Close test.     Not long ago, the only time you could see a robot was when you were reading a novel or watching a movie
such as Star Wars. Today,   1   a lot of things in science stories have been science facts. Robots are starting
to   2   in our everyday lives. These robots have different sizes, shapes and colors. But they all have the same   3   of man-made "  4  ". Leading the robot revolution (革命) are industrial robots that work in factories.
Industrial robots can do different kinds of jobs that are often   5   and sometimes dangerous. Robots are also
coming to American homes, though not as quickly as they are entering   6  . These robots aren"t as friendly
and   7   as those you saw in Star Wars. But, their makers say, today"s home robots "walk" and sense objects
in their own way. They even   8   objects though they may sometimes drop. Well, nobody is   9  .
     We may  10  home robots today, but some day they may see and hear  11  than humans do. We  12  can
only see certain wave lengths of light and hear certain  13 . That"s because the  14  of our eyes and ears are
  15 . Robots, however, need not have the same limits  16  we have.
     Robots may also be  17  wit devices (装置) that  18  information humans can"t. However, to understand 
 19  their sensing devices pick up is a hard job.
     Remember, man-made brains  20  information, including all kinds of data, as zeroes and ones.
     Imagine the difficulty in trying to explain to a robot what a football looks like-using only zeroes and ones.

(     )1. A. however     (     )2. A. come        (    )3. A. variety    (     )4. A. muscle      (     )5. A.  surprising  (     )6. A. homes      (     )7. A. certain    (     )8. A. carry      (     )9. A. wonderful   (     )10. A. play jokes on           (     )11. A. worse      (     )12. A. fellows    (     )13. A. noise      (     )14. A. sight      (     )15. A. enough      (     )16. A. as         (     )17. A. given      (     )18. A. pick out    (     )19. A. how        (     )20. A. deal	B. whenever   B. appear    B. dozen    B. body     B. boring    B. factories  B. pleasing   B. forget    B. excellent  B. make fun of             B. faster    B. humans    B. voice    B. length    B. endless   B. since   B. equipped   B. pick up   B. where    B. handle	C. on the other hand  C. enter          C. score      C. brain        C. pleasant         C. schools     C. bright        C. remember         C. happy        C. laugh at     C. better        C. beings          C. sounds      C. distance         C. limited       C. for        C. sent            C. send up       C. what        C. seek	D. in other words       D. raise                D. type              D. appearance          D. exciting             D. offices           D. foolish             D. choose               D. perfect            D. have fun with                      D. sooner              D. friends              D. speeches        D. ability              D. hopeful            D. while             D. applied              D. send out           D. which             D. provide
1-5: ABDCB   6-10: BCADC   11-15: CBCDC   16-20: ABBCB
阅读理解。
Do dogs understand us?      Be careful what you say around your dog. It might understand more than you think.      A border collie named Rico recognizes the names of about 200 objects, say researchers in Germany. The dog also appears to be able to learn new words as easily as a 3-year-old child. Its word-learning skills are as good as those of a parrot or chimpanzee (黑猩猩).      In one experiment, the researchers took all 200 items that Rico is supposed to know and divided the into 20 groups of 10 objects. Then the owner told the dog to go and fetch one of the items and bring it back. In four tests, Rico got 37 out of 40 commands right. As the dog couldn"t see anyone to get clues, the scientists believe Rico must understand the meanings of certain words.      In another experiment, the scientists took one toy that Rico had never seen before and put it in a room with seven toys whose names the dog already knew. The owner then told Rico to fetch the object, using a word the dog had never heard before.      The correct object was chosen in seven out of l0 tests, suggesting that the dog had worked out the answer by process of elimination (排除法). A month later, Rico remembered half of the new names, which is even more impressive.      Rico is thought to be smarter than the average dog. For one thing, Rico is a border collie, a breed (种) known for its mental abilities. In addition, the 9-year-old dog has been trained to fetch toys by their names since the age of nine months.      It"s hard to know if all dogs understand at least some of the words we say. Even if they do, they can"t talk back. Still, it wouldn"t hurt to sweet-talk your dog every now and then. You might just get a big, wet kiss in return!
1. From paragraph 2 we know that _____.
[     ]
A. animals are as clever as human beings B. dogs are smarter than parrots and chimpanzees C. chimpanzees have very good word-learning skills D. dogs have similar "learning abilities as 3-year-old children
2. Both experiments show that _____.
[     ]
A. Rico is smart enough to get all commands right B. Rico can recognize different things including toys C. Rico has developed the ability of learning mathematics D. Rico won"t forget the names of objects once recognizing them
3. Which of the following statements is true?
[     ]
A. The purpose of the experiments is to show the border collie"s mental abilities. B. Rico has a better memory partly because of its proper early training. C. The border collie is world-famous for recognizing objects. D. Rico is born to understand its owner"s commands.
4. What does the writer want to tell us?
[     ]
A. To train your dog. B. To talk to your dog. C. To be friendly to your dog. D. To be careful with your dog.
阅读理解。
Have you ever been at a meeting while someone was making a speech and realized suddenly that your mind was a million miles away? You probably felt sorry and made up your mind to pay attention and always have been told that daydreaming is a waste of time.      "On the contrary," says L. Giambra, an expert in psychology, "daydreaming is quite necessary. Without it, the mind couldn"t get done all the thinking it has to do during a normal day. You can"t possibly do all your thinking with a conscious (有意识) mind. Instead, your unconscious mind is working out problems all the time. Daydreaming then may be one way that the unconscious and conscious states of mind have silent dialogues."      Early experts in psychology paid no attention to the importance of daydreams or even considered them harmful. At one time daydreaming was thought to be a cause of some mental illnesses. They did not have a better understanding of daydreams until the late 1980s. Eric Klinger, a professor of psychology, is the writer of the book Daydreaming. Klinger says, "We know now that daydreaming is one of the main ways that we organize our lives, learn from our experiences, and plan for our futures. Daydreams really are a window on the things we fear and the things we long for in life."      Daydreams are usually very simple and direct, quite unlike sleep dreams, which may be hard to understand. It"s easier to gain a deep understanding of your life by paying close attention to your daydreams than by trying to examine your sleep dreams carefully. Daydreams help you recognize the difficult situations in your life and find out a possible way of dealing with them.      Daydreams cannot be predicated (预料). They move off in unexpected directions which may be creative and full of ideas. For many famous artists and scientists, daydreams were and are a main source of creative energy.
1. The writer of this passage considers daydreams _____.
[     ]
A. hard to understand B. important and helpful C. harmful and unimportant D. the same as sleep dreams
2. The writer quoted (引用) L. Giambra and Eric Klinger to _____.
[     ]
A. point out the wrong ideas of early experts B. list two different ideas C. support his own idea D. report the latest research on daydreams
3. Which of the following is TRUE?
[     ]
A. An unconscious mind can work all the problems out. B. Daydreaming can give artists and scientists ideas for creation. C. Professor Eric Klinger has a better idea than L. Giambra. D. Early experts fully understood what daydreams were.
4. What is the main difference between daydreams and sleep dreams?
[     ]
A. People have daydreams and sleep dreams at different times. B. Daydreams are the result of unconscious mind while sleep dreams are that of conscious mind. C. Daydreams are more harmful. D. Daydreams are more helpful in solving problems.
阅读理解。
When should a child start learning to read and write? This is one of the questions I am most frequently asked. There is no hard and fast rule, for no two are alike, and it would be wrong to set a time when all should start being taught the intricacies (复杂) of reading letters to form words.      If a three-year-old wants to read (or even a two-year-old for that matter), the child has the right to be given every encouragement. The fact that he or she might later be "bored" when joining a class of non-readers at child school is the teacher"s affair. It is up to the teacher to see that such a child is given more advanced reading material.      Similarly, the child who still cannot read by the time he goes to junior school at the age of seven should be given every help by teachers and parents alike. They should make certain that he is not dyslexic (having difficulty in reading).      Although parents should be careful not to force youngsters aged two to five to learn to read (if badly done it could put them off reading for life), there is no harm in preparing them for simple recognition of letters by labeling various items in their rooms. For instance, tie a nice piece of cardboard to their bed with BED written in neat, big letters.      Should the young child ask his parents to teach him to read, and if the parents are capable of doing so, such an attraction should not be ignored. But the task should never be made to look like a hard job and the child should never be forced to continue, or his interest should start to flag.
1. This passage is mainly about _____.
[     ]
A. what qualities people teaching children reading should have B. different age groupings of children to be taught reading C. when and how children should be taught reading D. various problems of children who start learning to read
2. This passage is mainly about _____.
[     ]
A. what qualities people teaching children reading should have B. different age groupings of children to be taught reading C. when and how children should be taught reading D. various problems of children who start learning to read
3. A three-year-old child who wants to read should _____.
[     ]
A. be encouraged B. go to an infant school C. start from fun stories D. join a class of non-readers
4. The purpose of labeling items in the room is to _____.
[     ]
A. make it more colorful B. teach children to write neatly C. help children recognize simple letters D. force children to develop the habit of reading
5. The writer suggests that _____.
[     ]
A. children should ask their parents to teach them to read B. children should not feel bored if given advanced reading material C. children starting to read should ask specialists for help D. children should be taught with patience, care and a sense of humor
阅读理解。
Although many Chinese students say that their knowledge of English grammar is good, most would admit that their spoken English is poor. Whenever I speak to a Chinese student they always say, "My spoken English is poor." However, their spoken English does not have to remain "poor"! I would like to suggest that there may be some reasons for their problems with spoken English.      First, they fail to find suitable words to express themselves due to a limited vocabulary. Obviously the better answer is to expand their vocabulary. However, you can speak with a limited vocabulary, if your attitude is positive. Others will follow you as long as you use the words that you know.      Second, they are afraid of making mistakes. Sometimes they make mistakes when they are speaking because they are shy and nervous. Yet students should remember that their goal should be FLUENCY NOT ACCURACY. Your aim in writing is to be accurate following the rules for grammar and using the right words and spelling the m correctly. However, in speaking your aim is fluency. You want to get your message across,that is, to talk to someone in English, as quickly and as well as you can, even though sometimes you may use a wrong word or tense, but it doesn"t matter because the person you are speaking to will understand you and make allowances for any mistakes he hears.      The third reason is that not enough attention is paid to listening. You have one mouth but two ears! All that hearing was necessary for you to start speaking.      Forth, most Chinese students are reactive rather than proactive language learners. Instead of actively seeking out opportunities to improve their spoken English they passively wait for speaking opportunities to come to them and wonder why their English always remains poor. If you have this proactive outlook, then you will see English opportunities wherever you go.      If you do not use your English beyond the classroom you will forget what English you know. Remember: USE IT OR LOSE IT! You can learn how to speak English better by speaking English more.
1. What is most probably the writer"s purpose in writing the passage?
[     ]
A. To improve your reading. B. To improve your listening. C. To improve your spoken English. D. To improve your vocabulary.
2. We can learn from the third paragraph that _____.
[     ]
A. Fluency is more important than accuracy. B. It doesn"t matter to make mistakes when we use English. C. In order to get our message across we should speak cautiously. D. Feeling shy and nervous can lead to errors.
3. Which of the following is true about Chinese students?
[     ]
A. They are passive learners. B. They are active in looking for a chance to practice their oral English. C. They tend to wait for somebody to speak to them in English. D. They speak English slowly without mistakes.
4. The last paragraph is close to the meaning of "_____".
[     ]
A. More hurry, less speed B. Better late than never C. Silence is gold D. Practice makes perfect
5. The text is most probably taken from a _____.
[     ]
A. teacher"s diary B. report on study C. sports newspaper D. movie magazine
阅读理解。
Many people hurt their backs when they try to lift heavy things from the floor. It is easy to hurt your back muscles when you pick up a heavy object. However, there is a correct way to lift things from the floor. If you pick up big or heavy objects correctly, you probably will not hurt your back.      To lift something from the floor correctly, first bend your knees and squat (蹲) down. Keep your back straight. Don"t bend over from your waist; keep your back and hips (髋) and waist (腰) in a line. If you bend over, the muscles in your lower back can become hurt very easily. If you keep your back and hips straight, the muscles are stronger, because they have much more support. The other muscles can then help the lower back muscles.      As you squat down, try to get as close to the object as possible. For example, if you are going to pick up a heavy box, squat down directly in front of it, maybe you will have to spread your knees and legs. Put one knee on each side of the box. Remember at all times to keep your back straight.      Put your hands under the object that is in front of you, between your knees.      To lift the object, you should stand up slowly. Use your muscles in order to stand up. In other words, lift with your legs, not with your back.
1. To lift a heavy object mainly depends on _____.
[     ]
A. legs B. back C. knees D. hands
2. To lift a heavy box, the most important thing you should do is _____.
[     ]
A. to put your hands under the box B. to bend your knees and squat down C. to put one knee on each side of it D. to straighten your back at all times
3. When you lift a heavy thing, which of the following is wrong?
[     ]
A. Keeping your back and hips and waist in a line. B. Putting one knee in front of the thing. C. Standing up slowly. D. Putting your hands under the thing between your knees.
4. Choose the correct order in which one lifts a heavy object correctly.     a. Keep your back straight.     b. Bend your knees.     c. Spread your knees and legs.     d. Squat down.     e. Stand up slowly.
A. a, c, b, d, e B. b, a, c, e, d C. b, d, a, c, e D. b, a, d, c, e