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。选项中有两项为多余选项。

Last month, students from one hundred and three universities in eighty-eight countries took part in an international computer programming contest. The Battle of the Brains took place in Harbin, China.    71    

Jerry Cain, coach of Stanford University Team, California, says “One of the programming problems was trying to figure out how to break an arbitrary chocolate bar into a certain number of pieces of a certain number of sizes and to do it as quickly as possible.    72    ”

The students first listed the problems in order of difficulty.  73  They designed ways to test their solutions. And they wrote needed software systems. Even the winning team form Shanhai Jiaotong University in China was not able to solve all the problems within the given time limit. Stanford’s team solved five problems and finished in 14th place. Stanford was one of twenty-one American universities that took part in the contest this year.

    74    It began in 1970 at Texas A and M University. The contest quickly became popular in the United States and Canada. It developed and grew as more and more schools took part in local and area contests.

The first final competition was held in 1977 at the Association for Computer Machinery Computer Science Conference. Today, a network of universities holds area competitions that send the winners to the world finals, now organized by IBM. Contest spokesman Doug Heintzman says the world champions receive prizes and scholarships.    75   

A．The competitors show great interest in IBM.

B．Then they figured out the requirements of each.

C．And that’s probably the simplest of all of them.

D．This competition is an opportunity to be recognized by famous universities from the world.

E．Three-person teams from each school had five hours to solve eleven real world problems.

F．The official name of the Battle of the Brains is the ACM International Collegiate Programming Contest.

G．They are also guaranteed and offer of employment with IBM.

Eleven-year-olds are to learn Shakespeare using the approaches taken by actors, and English teachers will be encouraged to let pupils walk around the classroom rather than read the plays while pupils are sitting at their desks.

Within the English curriculum(课程) you tend to look at a play text as a piece of literature rather than performance. But you can’t possibly understand Shakespeare’s language if you’re just reading it in your head. Shakespeare is difficult; it’s not a 21stcentury text. You have to use different ways to understand it.

The new teaching way focuses on how actors come to understand Shakespeare’s language. In fact actors have the same nervousness about Shakespeare’s language as young people in schools do. But in six to eight weeks they get to a place of complete confidence about the play. Pupils can do as well.

Exercises devised are to let children aged 11 to 14 imitate the methods of professional actors. Written and oral assessments developed alongside the lessons will show how well students have understood the texts.

In one task pupils will work on creating four key physical figures of king, warrior(勇士), lover and joker, finding which lines of their chosen character go with those features first and then acting them out. Through this they can examine how a character such as Macbeth can switch dramatically within one scene from soldier to kingly figure to trick planner. It’s really creative but you’re still getting a really wonderful model of understanding. It’s miles away from a “chalk and talk” method.

Educators think Shakespeare should be a central part of every young person’s education. Developing a love of Shakespeare at a young age often leads to a lifelong passion for literature and helps to improve a child’s reading and writing.

1.How will young people learn Shakespeare?

A．Reading them aloud.                     B．Reciting them.

C．Cooperating with actors.                  D．Acting them out.

2.You cannot understand Shakespeare’s words easily because________.

A．they are pieces of literature               B．their expressions are different

C．ordinary people cannot understand them     D．they are performances

3.The underlined sentence “It’s miles away from a ‘chalk and talk’ method.” In Paragraph 5 means_____.

A．Chalk and talk are far away from each other

B．It is much better than the traditional way

C．Chalk and talk are quite different

D．By chalk and talk we can understand Shakespeare

4.What’s the best title of the reading passage?

A．The New Approach to Shakespeare

B．The Introduction to Shakespeare

C．How to act Shakespeare’s plays

D．Shakespeare’s works in the English curriculum

The first breath-taking pictures of the Earth taken from space showed it as a solid ball covered by brown land masses and blue-green oceans. We had never seen the Earth from that distance before. To us, it appeared as though the Earth had always looked that way and always would.   Scientists now know, however, that the surface of the Earth is not as permanent as we had thought.

Scientists explain that the surface of our planet is always moving. Continents moves about the Earth like huge ships at sea. They float on pieces of the Earth’s outer skin. New outer skin is created as melted rock pushed up from below the ocean floor. Old outer skin is destroyed as it rolls down into the hot area and melts again.

Only since the 1960s have scientists really began to understand that the planet Earth is a great living machine. Some experts have said this new understanding is one of the most important revolutions in scientific thought. The revolution is based on the work of scientists who study the movement of the continents—a science called plate tectonics.

The modern story of plate tectonics begins with the German scientist Alfred Wegener. Before World War One, Wegener argued that the continents had moved and were still moving. He said the idea first occurred to him when he observed that the coastlines of South America and Africa could fit together like two pieces of a puzzle. He proposed that the two continents might have been one and then split apart.  

Wegener was not the first person to wonder about the shape of the continents. About 500 years ago, explorers thought about it when they made the first maps of Americas. The explorers noted the east coast of North America and South America would fit almost exactly into the west coast of Europe and South Africa. What the explorers did not do, but Wegener did, was to investigate the idea that the continents move.

4. What does the writer mainly tell us in the passage?

A. The first breath-taking pictures of the Earth taken from space.

B. Human’s recognition of the earth’s surface.

C. The German scientist Alfred Wegener.

D. The early explorers’ discovery.

5. Which of the following is true according to the passage?

A. We didn’t see the Earth from far away until we saw the picture taken in the space.

B. Our ancient thought that the surface of the earth is still.

C. Alfred Wegener was not the first person to investigate the idea that the continents move.

D. The coastline of India and Africa fit together.

6. The last word of the third paragraph “tectonics” mean “________”.

A. study of construction                             B. study of architecture        

C. earth surface                                         D. structural geology

7. What did the explorers find?

A. The coastlines of South America and Africa could fit together.

B. The coastlines of North America and Africa could fit together.

C. The east coastlines of North America and the west coast of Europe could fit together.

D. The coastlines of North America and India could fit together.

第二部分：英语知识运用（共两节，满分45 分）

第一节：单项填空（共15 小题；每小题1分，满分15分）

—Excuse me, sir, ________

—I’d like a cup of coffee and two pieces of bread.

___ did you find in today’s newspaper.

        A.How many piece of news        B.How many pieces of news

C.How much pieces of news       D.How much piece news