信息匹配（共5小题；每小题2分，满分10分)  

Northern Territory ＆ Darwin

A. Australia’s Northern Territory is a vast region with diverse geography. It stretches from the tip of the north coastline to the outback. Waterfalls, interesting rock formations including Uluru (Ayers Rock), native wildlife and parklands are commonplace throughout. Darwin is the capital of Australia’s Northern Territory—its relaxing atmosphere and location make it the perfect centre for touring the area.

Queensland

B.    Australia’s fastest growing state is home to 3.6 million people, taking up around 25% of the continent’s area. Whether you’re after adrenalin-pumping adventure, relaxing on sun-kissed beaches, trekking through ancient rainforest or snorkeling (潜水) on the Great Barrier Reef, there’s an experience just waiting to become YOUR treasured memory. Where else but Queensland?

Victoria & Melbourne

C. Melbourne, the capital of Victoria, is a city of spectacular 19th-century buildings alongside contemporary structures and surrounded by large areas of parkland. It is home to more than three million people from more than 200 nations. Take a walk or a tram (电车) ride and enjoy a delicious meal, wonderful architecture, beautiful parks and gardens, and fabulous shopping.

Sydney

D. Including the harbour’s islands and much of the foreshore (前滩), Sydney Harbour National Park is full of picnic areas, bays, harbour pools and beaches to relax in. It’s where ferries, yachts, cruise vessels, jet boats, catamarans and kayaks all jostle for (争夺) a piece of the world’s best harbour, and you can enjoy a picnic surrounded by the harbour.

Adelaide

E. There’s so much to do in South Australia. And it’s all so close. Adelaide is the perfect gateway to the State’s 12 tourism regions… From cozy bed, tasty breakfasts and seaside villas to luxury city penthouses and gourmet retreats, we’ve got the accommodation to suit every taste and budget.

Tasmania

F. Tasmania is a land apart—a place of wild and beautiful landscapes; friendly, welcoming people; a pleasant, temperate climate; wonderful wine and food; a rich history; and a relaxed island lifestyle. Whether traveling from the ancient and varied terrain (地带) of the Kimberley to the towering forests of the southwest, from the unique coral reefs off our coast to the endless red plains and dunes (沙丘) of our arid heartland, you’ll find amazing series of outdoor experiences and enjoyable holidays.

请阅读下面各位游客的相关信息，并为其选择较为合适的景点。

1.Mike is from Great Britain. He has often heard of the amazing Great Barrier Reef. He hopes to see it with his own eyes some day.

2.Surrey is a sportsman who is very interested in water surfing, boating and some other sports on the sea. He hopes to enjoy the excitement as well as to relax on beaches.

3.Jeffery is an architect who would like to see some 19th-century buildings while visiting Australia so as to make his designs more attractive.

4.Nicholas is a scientist in geography. He would like to go to study something in the open, such as native wildlife, Ayers Rock and so on.

5.Anderson is a college student in geography, who would like to pay a visit to the coral reefs, red plains and dunes while visiting Australia.

So long as teachers fail to distinguish (differ) between teaching and learning, they will continue to undertake to do for children that which only children can do for themselves. Teaching children to read is not passing reading on to them. It is certainly not endless hours spent in activities about reading. Douglas insists that “reading cannot be taught directly and schools should stop trying to do the impossible”.

Teaching and learning are two entirely different processes. They differ in kind and function. The function of teaching is to create the conditions and the climate that will make it possible for children to plan cleverly the most efficient(有效的) system for teaching themselves to read. Teaching is also a public activity: It can be seen and observed.

Learning to read involves all that each individual does to understand the world of printed language. Almost all of it is private, for learning is an occupation of the mind, and that process is not open to public scrutiny.

If teacher and learner roles are not interchangeable, what then can be done through teaching that will aid the child in the long search for knowledge? Smith has one principle rule for all teaching instructions. “Make learning to read easy, which means making reading a meaningful, enjoyable and frequent experience for children.”

When the roles of teacher and learner are seen for what they are, and when both teacher and learner fulfill them properly, then much of the pressure and feeling of failure for both is got rid of. Learning to read is made easier when teachers create an environment where children are given the chance to solve the problem of learning to read by learning.

1. The problem with the reading course as mentioned in the first paragraph is that_______. 

A. too much time is spent in teaching about reading

B. reading tasks are given with little guidance

C. it is one of the most difficult school courses

D. students spend limited hours in reading

2. The teaching of reading will be successful if _______. 

A. teachers can make their teaching activities observable

B. teachers can teach their students how to read

C. teachers can improve conditions at school for the students

D. teachers can enable students to develop their own way of reading

3. The word “scrutiny” (Paragraph 3) most probably means “_______”.

A. unbelief           B. control             C. inquiry             D. observation

4. The main idea of the passage is that_______.

A. reading is more complicated than believable

B. reading ability is something gained rather than taught

C. teachers should encourage students to read as widely as possible

D. teachers should do as little as possible in helping students learn to read

　  Life on land probably began about 430 million years ago, though it has stayed in the water for perhaps as much as 3,000 million years. When we think of the first thing on land, we probably think of strange animals coming out of the oceans, but in fact no animals could have been living if plants had not been on land first. Plants had to be on land before animals arrived. They supplied the first land animals with the surrounding and food necessity, since then, the plants, are the only form of life that is able to get and store energy.

　　The first plants to stay out of the water were probably certain kinds of algae（海藻）which were followed by other plants that grew close to the ground and needed water in which to reproduce. Once the move to land had been made, however, evolution（进化）happened quickly. By the end of 100 million years, plants had developed their roots（根), and some had got tree -like forms since height was very important in gaining sunlight. About 300 million years ago, much of the world was covered with forests of huge trees. In most ways they were like modern trees. They had roots, leaves, wood, but mostly they had not developed seeds.

59．The main idea of the first paragraph is ________.

　　A. life on land probably began 430 years ago

　　B. the first animal on land came from oceans

　　C. there wouldn't have been animals without plants

　　D. plants are the only form of life that is able to get and store energy

60．Which of the following statements is true according to the passage?

　　A. Algae probably has stayed for more than 430 million years.

　　B. It is impossible that algae might be the earliest plant on land.

　　C. Plants get food from animals in the oceans.

　　D. Evolution began after animals appeared on land.

61．Plants with roots appeared about ________ million years ago.

　　A. 430　　　　　B. 300　　　　　 C. 330　　　　　 D. 100

62．According to the passage, ________ appeared earlier than ________.

　　A. apples; oranges　　　　　　　　 B. oranges; apples

　　C. oranges; roses　　　　　　　　　D. algae; wheat

So long as teachers fail to distinguish (differ) between teaching and learning, they will continue to undertake to do for children that which only children can do for themselves. Teaching children to read is not passing reading on to them. It is certainly not endless hours spent in activities about reading. Douglas insists that “reading cannot be taught directly and schools should stop trying to do the impossible”.

Teaching and learning are two entirely different processes. They differ in kind and function. The function of teaching is to create the conditions and the climate that will make it possible for children to plan cleverly the most efficient(有效的) system for teaching themselves to read. Teaching is also a public activity: It can be seen and observed.

Learning to read involves all that each individual does to understand the world of printed language. Almost all of it is private, for learning is an occupation of the mind, and that process is not open to public scrutiny.

If teacher and learner roles are not interchangeable, what then can be done through teaching that will aid the child in the long search for knowledge? Smith has one principle rule for all teaching instructions. “Make learning to read easy, which means making reading a meaningful, enjoyable and frequent experience for children.”

When the roles of teacher and learner are seen for what they are, and when both teacher and learner fulfill them properly, then much of the pressure and feeling of failure for both is got rid of. Learning to read is made easier when teachers create an environment where children are given the chance to solve the problem of learning to read by learning.

The problem with the reading course as mentioned in the first paragraph is that_______. 

A. too much time is spent in teaching about reading

B. reading tasks are given with little guidance

C. it is one of the most difficult school courses

D. students spend limited hours in reading

The teaching of reading will be successful if _______. 

A. teachers can make their teaching activities observable

B. teachers can teach their students how to read

C. teachers can improve conditions at school for the students

D. teachers can enable students to develop their own way of reading

The word “scrutiny” (Paragraph 3) most probably means “_______”.

A. unbelief           B. control             C. inquiry             D. observation

The main idea of the passage is that_______.

A. reading is more complicated than believable

B. reading ability is something gained rather than taught

C. teachers should encourage students to read as widely as possible

D. teachers should do as little as possible in helping students learn to read

Do you know some people who just have all the luck? They seem to get all the       and you ask yourself: “Why don’t I get    ? Why don’t I get a great education?” But the real reason why most people are successful or lucky is that they’ve learned how to       themselves in a place so they can be lucky. They’ve learned how to, in a way,       their own luck!

I’m not       about dishonest or illegal ways. I’m talking about hard,       work. But successful people work smart. They keep improving and making the most of their abilities. Yet they also learn to      for help in things they themselves are not that good       doing. So we not only must make the most of our own special strengths, we must also learn our       and weaknesses.

A man recently got his lucky big break. Everyone said, “That guy’s so lucky!” But that man created his own luck       by arriving at the office early. He apologized and       when he was wrong. He even shared the credit and reward with others       he had done much of the work. He was never satisfied just to get       and do average work. He always       the extra effort to do his very best.

We have to work hard and do what it       to be on the way to luck and success when it comes.        , weMI miss it because we aren’t ready. You never know when the right opportunity will come your way, and when the right, important person is watching your excellent        and work. That’s when you’ll get your lucky break! But when you put your life in Jesus Christ’s         , the right important person is always         you and all that you do. Then he will       and bless vour life in manv wavs as vou do vour very best to please him in every thina every dav.

1.A.qualifications      B.occupations C.breaks D.licenses

2.A.comfortable       B.lucky     C.happy    D.important

3.A.put     B.pray      C.send      D.expect

4.A.control       B.invent   C.create   D.meet

5.A.thinking      B.teaching        C.talking   D.calling

6.A.practical      B.honest   C.meaningful     D.adequate

7.A.trap    B.appreciate     C.charge   D.ask

8.A.at           B.with  C.through D.from

9.A.pressures   B.limits      C. strengths       D.abilities

10.A.always          B.sometimes         C. seldom D.never

11.A.admitted   B.promised        C.realized D.conveyed

12.A.because    B.when     C.so  D.before

13.A.after B.by  C.behind   D.over

14.A.raised        B.explored        C.found     D.made

15.A.obtain       B.affords   C.takes      D.adapts

16.A.Therefore         B.Otherwise      C.However        D.Anyway

17.A.approach          B.administration       C.attitude D.action

18.A.hands        B.places   C.homes D.minds

19.A.catching    B.adopting         C.affecting         D.watching

20.A.decorate  B.cheer     C.reward  D.value