We could all see the Murray Uiver slowly moving back, but now all the water was gone . I couldn’t believe that the Murray had dried up, not one drop of water left.
One morning I went down to the river to try and catch some fish when I saw my boat high and dry (搁浅) on the bank . I rushed down the river and saw all mud—no water . The fish were just lying there, dying . I looked up to see if my friend was there . There was the nest but no eagle（鹰）. I called out to her with my special whistle which I made out of steel.
Suddenly a big shadow came over to me and the eagle landed in her nest and gave her young the food she was out getting while I whistled. But then I suddenly noticed she was getting thinner and had a bit of sheep’s wool in the side of her talon（利爪）. It was deadly quiet by the river bank , except for some sound from my dog. And also I couldn’t see one native animal or bird.
When I walked inside the kitchen. Mum and Dad had sad looks on their faces. “It’s time for us to move ,Son, because the river can no longer provide for（养活）us,” said Dad . I ran out of the kitchen door with tears in my eyes , and down to the river bank, to my favorite spot. I said goodbye to my eagle , crying.
When it was time to go , I saw my eagle fly up into the air with her chicks in her talons , going away to try and find another home ,just like us.
59. The passage is mainly about
A. the author’s travel away from his hometown
B. the author’s feeling about being away from his friend
C. the author’s idea about being away from home
D. the author’s plan to leave for a new place
60. The underlined word “chicks” in the last paragraph refers to “ ”
A. the eagle’s children B. the eagle’s food
C. the eagle’s nest beside the river D. the dog
61. According to the passage ,the eagle looked thinner most probably because
A. the eagle had to feed its children B. the eagle was seriously sick
C. the eagle lost many of his friends D. there was not enough food for her
62. According to the passage , it can be inferred that .
A. the eagle lived on the ground beside the author’s house
B. it was winter when the writer went away
C. the writer’s parents didn’t like to leave , either
D. some native animals and birds still lived in the place
One morning more than thirty years ago, I entered the Track Kitchen, a restaurant where everyone from the humblest(卑微的)to the most powerful came for breakfast. I noticed am empty chair next to an elderly, unshaven man, who looked somewhat disheveled. He was wearing a worn-out hat and was alone. I asked if I might join him. He agreed quietly and I sat down to have my breakfast.
We cautiously began a conversion and spoke about a wide range of things. We never introduced ourselves. I was concerned that he might have no money and not be able to afford something to eat. So as I rose to go back to the counter and buy a second cup of coffee, I asked,
“My I get you something?”
“A coffee would be nice.”
Then I bought him a cup of coffee, we talked more, and he accepted another cup of coffee, Finally, I rose to leave, wished him well, and headed for the exit. At the door I met one of my friends. He asked,
“How did you get to know Mr. Galbreath?”
“Who?”
“The man you were sitting with. He is chairman of the Board of Churchill Downs.”
I could hardly believe it. I was buying, offering a free breakfast, and feeling pity for one of the world’s richest and most powerful men!
My few minutes with Mr. Galbreath changed my life. Now I try to treat everyone with respect, no matter who I think they are.What does the underlined word “disheveled” mean?
| A．Unfriendly. | B．Untidy. | C．Gentle. | D．Kind |
The author bought coffee for the old man because
| A．he thought the old man was poor |
| B．he wanted to start a conversation |
| C．he intended to show his politeness |
| D．he would like to thank the old man |
How did the author probably feel after he talked with his friend?
| A．Proud. | B．Pitiful. | C．Surprised. | D．Regretful |
What is the message mainly expressed in the story?
| A．We should learn to be generous. |
| B．It is honorable to help those in need. |
| C．People in high positions are not like what we expect. |
| D．We should avoid judging people by their appearances. |
The National Gallery
Description:
The National Gallery is the British national art museum built on the north side of Trafalgar Square in London. It houses a diverse collection of more than 2,300 examples of European art ranging from 13th-century religious paintings to more modern ones by Renoir and Van Gogh. The older collections of the gallery are reached through the main entrance while the more modern works in the East Wing are most easily reached from Trafalgar Square by a ground floor entrance.
Layout:
The modern Sainsbury Wing on the western side of the building houses 13th- to 15th-century paintings, and artists include Duccio, Uccello, Van Eyck, Lippi, Mantegna, Botticelli and Memling.
The main West Wing houses 16th-century paintings, and artists include Leonardo da Vinci, Cranach, Michelangelo, Raphael, Bruegel, Bronzino, Titan and Veronese.
The North Wing houses 17th-century paintings, and artists include Caravaggio, Rubens, Poussin, Van Dyck, Velazquez, Claude and Vermeer.
The East Wing houses 18th- to early 20th-century paintings, and artists include Canaletto, Goya, Turner, Constable, Renoir and Van Gogh.
Opening Hours: The Gallery is open every day from 10am to 6pm (Fridays 10am to 9pm) and is free, but charges apply to some special exhibitions.
Getting There: Nearest underground stations: Charing Cross (2-minute walk), Leicester Square (3-minute walk), Embankment (7-minute walk), and Piccadilly Circus (8-minute walk).
| A．The 13th. | B．The 17th. | C．The 18th. | D．The 20th. |
| A．In the East Wing. | B．In the main West Wing. |
| C．In the Sainsbury Wing. | D．In the North Wing. |
| A．Piccadilly Circus | B．Leicester Square |
| C．Embankment | D．Charing Cross |
Teachers and parents usually call attention to the pictures when they read storybooks to pre-school children. But a new study suggests that calling attention to the words and letters on the page may lead to better readers.
The two-year study compared children who were read in this way in class with children who were not. Those whose teachers most often discussed the print showed clearly higher skills in reading, spelling and understanding. These results were found one year and even two years later.
Shayne Piasta, an assistant professor of teaching and learning at Ohio State University, was an author of the study. She says most pre-school teachers would find this method manageable and would need only a small change in the way they teach. They already read story-books in class. The only difference would be increased attention to the printed text. “If you get children to pay attention to letters and words, it makes sense that they will do better at word recognition and spelling.” But she says research suggests that very few parents and teachers do this in a systematic way.
More than 300 children aged four and five were observed in classrooms. They came from poor families and were below average in their language skills. For thirty weeks, the children took part in a program called Project STAR--- Sit Together and Read. The project is based at Ohio State. It tests the short-term and long-term results of reading regularly to pre-school children in their classrooms.
There are different ways that adults can talk to children about print. They can point to a letter and discuss it, and even trace the shape with a finger. They can point out a word and discuss the meaning of the print or how the words tell the story. And they can talk about the organization of the print--- for instance, showing how words are written left to right in English.
| A．More attention is paid to the pictures ,with words and letters being ignored. |
| B．Preference is given to the shape of letters and the organization of the print. |
| C．The focus of the teaching is on bringing them up to be good readers. |
| D．Equal attention is paid to the texts and the pictures. |
| A．Teach children how to draw pictures to get an idea of what they mean. |
| B．Change the way they teach and pay more attention to words and letters. |
| C．Adopt different methods according to the students’ difference in reading skills. |
| D．Read storybooks to children rather than explain the meaning of the pictures. |
| A．Many teachers want to change their way of teaching pre-school children. |
| B．Attention on the pictures has made the children uninterested in reading. |
| C．Project STAR aims to research into the results of reading books to pre-school children in the classroom. |
| D．Teachers are often prevented from taking different approaches to language teaching. |
| A．Fashion. | B．Economy . | C．Entertainment. | D．Education. |
Ann was on her first package trip in Rosas, Spain.
At the hotel, she checked in, and then went to her room to change before dinner. She was just ready to go downstairs when she found that her Spanish money wasn’t in her handbag. She carefully looked in all her luggage, but she couldn’t find it. All she had was a small purse with ten English pound notes in it!
Ann found a place to change her English money. She had very few pesetas(西班牙货币单位), and she would be here for two weeks. On her way back to the hotel, Ann bought some cheese, some bread and some oranges. When she got back, she told the manager that her doctor had told her not to eat Spanish food; she’d just have breakfast each day, as she knew the price of hotels included breakfast.
For the rest of her holiday, Ann swam in the hotel swimming pool, or lay on the beach and got a sunbath. When the other tourists went to interesting places, she always said she wasn’t well. In fact, her holiday wasn’t bad, except that she was always hungry. After all, a piece of fruit for lunch, and bread and cheese for supper isn’t very much.
Late in the afternoon of their last day, a girl, Jane, asked her why she never ate with them in the hotel restaurant. Ann told her about her money problems. Jane looked at her for a minute, and then said, “But didn’t you know? The price of this holiday includes everything!”
| A．a free trip |
| B．a long journey |
| C．a pleasant trip |
| D．a trip that includes the cost of all the tickets and services |
| A．she was afraid that she couldn’t pay for them with her little money |
| B．her doctor told her not to eat them |
| C．she wasn’t well |
| D．she wasn’t hungry |
| A．Because they were good for her health. |
| B．Because she planned to eat them instead of lunch and supper. |
| C．Because she liked them more than dinners in the hotel restaurant. |
| D．Because she is afraid that she couldn’t eat enough in the hotel restaurant. |
| A．Angry. | B．Happy. | C．Surprised. | D．Excited |
At one time or another most farmers have problems with mice. This is especially true for grain farmers. Mice eat a lot of grain. They also carry diseases(疾病), which people can get from eating or touching grain the mice have made dirty. Farmers can use special grain storage buildings or they can kill the mice. However, both methods can be costly. Farmers must buy materials to build the special grain storage buildings or chemical poisons to kill the mice．
Here is a way to kill mice without spending a lot of money. It is a simple but effective kind of mouse trap. The method is first used by some farmers in the west African country of Mali. An agricultural expert in Mali reported about the Mali mouse trap in a magazine. The expert reported that his gardener caught 150 mice in just one night. The gardener used four traps. The trap is easy to make. First, remove the top from a 20 liter metal or plastic container(容器). Put it in a hole in the ground. The top edge of the container should be the level with the surface of the ground. Fill the container with water to within eight centimeters of the top. Add tiny pieces of grain wastes. They should float on the water. Also put some wastes on the ground near the trap. During the night, mice will come out to eat the grain wastes. They will fall into the container and drown. Replace the food in the trap every night．
| A．an agricultural expert in the west Africa |
| B．farmers in the United States |
| C．all American gardener |
| D．farmers in Mali |
| A．A simple and effective method used by farmers to kill mice |
| B．How to kill mice |
| C．Methods used by farmers to kill mice |
| D．Farmers have problems with mice |
| A．A special grain storage building |
| B．Chemical poisons |
| C．A mouse trap |
| D．A hole in the ground |
