阅读下面短文，掌握其大意，从每题所给的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。

My job was to make classroom observations and encourage a training program that would enable students to feel good about themselves and take charge of their lives. Donna was one of the volunteer teachers who participated in this    36   .

One day, I entered Donna’s classroom, took a seat in the back of the room and    37   . All the students were working    38    a task. The student next to me was filling her page with “I Can’ts.” “I can’t kick the soccer ball.” “I can’t get Debbie to like me.” Her page was half full and she showed no    39    of stopping. I walked down the row and found    40    was writing sentences, describing things they couldn’t do.

       By this time the activity aroused my    41   , so I decided to check with the teacher to see what was going on    42    I noticed she too was busy writing. “I can’t get John’s mother to come for a parents’ meeting.” …… I felt it best not to    43   .

       After another ten minutes, the students were    44    to fold the papers in half and bring them to the front. They placed their “I Can’t” statements into an empty shoe box. Then Donna

   45    hers. She put the lid on the box, tucked it under her arm and headed out the door.         Students followed the teacher. I followed the students. Halfway down the hallway Donna got a shovel from the tool house, and then marched the students to the farthest corner of the playground. There they began to    46   . The box of “I Can’ts” was placed at the    47    of the hole and then quickly covered with dirt. At this point Donna announced, “Boys and girls, please join hands and    48    your heads.” They quickly formed a circle around the grave.

       Donna delivered the eulogy (悼词). “Friends, we gathered here today to    49    the memory of ‘I Can’t.’ He is    50    by his brothers and sisters ‘I Can’ and ‘I Will’. May ‘I Can’t’ rest in    51   . Amen!”

       She turned the students    52    and marched them back into the classroom. They celebrated the    53    of “I Can’t”. Donna cut a large tombstone from paper. She wrote the words “I Can’t” at the top and the date at the bottom, then hung it in the classroom. On those rare occasions when a student    54    and said, “I Can’t,” Donna    55    pointed to the paper tombstone. The student then remembered that “I Can’t” was dead and chose other statement.

A. job                        B. project                            C. observation               D. course

A. checked                        B. noticed                     C. watched            D. waited

A. on                                B. with                         C. as                            D. for

A. scenes                          B. senses                      C. marks                      D. signs

A. nobody                         B. somebody                 C. everyone           D.anyone

A. curiosity                B. suspect                     C. sympathy                 D. worry

A. and                       B. or                            C. but                          D. so

A. insert                           B. interrupt                   C. talk                   D. request

A. taught                          B. shown                      C. forced               D. instructed

A. added                         B. wrote                       C. made                D. folded

A. cry                             B. pray                         C. dig                          D. play

A. back                           B. bottom                     C. top                          D. edge

A. drop                           B. raise                        C. fall                          D. lift

A. keep                           B. thank                       C. forgive              D. honor

A. remembered                B. punished                  C. removed            D. replaced

A. silence                        B. heart                        C. peace                D. memory

A. down                          B. up                           C. off                    D. around      

A. birth                           B. passing                     C. loss                   D. starting

A. awoke                        B. reminded                  C. forgot        D. apologized

A. simply                        B. hardly                      C. seriously           D. angrily

阅读下面短文，从短文后各题的A、B、C、D四个选项中，选出适合填入
对应空白处的最佳选项, 并在答题卡上将该选项涂黑。   
My job was to make classroom observations and encourage a training program that would enable students to feel good about themselves and take charge of their lives. Donna was one of the volunteer teachers who participated in this      .
One day, I entered Donna’s classroom, took a seat in the back of the room and      . All the students were working       a task. The student next to me was filling her page with “I Can’ts.” “I can’t kick the soccer ball.” “I can’t get Debbie to like me.” Her page was half full and she showed no       of stopping. I walked down the row and found       was writing sentences, describing things they couldn’t do.
By this time the activity aroused my      , so I decided to check with the teacher to see what was going on       I noticed she too was busy writing. “I can’t get John’s mother to come for a parents’ meeting.” I felt it best not to      .
After another ten minutes, the students were       to fold the papers in half and bring them to the front. They placed their “I Can’t” statements into an empty shoebox. Then Donna     hers. She put the lid on the box, tucked it under her arm and headed out the door. Students followed the teacher. I followed the students. Halfway down the hallway Donna got a shovel from the tool house, and then marched the students to the farthest corner of the playground. There they began to      . The box of “I Can’ts” was placed at the       of the hole and then quickly covered with dirt. At this point Donna announced, “Boys and girls, please join hands and       your heads.” They quickly formed a circle around the grave.
Donna delivered the eulogy (悼词). “Friends, we gathered here today to       the memory of ‘I Can’t.’ He is       by his brothers and sisters ‘I Can’ and ‘I Will’. May ‘I Can’t’ rest in      . Amen!”
She turned the students       and marched them back into the classroom. They celebrated the       of “I Can’t”. Donna cut a large tombstone from paper. She wrote the words “I Can’t” at the top and the date at the bottom, then hung it in the classroom. On those rare occasions when a student       and said, “I Can’t,” Donna       pointed to the paper tombstone. The student then remembered that “I Can’t” was dead and chose other statement.   

1. A．job B．project C．observation D．course

2. A．checked? B．noticed C．watched D．waited

3. A．on B．with C．as D．for

4. A．scenes? B．senses C．marks D．signs

5. A．nobody B．somebody C．everyone D．anyone

6. A．curiosity B．suspect C．sympathy D．worry

7. A．and B．or C．but D．so

8. A．insert B．interrupt C．talk D．request

9. A．taught B．shown C．forced D．instructed

10. A．added B．wrote C．made D．folded

11. A．cry B．pray C．dig D．play

12. A．back B．bottom C．top D．edge

13. A．drop B．raise C．fall D．lift

14. A．keep B．thank C．forgive D．honor

15. A．remembered B．punished C．removed D．replaced

16. A．silence B．heart C．peace D．memory

17. A．down B．up C．off D．around

18. A．birth B．passing C．loss D．starting

19. A．awoke B．reminded C．forgot D．apologized

20. A．simply B．hardly C．seriously D．angrily

C
Can you train your cat to actually use your toilet? Can you not have to deal with litter boxes any more? Well for many people the answers to these questions are yes．
You may have heard that some people have managed to train their cats to use the human toilet, Well this is correct．One advantage to this is the fact that you no longer have to lug heavy bags of litter home from the supermarket, or worry about cleaning out the dirty litter everyday．
Like any other cat training program, training your cat to use the toilet takes times and patience, you just can put your cat on the toilet and hope that they can use it．
By slowly shaping your cat’s behavior over a couple of weeks, you too can end lugging heavy bags of cat litter home from the supermarket．First, start by slowly moving the litter box closer and closer to the toilet each day, so your cat gets used to being in the bathroom and being around the toilet．
Next, when you have had to litter box next to the toilet for several days, slowly raise the litter box higher and higher each day until it is at the level of the toilet．Then find an insert for the top of the toilet, like a shallow pan that can sit in the rim of the toilet and hold litter．
Once your cat gets used to using this litter pan on top of the toilet for a week or so, try removing the pan and your cat should be able to use the toilet．
Like any cat training program, it takes time and effort on the part of the cat owner to do this．Don’t get frustrated with your cat if she is not learning as fast as you would like, many cats learn at their own pace．With a little effort you too can have a toilet trained cat．
64．The author advises you to train your cat to use a toilet so that may    ．
A．keep the toilet clean
B．keep the cat clean
C．save a lot of trouble
D．save a lot of money
65．According to the passage, cat toilet training is a     process．
A．quick                     B．Complicated            C．difficult           D．gradual
66．When you have managed to get your cat to use the toilet, the litter box    ．
A．is no longer needed                B．is still needed
C．should be kept where it is                 D．should be put back where it was
67．We can see from the passage that“a shallow pan”(in Para 6 )    ．
A．is used instead of the litter box               B．is used to protect the cat
C．helps to raise the litter box             D．helps to clean the toilet

C

Can you train your cat to actually use your toilet? Can you not have to deal with litter boxes any more? Well for many people the answers to these questions are yes．

You may have heard that some people have managed to train their cats to use the human toilet, Well this is correct．One advantage to this is the fact that you no longer have to lug heavy bags of litter home from the supermarket, or worry about cleaning out the dirty litter everyday．

Like any other cat training program, training your cat to use the toilet takes times and patience, you just can put your cat on the toilet and hope that they can use it．

By slowly shaping your cat’s behavior over a couple of weeks, you too can end lugging heavy bags of cat litter home from the supermarket．First, start by slowly moving the litter box closer and closer to the toilet each day, so your cat gets used to being in the bathroom and being around the toilet．

Next, when you have had to litter box next to the toilet for several days, slowly raise the litter box higher and higher each day until it is at the level of the toilet．Then find an insert for the top of the toilet, like a shallow pan that can sit in the rim of the toilet and hold litter．

Once your cat gets used to using this litter pan on top of the toilet for a week or so, try removing the pan and your cat should be able to use the toilet．

Like any cat training program, it takes time and effort on the part of the cat owner to do this．Don’t get frustrated with your cat if she is not learning as fast as you would like, many cats learn at their own pace．With a little effort you too can have a toilet trained cat．

64．The author advises you to train your cat to use a toilet so that may    ．

A．keep the toilet clean

B．keep the cat clean

C．save a lot of trouble

D．save a lot of money

65．According to the passage, cat toilet training is a     process．

A．quick                     B．Complicated            C．difficult           D．gradual

66．When you have managed to get your cat to use the toilet, the litter box    ．

A．is no longer needed                B．is still needed

C．should be kept where it is                 D．should be put back where it was

67．We can see from the passage that“a shallow pan”(in Para 6 )    ．

A．is used instead of the litter box               B．is used to protect the cat

C．helps to raise the litter box             D．helps to clean the toilet

When it comes to intelligence, human beings are the top dogs of the animal kingdom. But in recent years, scientists have been documenting surprising intelligence and emotional depth in animals ranging from honeybees to elephants. Here are some amazing examples.
Artistic Monkey Business
Jannet Schmid, director of the Little River Zoo in Norman, Oklahoma, learned a lot about the intelligence of capuchin monkeys. She and her busband adopted a young male, named Bailey. The capuchin particularly liked taking car rides, insisting that he insert the key and ride in the front passenger’s seat.
Now Bailey has become a devoted painter. He uses brushes to create colorful, abstract paintings, and prefers not to be disturbed.
Prairie Dog Sound
Through a variety of birdlike sounds, prairie dogs warn each other of approaching creatures. They demonstrated a surprisingly complex communication system. In his 25 years of study, Slobodchikoff, a professor of biology, has recorded them pronouncing ten nouns including hawk, deer and coyote, a number of adjectives to identify color, size and shape, and even some verbs to indicate speed.
In an ongoing study, Slobodchikoff learns that their brain contains a very extensive vocabulary. He once used his best prairie dog sound to say coyote, and they just looked at him in anger as if he had said a bad word.
Ivy League Parrot
One African grey parrot Alex is said to have the cognitive abilities of a five-year-old child. Alex can identify 50 different objects, seven colors, five shapes, quantities up to six, and the concepts of bigger, smaller, same and different.
Also Alex is considered to make reasoned decisions. During an experiment, researchers gave Alex different-colored blocks in sets of two, three and six. When asked which color group had five blocks, Alex replied, “None.” And he answered the same in repeated tests. Obviously, he interpreted the concept of “none” as an absence of quantity all on his own. That’s a lot like a high school student answering questions on a quiz show.
56.Which of the following is true?
A. Bailey is as clever as a child of five.
B. The prairie dog loves taking car rides.
C. The capuchin monkey is fond of painting.
D. Alex develops a communication system.
57.The underlined word “coyote” in Paragraph 4 refers to ________.
A. a verb                     B. an animal              C. a warning                       D. an adjective
58.The African grey parrot Alex can ________.
A. answer questions on a quiz show
B. understand the figure “7”
C. identify five colors and seven shapes
D. apply the concept of “none” correctly
59.What is the passage mainly about?
A. Animal communication                           B. Animal research
C. Animal intelligence                                  D. Animal information