A 7.0 magnitude（级）earthquake killed more than 230,000 people in Haiti. Then an 8.8 magnitude quake killed more than 900 people in Chile. And few weeks later, a 6.0 magnitude quake struck rural eastern Turkey, killing at least 57 people.
The earthquakes kept coming hard and fast.   1 It’s not. The problem is what’s happening above ground, not underground, experts say.
  2 They’re rapidly putting up buildings that can’t stand up to earth quakes, scientists believe.
And news reports and better earthquake monitoring make it seem as if earth quakes are increasing all the time.
On average, there are 134 earthquakes a year that have a magnitude between 6.0 and 6.9. So far this year there have been 40 earthquakes—more than in most years for that time period. But that’s because the 8.8 quake in Chile caused a large number of strong aftershocks.
Also, it’s not the number of quakes, but their destructive effects that gain attention. The death is largely due to building standards,   3  Paul Earle, a US seismologist, called for better building standards in the world’s big cities.
Of the 130 cities worldwide with populations of more than I million, more than half are likely to be hit by earthquakes.   4 “If you have a problem feeding yourself, you’re not really going to worry about earthquakes,” said Paul.
The earthquakes made everyone start to think   5  “People are paying attention to the violent planet we’re always lived on. Come back an another six moths if there has been no earthquakes, most people will have forgotten it again,” said US disaster researcher Dennis Mileti.

 A friend of mine was sitting in the living room one day when his cat dragged in a little “gift” in its mouth—a dead animal of some sort. Taking a closer look, he was surprised to  36 it as the bunny(小兔子) that  37 Mary, the young daughter of the family next door. My friend felt  38 , believing his cat had killed Mary’s bunny.
My quick-thinking friend came up with a plan.  39  from the cat’s mouth the dead animal, which by now was a     40 mess, he put it in the kitchen sink. With a little warm water and some shampoo, he tried to  41 the dead bunny as best he could. Then he took a hair dryer and blowdried the bunny  42 it looked pretty good.
Finally, under the cover of darkness, he crept into the next-door garden and placed it  43 in the cage. He managed to make the bunny look very  44 there in his little box.
The next morning, my friend looked out of the window and noticed a crowd of people  45 around the rabbit hutch(笼). Everyone seemed to be talking and pointing. My friend  46 to go over and act like any normal  47 neighbor and find out what was going on.
When he got there, Mary’s mother said to my friend, “You won’t believe this! It’s a(n)   48 thing! Mary’s bunny  49 a few days ago, and we buried that little bunny right over there…”
Have you ever tried to cover up one wrongdoing with another? Covering up only makes matters  50 .
When we get caught doing something  51 , for example, we may  52 to cover it up with a lie. But just like Mary’s bunny, the result is  53 what we expected. We  54 looking foolish. We would have been better off admitting we were wrong and accepting the  55 . What do you think of it?

A man found the cocoon (茧) of a moth (蛾). He took it home so that he could   1  the moth come out of the cocoon. On that day a small   2  appeared. He sat and watched the moth for several hours as the moth struggled to   3  the body through that little hole. Soon it seemed to stop making any progress. It appeared as if it had   4  as far as it could and it could go no further. It just seemed to be stuck. So the man, out of his kindness, decided to help the moth. He took a pair of scissors and   5  the remaining bit of the cocoon. The   6  then came out easily. But it had a swollen body and small, shriven (无用的) wings. The man continued to watch the moth because he expected that, at any moment, the wings would enlarge and   7  to be able to support the   8  , which would get smaller in time. Neither happened! In fact, the little moth spent the rest of its life   9  around with a swollen body and shriven wings. It was   10   able to fly.
What the man in his kindness didn’t   11  was that the small cocoon and the   12  of the moth to get through the   13  opening was a way to push fluid (液体)   14  the body of moth    15  its wings so that it would be ready to fly   16  it got out of the cocoon. Freedom and   17  would come only after the struggle. By taking the struggle away, he also took away the moth’s health.
Sometimes struggles are exactly what we need in our lives. If we were to   18  our lives without any difficulties, we would become disabled. We would not be as   19  as what we could have been. Give every opportunity a chance. Leave no room for    20  .

1.There___ a desk, a table and three chairs in the room. 

A. has          B. have      C. is           D. are

2. Either you or he ___ interested in playing chess ten years ago. ___ you or he fond of music at present?      

A. are; Are       B. was; Are        C. are; Is        D. is; Is

3.My family ___not large, but my family ___ all music lovers.

  A. is …are    B. are…is     C. is…is       D. are…are

4.The number of teachers in our college ___ greatly increased this term.

  A number of teachers in our college ___ from the countryside.

  A. is; is     B. is; are      C. are; are       D. are; is

5.She as well as the other students ___ how to type.

  A. have learned      B. has learne     C. learn      D. are learning

6.More than one student ___ been sent to Japan since 2000.

   More than one hundred students ___ been sent to Japan since 2000.

  A. have; have     B. has; has      C. have; has     D. has; have

7.Two hours __enough for us.       

A. are      B. have     C. were    D. is

8.He is one of the boys who ___ here on time.

  He is the only one of the boys who ___ here on time.

  A. has come; have come    B. have come; has come

C. has come; has come     D. have come; have come

9.The professor and writer ___coming to make a report. The professor and the writer ___come to make a report.      

A. is…have     B. are…has     C. is…are    D. are…is

10.The police ___ searching for the thief everywhere.

  The policeman ___ searching for the thief everywhere.

  A. was; was        B. has been; has been      C. are ; is     D. have; is

Take a look at the following list of numbers: 4, 8, 5, 3, 7, 9, 6. Read them loud. Now look away and spend 20 seconds memorizing them in order before saying them out loud again. If you speak English, you have about a 50% chance of remembering those perfectly. If you are Chinese, though, you’re almost certain to get it right every time. Why is that? Because we most easily memorize whatever we can say or read within a two-second period. And unlike English, the Chinese language allows them to fit all those seven numbers into two seconds.
That example comes from Stanislas Dahaene’s book The Number Sense. As Dahaene explains: Chinese number words are remarkably brief. Most of them can be spoken out in less than one-quarter of a second (for instance, 4 is “si” and 7 “qi”). Their English pronunciations are longer. The memory gap between English and Chinese apparently is entirely due to this difference in length.
It turns out that there is also a big difference in how number-naming systems in Western and Asian languages are constructed. In English, we say fourteen, sixteen, seventeen, eighteen and nineteen, so one might expect that we would also say oneteen, twoteen, threeteen, and fiveteen. But we don’t. We use a different form: eleven, twelve, thirteen and fifteen. For numbers above 20, we put the “decade” first and the unit number second (twenty-one, twenty-two), while for the teens, we do it the other way around (fourteen, seventeen, eighteen). The number system in English is highly irregular. Not so in China, Japan, and Korea. They have a logical counting system. Eleven is ten-one. Twelve is ten-two. Twenty-four is two-tens-four and so on.
That difference means that Asian children learn to count much faster than American children. Four-year-old Chinese children can count, on average, to 40. American children at that age can count only to 15. By the age of five, in other words, American children are already a year behind their Asian friends in the most fundamental of math skills.
The regularity of their number system also means that Asian children can perform basic functions, such as addition, far more easily. Ask an English-speaking seven-year-old to add thirty-seven plus twenty-two in her head, and she has to change the words to numbers (37+22). Only then can she do the math: 2 plus 7 is 9 and 30 and 20 is 50, which makes 59. Ask an Asian child to add three-tens-seven and two-tens-two, and then the necessary equation(等式) is right there, in the sentence. No number translation is necessary: it’s five-tens-nine.
When it comes to math, in other words, Asians have a built-in advantage. For years, students from China, South Korea, and Japan --- outperformed their Western classmates at mathematics, and the typical assumption is that it has something to do with a kind of Asian talent for math. The differences between the number systems in the East and the West suggest something very different --- that being good at math may also be rooted in a group’s culture.
【小题1】What does the passage mainly talk about?