend some time in jail. Twenty years later another group of students   33   （give） the job of testing the prediction. They went back to the   34   area. The boys were now men. Some still lived there, many had died, the others had moved away,   35   the researchers finally contacted 180 of the original 200. Their findings showed that only four of the group had ever been sent to jail. Why was it   36   these men, who had lived in a breeding place of crime, had such a   37   （surprise） good record? The researchers were told: “There was a teacher…” They finally found that in 75 percent of the cases it was the same women. The researchers went to her, now   38   （live） in a house for retired teachers. How had she exerted this remarkable influence on that group of children? Could she give them any reason   39   these boys still remembered her? “No,” she said, “no, I really couldn’t.” And then, thinking back over the years, she said musing （沉思）   40   to herself than to her questioners, “I loved those boys…”  

One day a farmer's donkey fell down into a well. The animal cried    21    for hours as the farmer tried to    22    what to do. Finally, he    23    the animal was old and the well needed to be covered up    24   ; it just wasn't    25    to retrieve the donkey. He invited all his neighbors to come over and help him. They all grabbed a shovel and began to shovel dirt into the well.  

At first, the donkey realized what was happening and cried horribly. Then, to everyone's amazement, he    26    down. A few shovel loads later, the farmer finally looked down the well and was    27    at what he saw.    28    every shovel of dirt that hit his back, the donkey was doing something amazing. He would shake it off and take a step up. As the farmer's neighbors continued to shovel dirt on top of the animal, he would shake it off and take a step up. Pretty soon, everyone was amazed as the donkey stepped up over the edge of the well and trotted off!  

29    is going to shovel dirt on you, all kinds of dirt. The    30    to getting out of the well is to shake it off and take a step up. Each of our troubles is a stepping stone. We can get out of the deepest wells juts by not stopping, never giving up! Shake it off and take a step up!