Now that I am no longer young, I have friends whose mothers have passed away. I have heard these sons and daughters say they never fully appreciated their mothers ___36___ it was too late to tell them. I am blessed with the dear mother who is still alive. I ___37___ her more each day. My mother does not change, but I ___38___. As I grow older and wiser, I realize ___39___ an exceptional person she is. How ___40___ that I am unable to speak these words in her ___41___, but they flow easily from my pen.
　　How does a daughter begin to thank her mother for life itself? For the love, patience and just ___42___ hard work that go into ___43___ a child? For running after a toddler (學(xué)走步的小孩), for understanding a ___44___ teenager, for tolerating (忍受;容忍) a college student who knows ___45___ ? For waiting for the day when a daughter ___46___ how wise her mother really is?
　　How does a ___47___ woman thank a mother for ___48___ to be a mother? For being ready ___49___ advice (when asked) or remaining ___50____ when it is most appreciated? For not saying, “I told you so,” when she could have uttered these words ___51___? For being ___52___ herself-loving, thoughtful, patient, and forgiving?
I don’t know how, dear God, except to ask you to bless her as richly as she ___53___ and to help me live up to the example she has ___54___. I pray that I will look as good in the eyes of my children as my mother ___55___ in mine.

Whether you have a toddler(學(xué)步兒童)or a teen, here are five of the best strategies to improve nutrition and encourage smart eating habits;
1. Have regular family meals.
2. Serve a variety of healthy foods and snacks.
3. Be a role model by eating healthily yourself.
4. Avoid battles over food.
5. Involve kids in the process.
But it’s not easy when everyone is juggling busy schedules and convenience food, such as fast food which is so readily available.
Here are some ways to incorporate all five strategies into your routine/schedules.
Family meals are a ritual(日常慣例)for both parents and kids. Children like to know family meals in advance and parents get a chance to catch up with their kids. Kids who take part in regular family meals are also:
more likely to eat fruits, vegetables and grains
less likely to snack on unhealthy foods
less likely to smoke or drink alcohol
In addition, family meals offer the chance to introduce kids to new foods and to act as a role model for healthy eating.
Teens may turn up their noses at the prospect(期望)of a family meal—not surprising because they’re busy and want to be more independent. Yet studies find that teens still want their parents’ advice, so use mealtime as a chance to reconnect.Also, consider trying these strategies:
Allow your teen to invite a friend to dinner.
Involve your teen in meal planning and preparation.
Keep mealtime calm—no lectures or arguing.
What counts as a family meal? Any time you and your family eat together—whether it’s takeout food or a home-cooked meal, strive for nutritious food and a time when everyone can be there. This may mean eating dinner a little later to accommodate a child who’s at sports practice. It can also mean setting aside time on the weekends, such as Sunday brunch, when it may be more convenient to gather as a group.
1. The following are the reasons that prevent children from having family meals well EXCEPT that_______.
A. they are independent from their parents’ advice
B. they are busy dealing with their lessons
C. there are convenience foods so readily available
D. family meals are not as good as convenience foods.
2. Which of the following is NOT the best strategy to encourage smart eating habits?
A. Let children have meals independently.
B. Don’t scold children during the meals.
C. Set a good example to children.      
D. Don’t skip any one of the three meals.
3. The underlined phrase “turn up their noses at” is nearest in meaning to “_______”.
A. look forward to     B. keep up with    C. look down upon    D. be addicted to
4. In the author’s opinion, the most important thing is______.
A. strictly obeying the strategies all the time
B. involving kids in the process of meals.
C. never allowing children to have snacks.
D. letting children prepare their meals.

Uncertainty spreads through our lives so thoroughly that it dominates our language. Our everyday speech is made up in large part of words like probably, many, soon, great, little. What do these words mean?Such verbal expression is not necessarily to be criticized. Indeed, it has a value just because it allows us to express judgments when a precise quantitative statement is out of the question.
We have been trying to pin down by experiments what people mean by these expressions in specific contexts, and how the meanings change with age. For instance, a subject is told “There are many trees in the park” and is asked to say what number the word many mean to him. Or a child is invited to take “some” sweets from a bowl and we then count how many he has taken. We compare the number he takes when he is alone with the number when one or more other children are present and are to take some sweets after him, or with the number he takes when told to give “some” sweets to another child.
First, we find that the number depends, of course, on the items involved. To most people some friends means about five, while some trees means about twenty. However, unrelated areas sometimes show parallel values. For instance, the language of probability seems to mean about the same thing in predictions about the weather and about politics: the expression “is certain to” (rain, or be elected) signifies to the average person about a 70 percent chance; “is likely to”, about a 60 percent chance; “probably will” about 55 percent.
Secondly, the size of the population of items influences the value assigned to an expression. Thus, if we tell a subject to take “a few” or “ a lot of” glass balls from a box, he will take more if the box contains a large number of glass balls than if it has a small number. But not proportionately more: if we increase the number of glass balls eight times, the subject takes only half as large a percentage of the total.
Thirdly, there is a marked change with age. Among children between six and fourteen years old, the older the child, the fewer glass balls he will take. But the difference between a lot and a few widens with age. This age effect is so consistent that it might be used as a test of intelligence.
【小題1】 What’s the right attitude towards the words like probably, many, soon?

  Uncertainty spreads through our lives so thoroughly that it dominates our language. Our everyday speech is made up in large part of words like probably, many, soon, great, little. What do these words mean?Such verbal expression is not necessarily to be criticized. Indeed, it has a value just because it allows us to express judgments when a precise quantitative statement is out of the question.

  We have been trying to pin down by experiments what people mean by these expressions in specific contexts, and how the meanings change with age. For instance, a subject is told “There are many trees in the park” and is asked to say what number the word many mean to him. Or a child is invited to take “some” sweets from a bowl and we then count how many he has taken. We compare the number he takes when he is alone with the number when one or more other children are present and are to take some sweets after him, or with the number he takes when told to give “some” sweets to another child.

  First, we find that the number depends, of course, on the items involved. To most people some friends means about five, while some trees means about twenty. However, unrelated areas sometimes show parallel values. For instance, the language of probability seems to mean about the same thing in predictions about the weather and about politics: the expression “is certain to” (rain, or be elected) signifies to the average person about a 70 percent chance; “is likely to”, about a 60 percent chance; “probably will” about 55 percent.

  Secondly, the size of the population of items influences the value assigned to an expression. Thus, if we tell a subject to take “a few” or “ a lot of” glass balls from a box, he will take more if the box contains a large number of glass balls than if it has a small number. But not proportionately more: if we increase the number of glass balls eight times, the subject takes only half as large a percentage of the total.

  Thirdly, there is a marked change with age. Among children between six and fourteen years old, the older the child, the fewer glass balls he will take. But the difference between a lot and a few widens with age. This age effect is so consistent that it might be used as a test of intelligence.

1. What’s the right attitude towards the words like probably, many, soon?

A. They are inaccurate and we should avoid them.

B. They are necessary since we cannot be always precise.

C. They should be criticized because there are too many of them.

D. Their value is not yet clear since we don’t know their meaning.

2. Why do we do experiments with the words “many” and “some”?

A. To prove people are insensitive to these words.

B. To prove the words dominate our everyday speech.

C. To find out how the meanings vary with age and contexts.

D. To find out whether the words can mean a precise quantity.

3. Which of the expressions means a larger chance in weather broadcast?

A. Possible         B. Probable      C. Be likely to     D. Be certain to

4. Which of the following will least definitely influence the number of items a kid takes out of a box when he is invited to take “some”?

A. Whether the quantity of items is large or small.

B. Whether the items are candies or toys.

C. Whether the kid is a toddler or a youngster.

D. Whether the kid is alone or accompanied by other children.

5. What will tell us about the intelligence of a child?

A. The consistency of picking up a certain glass ball.

B. How many glass balls he will take when he’s asked to.

C. The difference between a lot and a few when he takes glass balls.

D. Whether there are marked changes in his first pick and second one.

As time goes on, I am no longer young, I have friends whose mothers have passed away.  I have heard these sons and daughters say they never fully appreciated their mothers   1   it was too late to tell them. I am blessed with the dear mother who is still alive. I   2   her more each day. My mother does not change, but I   3  . As I grow older and wiser, I realize   4   an extraordinary' person she is. How   5   that I am unable to speak these words in her   6  , but they flow easily from my pen.

    As a daughter, how to thank her mother for life itself?? For the love, patience and just   7   hard work that go into   8  a child? For running after a toddler (學(xué)走步的小孩), for understanding a   9   teenager, for tolerating a college student who knows   10  ? For waiting for the day when a daughter   11   how wise her mother really is?

    How does a   12   woman thank a mother for   13   to be a mother? For being ready   14   advice when asked or remaining   15   when it is most appreciated? For not saying, “I told you so,” when she could have said these words  16  ? For being  17   herself-loving, thoughtful, patient, and forgiving? I don' t know how, dear God, except to ask you to bless her as richly as she   18   and to help me live up to the example she has   19  . I pray that I will look as good in the eyes of my children as my mother   20   in mine.

1．A．a(chǎn)s               B．that            C．until               D．when

2．A．a(chǎn)pprove         B．a(chǎn)ppreciate      C．need                D．resemble

3．A．do              B．have            C．did                D．will

4．A．how             B．that           C．who                D．what

5．A．sad              B．glad            C．comic               D tragic

6．A．a(chǎn)bsence          B．presence        C．a(chǎn)ppearance          D．existence

7．A．common         B．plain           C．normal             D．usual

8．A．raising           B．rising           C．developing          D．training

9．A．childish          B．energetic       C．fearless              D．moody

10．A．a(chǎn)nything        B．something      C．everything           D．nothing

11．A．detects         B．discovers       C．recognizes           D．realizes

12．A．pretty          B．foolish          C．green            D．grown

13．A．failing         B．intending       C．continuing          D．keeping

14．A．by          B．with            C．for                 D．on

15．A．silent         B．quiet           C．cool                D．noiseless

16．A．dozen times    B．a(chǎn) dozen of times C．dozens of times    D．dozen of time

17．A．valuably     B．essentially      C．naturally            D．a(chǎn)ctually

18．A．devotes       B．deserts         C．deserves             D．desires

19．A．set          B．settled           C．placed              D．fixed

20．A．sees         B．finds            C．is                  D．looks

Whether you have a toddler(學(xué)步兒童)or a teen, here are five of the best strategies to improve nutrition and encourage smart eating habits;

1. Have regular family meals.

2. Serve a variety of healthy foods and snacks.

3. Be a role model by eating healthily yourself.

4. Avoid battles over food.

5. Involve kids in the process.

But it’s not easy when everyone is juggling busy schedules and convenience food, such as fast food which is so readily available.

Here are some ways to incorporate all five strategies into your routine/schedules.

Family meals are a ritual(日常慣例)for both parents and kids. Children like to know family meals in advance and parents get a chance to catch up with their kids. Kids who take part in regular family meals are also:

more likely to eat fruits, vegetables and grains

less likely to snack on unhealthy foods

less likely to smoke or drink alcohol

In addition, family meals offer the chance to introduce kids to new foods and to act as a role model for healthy eating.

Teens may turn up their noses at the prospect(期望)of a family meal—not surprising because they’re busy and want to be more independent. Yet studies find that teens still want their parents’ advice, so use mealtime as a chance to reconnect.Also, consider trying these strategies:

Allow your teen to invite a friend to dinner.

Involve your teen in meal planning and preparation.

Keep mealtime calm—no lectures or arguing.

What counts as a family meal? Any time you and your family eat together—whether it’s takeout food or a home-cooked meal, strive for nutritious food and a time when everyone can be there. This may mean eating dinner a little later to accommodate a child who’s at sports practice. It can also mean setting aside time on the weekends, such as Sunday brunch, when it may be more convenient to gather as a group.

1. The following are the reasons that prevent children from having family meals well EXCEPT that_______.

  A. they are independent from their parents’ advice

  B. they are busy dealing with their lessons

  C. there are convenience foods so readily available

  D. family meals are not as good as convenience foods.

2. Which of the following is NOT the best strategy to encourage smart eating habits?

  A. Let children have meals independently.

  B. Don’t scold children during the meals.

  C. Set a good example to children.      

D. Don’t skip any one of the three meals.

3. The underlined phrase “turn up their noses at” is nearest in meaning to “_______”.

  A. look forward to        B. keep up with     C. look down upon     D. be addicted to

4. In the author’s opinion, the most important thing is______.

  A. strictly obeying the strategies all the time

  B. involving kids in the process of meals.

  C. never allowing children to have snacks.

  D. letting children prepare their meals.

The day I became a mom was not the day my daughter was born, but seven years later. Up until that day, I had been too busy trying to survive my abusive(辱罵的) marriage. I had spent all my energy trying to run a "perfect" home that would pass inspection each evening, and I didn't see that my baby girl had become a toddler. I'd tried endlessly to please someone who could never be pleased and suddenly realized that the years had slipped by and could never return. 

Oh, I had done the normal "motherly" things, like making sure my daughter got to ballet and gym lessons. I went to all of her recitals and school concerts, parent-teacher conferences and open houses alone. We suffered from my husband's rages(暴怒) when something was spilled(溢出) at the dinner table, telling her, "It will be okay, Honey. Daddy's not really mad at you." I did all I could to protect her from hearing the awful shouting and complaints after he returned from a night of drinking. Finally I did the best thing I could do for my daughter and myself: I removed us from the home that wasn't really a home at all. 

That day I became a mom was the day when my daughter and I were sitting in our new home having a calm, quiet dinner just as I had always wanted for her. We were talking about what she had done in school and suddenly her little hand knocked over the full glass of chocolate milk by her plate. As I watched the white tablecloth and freshly painted white wall become dark brown, I looked at her small face. It was filled with fear, knowing what the consequence of the event would have meant only a week before in her father's presence. When I saw that look on her face and looked at the chocolate milk running down the wall, I simply started laughing. I am sure she thought I was crazy, but then she must have realized that I was thinking, "It's a good thing your father isn't here!" She started laughing with me, and we laughed until we cried. They were tears of joy and peace and were the first of many tears that we cried together. That was the day we knew that we were going to be okay. 

Whenever either of us spills something, even now, seventeen years later, she says, "Remember the day I spilled the chocolate milk? I knew you had done the right thing for us." That was the day I really became a mom. I discovered that being a mom isn't only going to ballet or gym, recitals, and attending every school concert and open house. It isn't keeping a tidy house and preparing perfect meals. It certainly isn't pretending things are normal when they are not. For me, being a mom started when I could laugh over spilled milk. 

                                       ---- By Linda Jones from “Chicken Soup for Soul”

1.What does the underlined part "the right thing" refer to?

A．Becoming a single mother.

B．Divorcing with her abusive husband.

C．Doing all the motherly things well and running the family.

D．Not blaming on her daughter’s spilling the chocolate milk.

2.Which statement is NOT true?．

A．The author had suffered from an unfortunate marriage for a long time.

B．All the things the author did were to protect her daughter

C．The author hadn’t been a mother until she removed from her marriage.

D．Both the author and her daughter were frightened at the husband and father.

3.Why did the author and her daughter laugh and then cry?

A．Because it was a thorough relief after they had suffered too much.

B．Because they were actually crazy.

C．Because they wouldn’t see the abusive man any more.

D．Because spilling the chocolate milk on the wall was really funny.

4.What is the best title for this article?

A．How To Be a Better Mon?               B．The Day I Became a Mom

C．A Thing Happened 17 Years Ago          D．Survive an Abusive Marriage

Computers might not be clever enough to trick adults into thinking they are intelligent yet, but a new study, led by Javier' Movellan at the University of Califomia San Diego, shows that a giggling (咯咯笑的) robot is clever enough to get toddlers (初學(xué)走路者) to treat it as a peer (同齡人).
The researchers stationed a 2-foot-tall robot Called QRIO in a classroom of a dozen toddlers aged between 18 months and two years. QRIO stayed in the middle of the room using its sensors (傳感器) to avoid bumping (碰撞) into the kids. It was programmed to giggle when the kids touched its head, to occasionally sit down, and to lie down when its batteries died.
"We expected that after a few hours, the magic was going to disappear," Movellan says.  "That's what was found with earlier robots." But, in fact, the kids remained interested in the robot over several weeks, eventually communicating with QRIO in much the same way they did with other toddlers.
The researchers measured the relationship between the children and the robot in several ways. Firstly, as with other toddlers,  they touched QRIO mostly on the arms and hands, rather than on the face or legs. For this age group, "the amount of touching is a good predictor of how you are doing as a social being," Movellan says.
The children helped the robot up when it fell, and when QRIO's batteries ran out and it lay down, a toddler would come up and cover it with a blanket and say "night, night". However, when QRIO was programmed to spend all its time dancing, the kids quickly lost interest. When the robot went back to its old self, the kids treated it like a peer again.
"The study shows that current technology is very close to being able to produce robots able to develop a special relationship with toddlers," says Movellan. But, he adds, it is not clear yet whether robots can interest older children or adults in the same way.
1. What does the underlined word  "stationed" in Paragraph 2 probably mean?
A. Hid.     B. Observed. C. Placed.   D. Named.
2. At the beginning of the experiment, researchers          .
A. feared that the robot would harm the toddlers
B. programmed the robot to move freely about the classroom
C. expected the robot to communicate with the toddlers
D. thought the toddlers' interest in the robot wouldn't  last long
3. Kids aged between 18 months and two years behave
as social beings by.
A. giggling  B: touching  C. toddling  D. dancing
4. What would be the best title for the passage?
A. Giggling robot becomes one of the kids
B. Giggling robot used as a classroom assistant
C. Giggling robot makes kids more active in class
D. Giggling robot attracts more attention from kids

     Computers might not be clever enough to trick adults into thinking they are intelligent yet, but a new study, led by Javier' Movellan at the University of Califomia San Diego, shows that a giggling (咯咯笑的) robot is clever enough to get toddlers (初學(xué)走路者) to treat it as a peer (同齡人).

     The researchers stationed a 2-foot-tall robot Called QRIO in a classroom of a dozen toddlers aged between 18 months and two years. QRIO stayed in the middle of the room using its sensors (傳感器) to avoid bumping (碰撞) into the kids. It was programmed to giggle when the kids touched its head, to occasionally sit down, and to lie down when its batteries died.

     "We expected that after a few hours, the magic was going to disappear," Movellan says.  "That's what was found with earlier robots." But, in fact, the kids remained interested in the robot over several weeks, eventually communicating with QRIO in much the same way they did with other toddlers.

     The researchers measured the relationship between the children and the robot in several ways. Firstly, as with other toddlers,  they touched QRIO mostly on the arms and hands, rather than on the face or legs. For this age group, "the amount of touching is a good predictor of how you are doing as a social being," Movellan says.

     The children helped the robot up when it fell, and when QRIO's batteries ran out and it lay down, a toddler would come up and cover it with a blanket and say "night, night". However, when QRIO was programmed to spend all its time dancing, the kids quickly lost interest. When the robot went back to its old self, the kids treated it like a peer again.

     "The study shows that current technology is very close to being able to produce robots able to develop a special relationship with toddlers," says Movellan. But, he adds, it is not clear yet whether robots can interest older children or adults in the same way.

1. What does the underlined word  "stationed" in Paragraph 2 probably mean?

    A. Hid.     B. Observed. C. Placed.   D. Named.

2. At the beginning of the experiment, researchers          .

    A. feared that the robot would harm the toddlers

    B. programmed the robot to move freely about the classroom

    C. expected the robot to communicate with the toddlers

    D. thought the toddlers' interest in the robot wouldn't  last long

3. Kids aged between 18 months and two years behave

    as social beings by.

    A. giggling  B: touching  C. toddling  D. dancing

4. What would be the best title for the passage?

    A. Giggling robot becomes one of the kids

    B. Giggling robot used as a classroom assistant

    C. Giggling robot makes kids more active in class

D. Giggling robot attracts more attention from kids

Dear God，

    Now that I am no longer young，I have friends whose mothers have passed away．I have heard these sons and daughters say they never  2 1  appreciated their mothers until it was too  22  to tell them．

    I am  23  with the dear mother who is still allve．I appreciate her  24 each day．My mother does not  25  ，but I do．  26   I grow older and wiser．I realize what a(n)  27  person she is．How sad that I alil    28  to speak these words in her presence，29  they flow easily from my pen．

    How does a daughter begin to thank her mother for giving her llfe I  30’ For the love，patience and just plain hard work that go into  3 l  a child? For 32  a toddler，for understanding a moody teenager，for tolerating a college student who thinks she knows  33 ？ For waiting for the day  34  a daughter realizes her mother really is？

How does a    35    wonlan thank for a mother for continuing to be a mother？For being ready with advice (when asked ) or  36   silent when it is most appreciated? For not saying:”I  37you so ,”when she could have spoked these words dozens of  38    ?For being essentially herself-loving ,thoughtful. Patient, and forgiving?

I don’t know how，dear God，except to bless her as richly as she  39  and to help me live up to the example she has set．I pray that 1 will look as good in the eyes of my  40  as my mother looks in mine．

A daughter

21．A fully              B．truly            C．painfully          D mainly

 22．A．early            B．slow             C．1ate             D．fast

 23．A．satisfied         B．prepared          C．worried           D blessed

 24．A much             B．more             C．1ess             D．fewer

 25．A．stand            B．move            C．change           D exist

 26．A．As              B．With            C．For              D．Because

 27．A．ordinary         B．usual            C．strict             D extraordinary

 28．A．unable          B．a(chǎn)ble             C．eager             D ready

 29．A．therefore        B．otherwise         C．but              D．however

 30.A herself       B．itself        C．themselves    D．oneself

 31.A．punishing    B．blaming      C．raising      D．praising

 32.A．running after   B．running across    C．running out     D．running for

 33 A．something   B．everything     C．a(chǎn)nything      D．nothing

 34．A．that           B．when              C．in which           D．where

 35 A．grown          B．pleased             C．trained           D．well-behaved

 36 A interrupting    B．disliking        C．representing    D．remaining

 37．A．a(chǎn)sked         B．told               C．ordered            D required

 38．A．times        B．days               C．months             D years

 39．A．gots         B．gives               C．deserves           D．delivers

 40.A．husband   B．children         C．relatives      D．neighbours

Now that I am no longer young, I have friends whose mothers have passed away. I have heard these sons and daughters say they never fully appreciated their mothers ___【小題1】___ it was too late to tell them. I am blessed (賜福) with the dear mother who is still alive. I ___【小題2】___ her more each day. My mother does not change, but I ___【小題3】___ . As I grow older and wiser, I realize ___【小題4】___ an extraordinary person she is. How ___【小題5】___ that I am unable to speak these words in her ___【小題6】___ , but they flow easily from my pen.
　　How does a daughter begin to thank her mother for life itself? For the love, patience and just ___【小題7】___ hard work that go into ___【小題8】___ a child? For running after a toddler (學(xué)走步的小孩), for understanding a ___【小題9】___ teenager, for tolerating (忍受;容忍) a college student who knows ___【小題10】___ ? For waiting for the day when a daughter ___【小題11】___ how wise her mother really is?
　　How does a ___【小題12】___ woman thank a mother for ___【小題13】___ to be a mother? For being ready ___【小題14】___ advice (when asked) or remaining ___【小題15】____ when it is most appreciated? For not saying, “I told you so,” when she could have uttered these words ___【小題16】___ ? For being ___【小題17】___ herself-loving, thoughtful, patient, and forgiving?
　　I don’t know how, dear God, except to ask you to bless her as richly as she ___【小題18】___ and to help me live up to the example she has ___【小題19】___ . I pray that I will look as good in the eyes of my children as my mother ___【小題20】___ in mine.

Now that I am no longer young, I have friends whose mothers have passed away. I have heard these sons and daughters say they never fully appreciated their mothers ___1.___ it was too late to tell them. I am blessed (賜福) with the dear mother who is still alive. I ___2.___ her more each day. My mother does not change, but I ___3.___ . As I grow older and wiser, I realize ___4.___ an extraordinary person she is. How ___5.___ that I am unable to speak these words in her ___6.___ , but they flow easily from my pen.

　　How does a daughter begin to thank her mother for life itself? For the love, patience and just ___7.___ hard work that go into ___8.___ a child? For running after a toddler (學(xué)走步的小孩), for understanding a ___9.___ teenager, for tolerating (忍受;容忍) a college student who knows ___10.___ ? For waiting for the day when a daughter ___11.___ how wise her mother really is?

　　How does a ___12.___ woman thank a mother for ___13.___ to be a mother? For being ready ___14.___ advice (when asked) or remaining ___15.____ when it is most appreciated? For not saying, “I told you so,” when she could have uttered these words ___16.___ ? For being ___17.___ herself-loving, thoughtful, patient, and forgiving?

　　I don’t know how, dear God, except to ask you to bless her as richly as she ___18.___ and to help me live up to the example she has ___19.___ . I pray that I will look as good in the eyes of my children as my mother ___20.___ in mine.

21.               A．a(chǎn)s             B．that           C．until  D．when

22.               A．a(chǎn)pprove        B．a(chǎn)ppreciate      C．need D．resemble

23.               A．do            B．have           C．did   D．will

24.               A．how           B．that           C．who  D．what

25.A.sad           B.glad              C.comic            D tragic

26.               A．a(chǎn)bsence        B．presence       C．a(chǎn)ppearance    D．existence

27.               A．common        B．plain           C．normal    D．usual

28.               A．raising         B．rising          C．developing D．training

29.               A．childish        B．energetic       C．fearless   D．moody

30.               A．a(chǎn)nything        B．something      C．everything D．nothing

31.               A．detects         B．discovers       C．recognizes D．realizes

32.               A．pretty          B．foolish         C．green D．grown

33.               A．failing          B．intending       C．continuing D．keeping

34.               A．by            B．with           C．for   D．on

35.               A．silent          B．quiet          C．cool  D．noiseless

36.               A．dozen times     B．a(chǎn) dozen of times C．dozens of times D．dozen of time

37.               A．valuably        B．essentially      C．naturally   D．virtually

38.               A．devotes        B．deserts         C．deserves  D．desires

39.               A．set            B．settled         C．placed    D．fixed

40.               A．sees           B．finds           C．is    D．looks

閱讀理解

　　The main idea of a paragraph is what all the sentences are about. Read the paragraph and ask, “What's your point?” That will help you zero in on the main idea.

　　Read each paragraph carefully. Choose the best answer to the following questions.

　　1．John loves to play games. His favorite game is chess because it requires a great deal of thought. John also likes to play less demanding board games that are based mostly on luck. He prefers Monopoly because it requires luck and skill. If he's alone, John likes to play action video games as long as they aren't too violent.

　　2．Maria is watching too much television. A toddler shouldn't be spending hours staring blankly at a screen. Worse yet, some of her wild behavior has been inspired by those awful cartoons she watches. We need to spend more time reading books with her and pull the plug on the TV!

　　3．Samantha, I can't eat or sleep when you are gone. I need to hear your scratchy voice and see your lovely toothless smile. I miss that special way that you eat soup with your fingers. Please come home soon!

　　4．Someday we will all have robots that will be our personal servants. They will look and behave much like real humans. We will be able to talk to these mechanical helpers and they will be able to respond in kind. Amazingly, the robots of the future will be able to learn from experience. They will be smart, strong, and untiring workers whose only goal will be to make our lives easier.

1．What is the main idea of Paragraph 1?

[　　]

A．John dislikes violence.

B．John likes to think.

C．John enjoys Monopoly.

D．John enjoys playing games.

2．What is the main idea of Paragraph 2?

[　　]

A．Watching a lot of television isn't good for Maria.

B．Books are good.

C．All cartoons are bad.

D．Some cartoons are bad for Maria.

3．What is the main idea of Paragraph 3?

[　　]

A．Samantha, you have bad manners.

B．Samantha, you should see a dentist.

C．Samantha, I miss you.

D．Samantha, I have lost my appetite.

4．Which sentence from the Paragraph 4 expresses the main idea?

[　　]

A．Someday we will all have robots that will be our personal servants.

B．We will be able to talk to these mechanical helpers and they will be able to respond in kind.

C．They will look and behave much like real humans.

D．Amazingly, the robots of the future will be able to learn from experience.

   Uncertainty spreads through our lives so thoroughly that it dominates our language. Our everyday speech is made up in large part of words like probably, many, soon, great, little. What do these words mean?

    Such verbal expression is not necessarily to be criticized. Indeed, it has a value just because it allows us to express judgments when a precise quantitative statement is out of the question.

We have been trying to pin down by experiments what people mean by these expressions in specific contexts, and how the meanings change with age. For instance, a subject is told “There are many trees in the park” and is asked to say what number the word many mean to him. Or a child is invited to take “some” sweets from a bowl and we then count how many he has taken. We compare the number he takes when he is alone with the number when one or more other children are present and are to take some sweets after him, or with the number he takes when told to give “some” sweets to another child.

   First, we find that the number depends, of course, on the items involved. To most people some friends means about five, while some trees means about twenty. However, unrelated areas sometimes show parallel values. For instance, the language of probability seems to mean about the same thing in predictions about the weather and about politics: the expression “is certain to” (rain, or be elected) signifies to the average person about a 70 percent chance; “is likely to”, about a 60 percent chance; “probably will” about 55 percent.

   Secondly, the size of the population of items influences the value assigned to an expression. Thus, if we tell a subject to take “a few” or “ a lot of” glass balls from a box, he will take more if the box contains a large number of glass balls than if it has a small number. But not proportionately more: if we increase the number of glass balls eight times, the subject takes only half as large a percentage of the total.

    Thirdly, there is a marked change with age. Among children between six and fourteen years old, the older the child, the fewer glass balls he will take. But the difference between a lot and a few widens with age. This age effect is so consistent that it might be used as a test of intelligence.

46. What’s the right attitude towards the words like probably, many, soon?

 A. They are inaccurate and we should avoid them.

 B. They are necessary since we cannot be always precise.

 C. They should be criticized because there are too many of them

 D. Their value is not yet clear since we don’t know their meaning

47. Why do we do experiments with the words “many” and “some”?

 A. To prove people are insensitive to these words.

 B. To prove the words dominate our everyday speech

 C. To find out how the meanings vary with age and contexts

 D. To find out whether the words can mean a precise quantity

48. Which of the expressions means a larger chance in weather broadcast?

 A. Possible         B. Probable      C. Be likely to     D. Be certain to

49. Which of the following will least definitely influence the number of items a kid takes out of a box when he is invited to take “some”?

 A. whether the quantity of items is large or small

 B. whether the items are candies or toys

 C. whether the kid is a toddler or a youngster

 D. whether the kid is alone or accompanied by other children

50. What will tell us about the intelligence of a child?

 A. The consistency of picking up a certain glass ball

 B. How many glass balls he will take when he’s asked to

 C. The difference between a lot and a few when he takes glass balls

 D. Whether there are marked changes in his first pick and second one

     Computers might not be clever enough to trick adults into thinking they are intelligent yet, but a new study, led by Javier' Movellan at the University of Califomia San Diego, shows that a giggling (咯咯笑的) robot is clever enough to get toddlers (初學(xué)走路者) to treat it as a peer (同齡人).

     The researchers stationed a 2-foot-tall robot Called QRIO in a classroom of a dozen toddlers aged between 18 months and two years. QRIO stayed in the middle of the room using its sensors (傳感器) to avoid bumping (碰撞) into the kids. It was programmed to giggle when the kids touched its head, to occasionally sit down, and to lie down when its batteries died.

     "We expected that after a few hours, the magic was going to disappear," Movellan says.  "That's what was found with earlier robots." But, in fact, the kids remained interested in the robot over several weeks, eventually communicating with QRIO in much the same way they did with other toddlers.

     The researchers measured the relationship between the children and the robot in several ways. Firstly, as with other toddlers,  they touched QRIO mostly on the arms and hands, rather than on the face or legs. For this age group, "the amount of touching is a good predictor of how you are doing as a social being," Movellan says.

     The children helped the robot up when it fell, and when QRIO's batteries ran out and it lay down, a toddler would come up and cover it with a blanket and say "night, night". However, when QRIO was programmed to spend all its time dancing, the kids quickly lost interest. When the robot went back to its old self, the kids treated it like a peer again.

     "The study shows that current technology is very close to being able to produce robots able to develop a special relationship with toddlers," says Movellan. But, he adds, it is not clear yet whether robots can interest older children or adults in the same way.

1. What does the underlined word  "stationed" in Paragraph 2 probably mean?

    A. Hid.     B. Observed. C. Placed.   D. Named.

2. At the beginning of the experiment, researchers          .

    A. feared that the robot would harm the toddlers

    B. programmed the robot to move freely about the classroom

    C. expected the robot to communicate with the toddlers

    D. thought the toddlers' interest in the robot wouldn't  last long

3. Kids aged between 18 months and two years behave

    as social beings by.

    A. giggling  B: touching  C. toddling  D. dancing

4. What would be the best title for the passage?

    A. Giggling robot becomes one of the kids

    B. Giggling robot used as a classroom assistant

    C. Giggling robot makes kids more active in class

D. Giggling robot attracts more attention from kids

Dear God,

    Now that I am no longer young, I have friends whose mothers have passed away. I have heard these sons and daughters say they never fully appreciated their mothers 36  it was too late to tell them.

    I am blessed with the dear mother who is still   37. I appreciate her more each day. My mother does not change, but I do. As I grow older and wiser, I  38  what an extraordinary person she is. How sad that I am   39   to speak these words in her presence(面前), but they  40   easily from my pen.

    How does a daughter begin to  41  her mother for life itself? For the love,  42 and just plain hard work that go into raising a child? For running after a toddler, for  43 a moody teenager, for tolerating a college student who knows  44  ? For waiting for the 45 when a daughter realizes her mother really is?

    How does a  46  woman thank for a mother for 47  to be a mother? For being ready with advice (when asked) or 48  silent when it is most appreciated? For not 49 : “I told you so”, when she could have uttered these 50 dozens of times? For being essentially herself―loving, thoughtful, patient, and forgiving?

    I don’t know how, dear God,  51  to bless her as richly as she  52   and to help me  53 the example she has set. I 54 that I will look as good in the eyes of my  55   as my mother looks in mine.

A daughter