He stood up and looked forward to    what was happening over and found there was a cinema around    he could see a film being shown.

A．seeing, which   B．see, where              C．see ,which              D．seeing, where

It was         back home after he experiment was finished.

A．until midnight that he didn’t went

B．not until midnight did he go

C．until midnight when he didn’t go

D．not until midnight that he came

It was not a serious illness, and she soon         it.

A．got over    B．go on with              C．got around              D．got out of

They’ve         us, 150,000 for the house, shall we take it?

A．provided          B．supped      C．shown      D．offered

When we read books we seem to enter a new world. This new world can be similar to the one we are living in, or it can be very   1   .Some stories are told   2   they were true. Real people who live in a   3   world do real things; in other words, the stories are about people just like us doing what we do. Other stories, such as the Harry Potter books, are not   4   .They characters and creatures that are very different from us and do things that would be   5   for us.

But there is more to books and writing than this. If we think about it, even realistic writing is only   6  . How can we tell the difference between what is real and what is not real? For example, when we read about Harry Potter, we   7   seem to learn something about the real world. And when Harry studies magic at Hogwarts, he also learns more about his real life than   8   . Reading, like writing, is an action. It is a way of   9   . When we read or write something, we do much more than simply look at words on a page. We use our   10   which is real--–and our imagination – which is real in a different way–--to make the words come to life in our minds.

Both realism and fantasy（幻想）  11   the imagination and the “magic” of reading and writing to make us think. When we read   12   realistic, we have to imagine that the people we are reading about are just like us, even though we   13   that we are real and they are   14   .It sounds   15   , but it works. When we read, we fill in missing information and   16   about the causes and effects of what a character does. We help the writer by   17   that what we read is like real life. In a way, we are writing the book, too.

Most of us probably don’t think about what is going on our   18   , when we are reading. We pick up a book and lose   19   in a good story, eager to find out what will happen next. Knowing how we feel   20   we read can help us become better readers, and it will help us discover more about the real magic of books.

1．A．possible                B．easy                    C．new                    D．different

2．A．that                      B．what                   C．whether              D．as if

3．A．usual                    B．normal                C．certain                D．common

5．A．difficult                 B．impossible           C．important            D．necessary

6．A．thinkable               B．designed              C．imagined             D．planned

7．A．do                        B．can                     C．wish to               D．should

8．A．lessons                 B．dreams                C．experience           D．magic

9．A．working                B．thinking               C．living                  D．understanding

10．A．knowledge           B．skills                   C．words                 D．grammar

11．A．  make                 B．get                      C．use                     D．have

12．A．somebody           B．something            C．everything           D．nothing

13．A．find                    B．learn                   C．know                  D．hope

14．A．too                     B．not                      C．all                       D．so

15．A．dangerous           B．serious                C．strange                D．terrible

16．A．talk                     B．learn                   C．read                    D．think

17．A．telling                  B．pretending           C．promising            D．guessing

18．A．mind                   B．life                      C．world                  D．society

19．A．heart                   B．time                    C．money                D．ourselves

20．A．what                 B．how                    C．when                 D．why

For many years, I was convinced that my suffering was due to my size. I believed that when the weight disappeared, it would take old wounds, hurts, and rejections with it.

Many weight – conscious people also mistakenly believe that changing our bodies will fix everything. Perhaps our worst mistake is believing that being thin equals being loved, being special, and being cherished. We fantasize（梦想）about what it will be like when we reach the long – awaited goal. We work very hard to realize this dream. Then, at last, we find ourselves there.

But we often gain back what we have lost. Even so, we continue to believe that next time it will be different. Next time, we will keep it off. Next time, being thin will finally fulfill its promise of everlasting happiness, self – worth, and, of course, love.

It took me a long while to realize that there was something more for me to learn about beauty. Beauty standards vary with culture. In Samoa a woman is not considered attractive unless she weighs more than 200 pounds. More importantly, if it’s happiness that we want, why not put our energy there rather than on the size of our body? Why not look inside? Many of us work hard to change our body, but in vain（徒然）. We have to find a way to live comfortable inside our body and make friends with and cherish ourselves. When we change our attitudes toward ourselves, the whole world changes.

1．The passage tries to tell us the importance of           .

      A．body size                                            B．attitudes towards

       C．culture difference                                D．different beauty standards

2．What does the word “everything” in paragraph 2 mean?

       A．All the problems.                                 B．All the properties

       C．The whole world                                 D．The absolute truth

3．What can be inferred about the author?

       A．The author is a Samoan

       B．The author succeeded in losing weight

       C．The author has been troubled by her/his weight.

       D．The author probably got wounded in wars or accidents.

4．According to the author, what is the common view of those who have lost some weight first and gained it back later?

      A．They feel angry about the regained weight

       B．They are indifferent to the regained weight

       C．They feel optimistic about future plans on weight control.

       D．They think they should give up their future plans on weight control.

Supermarkets are trying out new computers that make shopping carts more intelligent（具备智能的）They will help shoppers find paper cups or toilet soap, and keep a record of the bill.

The touch -screen devices are on show at the Food Marketing Institute’s exhibition here this week. “These devices（装置）are able to create value and get you around the store quicker,” said Michael Alexander, manager of Springboard Retail Networks Inc, which makes a smart cart computer called the Concierge.

Canadian stores will test the Concierge in July. A similar device, IBM’s “shopping buddy”, has recently been test- marketed at Stop & Shop stores in Massachusetts.

Neither device tells you how many fat grams or calories are in your cart, but they will flash you with items on sale. The idea is to make it easier for people to buy, not to have second thoughts that maybe you should put something back on the shelf.

 “The whole model is driven by advertisers’ need to get in front of shoppers,” said Alexander. “They’re not watching 30 - second TV ads anymore.”

People can use a home computer to make their shopping lists. Once at the store, a shopper can use a preferred customer card to start a system that will organize the trip around the store. If you're looking for toothpicks you type in the word or pick it from a list, and a map will appear on the screen showing where you are and where you can find them.

The device also keep a record of what you bought. When you're finished, the device figures out your bill. Then you go to the checker or place your card into a self - checkout stand and pay.

The new computerized shopping assistants don’t come cheap. The Buddy devices will cost the average store about $160,000, and the Concierge will cost stores about $ 500 for each device.

1．The underlined word “they” (paragraph l) refers to            .

       A．supermarkets                                     B．shop assistants    

       C．shopping carts                                   D．shop managers

2．Which of the following is the correct order of shopping with the computerized shopping carts?

a．Start the system.                          b．Make a shopping list.

c．Find the things you want.                    d．Go to a self- checkout stand.

       A．abdc              B．bacd                C．acbd          D．bcad

3．We can learn from the last paragraph that

A．intelligent shopping carts cost a large sum of money

B．the Concierge is cheaper than the Buddy devices

C．shop assistants with computer knowledge are well paid

D．average stores prefer the Concierge to the Buddy devices

In a time of low academic 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 persistence, concentration, and the ability to function as a member of a group. The vast majority of young Japanese children are taught to read at home by their parents.

In the recent comparison of Japanese and American preschool 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. Sixty-two percent of the more individually oriented（强调个性发展的）Americans listed group experience as one of their top three choices.

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 the heavy intellectualizing（知识化）in some Japanese kindergartens.

1．We learn from the first paragraph that many Americans believe            .

A．Japanese parents are more involved in preschool education than American parents

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

C．Japanese preschool education emphasizes academic instruction

D．Japan’s higher education is superior to theirs

2．Most Americans surveyed believe that preschools should also put importance to          .

A．problem solving                                  B．group experience

C．parental guidance                                D．individually-oriented development

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

A．preparing children academically

B．developing children’s artistic interests

C．tapping children’s potential

D．shaping children’s character

4．Free play has been introduced in some Japanese kindergartens in order to _______.

A．broaden children’s horizon                   C．lighten children’s study load

B．cultivate children’s creativity                D．enrich children’s knowledge

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

A．They can do better in their future studies.

B．They can accumulate 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 education.

In 1993, the Metropolitan Museum of Art reluctantly（不情愿的）handed over 363 pieces of gold, silver, precious stones, paintings, and sculptures back to Turkey after a court case. Following increasing calls for the return of artistic objects that were removed decades of centuries ago, some of the world’s leading museums have signed a declaration（声明）that they will world have only been able to fully appreciate ancient civilizations because these museums have provided access to these artistic objects. The ancient civilizations would not be so deeply admired today if these ancient artifacts were not so widely available to an international public in major museums throughout Europe and America. For example, Egyptian culture would not have become so well – know if the museums had not put Egyptian mummies on show.

The British Museum has not signed the declaration, but says it fully supports it. Over the recent years, it has faced growing pressure to hand back the Elgin Marbles, sculptures taken from the Parthenon in Athens, Greece, in the 19th century. But the British Museum has said that the Museum is the best possible place for them. “They must remain here if the museum is to continue to achieve its aim, which is to show the world to the world,” said the director of the museum.

1．What reason do the major museums provide for not handing back the ancient objects?

　　A．Only in the leading museums can the objects be fully appreciated by the world.

　　B．It is better for those objects to remain at a certain place than to be moved around.

　　C．They need those well-known ancient objects to attract people from all over the world.

　　D．Ancient civilizations can only be admired if they are removed from their home countries.

2．Which of the following is NOT mentioned as one of the “countries of origin” in the article?

　　A．Turkey.              B．Britain.               C．Egypt.                D．Greece.

3．What do the underlined words “the world ”mean in “show the world to the world”?

　　A．The global village.                                B．The leading museums.

C．The ancient civilizations.        D．The international public.

Time and how we experience it have always puzzled us. Physicists have created fascinating theories, but their time is measured by a pendulum and is not psychological time, which leaps with little regard to the clock or calendar. As someone who understood the distinction observed. “When you sit with a nice girl for two hours, it seems like a minute, but when you sit on a hot stove, a minute seems like two hours.”

Psychologists have long noticed that larger units of time, such as months and years, fly on swifter wings as we age. They also not that the more time is structured with schedules and appointments, the more rapidly it seems to pass, For example, a day at the office flies compared with a day at the beach. Since most of us spend fewer days at the beach and more at the office as we age, an increase in structured time could well be to blame for why time seems to speed up as we grow older.

Expectation and familiarity also make time seem to flow more rapidly. Almost all of us have had the experience of driving somewhere we’ve never been before surrounded by unfamiliar scenery, with no real notion of when we’ll arrive; we experience the trip as lasting a long time. But the return trip, although exactly as long, seems to take far less time. The novelty of the outward journey has become routine Thus taking a different route on occasions can often help slow the clock.

When days become as identical as beads on a string, they blend together, and even months become a single day. To counter this, try to find ways to interrupt the structure of your day–to stop time, so to speak.

Learning something new is another way to slow the passage of time. One of the reasons the days of our youth seem so full and long is that these are the days of learning and discovery.

1．The passage is meant to          .

       A．state the principles of time

       B．explain why time flies and how to slow it down

       C．describe various definitions about time.

       D．show the different ideas of physicists and psychologists on time

2．According to the passage, when people live an identical（统一的，完全相似的）and routine life, time seems to           .

       A．slow down                                          B．to stop

       C．speed up                                             D．be in a psychological sense

3．The quotation in the first paragraph is used to indicate          .

       A．the distinction between physical time and psychological time

       B．that time should not be measured by a pendulum（钟摆）.

       C．that physical theory has nothing to do with the true sense of time

       D．that with little regard of a clock or calendar, psychological time is quite puzzling.

4．Which of the following examples does not make time seems to flow more rapidly?

       A．Office work structured with schedules.

       B．A journey to a familiar place.

       C．The learning of something difficult and interesting

       D．Life of a businessman filled with appointments.

5．Near the end of the third paragraph, the word “novelty” could be best replaced by          .

       A．excitement       B．unfamiliarly      C．illusion      D．amusement