阅读理解: 　　

阅读下列短文, 从所给的四个选项中, 选出最佳答案。
　　     It was lunch time at the office. 　　"I'm going to the drug store (杂货店)," Barbara said. "Would　　 anyone like something?" 　　
　　     "Could you pick up a few rolls (卷) of color film? I'm going on　　 vacation next week, and I plan on taking lots of pictures," said Jean.　　 　　
    Jean gave Barbara some money, and told her what kind of film she　　 wanted. Barbara went to drug store and bought some things for herself,　　 and the film for Jean. When Barbara returned to the office, Jean was　　 gone. 　　
　　     "She had to leave early today," said Jean's friend Edna. "She had　　 to go to the travel bureau (旅行社). She told me to put the film on　　 ice." 　　"On ice?" asked Barbara.　　 　　
    The night, Barbara put Jean's film in her freezer (冰箱). The next　　 morning, the film had ice and frost (霜) around the boxes it was　　 packaged in. Barbara put it in a paper bag and brought it to the　　 office. 　　
　　     "Here's your film, Jean," said Barbara, as Jean walked into the　　 office. 　　
　　     "Thanks", Jean took the film out of the bag. "Hey, what happened　　 to this film? It's all cold and wet."　　 　　"That's from the freezer," answered Barbara. "Edna told me that　　 you said to put the film on ice. So I did."　　 　　
    Jean burst out laughing. 　　
　　     "What's so funny?" asked Barbara.　　 　　Finally, Jean managed to say, "Oh, Barbara, I didn't mean for you　　 to freeze the film. I just wanted you to hold it for me!"　　 　　
(1)  The word "film" here means ________.

[    ]

A. a motion picture 　　   
　　 B. a thin coating (涂层) 　　   
　　 C. a cinema 　　   
　　 D. a thin, flat material coated with a chemical and used for
       taking photographs 　　 

(2)  Why wasn't Jean in the office when Barbara got back?

[    ]

A. Because she had gone to the travel bureau.　　 　　   
B. Because she had gone to the station for her ticket.　　 　　  
C. Because she had gone home for lunch.　　 　　   
D. Because she had gone to take some pictures.　　 　　

(3)  Jean used the expression "put it on ice" to mean ________.

[    ]

A. that Barbara should leave the office early　　 　　   
B. that Barbara should give up the plan　　 　　   
C. that Barbara should keep it for her　　 　　   
D. that Barbara should leave it in her office　　 　　

(4)  Barbara thought that Jean wanted her to _______.

[    ]

A. add some ice to the film　　 　　   
B. freeze the film 　　  
　　 C. put the film in a paper bag　　 　　   
D. package the film    

(5)  Barbara put the film in the freezer because _________.

[    ]

A. she misunderstood　　 　　   
B. she is very stupid 　　   
C. she didn't know what to do　　 　　   
D. she thought it would be safe there

At a primary school Manning， Carolina， second-grade teacher David Chadwell believed that segregating(隔离) elementary-age boys and girls produces immediate academic improvement—in both genders. “Although this is a tendency， we can teach boys and girls based on what we now know.”

“They see differently. Literally，” he begins. Male and female eyes are not organized in the same way， he explains. The composition of the male eye makes it attuned(协调) to motion and direction. “Boys interpret the world as objects moving through space，” he says. “The teacher should move around the room constantly and be that object.”

The male eye is also drawn to cooler colors like silver， blue， black， grey， and brown. It’s no accident boys tend to create pictures of moving objects like spaceships， cars， and trucks in dark colors instead of drawing the happy colorful family， like girls in their class.

The female eye， on the other hand， is drawn to textures and colors. It’s also oriented toward warmer colors—reds， yellows， oranges—and visuals with more details， like faces. To engage girls， Chadwell says， the teacher doesn’t need to move as much， if at all. Girls work well in circles， facing each other. Using descriptive phrases and lots of color in overhead presentations or on the chalkboard gets their attention.

Boys and girls also hear differently. “When someone speaks in a loud tone， girls interpret it as yelling，” Chadwell says. “They think you’re mad and can shut down.” Girls have a more finely tuned aural structure； they can hear higher frequencies than boys and are more sensitive to sounds. He advises girls’ teachers to watch the tone of their voices. Boys’ teachers should sound matter of fact， even excited.

A boy’s autonomic nervous system causes them to be more alert when they’re standing， moving， and the room temperature is around 69 degrees. Stress in boys， he says， tends to increase blood flow to their brains， a process that helps them stay focused. This won’t work for girls， who are more focused seated in a warmer room around 75 degrees. Girls also respond to stress differently. When they are exposed to threat and confrontation， blood goes to their guts(内脏)， leaving them feeling nervous or anxious.

“Boys will rise to a risk and tend to overestimate their abilities，” he says. “Teachers can help them by getting them to be more realistic about results. Girls at this age shy away from risk， which is exactly why lots of girls’ programs began in the private sector. Teachers can help them learn to take risks in an atmosphere where they feel confident about doing so.”

Title：  Primary students learn 　　　　　

David’s belief ,Once we segregate elementary-age students， they will have the   tendency  to learn　　　　　. Differences between boys and girls, Sight ,Boys’ eyes are sensitive to . 　　　　　　　　　　 and are drawn to cooler colors.

It is textures and   　　　　　　　 of objects that   attract   girls. Hearing ,Comparatively speaking， girls can hear 　　　　　　 and are more sensitive to sounds. They would interpret a loud tone as 　　　.Nervous system, Stress in boys tends to increase blood flow to their　　　， which helps them  keep 　　　　. Boys often overestimate their abilities and are brave in face of the risk. 

When girls are exposed to 　　　　　　　　　　　　， blood goes to their guts， leaving them feeling　　　　　　　　. Girls at this age in many cases will shyly avoid  dealing with risk. SECTION B (10 marks)

Holding a cell phone against your ear or stalling it in your pocket may be hazardous to your health．

         This paraphrases a warning that cell phone; manufacturers include in the small print that is often tossed aside when a new phone is purchased．Apple, for example, doesn't want iP hones to come closer to you than 1．5 centimeters; Research In Motion, Blackberry's manufacturer, recommends 2.5 centimeters．

         If health issues arise from cell phone use, the implications are huge．Voice calls - Americans chat on cell phones 2．26 trillion minutes annually - generate $109 billion for the wireless carriers．

         Devra Davis, an epidemiologist who has worked for the University of Pittsburgh, has published a book about cell phone radiation, "Disconnect." The book surveys scientific research and concludes the question is not settled.

　　Brain cancer is a concern that Ms. Davis examines. Over all, there has not been an increase in its incidence since cell phones arrived. But the average masks an increase in brain cancer in the 20-to-29 age group and a drop for the older population.

　　"Most cancers have multiple causes," she says, but she points to laboratory research that suggests low-energy radiation could damage cells that could possibly lead to cancer.

　　Children are more vulnerable to radiation than adults, Ms. Davis and other scientists point out. Radiation that penetrates only five centimeters into the brain of an adult will reach much deeper into the brains of children because their skulls are thinner and their brains contain more absorptive fluid. No studies have yet been completed on cell phone radiation and children, she says.

　　Henry Lai, a research professor in the bioengineering department at the University of Washington, began laboratory radiation studies in 1980 and found that rats exposed to radiofrequency radiation had damaged DNA in their brains.

　　Ms. Davis recommends using wired headsets or the phone's speaker. Children should text rather than call, she said, and pregnant women should keep phones away from the abdomen.

1.We can infer from the passage that________．

         A．Cell phone may do harm to our health if we hold it against our ear or store in our pocket

         B．Devra Davis thinks that there are many factors contributing to cancer．

         C．The increase in brain cancer in the young adults may have something to do with cell phone

         D．Children are more likely to be affected by radiation

2.According to the passage, how could children avoid being hurt by cell phone radiation?

         A．They can keep cell phones away from the abdomen．

         B．They can send short massage instead of making phone calls directly．

         C．They can pay more attention to the small print on the phone．

         D．They should use more advanced cell phones．

3.From this passage we can learn that．________．

         A．American cell phone manufacturers did not give any warning to their customers

         B．American cell phone manufacturers benefit greatly from their products

         C．Scientists have found the connection between brain cancer and ceil phone

         D．Cell phone should be banned because of the increase in brain cancer

4.In which column can we most probably read this passage?

         A．Advanced technology．         B．Entertainment．

         C．Science and life．               D．Celebrity．

It is hard to say that a telephone is just a telephone anymore. Not only does it let you hear Grandma's voice from miles away clearer than ever before, but it is providing even more important information services to its users. By the year 2000, American householders will rely on the telephone system for shopping, computing, playing the stock market, making airline reservations, and watching television. The lives of heart patients may depend on telephones with on line electronic systems altering their doctors to emergencies. This is in addition to American business managers who currently rely on their telephones for sales orders, inventory control, banking, video image transmission, and many other tasks.

New technologies, such as advanced computing and fiber optics, make telecommunications services cheap and quick. In addition, since the breakup of AT&T, the competition spawned (引起) among many phone companies has emphasized price changes and introduced innovative services.

But despite the stimulus to provide commercial benefits during normal operation, one essential ingredient is missing—the incentive to design for emergency preparedness in the event of disaster. The telephone system is improving its ability to respond to some emergencies such as wartime attack, but is not prepared to handle terrorism, natural disasters, fires or accidents.

Before divestiture (解体) AT&T operated a national emergency center that coordinated all procedures during a disaster. Today, in lieu of the previous AT&T center, a government agency—the National Communications System (NCS) —operates the National Coordinating Center to address disasters related to telecommunications. In addition, the numerous phone companies and large communications suppliers have developed mechanisms of their own to respond to limited emergency situations, but massive emergencies are beyond their capabilities.

　　 1. What does “anymore” in the first sentence of Paragraph 1 mean?

　　　　 A. in any case　　　　　　  B. at no time

　　　　 C. not longer　　　　　　   D. nowadays

　　 2. “In Lieu of” in Paragraph 4 is used to mean

　　　　 A. instead of　　　　　　　　 B. because of

　　　　 C. In spite of　　　　　　    D. due to

　　 3. The writer's main purpose is to

　　　　 A. describe phenomena

　　　　 B. propose a motion of the modem telecommunications sciences

　　　　 C. amuse attention to the limited uses of telephone in the event of disaster

　　　　 D. argue a belief of telephone

　　 4. What would the following paragraph after Paragraph 4 more probably deal with?

　　　　 A. the examples of emergencies that telephone system can not deal with

　　　　 B. different opinions towards the telephone services

　　　　 C. the writer's conclusion of the passage

　　　　 D. the disadvantages of the National Communications System