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Reading comprehension.
     Human remains of ancient settlements will be reburied and lost to science under a law that threatens
research into the history of humans in Britain, a group of leading archeologists (考古学家) says. In a letter
addressed to the justice secretary, Ken Clarke, 40 archaeologists write of their "deep and widespread concern"
about the issue. It centers on the law introduced by the Ministry of Justice in 2008 which requires all human
remains unearthed in England and Wales to be reburied within two years, regardless of their age. The decision
means scientists have too little time to study bones and other human remains of national and cultural
significance.
     "Your current requirement that all archaeologically unearthed human remains should be reburied, whether
after a standard period of two years or a further special extension, is contrary to basic principles of
archaeological and scientific research and of museum practice," they write.
     The law applies to any pieces of bone uncovered at around 400 dig sites, including the remains of 60 or so
bodies found at Stonehenge in 2008 that date back to 3,000 BC. Archaeologists have been granted a temporary
extension to give them more time, but eventually the bones will have to be returned to the ground.
     The arrangements may result in the waste of future discoveries at sites such as Happisburgh in Norfolk,
where digging is continuing after the discovery of stone tools made by early humans 950,000 years ago. If
human remains were found at Happisburgh, they would be the oldest in northern Europe and the first indication
of what this species was. Under the current practice of the law those remains would have to be reburied and
effectively destroyed. 
     Before 2008, guidelines allowed for the proper preservation and study of bones of sufficient age and
historical interest, while the Burial Act 1857 applied to more recent remains. The Ministry of Justice assured
archaeologists two years ago that the law was temporary, but has so far failed to revise it.
     Mike Parker Pearson, an archaeologist at Sheffield University, said:"Archaeologists have been extremely
patient because we were led to believe the ministry was sorting out this problem, but we feel that we cannot
wait any longer."
     The ministry has no guidelines on where or how remains should be reburied, or on what records should
be kept.
1. According to the passage, scientists are unhappy with the law mainly because _____.
A. it is only a temporary measure on the human remains
B. it is unreasonable and thus destructive to scientific research
C. it was introduced by the government without their knowledge
D. it is vague about where and how to rebury human remains
2. Which of the following statements is true according to the passage?
A. Temporary extension of two years will guarantee scientists enough time.
B. Human remains of the oldest species were dug out at Happisburgh.
C. Human remains will have to be reburied despite the extension of time.
D. Scientists have been warned that the law can hardly be changed.
3. What can be inferred about the British law governing human remains?
A. The Ministry of Justice did not intend it to protect human remains.
B. The Burial Act 1857 only applied to remains uncovered before 1857.
C. The law on human remains hasn't changed in recent decades.
D. The Ministry of Justice has not done enough about the law.
4. Which of the following might be the best title of the passage?
A. New discoveries should be reburied, the government demands.
B. Research time should be extended, scientists require.
C. Law on human remains needs thorough discussion, authorities say.
D. Law could bury ancient secrets for ever, archeologists warn.

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Reading Comprehension

  The latest research suggests a more prosaic, democratic, even puritanical view of the world.The key factor separating geniuses from the merely accomplished is not a divine spark.It’s not I.Q., a generally bad predictor of success, even in realms like chess.Instead, it’s deliberate practice.Top performers spend more hours(many more hours)rigorously practicing their craft.If you wanted to picture how a typical genius might develop, you’d take a girl who possessed a slightly above average verbal ability.It wouldn’t have to be a big talent, just enough so that she might gain some sense of distinction.Then you would want her to meet, say, a novelist, who coincidentally shared some similar biographical traits.Maybe the writer was from the same town, had the same ethnic background, or, shared the same birthday.

  This contact would give the girl a vision of her future self.It would give her some idea of a fascinating circle she might someday join.It would also help if one of her parents died when she was 12, giving her a strong sense of insecurity and fueling a desperate need for success.Armed with this ambition, she would read novels and life stories of writers without end.This would give her a primary knowledge of her field.She’d be able to see new writing in deeper ways and quickly perceive its inner workings.

  Then she would practice writing.Her practice would be slow, painstaking and error-focused.By practicing in this way, she delays the automatizing process.Her mind wants to turn conscious, newly learned skills into unconscious, automatically performed skills.By practicing slowly, by breaking skills down into tiny parts and repeating, she forces the brain to internalize a better pattern of performance.Then she would find an adviser who would provide a constant stream of feedback, viewing her performance from the outside, correcting the smallest errors, pushing her to take on tougher challenges.By now she is redoing problems-how do I get characters into a room-dozens and dozens of times.She is establishing habits of thought she can call upon in order to understand or solve future problems.

  The primary trait she possesses is not some mysterious genius.It’s the ability to develop a purposeful, laborious and boring practice routine.The latest research takes some of the magic out of great achievement.But it underlines a fact that is often neglected.Public discussion is affected by genetics and what we’re“hard-wired”to do.And it’s true that genes play a role in our capabilities.But the brain is also very plastic.We construct ourselves through behavior.

(1)

The passage mainly deals with ________.

[  ]

A.

the function of I.Q.in cultivating a writer

B.

the relationship between genius and success

C.

the decisive factor in making a genius

D.

the way of gaining some sense of distinction

(2)

By reading novels and writers’ stories, the girl could ________.

[  ]

A.

come to understand the inner structure of writing

B.

join a fascinating circle of writers someday

C.

share with a novelist her likes and dislikes

D.

learn from the living examples to establish a sense of security

(3)

In the girl’s long painstaking training process, ________.

[  ]

A.

her adviser forms a primary challenging force to her success

B.

her writing turns into an automatic pattern of performance

C.

she acquires the magic of some great achievements

D.

she comes to realize she is“hard-wired”to write

(4)

What can be concluded from the passage?

[  ]

A.

A fuelling ambition plays a leading role in one’s success.

B.

A responsible adviser is more important than the knowledge of writing.

C.

As to the growth of a genius, I.Q.doesn’t matter, but just his/her efforts.

D.

What really matters is what you do rather than who you are.

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Reading comprehension

  Olaf Stapledon wrote a book called First and Last Men, in which he looked millions of years ahead.He told of different men and of strange civilizations(文明), broken up by long “dark ages” in between.In his view, what is called the present time is no more than a moment in human history and we are just the First Men.In 2, 000 million years from now there will be the Eighteenth or Last Men.

  However, most of our ideas about the future are really very short-sighted.Perhaps we can see some possibilities for the next fifty years.But the next hundred? The next thousand? The next million? That's much more difficult.

  When men and women lived by hunting 50, 000 years ago, how could they even begin to picture modern life? Yet to men of 50, 000 years from now, we may seem as primitive(原始的)in our ideas as the Stone-Age hunters do to us.Perhaps they will spend their days gollocking to make new spundels, or struggling with their ballalators through the cribe.These words, which I have just made up, have to stand for things and ideas that we simply can't think of.

  So why bother even to try imagining life far in the future? Here are two reasons.First, unless we remember how short our own lives are compared with the whole human history, we are likely to think our own interests are much more important than they really are.If we make the earth a poor place to live because we are careless or greedy(贪婪)or quarrelsome, our grandchildren will not bother to think of excuses for us.

  Second, by trying to escape from present interests and imagine life far in the future, we may arrive at quite fresh ideas that we can use ourselves.For example, if we imagine that in the future men may give up farming, we can think of trying it now.So set you imagination free when you think about the future.

(1)

A particular mention made of Stapledon's book in the opening paragraph ________.

[  ]

A.

serves as a description of human history

B.

serves an introduction to the discussion

C.

shows a disagreement of views

D.

shows the popularity of the book

(2)

The text discusses men and women 50, 000 years ago and 50, 000 years from now in order to show that ________.

[  ]

A.

human history is extremely long

B.

life has changed a great deal

C.

it is useless to plan for the next 50 years

D.

it is difficult to tell what will happen in the future

(3)

Spundels and ballalators are used in the text to refer to ________.

[  ]

A.

tools used in farming

B.

ideas about modern life

C.

unknown things in the future

D.

hunting skills in the Stone Age

(4)

according to the writer of the text, imagining the future will ________.

[  ]

A.

serve the interests of the present and future generations

B.

enable us to better understand human history

C.

help us to improve farming

D.

make life worth living.

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Reading Comprehension

  By now, how the immune system(免疫系统)is affected by stress has been discovered.In one study   1   500 couples, those who showed very unfriendly behaviour during a 30-minute discussion about marriage problems had lower immune functioning for 24-hour period following the experiment than people who showed less   2   behaviour.It is not just stress that can do damage.One researcher thought that   3   the same cold virus was put under two different noses, the person who is depressed or   4   would be more likely to develop the cold.How can stress and related emotions contribute to poor health?

  These feelings can cause the   5   of substances that damage or weaken our immune cells.Negative   6   can also cause our bodies to produce fewer substances that   7   help fight off disease.If stress, depression, anger and other negative feelings can make you more likely to get sick, can the   8   be true?Will you have a stronger immune   9   and greater health if you are happier, less stressed?Experts believe that the answer is yes.There are studies showing that by   10   certain mind-body techniques that help reduce stress and improve outlook, cancer patients can live longer.And cancer patients aren't the only ones who can   11  .Research has found that when patients with chronic pain used   12   therapies and other techniques to   13   discomfort, they reduced their visits to the doctors by 36%.Relaxation produces better health through deep rhythmic breathing, muscle   14   and a slower heart rate.When some of the pressure is taken out of the body, the entire immune system will function much better.Relaxation decreases blood pressure and heart rate.That is important because a body that is   15   under pressure will eventually exhaust.

(1)

[  ]

A.

interfering

B.

involving

C.

inquiring

D.

inspecting

(2)

[  ]

A.

negative

B.

confident

C.

acceptable

D.

agreeable

(3)

[  ]

A.

whether

B.

since

C.

for

D.

if

(4)

[  ]

A.

anxious

B.

proud

C.

determined

D.

aggressive

(5)

[  ]

A.

invention

B.

production

C.

therapy

D.

discovery

(6)

[  ]

A.

emotion

B.

instinct

C.

environment

D.

character

(7)

[  ]

A.

similarly

B.

barely

C.

eventually

D.

hardly

(8)

[  ]

A.

objection

B.

mystery

C.

occasion

D.

reverse

(9)

[  ]

A.

disturbance

B.

privacy

C.

response

D.

resolution

(10)

[  ]

A.

changing

B.

employing

C.

creating

D.

removing

(11)

[  ]

A.

benefit

B.

influence

C.

desire

D.

succeed

(12)

[  ]

A.

appreciation

B.

attraction

C.

consciousness

D.

relaxation

(13)

[  ]

A.

look into

B.

deal with

C.

point out

D.

take down

(14)

[  ]

A.

widening

B.

lifting

C.

loosening

D.

enlarging

(15)

[  ]

A.

constantly

B.

instantly

C.

presently

D.

naturally

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Reading Comprehension

  Imagine that Mom and Dad have friends over, and you have to talk to adults all evening.Say the wrong thing and the parents may get mad.But, say   1  , and they'll think you weren't friendly.So,   2   can you talk with adults?

  It's   3  .Just ask them questions about themselves."Many of them like to talk about what they do for a living," suggests psychologist Tim Ursiny, author of The Confidence Plan.

  Kids can also talk to grown-ups about   4  .Ask what the last good movie they saw was, because people at dinner parties "  5  " when the conversation turns to movies, Ursiny says.If a grown-up is   6   Harry Potter, it's ok to talk about your love for Harry.It's a safe topic, one that both grown-ups and kids can enjoy, so go ahead and talk about whether Dumbledore is really dead.

  But   7   the topic of video games."Adults don't want to hear about your video game   8   they play it," Ursiny explains.

  Adults also don't want to hear slang.Don't use language they don't   9  .Ursiny says kids should learn to speak to other people in their own language.

    10  , most adults aren't into slang, they do remember what it was like to be a kid.Ursiny recommends asking adults what school was like when they were your age."It might be a fun discussion if you   11   your 10th-grade experience with theirs."  12   you chat with your parents beforehand to find out which topics are off-limits(禁区).

  Also, don't chat about things that make your parents feel guilty.Don't mention   13   stuff such as how Dad has been sleeping on the couch, Ursiny says.And don't complain that Mom has been late preparing breakfast.

  Instead, Ursiny says, kids should try to put themselves in their parents'   14  .Learning how to   15   that type of understanding might help you out in the future."The most successful people, can develop a sympathetic feeling for others," he says.

(1)

[  ]

A.

everything

B.

something

C.

anything

D.

nothing

(2)

[  ]

A.

how

B.

whatever

C.

why

D.

when

(3)

[  ]

A.

important

B.

interesting

C.

hard

D.

easy

(4)

[  ]

A.

movies

B.

meals

C.

parties

D.

hobbies

(5)

[  ]

A.

look up

B.

light up

C.

make up

D.

keep up

(6)

[  ]

A.

in

B.

on

C.

into

D.

onto

(7)

[  ]

A.

neglect

B.

avoid

C.

prevent

D.

ignore

(8)

[  ]

A.

when

B.

unless

C.

but

D.

because

(9)

[  ]

A.

believe

B.

accept

C.

understand

D.

agree

(10)

[  ]

A.

While

B.

As

C.

If

D.

Since

(11)

[  ]

A.

show

B.

compare

C.

balance

D.

match

(12)

[  ]

A.

Make sure

B.

Pay attention

C.

Watch out

D.

Take care

(13)

[  ]

A.

incredible

B.

special

C.

embarrassing

D.

personal

(14)

[  ]

A.

shoes

B.

clothes

C.

condition

D.

location

(15)

[  ]

A.

produce

B.

shape

C.

raise

D.

develop

Section B

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