If they had known what was coming next, they their mind. [ ]A. may change B. could change C. must have changed D. might have changed 题目和参考答案——青夏教育精英家教网—

From Mr. Ward Hoffman.

Sir, I was halfway through Professor Raj Persaud's article “What's the tipping point"

(Financial Times Weekend, April 9-l0) when it occurred to me that what I was reading was not ironic(讽刺的). If Prof Persaud wants to know why Americans tip in restaurants, he need only ask the first American he meets in London.

Americans tip in restarts for one reason, and one reason only: we tip to supplement (补贴) the salary of restaurant workers. Quality of service does not enter into it, beyond the fact that one may tip a bit less for poor service, or a little more for good service.

Not tipping at all in a non-fast-food restaurant is not a choice. In the US, one used to tip about 15 per cent for dining in a family-style restaurant or in an up-market (高档的) restaurant. Here, in San Francisco Bay area restaurants, we me encouraged to tip 20 per cent or more, to help restart workers live in this very expensive area.

After eating at an Italian restart in my city, I left a tip of 20 per cent on the non-tax part of our dinner bill. It was expected. There is nothing more complicated (复杂的) than that about Americas tipping in restaurants.

Ward Hoffman,

Palo Alto, CA 94306, US

* * *

From Mr. Philip McBride Johnson.

Sir, I agree with most of Raj Persaud's opinion about the doubtful value of tipping, but with one exception(例外). Tips can be very useful when one is a repeat customer or diner.

It is only when the tipper is a stranger and likely to remain so that the system does not work to his or her advantage. But frequent a hotel or a restaurant, always tip a bit more, and the difference in service and treatment will ha easily felt.

Phfiip McBnde Johnson,

Great Falls, VA 22066, US

68. What can we learn from Hoffrnan's letter?

A. Quality of service determines tipping in the US.

B. Americans don't tip in non fast-food restaurants.

C. Tipping in US upmarknt restarts is unnecessary.

D. How to tip in the United States is not complicated.

69. Johnson's letter shows ________.

A. a stranger in a restaurant is likely to tip a bit more

B. diners receive better service if they frequent a restaurant

C. repeat dinners may get good service ifthay tip a bit more

D. the tipping system works to the advantage of new customers

70. From tbe two letters, we can learn Professor Raj Persaud ______ .

A. feels doubtful about the value of tipping

B. believes tipping improves quality of service

C. wats to ask Hoffman about tipping m the US

D. thinks tipping a bit mom one can get good service

71. The two letters most probably appears in a ______.

A. notice B. handbook C. book review D. newspaper

第二节完形填空（共20小题；每小题1分，满分20分）
请认真阅读下面短文，从短文后各题所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。
What is it about maths, anyway? Why is it that a ___36___ who would rather die than ___37___ they found reading difficult at school will happily say he is brain-dead when it ___38___ to numbers?
“I was ___39___ at maths at school,” they say. “still am. Can’t ___40___ up to save my life. My little girl takes after____41___. Thinks take-aways are something to do with fish and chips. Ha-ha!” Oh, how we all laugh.
But how many of us remember it being ___42___ at the time? How many of us remember the blind panic of the Monday morning maths test when the ___43___ we could hope for was a miracle(奇迹) to make the numbers we ___44___ without thinking as answers somehow ___45___ the questions?
On the face of it, today’s children can ___46___ be considered happier and more satisfied. They have a daily numeracy lesson ___47___ to improving their maths skills. But if that sounds like hell to you, you may ___48__ find that your child surprises you by actually quite ___49__ it.
One of the __50___ is that over the last ten years or so, there has been a ___51___ in the way maths is taught. And many of those who teach it feel it’s been a ___52__ for the better. There’s generally much more emphasis now on __53___ arithmetic, getting children used to doing calculations without forever having a pen in one hand and a calculator in the other. Often the first question a teacher will ask is: can you do this in your___54___? And if they can, they do.
The whole approach is more___55___, the goal to get children understanding numbers, not just putting them through the uninteresting process of learning something by repeating it until they remember it.
36    A.    teacher    B.    parent     C.    pupil       D.    teenager
37    A.    understand      B.    admit      C.    observe   D.    pretend
38    A.    add B.    relate      C.    comes     D.    reject
39    A.    good       B.    expert     C.    special     D.    rubbish
40    A.    add B.    make       C.    look D.    pick
41    A.    stranger   B.    me   C.    herself     D.    somebody
42    A.    funny      B.    easy C.    attractive D.    remote
43    A.    worst      B.    prize       C.    best D.    surprising
44    A.    missed     B.    lost C.    found      D.    chose
45    A.    get   B.    foresee    C.    fit    D.    evaluate
46    A.    however B.    frequently       C.    mostly     D.    hardly
47    A.    suggested B.    devoted   C.    intended D.    adapted
48    A.    well B.    sometimes      C.    seldom    D.    extremely
49    A.    enjoying B.    hating     C.    objecting D.    mastering
50    A.    consequences B.    reasons    C.    findings   D.    incidents
51    A.    mistake   B.    program C.    policy     D.    revolution
52    A.    preparation     B.    reputation       C.    requirement    D.    change
53    A.    difficult   B.    general    C.    mental     D.    basic
54    A.    class B.    head C.    textbook D.    own
55    A.    logical     B.    unbelievable   C.    direct      D.    conservative

When scientists set out to explore the roots of human laughter, some apes（类人猿） were just tickled（胳肢）to help. That’s how researchers made a variety of apes and some human babies laugh. After analyzing the sounds, they concluded that people and great apes inherited laughter from a shared ancestor that lived more than 10 million years ago. Experts praised the work, it gives strong evidence that ape laughter and human laughter are related through evolution（进化）.
Scientists have noted that apes make characteristic sounds during play or while being tickled, especially to signal that they’re interested in playing. It’s been suggested before that human laughter grew out of primate（灵长类动物） roots. But ape laughter doesn’t sound like human laughter. It may be slower noisy breathing. So what does that have to do with the human ha-ha? To investigate that, Marina Davila Ross and her colleagues carried out a detailed analysis of the sounds made by tickling three human babies and 21 other primates, apes included.
After measuring 11 features in the sound from each species, they tried to find out how these sounds appeared to be related to each other. The result looked like a family tree. Significantly, that tree matched the way the species themselves are related, the scientists reported online in the journal Current Biology. They also concluded that while human laughter sounds much different from ape laughter, their typical features could have come from the same ancestor.
Panksepp, who studies laughter-like responses in animals but didn’t participate in the new work, called the paper exciting. Panksepp’s own work concludes that even rats produce laughter in response to playing and tickling, with sounds that can hardly be heard by people. Robert Provine, a scientist, who wrote the book, Laughter: A Scientific Investigation, said the new paper showed some important clues, like ape sounds that hadn’t been realized before.
69. Why did the scientists analyze the laughter made by tickling human babies and apes?
A. To try to discover if they can make characteristic sounds.
B. To see if they interested in playing.
C. To find out if the laughter of apes and humans is related.
D. To find out the differences between humans and apes.
70. Based on Paragraph 3 we can know that researchers measured the features in the sound to ________.
A. find out ape sounds that hadn’t been realized before
B. find out relations among primates’ laughter
C. see what a family tree from each species looks like
D. make a report online in the journal Current Biology
71. What can be inferred from the last paragraph?
A. Panksepp spoke highly of the new research.
B. Rat laughter is likely to be related to ape laughter.
C. Robert Provine provided some new clues for the researchers.
D. Humans don’t enjoy listening to ape laughter.
72. What would be the best title for the passage?
A. Ape study explores evolution of laughter.
B. Apes like to laugh when being tickled.
C. Human laughter and ape laughter are different.
D. Laughter: A Scientific Investigation.

When scientists set out to explore the roots of human laughter, some apes（类人猿） were just tickled（胳肢）to help. That’s how researchers made a variety of apes and some human babies laugh. After analyzing the sounds, they concluded that people and great apes inherited laughter from a shared ancestor that lived more than 10 million years ago. Experts praised the work, it gives strong evidence that ape laughter and human laughter are related through evolution（进化）.

Scientists have noted that apes make characteristic sounds during play or while being tickled, especially to signal that they’re interested in playing. It’s been suggested before that human laughter grew out of primate（灵长类动物） roots. But ape laughter doesn’t sound like human laughter. It may be slower noisy breathing. So what does that have to do with the human ha-ha? To investigate that, Marina Davila Ross and her colleagues carried out a detailed analysis of the sounds made by tickling three human babies and 21 other primates, apes included.

After measuring 11 features in the sound from each species, they tried to find out how these sounds appeared to be related to each other. The result looked like a family tree. Significantly, that tree matched the way the species themselves are related, the scientists reported online in the journal Current Biology. They also concluded that while human laughter sounds much different from ape laughter, their typical features could have come from the same ancestor.

Panksepp, who studies laughter-like responses in animals but didn’t participate in the new work, called the paper exciting. Panksepp’s own work concludes that even rats produce laughter in response to playing and tickling, with sounds that can hardly be heard by people. Robert Provine, a scientist, who wrote the book, Laughter: A Scientific Investigation, said the new paper showed some important clues, like ape sounds that hadn’t been realized before.

69. Why did the scientists analyze the laughter made by tickling human babies and apes?

A. To try to discover if they can make characteristic sounds.

B. To see if they interested in playing.

C. To find out if the laughter of apes and humans is related.

D. To find out the differences between humans and apes.

70. Based on Paragraph 3 we can know that researchers measured the features in the sound to ________.

A. find out ape sounds that hadn’t been realized before

B. find out relations among primates’ laughter

C. see what a family tree from each species looks like

D. make a report online in the journal Current Biology

71. What can be inferred from the last paragraph?

A. Panksepp spoke highly of the new research.

B. Rat laughter is likely to be related to ape laughter.

C. Robert Provine provided some new clues for the researchers.

D. Humans don’t enjoy listening to ape laughter.

72. What would be the best title for the passage?

A. Ape study explores evolution of laughter.

B. Apes like to laugh when being tickled.

C. Human laughter and ape laughter are different.

D. Laughter: A Scientific Investigation.

第二节完形填空（共20小题；每小题1分，满分20分）

请认真阅读下面短文，从短文后各题所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。

What is it about maths, anyway? Why is it that a ___36___ who would rather die than ___37___ they found reading difficult at school will happily say he is brain-dead when it ___38___ to numbers?

“I was ___39___ at maths at school,” they say. “still am. Can’t ___40___ up to save my life. My little girl takes after____41___. Thinks take-aways are something to do with fish and chips. Ha-ha!” Oh, how we all laugh.

But how many of us remember it being ___42___ at the time? How many of us remember the blind panic of the Monday morning maths test when the ___43___ we could hope for was a miracle(奇迹) to make the numbers we ___44___ without thinking as answers somehow ___45___ the questions?

On the face of it, today’s children can ___46___ be considered happier and more satisfied. They have a daily numeracy lesson ___47___ to improving their maths skills. But if that sounds like hell to you, you may ___48__ find that your child surprises you by actually quite ___49__ it.

One of the __50___ is that over the last ten years or so, there has been a ___51___ in the way maths is taught. And many of those who teach it feel it’s been a ___52__ for the better. There’s generally much more emphasis now on __53___ arithmetic, getting children used to doing calculations without forever having a pen in one hand and a calculator in the other. Often the first question a teacher will ask is: can you do this in your___54___? And if they can, they do.

The whole approach is more___55___, the goal to get children understanding numbers, not just putting them through the uninteresting process of learning something by repeating it until they remember it.

36 A. teacher B. parent C. pupil D. teenager

37 A. understand B. admit C. observe D. pretend

38 A. add B. relate C. comes D. reject

39 A. good B. expert C. special D. rubbish

40 A. add B. make C. look D. pick

41 A. stranger B. me C. herself D. somebody

42 A. funny B. easy C. attractive D. remote

43 A. worst B. prize C. best D. surprising

44 A. missed B. lost C. found D. chose

45 A. get B. foresee C. fit D. evaluate

46 A. however B. frequently C. mostly D. hardly

47 A. suggested B. devoted C. intended D. adapted

48 A. well B. sometimes C. seldom D. extremely

49 A. enjoying B. hating C. objecting D. mastering

50 A. consequences B. reasons C. findings D. incidents

51 A. mistake B. program C. policy D. revolution

52 A. preparation B. reputation C. requirement D. change

53 A. difficult B. general C. mental D. basic

54 A. class B. head C. textbook D. own

55 A. logical B. unbelievable C. direct D. conservative

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