At present, the butter factory is still polluting the river though it ______ to stop.

       A．ordered                          B．has ordered

       C．will be ordered                      D．has been ordered

 ______the most famous musician in the world, he earns a lot of money every year.

A. Knowing as      B.Known  for    C. Known as      D. Knowing to

 Kathy______ a lot of Spanish by playing with the native boys and girls.

A. picked up     B. took up      C. made up     D. turned up

－How do you usually find out about new software?

       －In the magazines like Popular Electronics. That’s______computer companies usually advertise.

       A．which       B．where       C．what  D．why

We have met the enemy, and he is ours. We bought him at a pet shop. When monkey-pox, a disease usually found in the African rain forest, suddenly turns up in children in the American Midwest, it’s hard not to wonder if the disease that comes from foreign animals is homing in on human beings. “Most of the infections (感染) we think of as human infections started in other animals, ” says Stephen Morse, director of the Center for Public Health Preparedness at Columbia University.

It’s not just that we’re going to where the animals are, we’re also bringing them closer to us. Popular foreign pets have brought a whole new disease to this country. A strange illness killed Isaksen’s pets, and she now thinks that keeping foreign pets is a bad idea. “I don’t think it’s fair to have them as pets when we have such a limited knowledge of them,” says Isaksen.

“Laws allowing these animals to be brought in from deep forest areas without stricter control need changing,” says Peter Schantz. Monkey-pox may be the wake-up call. Researchers believe infected animals may infect their owners. We know very little about these new diseases. A new bug (病毒) may be kind at first. But some strains (變異體) may become harmful. Monkey-pox doesn’t look a major infectious disease. But it is not impossible to pass the disease from person to person.

1．We learn from Paragraph 1 that the pet sold at the shop may

A．come from Columbia

B．prevent us from being infected

C．enjoy being with children

D．suffer from monkey-pox

2．Why did Isaksen advise people not to have foreign pets?

A．They attack human beings

B．We need to study native animals

C．They can’t live out of the rain forest

D．We do not know much about them yet

3．What does the phrase “the wake-up call” in paragraph 3 most probably mean?

A．a(chǎn) new disease

B．a(chǎn) clear warning

C．a(chǎn) dangerous animal

D．a(chǎn) morning call

4．The text suggests that in the future we____________.

A. may have to fight against more new diseases

B. may easily get infected by diseases from dogs

C. should not be allowed to have pets

D. should stop buying pests from Africa

Federal regulators Wednesday approved a plan to create a nationwide emergence alert (警報) system using text messages delivered to cell phones.

Text messages have exploded in popularity in recent years, particularly among young people. The wireless industry's trade association, CTIA, estimates（估計） more than 48 billion text messages are sent each month.

The plan comes from the Warning Alert and Response Network Act, a 2006 federal law that requires improvements to the nation's emergency alert system. The act tasked the Federal Communications Commission (FCC) with coming up with new ways to alert the public about emergencies.

"The ability to deliver accurate and timely warnings and alerts through cell phones and other mobile services is an important next step in our efforts to help ensure that the American public has the information they need to take action to protect themselves and their families before, and during, disasters and other emergencies," FCC Chairman Kevin Martin said following approval of the plan.

Participation in the alert system by carriers –telecommunications companies is voluntary, but it has received solid support from the wireless industry.

The program would be optional for cell phone users. They also may not be charged for receiving alerts.

There would be three different types of messages, according to the rules.

The first would be a national alert from the president, likely involving a terrorist attack or natural disaster. The second would involve "approaching threats," which could include natural disasters like hurricanes or storms or even university shootings. The third would be reserved for child abduction (綁架) emergencies, or so-called Amber Alerts.

The service could be in place by 2010.

1. What is the purpose of the approved plan?

A. To warn people of emergencies via messages.

B. To popularize the use of cell phones.

C. To estimate the monthly number of messages.

D. To promote the wireless industry.

2. The improvement to the present system is in the charge of ____.

A. CTIA     B. the Warning Alert and Response Network

C. FCC      D. federal regulators

3. The carriers’ participation in the system is determined by _____.

A. the US federal government              B. mobile phone users

C. the carriers themselves                 D. the law of the United States

4. Which of the following is true of cell phone users?

A. They must accept the alert service.

B. They may enjoy the alert service for free.

C. They must send the alerts to others

D. They may choose the types of messages

5. An alert message will NOT be sent if _____.

A. a child loses his way.              B. a university shooting happens

C. a natural disaster happens           D. a terrorist attack occurs

6. Which of the following would be the best title for the text?

A. Cell Phone Alerts Protecting Students

B. Cell Phone Alerts by Wireless Industry

C. Cell Phone Alerts of National Disasters

D. Cell Phone Alerts Coming Soon

—Are you satisfied with the result?  

—Not at all. It couldn’t be _________.

   A. any better        B. any worse        C. so bad          D. the worst

Lead（鉛） deposits, which accumulated（增加） in soil and snow during the 1960's and 70's, were primarily the result of leaded gasoline emissions originating in the United States. In the twenty years that the Clean Air Act has mandated（托管） unleaded gas use in the United States, the lead accumulation world-wide has decreased greatly.

A study published recently in the journal Nature shows that air-borne leaded gas emissions from the United States were the leading contributor to the high concentration of lead in the snow in Greenland. The new study is a result of the continued research led by Dr. Charles Boutron, an expert on the impact of heavy metals on the environment at the National Center for Scientific Research in France. A study by Dr. Boutron published in 1991 showed that lead levels in arctic (北極的) snow were declining（減少）.

 In his new study, Dr. Boutron found the ratios of the different forms of lead in the leaded gasoline used in the United States were different from the ratios of European, Asian and Canadian gasoline and thus enabled scientists to differentiate (分區(qū)) the lead sources. The dominant lead ratio found in Greenland snow matched that found in gasoline from the United States.

In a study published in the journal Ambio, scientists found that lead levels in soil in the North-eastern United States had decreased markedly since the introduction of unleaded gasoline. Many scientists had believed that the lead would stay in soil and snow for a longer period.

The authors of the Ambio study examined samples of the upper layers of soil taken from the same sites of 30 forest floors in New England, New York and Pennsylvania in 1980 and in 1990. The forest environment processed and redistributed (再分配)the lead faster than the scientists had expected. Scientists say both studies show that certain parts of the ecosystem (生態(tài)系統(tǒng) ) respond rapidly to reductions in atmospheric pollution, but that these findings should not be used as a license to pollute.

1. The study published in the journal Nature indicates that ________.

A. the Clean Air Act has not produced the desired results

B. lead deposits in arctic snow are on the increase

C. lead will stay in soil and snow longer than expected

D. the US is the major source of lead pollution in arctic snow

2. Lead accumulation worldwide decreased significantly after the use of unleaded gas in the US ________.

A. was discouraged               B. was carried out by law

C. was forbidden by law           D. was introduced

3. How did scientists discover the source of lead pollution in Greenland?

  A. By analyzing the data published in journals like Nature and Ambio.

  B. By observing the lead accumulations in different parts of the arctic area.

  C. By studying the chemical elements of soil and snow in Northeastern America.

  D. By comparing the chemical compositions of leaded gasoline used in various countries.

4. The authors of the Ambio study have found that ________.

  A forests get rid of lead pollution faster than expected

  B. lead accumulations in forests are more difficult to deal with

  C. lead deposits are widely distributed in the forests of the US

  D. the upper layers of soil in forests are easily polluted by lead emissions

5. It can be inferred from the last paragraph that scientists ________.

  A. are puzzled by the mystery of forest pollution

  B. feel ease by the use of unleaded gasoline

  C. still consider lead pollution a problem

  D. lack enough means to combat lead pollution

The European market has long been favoring a number of African and Caribbean countries, ________ former colonies of Britain or France.

   A. many of whom    B. many of them    C. many of which     D. and many of them

第二節(jié)：完形填空（共20小題；每小題1.5分，滿分30分）

閱讀下面短文，從短文后各題所給的四個選項（A、B、C和D)中，選出可以填入空白處的最佳選項，并在答題卡上將該項涂黑。

Here are some of the most common reasons why kids hate school—and strategies（對策） to put them back on the road to success.

One fear that keeps children from enjoying school is separation    36    . It most frequently occurs during times of family stress or    37    a child is about to enter a new school.   38   , parents can feed a child’s anxieties by the way they    39  . With younger kids, watch how you say    40    those first few days of school. A firm “Have a great day, and I’ll    41    you up at 2:30!” is more confidence-inspiring than “Don’t worry, I can be there in ten    42    if you need me.”

You can help your child    43    fearful situations—from speaking up in class to taking tests—by rehearsing（預(yù)演）at home. Teach your child to    44    thoughts such as “I’m going to give up” with “I can handle this.”

Without any    45   , some kids dislike school .This may be the    46    if your child is always alone, pretends    47    to avoid class outings or give away treasured possessions in an attempt to be    48   .

Often loneliness problems can be solved. A child may need to learn how to    49    others in the eye when he speaks, or how to talk    50    a whisper—or below a yell. You might teach a young child a few “friendship    51   ”, such as “My name’s Tom. What’s yours? Do you want to play games?”

“A lot of kids who are very lonely have never been told anything    52    about themselves,” says Miami    53   Matty Rodriguez-Walling. “If a lonely kid is   54    some area—computers, for example—I’ll often have other students work with him. That does    55   for self-respect and helps the lonely child make friends.”

36. A. anxiety                      B. excitement                C. anger                       D. relief

37. A. while                         B. since                    C. when                       D. as

38. A. Unfortunately             B. Happily                    C. Luckily                    D. Simply

39. A. teach                         B. smile                       C. learn                       D. respond

40. A. hello                         B. sorry                        C. good-bye                  D. thanks

41. A. call                           B. pick                         C. bring                       D. put

42. A. hours                         B. days                         C. minutes                    D. seconds

43. A. watch                        B. control                            C. express                    D. handle

44. A. connect                      B. fill                          C. supply                     D. replace

45. A. friends                       B. classmates                C. teachers                   D. parents

46. A. condition                   B. case                         C. example                   D. matter

47. A. violence                     B. sadness                     C. illness                      D. independence

48. A. taught                        B. refused                     C. hated                       D. liked

49. A. watch                        B. look                  C. examine                   D. observe

50. A. at                                 B. above                       C. to                           D. over

51. A. openers                   B. conclusions               C. thoughts                D. opinions

52. A. good                         B. interesting                C. strange                   D. magic

53. A. doctor                       B. scientist                    C. researcher                D. teacher

54. A. poor at                      B. anxious about           C. skilled in                  D. proud of 

55. A. less                   B. a lot                  C. more             D. a little