根据短文内容, 从短文后的选项中选出能填入空白处的最佳选项, 并在答题卡上写出答案。选项中有两项为多余选项。

Riding a London subway, a person from China will notice one major difference: In London, commuters (乘车上下班的人) do not look at each other.  1. That's not rudeness— people are just too busy to bother looking.

Busy doing what, you ask? Well, they're certainly not using the time for a moment of quiet reflection. Nor are they reading a book.   2. Today the only acceptable form of book on the London Underground is an e-book.

  3.  Since the launch of the iPhone in 2007, over 40,000－yes, that's 40,000－"apps" (programs downloaded for the iPhone) have been designed.

Commuters love them because they are the perfect time－filler. One "app"，called ishoot, is a game that features tanks. Another one, Tube Exits, tells passengers where to sit on the train to be closest to the exit of their destination. Isteam clouds the iphone screen when you breathe into the microphone.   4. 

For those without an iPhone, another Apple product, the iPod, may be the distraction of choice. It's not just teenagers who "plug in" to their music－iPods are a popular way to pass the time for all ages.

And if games, e－books and music aren't enough to keep you occupied. Then perhaps you would prefer a film? The development of palm DVD technology means many commuters watch their favorite TV show or film on the way to work.

 5. 

A．With this distraction, it’s amazing that people still remember to get off the train.

B．New technology has replaced quiet habits.

C．You can then write the “steam” on your phone screen.

D．Technology is changing the way London commuters spend their traveling time.

E．In fact, eye contact is avoided at all times.

F．Apple must earn a fortune from London commuters.

G．Modern Londoner are fancy victims.

In a time of low academic (学术的) achievement by children in the United States, many Americans are turning to Japan, a country of high academic achievement and economic success, for possible answers. However, the answers provided by Japanese preschools are not the ones Americans expected to find. In most Japanese preschools, surprisingly little emphasis is put on academic instruction. In one investigation, 300 Japanese and 210 American preschool teachers, child development specialists, and parents were asked about various aspects of early childhood education. Only 2 percent of the Japanese respondents (答问卷者) listed "to give children a good start academically" as one of their top three reasons for a society to have preschools. In contrast, over half the American respondents chose this as one of their top three choices. To prepare children for successful careers in first grade and beyond, Japanese schools do not teach reading, writing, and mathematics, but rather skills such as persistence, concentration, and the ability to function as a member of a group. The majority of young Japanese children are taught to read at home by their parents.

In the recent comparison of Japanese and American pre??school education, 91 percent of Japanese respondents chose providing children with a group experience as one of their top three reasons for a society to have preschools. 62 percent of the more individually oriented (强调个性发展的) Americans listed group experience as one of their top three choices. An em??phasis on the importance of the group seen in Japanese early childhood education continues into elementary school education.

Like in America, there is diversity (多样性) in Japanese early childhood education. Some Japanese kindergartens have specific aims, such as early musical training or potential (潜力) development. In large cities, some kindergartens are attached to universities that have elementary and secondary schools.

Some Japanese parents believe that if their young children attend a university-based program, it will increase the children’s chances of eventually being admitted to top-rated schools and universities. Several more progressive programs have introduced free play as a way out for the heavy intellectualizing in some Japanese kindergartens.

5. We learn from the first paragraph that many Americans believe ________.

A. Japanese parents pay more attention to preschool education than American parents

B. Japan’s economic success is a result of its scientific achievements

C. Japanese preschool education emphasizes academic in??struction

D. Japan’s higher education is better than theirs

6. Most American respondents believe that preschools should also attach

importance to ________.

A. problem solvingw。        B. group experience

C. parental guidancew。      D. individually oriented development

7. In Japan’s preschool education, the focus is on ________.

A. preparing children academically    B. developing children’s artistic interests

C. tapping children’s potentialw。     D. shaping children’s character

8. Why do some Japanese parents send their children to university-based kindergartens?

A. They can do better in their future studies.

B. They can gain more group experience there.

C. They can be individually oriented when they grow up.

D. They can have better chances of getting a first-rate edu??cation.

We have been driving in fog all morning, but the fog is lifting now. The little seaside villages are 36 , one by one. "There is my grandmother's house," I say, 37 across the bay to a shabby old house.

I am in Nova Scotia on a pilgrimage (朝圣) with Lisa, my granddaughter, seeking roots for her, retracing (追溯) 38 memory for me. Lisa was one of the mobile children, 39 from house to house in childhood. She longs for a sense of 40 , and so we have come to Nova Scotia where my husband and I were born and where our ancestors 41 for 200 years.

We soon 42 by the house and I tell her what it was like here, the memories 43 back, swift as the tide (潮水).

Suddenly, I long to walk again in the 44 where I was once so gloriously a child. It still 45 a member of the family, but has not been lived in for a while. We cannot go into the house, but I can still walk 46 the rooms in memory. Here, my mother 47 in her bedroom window and wrote in her diary. I can still see the enthusiastic family 48 into and out of the house. I could never have enough of being 49 them. However, that was long after those childhood days. Lisa 50 attentively as I talk and then says, " So this is where I 51 ; where I belong. "

She has 52 her roots. To know where I come from is one of the great longings of the human 53. To be rooted is "to have an origin". We need 54 origin. Looking backward, we discover what is unique in us; learn the 55 of "I". We must all go home again—in reality or memory.

31.       A. appearing   B. moving              C. exposing           D. expanding

32.       A. referring     B. travelling           C. pointing             D. coming

33.       A. shared B. short                 C. fresh                 D. treasured

34.       A. passed       B. raised                C. moved              D. sent

35.       A. home         B. duty                  C. reality               D. relief

36.       A. built           B. lived                  C. remained           D. explored

37.       A. catch up     B. pull up        C. step down         D. come down

38.       A. falling        B. turning              C. rushing             D. bringing

39.       A. yard           B. village        C. room                D. house

40.       A. adapts to    B. appeals to          C. belongs to         D. occurs to

41.       A. across B. through             C. along                D. past

42.       A. lay             B. played        C. stood                D. sat

43.       A. marching    B. looking              C. breaking            D. pouring

44.       A. between     B. with                  C. near                  D. behind

45.       A. wonders     B. listens        C. reacts               D. agrees

46.       A. began  B. grew                 C. studied              D. stayed

47.       A. deepened    B. recognized  C. accepted           D. found

48.       A. heart          B. rights                C. interest              D. behaviors

49.       A. one            B. its                     C. that                   D. every

50.       A. meaning     B. expression  C. connection D. background

For Americans, a mosquito bite is an itchy bother. But for many in Africa, a tiny bite can be deadly. One million people die each year of malaria, a disease spread by infected mosquitoes. Most of these people live in Africa, and are under age 5.

Malaria can be prevented and treated. However, many African nations don't have the funds to fight it. Nothing but Nets (NBN) hopes to change that. The United Nations Foundation created the campaign in 2006. The aim is to prevent malaria by covering sleeping areas with nets. Hanging bed nets treated with insecticide(杀虫剂) is the simplest way to stop mosquitoes from biting at night. The chemicals last four to five years. For $10, anyone can send a net to Africa and help save a life.

So far, NBN has raised $19 million and delivered 700,000 nets to seven countries. Families are taught how to use the nets. Kids also get vaccines (疫苗)and vitamins. "Women line up for miles to get the medicine for their kids," says NBN director Elizabeth McKee Gore. "They understand the importance."

So do kids in this country. "They get so excited thinking of ways to raise money," says NBN spokesperson and basketball star Ruth Riley.

NBN's biggest fund-raiser is Katherine Commale, 7. She's been spreading the information about bed nets for the past two years. To show how they work, she and her brother made a video. "We teach that bed nets can save lives," she said.

Katherine has raised $42,000 for NBN. "She just wants those who need a net to have one," says her mom, Lynda. "It's pretty simple to her." To find out how you can help, visit nothingbutnets.net.

We know from the passage that NBN is in fact _________.

   A. a deadly disease                B. an organization

   C. a piece of equipment            D. a game

The purpose of the passage is most probably ___________.

   A. to list the sufferings of the African people

   B. to introduce new ways to avoid mosquito bites

   C. to call on people to offer their help to Africans

   D. to tell people how to buy nets in Africa

By saying “So do kids in this country” in Paragraph 4,the author means that kids in this country also ___________.

   A. know the importance of the bed nets

   B. know how to protect themselves

   C. lack nets to protect themselves

   D. suffer from malaria

What do we know about Katherine from the passage?

   A. She set up the website nothingbutnets.net.

   B. She is the youngest money-raiser for NBN.

   C. She raised money by making and selling videos.

   D. She started working for NBN at the age of 5.

     On May 27, 1995, our life was suddenly changed. It happened a few minutes past three,  36   my husband, Chris, fell from his horse as it  37  over a fence. Chris was paralyzed (瘫痪) from the chest down,   38   to breathe normally. As he was thrown from his horse, we entered into a life of  39   with lots of unexpected challenges( 挑战). We went from the "haves" to the “have-nots". Or so we thought.

        40   what we discovered later were all the gifts that came out of   41  difficulties. We came to learn that something  42   could happen in a disaster . All over the world people  43   Chris so much that letters and postcards poured in every day. By the end of the third week in a  44  center in Virginia, about 35,000 pieces of  45   had been received and sorted.

     As   46  , we opened letter after letter. They gave us   47   and became a source of strength for us. We used them to  48   ourselves. I would go to the pile of letters marked with "Funny" if we needed a  49  , or to the "Disabled" box to find advice from people in wheelchairs or  50  in bed living happily and  51  .

    These letters, we realized, had to be shared. And so   52   we offer one of them to you.

Dear Chris,

      My husband and I were so sorry to hear of your  53   accident last week. No doubt your family and your friends are giving you the strength to face this   54   challenge. People everywhere are also giving you best wishes every day and we are among those who are keeping you   55  .

Yours Sincerely,

Nancy Reagan

36. A.since            B. before             C.  when                    D. while

37. A. walked               B. climbed            C. pulled             D. jumped

38. A. able                    B. unable              C. suitable           D. unsuitable

39. A. disability            B. possession         C. convenience      D. experience

40. A. So                      B. For                  C. Or                          D. Yet

41. A. sharing         B. separating       C. fearing                    D. exploiting

42. A. terrible               B. similar            C. wonderful        D. practical

43. A. wrote for            B. cared for           C. hoped for        D. sent for

44. A. medical              B. postal               C. experimental     D. mental

45.A. news              B. paper                    C. equipment         D. mail

46. A. patients               B. a family          C. nurses              D. a group

47. A. effect            B. effort                    C. comfort           D. explanation

48. A. encourage           B. express             C. control            D. treat

49. A. cry                 B. laugh                   C. chat                D. sigh

50. A. much           B. never              C. even                 D. seldom

51.A. bitterly           B. fairly                    C. weakly            D. successfully

52. A. here                   B. there               C. therefore          D. forward

53. A. driving               B. flying                      C. running           D. riding

54. A. technical             B. different          C. difficult                   D. valuable

55. A. nearby                B. close               C. busy                D. alive