A successful scientist is generally a good observer.  He makes full 36  of the facts he observes.  He doesn’t accept ideas which are not  37   on obvious facts,  and therefore refuses to accept authority as the only   38   for truth.  He always  39    ideas carefully and makes experiments to prove them.

The rise of    40    science may perhaps be considered to    41   as far back as the    42    of Roger Bacon,  the wonderful philosopher of Oxford,  who live    43    the years 1214 and 1292.  He was probably the first in the Middle    44    to suggest that we must learn science    45    observing and experimenting on the things around us,  and he himself    46   many important discoveries.

Galileo,  however,  who lived more than 300 years later (1564-1642),  was the greatest of several great men,     47    in Italy,  France,  Germany,  or England,  began by    48    to show how many important    49    could be discovered by observation.  Before Galileo,  learned men believed that large bodies fell more    50    towards the earth than small ones,     51    Aristotle said so.  But Galileo,  going to the    52     of the leaning Tower of Pisa,  let fall two   53    stones and proved Aristotle was wrong.  It was Galileo’s    54    of going direct to Nature,  and proving our    55    and theories by experiment,  that has led to all the discoveries of modern science.

1.A.use                B.time           C.speed               D.trust

2.A.worked        B.based          C.lived                     D.written

3.A.reason        B.cause           C.advice               D.result

4.A.thinks          B.checks          C.has             D.learn

5.A.natural         B.physical         C.ancient          D.modern

6.A.date            B.keep           C.look                D.take

7.A.study           B.time            C.year                       D.birth

8.A.both                 B.each                           C.between                           D.among

9.A.Schools                 B.Ages                    C.Days                          D.Count

10.A.in                         B.with                          C.on                        D.by

11.A.did                 B.made                C.took                                   D.gave

12.A.who         B.when            C.that               D.where

13.A.ways         B.degrees       C.levels              D.chance

14.A.truths        B.problems       C.people            D.subjects

15.A.slowly       B.rapidly           C.lightly             D.heavily

16.A.although      B.because          C.when                        D.If

17.A.place                     B.foot                     C.top                                     D.ceiling

18.A.big                B.small                            C.equal                        D.unequal

19.A.spirit                      B.skill                     C.theory                      D.discovery

20.A.plans                      B.opinions       C.world          D. ability

A young British woman had shortly arrived in Hong Kong and had not yet  36   anything about the Chinese   37  . One day she went to the home of a Chinese friend and was                                                                                                                                                       38   given a cup of Chinese tea. She was not   39   and she also found this type of tea rather   40  . However, since she had been given the tea , she felt she should drink it. Hoping to finish it   41   so that she would not feel about having to drink this tea which she did not   42   , she started to drink as much of it as she could. But as soon as her cup became half - full, the host   43   giving her more. Several times she told the host that she had had   44    , but it seemed to have no   45   . Her cup kept being   46  , and she kept on drinking. During the time of her   47  , she drank about twelve cups of tea. Later she found out that she should have just  48   the tea, and that this would have meant that she had had enough. Influenced by her  49   culture, she felt it too   50   to leave the tea and could not understand why the host took no notice of her protests(抗议) that she had had enough!

Each of us fails from time to time. If we are wise, we accept these failures as a necessary part of the learning process. But all too often we __41__ to our children either by words or by actions that failure is something to be ashamed of, that nothing but top performance meets our __42__.

Donnie was my youngest student. His fear of failure kept him from classroom games that other children played excitedly. He __43__ answered questions―he might be wrong. I tried my best to build his self-confidence. But nothing changed until midterm, when Mary Anne, a student teacher, was assigned to our classroom. She was young and pretty, and she loved children. My pupils, Donnie included, __44__ her. But even enthusiastic, loving Mary was __45__ by this little boy who feared he might make a mistake.

Then one morning we were working math problems. I left the children with Mary. But when I returned, Donnie was in tears. He’d missed the third problem. Mary looked at me in despair. Suddenly her face __46__. From the desk we shared, she got a canister(小筒) filled with pencils. She removed the pencils and placed them on his desk. “See these pencils, Donnie?” she said, “They belong to Mrs Lindstrom and me. See how the erasers are worn? That’s because we make __47__ too. But we erase the mistakes and try again.” She kissed him and continued, “I’ll leave one of these pencils on your desk so you’ll remember that everybody makes mistakes, even teachers.” Donnie looked up with love in his eyes and just a glimmer of a smile.

The pencil became Donnie’s prized possession. That, together with Mary Anne’s __48__ encouragement and praise for even Donnie’s small successes, __49__ persuaded him that it’s all right to make mistakes―as long as you erase them and try again.

        Since early times, people have been ___41___with the idea of life existing somewhere else besides earth. Until recently, scientists believe that life on other planets was just a hopeful dream. But now they are beginning to___42____places where life could form. In 1997, they saw ____43____of planets near other stars like the sun. But scientists now think that life could be even nearer in our own solar system. One place scientists are studying very closely is Europa, a moon of Jupiter. Space probes(探测器) have provided evidence that Europa has a large ocean under its surface. The probes have also made scientists think that under its surface Europa has a rocky core（核心） giving off____44____heat. Water and heat from volcanic activity are two basic conditions needed for life to form. A third is certain basic____45____such as carbon, oxygen and nitrogen. Scientists believe there might be such chemicals lying at the bottom of Europa’s ocean. They may have already____46____life or may be about to. You may wonder if light is also needed for life to form. Until____47____, scientists thought that light was essential. But now, places have been found on earth that are in total blackness such as caves several miles beneath the surface. And bacteria,___48____ forms of life, have been seen there. So the lack of light in Europa’s sub-surface ocean doesn’t automatically rule out life____49____.

So long as teachers fail to distinguish between teaching and learning, they will continue to undertake to do for children that which only children can do for themselves. Teaching children to read is not passing reading on to them. It is certainly not   41   hours spent in activities about reading. Douglas insists that “reading cannot be taught   42   and schools should stop trying to do the impossible”.

Teaching and learning are two entirely different processes. They   43   in kind and function. The function of teaching is to   44   the conditions and the climate that will make it possible for children to devise the most efficient system for teaching themselves to read. Teaching is also a public activity. It can be seen and observed.

Learning to read involves all that each individual does to make sense of the world of printed language. Almost all of it is private, for learning is an occupation of the mind, and that
  45   is not open to public examination.

If teacher and learner roles are not   46  , what then can be done through teaching that will aid the child in the exploring for knowledge? Smith has one principal rule for all teaching
  47  . “Make learning to read easy, which means making reading a meaningful, enjoyable and frequent experience for children.”

When the roles of teacher and learner are seen for what they are, and when both teacher and learner fulfill them   48  , then much of the pressure and feeling of failure for both is
  49  . Learning to read is made easier when teachers create an environment where children are given the opportunity to solve the problem of learning to read by reading.