As is known to us all, failure usually_____laziness while diligence can______success.

A．results from; lie in B．results in; result from  C．leads to; lie in  D．results from; result in

The history of nomenclature (命名) in Britain is so old that no one knows the beginning of the story. Since written history began， people have had names. It is therefore impossible to do more than guess at how the earliest given names were chosen. Most names appear to have had some sort of original meaning， usually descriptive， rather than being simply a pleasing collection of sounds.

These descriptive names developed both from nouns and adjectives. The Irish Gaelic people  used descriptive nouns and adjectives which were meaningful. Early in prehistory some descriptive names began to be used again and again until they formed a name pool for that particular culture. Parents would choose names from the pool of existing names rather than invent new ones for their children.

With the rise of Christianity (基督教)， Christians were encouraged to name their children after the holy people of the church. These early Christian names can be found in many cultures today， in various forms. The pool of names in use in England changed basically after the Norman came in 1066. Then French names of Germanic origin became popular within three generations. As a result names like Emma， Matilda， Richard， and William， became common in English nomenclature. At the same time a few Old English names， like Edward and Alfred remained because they were names of holy people or kings； others were kept because they were used with slight changes by Germanic names from the Normans like Robert.

Surnames developed from bynames， which are additional ones used to differentiate people with the same given name.  These bynames fall into particular patterns.  These started out as specific  to a person and were taken down from father to son between the twelfth and sixteenth century. The noble usually used taken-down surnames early or the peasants did so later.

1.We can infer from the text that　　　　.

A.the first given names had not any actual meanings

B.people probably had names when there was no written language

C.the history of nomenclature is shorter than written history

D.names began to be used long after there was written language

2. The underlined word “they” (in Para.3) refers to “　　　　”.

A.Old English names               B.other names

C.names of Germanic origin  D.names of holy people

3.According to the text， which of the following statements is TRUE？

A.Robert is a Germanic name from the Normans.

B.Church didn’t encourage nomenclature used in the church.

C.Names like Emma and William were the most popular in 1066.

D.Names like Edward and Alfred were French names of Germanic origin.

4. Give the right order of surname development in history.

(a)People used bynames to differ people with the same given names.

(b)People chose given names from the pool of existing names.

(c)Bynames started out as specific to a person.

(d)Surnames became popular with common people.

(e)Surnames were taken down from father to son in noble families.

A.b-a-e-c-d          B.a-b-c-d-e   C.a-b-c-e-d         D.b-a-c-e-d

5. Which group of words can best describe the development of British nomenclature？

A.Additional， Particular and Various

B.Meaningful， Christian and Foreign

C.Descriptive， Meaningful and Germanic

D.Old English-styled， Christian and Original

Big Brothers Big Sisters is based on the simplicity and power of friendship．It is a program which provides friendship and fun by matching vulnerable young people (ages 7-17) with a volunteer(志愿者) adult who can be both a role model and a supportive friend.

　 Volunteer tutors come from all walks of life—married, single, with or without children. Big Brothers and Big Sisters are not replacement（代替者）parents or social workers. They are tutors: someone to trust, to have fun with, to talk and go to when needed.

A Big Sister and Little Sister will generally spend between one and four hours together three or four times each month for at least twelve months. They enjoy simple activities such as a picnic at a park, cooking, playing sport or going to a football match. These activities improve the friendship and help the young person develop positive self-respect, confidence and life direction.

Big Brothers Big Sisters organizations exist throughout the world. It is the large and most well-known provider of tutor services internationally and has been operating for 25 years.

Emily and Sarah have been matched since 2008. Emily is a 10-year-old girl who has experienced some difficulties being accepted by her schoolmates at school. “ I was pretty sure there was something wrong with me.”

Emily’s mum came across Big Brothers Big Sisters and thought it would be helpful to Emily by “providing different feedback (反馈) about herself other than just depending on schoolmates to value her self-worth.

Sarah wanted to take part in a volunteer program. “I googled it and found out how to be a part of it. I thought it would be fun for me to take part in making time to do something because sometimes it is all work and no play.”

Big Brothers Big Sisters has been helpful and enjoyable to both Emily and Sarah. They love and look forward to their time together and the partnership has certainly helped Emily be more comfortable in being the wonderful, happy and unusually good girl she is!

66．What is the aim of Big Brothers Big Sisters?

A．To offer students public services．

　　　 B．To help students improve their grades．

　　　 C．To organize sport activities for young people．

　　　 D．To provide partnership and fun for young people．

67．A volunteer is usually expected to work within a year for at least______．

　　　 A．24 hours　 B．36 hours　 C．48 hours　 　 D．72 hours

68．According to Emily’s mother, this program may provide Emily with______．

　　　 A．advice from her teachers B．a new way to value herself

　　　 C．a new way to value her schoolmates　　 D．more thoughts from her schoolmates

69．Why did Sarah want to join in the program?

　　　 A．She used to be a volunteer. B．She needed a part-time job.

C. She felt a bit bored with her life. D. She wanted to get a difficult but interesting job.

70．According to the passage, the underlined phrase “vulnerable young people”in the first paragraph are probably those who are _________.

　　　 A．popular at school　 　　 B．rather in good health

　　　 C．easily hurt in feeling　 D．sure about their own ability to do things

It is pretty much a one-way street. While it may be common for university researchers to try their luck in the commercial world, there is very little traffic in the opposite direction. Pay has always been the biggest deterrent, as people with families often feel they cannot afford the drop in salary when moving to a university job. For some industrial scientists, however, the attractions of academia (学术界) outweigh any financial considerations.

　　Helen Lee took a 70% cut in salary when she moved from a senior post in Abbott Laboratories to a medical department at the University of Cambridge. Her main reason for returning to academia mid-career was to take advantage of the greater freedom to choose research questions. Some areas of inquiry have few prospects of a commercial return, and Lee’s is one of them.

　　The impact of a salary cut is probably less severe for a scientist in the early stages of a career. Guy Grant, now a research associate at the Unilever Centre for Molecular Informatics at the University of Cambridge, spent two years working for a pharmaceutical (制药的) company before returning to university as a post-doctoral researcher. He took a 30% salary cut but felt it worthwhile for the greater intellectual opportunities.

　　Higher up the ladder, where a pay cut is usually more significant, the demand for scientists with a wealth of experience in industry is forcing universities to make the transition (转换) to academia more attractive, according to Lee. Industrial scientists tend to receive training that academics do not, such as how to build a multidisciplinary team, manage budgets and negotiate contracts. They are also well placed to bring something extra to the teaching side of an academic role that will help students get a job when they graduate, says Lee, perhaps experience in manufacturing practice or product development. “Only a small number of undergraduates will continue in an academic career. So someone leaving university who already has the skills needed to work in an industrial lab has far more potential in the job market than someone who has spent all their time on a narrow research project.”

1.By “a one-way street” in Paragraph One, the author means ________.

　 A. university researchers know little about the commercial world

　 B. there is little exchange between industry and academia

　 C. few industrial scientists would quit to work in a university

　 D. few university professors are willing to do industrial research

2.The underlined word “deterrent” most probably refers to something that ________.

　 A. keeps someone from taking action      B. helps to move the traffic

C. attracts people’s attention              D. brings someone a financial burden

3.What was Helen Lee’s major consideration when she changed her job in the middle of her career?

A. Flexible work hours.                        

B. Her research interests.

C. Her preference for the lifestyle on campus.

D. Prospects of academic accomplishments.

4. Guy Grant chose to work as a researcher at Cambridge in order to ________.

　 A. do financially more rewarding work

　 B. raise his status in the academic world

　 C. enrich his experience in medical research

　 D. exploit better intellectual opportunities

5.What contribution can industrial scientists make when they come to teach in a university?

　 A. Increase its graduates’ competitiveness in the job market.

　 B. Develop its students’ potential in research.

　 C. Help it to obtain financial support from industry.

D. Gear its research towards practical applications.

Our school library offers learning services, books and other things that help all members of the school to become good thinkers and clever users of information. It is linked (连接) to the larger library in the city and the World Wide Web. All these services are given according to the requirements of the Public Library Manifesto (声明).

　　School library services must be given to all members of the school. Students of any age, class and grade can enjoy them. Different services must be given to those who are unable to use the main library services.

　　 Users of the library must follow the rules made by the library workers to keep it clean and tidy. The main rules are as follows:

1. Opening and closing times:

   　Monday —Friday: 9 a.m. —9 p.m. during term time.

  　 Saturday: 9 a.m. —1p.m. throughout the year.

2. Admission (允许进入) and borrowing:

   　Only people holding a library card shall be allowed in.

   　Members can borrow 5 books at a time.

3. Behavior in the library:

  　Silence shall be kept as much as possible in the library. No other books can be taken into the library. Library workers can help members use the books and other things in the library.

  　When the library workers and teachers work together, students will get better reading, writing, and problem-solving skills.

1. What can students do in the school library?

　　A. Get information from the Internet.   B. Read the Public Library Manifesto.

　　C. Clean the library with workers.      D. Work together with the teachers.

2.When can students read in the library?

　　 A. 8 a.m. to 5 p.m. on Monday.        B. 10 a.m. to 12:30 p.m. on Saturday.

　　C. 9 a.m. to 9 p.m. on Sunday.         D. 9 a. m. to 10 p.m. on Tuesday.

3.What is the main aim of the school library services?

　 　A. To help readers communicate with each other.

　　B. To help teachers work with the library workers.

　　C. To help students develop good behaviors in the library.

　　D. To help the users get more knowledge and skills.

4.How many books can you borrow at a time ?

　 A. one          B. two          C. four          D. five