The parcel _____ so much that I dropped it on the stair.?????????????

A. weighs? ????????????? ????????????? B. is weighed? ????????????? ????????????? 　　C. was weighed? ????????????? ????????????? ? D. weighed

单词拼写:

1. I____________ (祝贺) my friend on her birthday. 

2.We will test your ____________ (视力) before giving you a driving license. 

3.To everyone's ____________ (满足), the girl finished the job well. 　

4.My sister has a ____________ (才干) for music.

5.It's so terrible today. I ____________ (目击) a car crash in the street just now. 

6.The tiger opened his ____________ (锋利的) teeth, scaring other animals away. 

7.He came running along the ____________ (月台) just as the train was leaving. 

8.Today is the couple's wedding____________ (周年纪念日)．

9.The forces ____________ (占领) that country for 3 years after World War II

10.The parcel was sent to the wrong ____________ (目的地)．　

We find that bright children are rarely held back by mixed-ability teaching. On the contrary, both their knowledge and experience are enriched. We feel that there are many disadvantages in streaming（把…按能力分班）pupils. It does not take into account the fact that children develop at different rates. It can have a bad effect on both the bright and the not-so-bright child. After all, it can be quite discouraging to be at the bottom of the top grade!
　　Besides, it is rather unreal to grade people just according to their intellectual (智力的) abilities. This is only one aspect of their total personality. We are concerned to develop the abilities of all our pupils to the full, not just their academic ability. We also value personal qualities and social skills, and we find that mixed-ability teaching contributes to all these aspects of learning.
　　In our classrooms, we work in various ways. The pupils often work in groups: this gives them the opportunity to learn to co-operate, to share, and to develop leadership skills. They also learn how to cope with personal problems as well as how to think, to make decisions, to analyze and evaluate, and to communicate effectively. The pupils learn from each other as well as from the teacher.
　　Sometimes the pupils work in pairs; sometimes they work on individual tasks and assignments, and they can do this at their own speed. They also have some library, and we teach them the skills they need in order to do this effectively. And expect our pupils to do their best, not their least, and we give them every encouragement to attain this goal.
1. Group work provides pupils with the opportunity_________.
　　A. to develop academic abilities                 　　 B. to learn to teach.
　　C. to do some experiments                        　　 D. to learn to be capable organizers.
2. By "held back" in the first paragraph the author means _________.
　　A. drawn to their studies                           　　     B. prevented from advancing
　　C. made to remain in the same classes         　　 D. forced to study in the lower classes
3. In the passage the author's attitude towards " mixed-ability teaching" is ________.
　　A.questioning               B. approving  　　     C. objective 　　 D. critical
4. The author's purpose of writing this passage is to _________.
　　A. offer advice on the proper use of the library
　　B. emphasize the importance of appropriate formal classroom teaching
　　C. argue for teaching bright and not -so-bright pupils in the same class
　　D. recommend pair work and group-work for classroom activities
5. The author argues that a teacher's chief concern should be the development of the student's _____.
　　A. total personality              　　                   B. intellectual ability
　　C. learning ability and communicative skills        D. personal qualities and social skills

Now let us look at how we read．When we read a printed text, our eyes move across a page in short, rough movement．We recognize words usually when our eyes are still when they fixate(凝视)．Each time they fixate, we see a group of words．This is known as the recognition span or the visual span．The length of time of which the eyes stop ---the duration of the fixation ----varies considerably from person to person．It also varies within one person according to his purpose in reading and his familiarity with the text．Furthermore, it can be affected by such factors as lighting and tiredness．
Unfortunately, in the past, many reading improvement courses have concentrated too much on how our eyes move across the printed page．As a result of this misleading emphasis on the purely visual aspects of reading, numerous exercises have been devised to train the eyes to see more words at one fixation．For instance, in some exercises, words are flashed on to a screen for, say, a tenth or a twentieth of a second．One of the exercises has required students to fix their eyes on some central point, taking in the words on either side．Such word patterns are often constructed in the shape of rather steep pyramids so the reader takes in more and more words at each successive fixation．All these exercises are very clever, but it’s one thing to improve a person’s ability to see words and quite another thing to improve his ability to read a text efficiently．Reading requires the ability to understand the relationship between words．Consequently, for these reasons, many experts have now begun to question the usefulness of eye training, especially since any approach which trains a person to read isolated words and phrases would seem unlikely to help him in reading a continuous text．
59．The time of the recognition span can be affected by the following facts EXCEPT________ ．
　  A．one’s familiarity with the text B．one’s purpose in reading
　  C．the length of a group of words       D．lighting and tiredness
60．The author may believe that reading ______．
　  A．requires a reader to take in more words at each fixation   
B．requires a reader to see words more quickly
　  C．demands a deeply-participating mind                   
D．demands more mind than eyes
61．What does the author mean by saying the underlined sentence in the second paragraph?
　  A．The ability to see words is not needed when an efficient reading is conducted．
　  B．The reading exercises mentioned can’t help to improve both the ability to see and to
comprehend words．
　 C．The reading exercises mentioned can’t help to improve an efficient reading．
　 D．The reading exercises mentioned have done a great job to improve one’s ability to see
words．
62．What is the writer’s attitude in writing this passage?
　  A．critical   B．neutral   C．pessimistic     D．optimistic

第二部分 阅读（共两节，满分80分）
第一节：阅读理解（共35小题；每小题2分，满分70分）
阅读下面短文，掌握其大意，然后从21~55各题所给的四个选项（A、B、C、D）中，选出最佳选项，并在答题卡上将该项涂黑。
　　August has always been difficult for me. It is the time when I realize that the books my English teacher assigned to me are not going to read themselves and that I have a difficult month in front of me.
　　You might think that I don’t want to spend my summer reading, but that’s not the problem: I love reading. On the first day of my summer holidays this year, I went to the library and got “A Gathering of Old Men” by African-American writer Ernest Gaines. I enjoyed it very much. I read all the magazines that my parents subscribe to and spend about 30 minutes every day with the morning paper. So why do I hate summer reading for school? Because the books on summer reading lists are often slow-going and just uninviting. Teachers and librarians don’t understand that summer reading can be entertaining as well as educational. They choose books that a friend of my mother’s calls “spinach books”: good for you, but not much fun to take in. Every summer, I read them, hate them and get bitter about the experience.
　　This bitterness started three years ago when I was about to begin high school. As preparation, my English teacher told me to read “The Age of Innocence” by American author Edith Wharton. I’m sure there are many people who enjoyed “The Age of Innocence” — some might even say it’s their favorite book.
　　But I don’t think any of these people read it as a 14-year-old boy on his summer vacation.
　　“The Age of Innocence” is the story of a forbidden romance in New York 100 years ago. At 14, my only experience with romance was my love for baseball. I couldn’t imagine being in love, much less being in love in 1900. “The Age of Innocence” was totally different to my life.
　　Most of my required summer reading has been like that — books written in a style that plays up the adjectives and plays down the verbs. I guess teachers don’t think exciting plots make for “good literature”. To me, though, a good writer describes events and characters in a way that makes the reader want to know what happens next.
　　If I were making up a summer reading list, it would include “The Friends of Eddie Coyle” by George V. Higgins, “The Right Stuff” by Tom Wolfe, and “Into Thin Air” by Jon Krakauer. These are all books that have literary value but, just as important, can also entertain kids on vacation. If the teachers could stand a little fun in the books they assign, my Augusts would be a lot more enjoyable.
1. The author thinks he will have a difficult August because ____________.
A. he doesn’t like reading in summer vacation
B. he is to read the books boring and not right for kids
C. he hates the English teacher assigning homework
D. he hates August
2. What can make students interested in August reading ought to be ___________.
A. romantic                                                      B. out of date
C. entertaining and educational                            D. pure
3. The author listed such books as “The Friends of Eddie Coyle” because he thinks __________.
A. they can change his opinion                            B. he can learn a lot more from them
C. they are of literary value, and enjoyable    D. he has to do as teachers tell him to
4. In the opinion of the author of this passage, a good writer should be ___________.
A. one who describes events and characters in different ways
B. one who is full of imagination         
C. one who is learned
D. one who uses a way of describing that makes the reader wish to know what to happen next
5. Which of the following could be the best title of this passage?
A. Why Can’t Teachers Set Us Fun Books?
B. I Don’t Like Reading on the Vacation
C. Teachers, Don’t Set Us Any Reading Assignments
D. Teachers, Set Us Free