The plant of this kind does not grow well in soils ______the one for which it has been specially developed.

　　A. outside　　　　B. other than　　　C. beyond　　　 D. rather than

When we are faced with _____ failure, it is the most important to keep up ____ good state of mind.

　　A. /; a　　　　　 B. a; /　　　　　 C. the; /　　　　 D. /; the

隨著私家車的普及，城市的交通堵塞越來越嚴(yán)重。最近，本市正在考慮學(xué)習(xí)倫敦和新加坡的經(jīng)驗(yàn)，對(duì)城區(qū)的私家車輛另外收取一定的交通堵塞費(fèi)用（a congestion fee），請(qǐng)你根據(jù)以下討論的情況，寫篇短文。

注意：詞數(shù)：100一120，文章的開頭已給出（不計(jì)詞數(shù)）。

  With the development of our society, more and more private cars stream onto the road，which brings a big problem to our city. So shall we charge the car drivers a congestion fee?

 假定英語課堂上老師要求同桌之間交換修改作文，請(qǐng)你修改你同桌寫的以下作文。文中共有10處語言錯(cuò)誤，每句中最多有兩處錯(cuò)誤。每處錯(cuò)誤僅涉及一單詞的增加、刪除或修改。

    增加：在缺詞處加一漏字符號(hào)（∧），在其下面寫出該加的詞。

    刪除：把多余的詞用斜線（ \ ）劃掉。

    修改：在錯(cuò)的詞下面畫一橫線，并在該詞下面寫出修改后的詞。

    注意：1.每處錯(cuò)誤及修改均僅限一詞；

          2. 只允許修改10處，多者（從第11處起）不計(jì)分。

Last term before I got the message that two of my classmates will not attend our final discussion, I cried. Undoubtedly, I am an extreme anxious person.I feel nervous if anything on my schedule will not carried out.My personality has always bothered me a lot. One thing I would like to changing is my character.I attended the lecture a few week ago. The lecturer said a sentence that left an impression on me. “I feel strongly which I can make it.”From then on, I have regarded it for my motto. I encourage myself to become a positive person who will not to be beaten by any difficulties

 閱讀短文，并按照題目要求用英語回答問題。

In college, Spring Break （春假）is usually associated with the beach, parties and sleepless nights, bringing about relaxation, free time and friends. Students who wish to spend their break doing something productive and rewarding, however, may choose to participate in the Alternative Break Program. It places college students in communities both at home and abroad.

The Program allows students to take part in various projects dealing with issues such as literacy （識(shí)字）, homelessness and the environment. It includes helping kids with their lessons, raising money for families in need and collecting data for environmental research.

The hope is that, by getting themselves involved in different environments, students will have the opportunity to learn about members of communities and broaden their view. In turn, they will incorporate (融合) their experiences and lessons learned into their own communities. In a word, the Program aims to encourage students to be active citizens and engage themselves in making a difference in society.

In the spring of 2006, about 36,000 students in the USA participated in the Alternative Break Program.

Samantha Giacobozzi, now director of the Program, has been on five alternative break trips herself, including trips to New Orleans, India and Dominican Republic. “I was a student who went on alternative break trips and had my life totally transformed by that experience,” she said. “Every year, we meet many students who have attended the Program. You can see changes in their life that are connected with their alternative break experiences.”

The Program began in 1991.Today, it has become increasingly popular with college students in the United States.

71. Who may choose to participate in the Alternative Break Program?(within                       10 words)

72. Wha is the aim of the Program?(within 15 words)

73. What is the meaning of the underlined word "transformed" in Paragraph 5?( 1 word)

74. What is Samantha's attitude toward the Program?(within 10 words)

75. If you take part in the Program, which project are you interested in? And why?(within 15 words)

Liverpool, my hometown, is a unique city. It is so unique that in 2004 it became a World Heritage Site.

　　I recently returned to my home city and my first stop was at a museum on the River Mersey. Blanketed in mist(薄霧), Victorian architecture rose from the banks of the river, responded to the sounds of sea-birds, and appeared unbelievably charming. When I headed toward the centre, I found myself surrounded by buildings that mirror the best palaces of Europe. It is not hard to imagine why, on first seeing the city, most visitors would be overpowered by the beauty of the noble buildings, which are solid signs of Liverpool’s history.

　　As if to stress its cultural role, Liverpool has more museums and galleries(美術(shù)館) than most cities in Britain. At Walker Art Gallery, I was told that it has the best collections of Victorian paintings in the world, and is the home of modern art in the north of England. However, culture is more than galleries. Liverpool offers many music events. As Britain’s No.1 music city, it has the biggest city music festival in Europe, and its musicians are famous all over the world. Liverpool is also well-known for its football and other sports events. Every year, the Mersey River Festival attracts thousands of visitors, making the city a place of wonder.

　　As you would expect from such a city, there are restaurants serving food from around the world. When my trip was about to complete, I chose to rest my legs in Liverpool’s famous Philharmonic pub(酒館). It is a monument to perfection, and a heritage attraction itself.

　　Being a World Heritage Site, my home city is certainly a place of “outstanding universal value”. It is a treasure house with plenty of secrets for the world to explore.

68. Visitors who see the city for the first time would be deeply impressed by________

　 A. its charming banks　　　　 B. its famous museums

　 C. its wonderful palaces　　　 D. its attractive buildings

69. The third paragraph is developed mainly by______

　 A. providing different examples　　 B. following the order of space

　 C. making comparisons　　　　　　　 D. analyzing causes

70. What is the passage mainly about?

　 A. The universal value of the world heritage in Liverpool

　 B. The exciting experience of the author in Liverpool

　 C. The special cultural atmosphere of Liverpool

　　D. The beautiful historic sites of Liverpool

Four people in England back in 1953, stared at Photo 51,It wasn’t much—a picture showing a black X. But three of these people won the Nobel Prize for figuring out what the photo really showed –the shape of DNA The discovery brought fame and fortune to scientists James Watson, Francis Crick, and Maurice Wilkins. The fourth, the one who actually made the picture, was left out.

Her name was Rosalind Franklin.”She should have been up there,” says historian Mary Bowden.” If her photos hadn’t been there, the others couldn’t have come up with the structure.” One reason Franklin was missing was that she had died of cancer four years before the Nobel decision. But now scholars doubt that Franklin was not only robbed of her life by disease but robbed of credit by her competitors

At Cambridge University in the 1950s, Watson and Click tried to make models by cutting up shapes of DNA’s parts and then putting them together. In the meantime, at King’s College in London, Franklin and Wilkins shone X-rays at the molecule(分子). The rays produced patterns reflection the shape.

But Wilkins and Franklin’s relationship was a lot rockier than the celebrated teamwork of Watson and Crick, Wilkins thought Franklin was hired to be his assistant .But the college actually employed her to take over the DNA project.

What she did was produce X-ray pictures that told Watson and Crick that one of their early models was inside out. And she was not shy about saying so. That angered Watson, who attacked her in return, “Mere inspection suggested that she would not easily bend. Clearly she had to  go or be put in her place.”

As Franklin’s competitors, Wilkins, Watson  and Crick had much to gain by cutting her out of the little group of researchers, says historian Pnina Abir-Am. In 1962 at the Nobel Prize awarding ceremony, Wilkins thanked 13 colleagues by name before he mentioned Franklin, Watson wrote his book laughing at her. Crick wrote in 1974 that “Franklin was only two steps away  from the solution.”

No, Franklin was the solution. “She contributed more than any other player to solving the structure of  DNA . She must be considered a co-discoverer,” Abir-Am says. This was backed up by Aaron Klug, who worked with Franklin and later won a Nobel Prize himself. Once described as the  “Dark Lady of DNA”, Franklin is finally coming into the light.

64. What is the text mainly about?

    A. The disagreements among DNA researchers.

    B. The unfair treatment of Franklin.

    C. The process of discovering DNA.

    D. The race between two teams of scientists.

65. Watson was angry with Franklin because she     .

    A. took the lead in the competition    B. kept her results from him

    C. proved some of his findings wrong      D. shared her data with other scientists

66. Why is Franklin described as  “Dark Lady of DNA”?
    A. She developed pictures in dark labs.

    B. She discovered the  black X-the shape of DNA.

    C. Her name was forgotten after her death.

    D. Her contribution was unknown to the public.

67. What is the writer’s attitude toward Wilkins, Watson and Crick?
    A. Disapproving.     B. Respectful.      C.  Admiring.     D. Doubtful.

Timet

60. Which of the following is true of the membership card?

A. Its number is l0865 305305.

B. It belongs to Mr. E. M. Driscoll.

C. It is valid through the year of 2010.

D. It gets the owner a discount when used.

61. If one wants to attend a business lunch in London at l2：00 ,the latest train that he should take at Oxford leaves at         .

A. 11：45       B. 11：15        C. 10：35        D. 10：05

62. If you would like to have some vegetable beef, what may be your choice?

A. French Slam®         B. Chicken-Fried Steak®

C. The Super Bird®       D. Sandwich with Salad or Soup®

63. The chart shows that from 2005 to 2008，         .

A. the percentage of the Spanish families with a computer rose 35 points

B. the percentage of the White families with a computer remained unchanged

C. the number of the Black families with a computer was on the decrease

D. the number of the Asian families with a computer showed the sharpest increase

How I Turned to Be Optimistic

I began to grow up that winter night when my parents and I were returning from my aunt＇s house, and my mother said that we might soon be leaving for America. We were on the bus then. I was crying, and some people on the bus were turning around to look at me. I remember that I could not bear the thought of never hearing again the radio program for school children to which I listened every morning.

I do not remember myself crying for this reason again. In fact, I think I cried very little when I was saying goodbye to my friends and relatives. When we were leaving I thought about all the places I was going to see—the strange and magical places I had known only from books and pictures. The country I was leaving never to come back was hardly in my head then.

The four years that followed taught me the importance of optimism, but the idea did not come to me at once. For the first two years in New York I was really lost—having to study in three schools as a result of family moves. I did not quite know what I was or what I should be. Mother remarried, and things became even more complex for me. Some time passed before my stepfather and I got used to each other. I was often sad, and saw no end to “the hard times. ”

My responsibilities in the family increased a lot since I knew English better than everyone else at home. I wrote letters, filled out forms, translated at interviews with Immigration officers, took my grandparents to the doctor and translated there, and even discussed telephone bills with company representatives.

From my experiences I have learned one important rule: Almost all common troubles eventually go away! Something good is certain to happen in the end when you do not give up, and just wait a little! I believe that my life will turn out all right, even though it will not be that easy.

56. How did the author get to know America?

A. From her relatives           B. From her mother

C. From Books and pictures      D. From radio programs

57. Upon leaving for America the author felt        .

A. confused     B. excited      C. worried      D. amazed

58. What can we learn about the author from Paragraph 4?

A. She worked as a translator

B. She attended a lot of job interviews

C. She paid telephone bills for her family

D. She helped her family with her English

59. The author believes that       .

A. her future will be free from troubles

B. it is difficult to learn to become patient

C. there are more good things than bad things

D. good things will happen if one keeps trying

  In the clinic, I asked if Michael could be retested, so the specialist tested him again. To my __36__, it was the same score.

       Later that evening, I _37_ told Frank what I had learned that day. After talking it over, we agree that we knew our _38_ much better than an IQ test. We _39_ that Michael’s score must have been a __40___ and we should treat him ___41___ as usual.

       We moved to Indiana in 1962, and Michael studied at Concordia High School in the same year. He got _42 _ grades in the school, especially _43_ biology and chemistry, which was a great comfort.

       Michael _44_ Indiana University in 1965 as a pre-medical student, soon afterwards, his teachers permitted him to take more courses than _45_. In 1968, he was accepted by the School of Medicine, Yale University.

       On graduation day in 1972, Frank and I _46_ the ceremony  at Yale. After the ceremony, we told Michael about the _47_ IQ score he got when he was six. Since that day, Michael sometimes would look at us and say _48_, “My dear mom and dad never told me that I couldn’t be a doctor, not until after I graduated from medical school!” It is his special way of thanking us for the _49_ we had in him.

       Interestingly, Michael then _50_ another IQ test. We went to the same clinic where he had _51_ the test eighteen years before. This time Michael scored 126, an increase of 36 points. A result like that was supposed to be _52_.

       Children often do as _53_ as what adults, particularly parents and teachers, _54_ of them. That is, tell a child he is “ _55_”, and he may play the role of a foolish child.

36. A. joy                     B. surprise             C. dislike               D. disappointment

37. A. tearfully       B. fearfully     C. cheerfully          D. hopefully

38. A. student        B. son                   C. friend                D. doctor

39. A. argued         B. realized              C. decided                    D. understood

40. A. joke                 B. mistake             C. warning                   D wonder.

41. A. specially       B. strictly              C. naturally            D. carefully

42. A. poor                B. good                 C. average                    D. standard

43. A. in                      B. about         C. of                            D. for

44. A. visited          B. chose         C. passed                     D. entered

45. A. allowed        B. described    C. required                   D. offered

46. A. missed         B. held                  C. delayed                    D. attended

47. A. high                 B. same                 C. low                          D. different

48. A. curiously      B. eagerly              C. calmly               D. jokingly

49. A. faith            B. interest              C. pride                 D. delight

50. A. looked for    B. asked for    C. waited for         D. prepared for

51. A. received           B. accepted            C. organized          D. discussed

52. A. imperfect     B. impossible  C. uncertain           D. unsatisfactory

53. A. honestly           B. much                C. well                 D. bravely

54. A. hear            B. learn          C. expect               D. speak

55. A. wise                B. rude                  C. shy                          D. stupid