Fish Ears Tell Fish Tales

　 Fish have ears. Really. They’re quite small and have no opening to the outside world carrying sound through the body. For the past seven years, Simon Thorrold, a university professor, has been examining fish ears, small round ear bones called otoliths (耳石).

　 As fish grow, so do their otoliths. Each day, their otoliths gain a ring of calcium carbonate (碳酸钙). By looking through a microscope and counting these rings, Thorrold can determine the exact age of a young fish. As a fish gets older, its otoliths no longer get daily rings. Instead, they get yearly rings, which can also be counted, giving information about the fish’s age, just like the growth rings of a tree.

　 Ring counting is nothing new to fish scientists. But Thorrold has turned to a new direction. They’re examining the chemical elements (元素) of each otolith ring.

　 The daily ring gives us the time, but chemistry tells us about the environment in which the fish swam on any given day. These elements tell us about the chemistry of the water that the fish was in. It also says something about water temperature, which determines how much of these elements will gather within each otolith ring.

　 Thorrold can tell, for example, if a fish spent time in the open ocean before entering the less salty water of coastal areas. He can basically tell where fish are spending their time at any given stage of history.

　 In the case of the Atlantic croaker, a popular saltwater food fish, Thorrold and his assistant have successfully followed the travelling of young fish from mid-ocean to the coast, a journey of many hundreds of miles.

　 This is important to managers in the fish industry, who know nearly nothing about the whereabouts of the young fish for most food fish in the ocean. Eager to learn about his technology, fish scientists are now lending Thorrold their ears.

1.What can we learn about fish ears from the text?

　A. They are small soft rings.

　B. They are not seen from the outside.

　C. They are openings only on food fish.

　D. They are not used to receive sound.

2.Why does the writer compare the fish to trees?

　A. Trees gain a growth ring each day.

　B. Trees also have otoliths.

　C. Their growth rings are very small.

　D. They both have growth rings.

3.Why is it important to study the chemistry of otolith rings?

　A. The elements of the otoliths can tell the history of the sea.

　B. Chemical contents of otoliths can tell how fast fish can swim.

　C. We can know more about fish and their living environment.

　D. Scientists can know exactly how old a fish is.

4.How would you understand “fish scientists are now lending their ears”?

　A. They are very interested in Thorrold’s research findings.

　B. They want to know where they can find fish.

　C. They lend their fish for chemical studies.

　D. They wonder if Thorrold can find growth rings from their ears.　

 

（共5小题，每小题2分，满分10分）
根据短文内容，从短文后的选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。
注意：请将答案转写到答题卡上，写在本试卷上无效。
If you’re finding it tough to land a job, try expanding your job-hunting plan to include the following tactics：
　　Set your target. While you should always keep your options open to compromise, you should also be sure to target exactly what you want in a job. ____71____
　　Schedule plentiful interviews. Use every possible method to get interviews—answering advertisements，using search firms, contacting companies directly, surfing the Web, and networking. ____72____
　　Follow up.____73____ Then, some weeks later, send another brief letter to explain that you still have not found the perfect position and that you will be available to interview again if the original position you applied for—or any other position—is open. Do this with every position you interview for, and you may just catch a break.
Make it your full-time job. You can’t find a job by looking sporadically(偶发地). ____74____ If you’re unemployed and looking, devote as much time as you would to a full-time job. If you have a job while you’re looking, figure out an organized schedule to maximize your searching time.
Network vertically. In the research stage of your job hunt, talk to people who are on a level above you in your desired industry. They’ll have some insights that people at your own level won’t have, and they will be in a good position to hire you or recommend you to be hired.
____75____ Looking for a job is one of the toughest things you will ever have to do. Maintain your confidence, stay persistent, and think positively, and eventually you will get a job that suits you.

A．You have to make time for it.

B．Confidenceinyourselfisthefirststepontheroadtosuccess.

C．Even if a job is not perfect for you, every interview can be approached as a positive experience.

D．Even if someone does not hire you, write them a thank-you note for the interview.

E. A good beginning is half done.
F. Keep your spirits up.
G. A specific job hunt will be more efficient than an aimless one.

   Editor’s notes: AWL is well known for its dictionaries and English language teaching materials． Some readers have written in to ask us for the latest information on high quality books on English, so here we introduce two texts that aim to improve spoken English fluency．
Let’s speak （Beginner)
By Bev Dusuya, Naoko Ozeki and Kevin Bergman
ISBN: 962001359X
Speak Up（Pre-Intermediate)
By Bev Kusuya, Nako Zeki
ISBN: 0583338050
“Teach the students about your culture and help them talk about their own．” How often are these worthy goals kept from being achieved by the limitations of your beginner level learners? Students at all levels want to talk about culture．
Topics include food, shopping, sports, fashion, the roles of men and women, health, music, and many more．
These are all chosen from surveys of over 15,000 students about their own interests in cross-cultural communication．
“Let’s Speak” and “Speak Up” share a special but excellent way that allows all students to take part in．
The series has questions which start thinking and then help collect opinions about personal topics． Conversation practice is provided by ready to use （现成的)models of basic exchanges on the topic． Also, the cultural information presented in the series comes in the form of interesting, relevant（相关的）facts and ideas from other countries through listening tasks and Culture Quiz exercises．
Team activities in books provide lively problem solving games to enable sharing and comparison of cultural values．
“Let’s Speak” is fit for entry level students of all ages． “Speak Up” provides for the needs of higher level beginners, offering the same careful listening and speaking help, but with slightly more open ended discussion．
For any information about AWL’s books, please get in touch with the following addresses:
Beijing Addison Wesley Longman Information Center
Room 2306, FLTRP Beijing
19 Xi San Huan Beilu, Beijing 100081
Tel: （010)68917488 （010) 68917788
Fax: （010) 68917499E-mail: zrh@public．bat．net．cn
【小题1】In the sentence “Teach the students about your culture and help them talk about their own”, “your culture” here means the culture of           ．

A．the English native speakers	B．the English learners
C．the readers of the two books	D．the readers of the newspaper

【小题2】Which of the following are mentioned about the two books in the passage above?
a．publisher       b．titles          c．content         d．writers 
e．prices          f．pages           g．book number

A．a,b,d,f

B．a,c,d,g

C．b,c,d,e

D．b,c,e,f

【小题3】The two books have in common everything EXCEPT         ．
A．the same interesting topics
B．the same level of learners
C．proper ways to excite the learners to talk
【小题4】The passage above is probably taken from the            section in a newspaper．

A．EDUCATION	B．NEWS
C．ENTERTAINMENT	D．BOOKSHELF