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（） her interest in children, teaching should be the right career for her.

Jim and Mike tried to move the large rock but they could not（） it.

Prof. Flynn found no students in the lecture hall when he arrived. Only then did he realize that he came（） early.

In the end, the police had to（） to force in order to break up the crowd.

It is reported that over a third of the population in that area have no（） to the health service

The employer must（） that the applications for the post have the proper qualifications.

If you are always sitting up at night, I’m afraid you may （）from overwork soon.

Many years ago, a lot of factories were（） from big cities to the mountainous areas in case of war.

（） he tried to understand Shakespeare’s tragedies, he failed all the same.

I wanted to buy a colour TV set this year, but my brother rejected the idea （）a trip to the beach.

The agency is more（） with making arty ads than understanding its clients.

Some of this meat came from Canada. How about （）?

His（） that he had nothing to do with the affair was greeted with some suspicion.

You must remember not to（） from the point when you write an essay.

We can’t understand Uncle George, for he always （）whatever he says.

Bird migration is one of the most interesting yet least understood natural phenomena. Every fall birds from northern latitudes fly in groups to the warmer southern latitudes and then return north in the spring. Scientists agree on the main reasons for migration:to follow the food supply and to avoid harsh climate conditions. For example, insects disappear during the cold months, prompting insect-dependent birds to fly south to warm areas where insects breed. No similar consensus has emerged, however,about how birds are able to navigate. Despite many recent experiments, bird experts still do not know how birds arrive at the same destination every year and then find their way back home in the spring.Some have suggested that birds find their way by following landmarks, such as rivers and mountain ranges. Experiments have confirmed that some species do follow such topographic features. But that method cannot explain how some birds travel at night. Other studies show that some nocturnal birds navigate by the stars. But that explanation cannot explain daytime migration or travel when the skies are cloudy.The most popular explanation currently is that birds are guided by Earth’s magnetic poles. The mechanism by which that works has not yet been proved. One theory points to the fact that some birds’ brains contain magnetite, a naturally occurring magnetic compound consisting of iron oxide. Magnetite has been found in many animals, including birds. With magnets embedded in their brains, birds would be able to sense the magnetic fields of the North and South Poles.A recent experiment with homing pigeons provided some evidence that magnetite does play a crucial role in migration. Homing pigeons are known to have the ability to return to their homes after being taken hundreds of miles away. Researchers found that they could train homing pigeons to recognize changes in a magnetic field. When a surrounding magnetic field was normal, the birds would gather at one end of a cage. But when the field’s polarity was altered, they hopped to the other end,suggesting that they were detecting and responding to changes in the magnetic field.Another theory has been offered to explain this sensitivity to magnetic poles, a theory that draws upon quantum mechanics, which is the study of how particles move inside an atom. It relies on the fact that electrons come in pairs that orbit the nucleus of an atom. The two electrons spin in opposite directions, creating two magnets that neutralize each other. But when molecules split and react with other molecules to form compounds, the electron pairs may no longer spin in opposite directions.Instead, they may repel each other, as when two north ends of magnets are pressed together. The electrons struggle to change direction in order to achieve a stable state in which the two electrons again neutralize each other, giving off no magnetic field.The theory is that these disturbed electron pairs are created in birds when they are exposed to changes in light. The birds can sense the efforts of the electrons in trying to reach a condition of stability because of the slight changes in the pull of the North and South Poles. In this way, the birds can detect the direction of the poles while they are in flight.In one experiment to confirm this effect,a group of European robins were tricked by artificial light to believe that it was time for spring migration. The birds became eager to fly north. The changes in light triggered the electron-pair movement described above,exposing the robins to the magnetic field accompanying the electron pairs. The birds became disoriented and flew in all directions. The simulated magnetic fields were much too weak to be detected by the birds’ natural magnetite, suggesting to the experimenters that the electron pairs, not the magnetite, were responsible for the birds’ confused flying.The current view, therefore, is that light plays an important role in guiding bird migration. This may be why birds turn their heads from side to side before flying off. Their eyes are collecting the surrounding light, which in turn allows them to process and analyze the existing magnetic fields and to keep themselves pointed in the right direction.1.According to Paragraph 1, insects influence bird migration in which of the following ways?2.According to Paragraph 3, birds can detect the magnetic fields of the North and South Poles because（） .3.The author discusses homing pigeons in Paragraph 4 in order to（） .4.According to the passage, all of the following are theories about how birds navigate except:5.According to the passage,the author mentions all of the following about electrons except:

Smell is the most direct of all the senses. It is thought to be the oldest sense in terms of human evolution, which may explain why smell is hard-wired into the brain. The olfactory nerve, which manages the perception of smells, is essentially an extension of the brain. The olfactory nerve provides a direct link from receptors at the top of the nose to the portion of the brain that controls memory, emotion, and behavior.The olfactory system detects certain airborne chemicals that enter the nose and then transmits this chemical information to the limbic system in the brain. The olfactory region at the upper end of each nostril is yellow, moist, and full of fatty substances. The shade of yellow indicates the strength of the sense of smell: the deeper the shade, the keener and more acute it is. Animals have a very strong sense of smell, so their olfactory regions are dark yellow to reddish brown, while those of humans are light yellow.When an odorous substance enters the nose, it binds to olfactory receptor cells, the neurons lining the yellow upper portion of the nasal cavity. Olfactory receptor cells contain microscopic hairs called cilia that extend into the layer of mucus coating the inside of the nose. Odor molecules diffuse into this region and are absorbed by the cilia of the olfactory receptor cells. What this means is that when we hold a rose to our nose and inhale, odor molecules float up into the nasal cavity, where they are absorbed by five million olfactory receptor cells. The receptor cells alert the olfactory nerve, which sends impulses to the brain’s olfactory bulb, or smell center. Thus, olfactory information about the rose enters the brain’s limbic system, where, in most of us, it stimulates a feeling of pleasure.The limbic system of the brain integrates memory, emotion, and behavior. The system is composed of a group of related nervous system structures that are the functional center of emotions such as anger, fear, pleasure, and sadness. The components of the limbic system are linked to the cerebral cortex, the part of the brain involved in complex learning, reasoning, and personality. The cerebral cortex makes decisions about the emotional content of these unique human qualities after “consulting” the limbic system and the other brain centers in processing and retrieving memories. It may, in turn, use memories to modify behavior.Scent may be the strongest trigger of memory and emotions. When we inhale a scent,receptors in the brain’s limbic center compare the odor entering our nose to odors stored in our memory. Along the way, memories associated with those odors are stimulated. A smell can be overwhelmingly nostalgic because it triggers powerful images and emotions. The waxy fragrance of crayons can instantly transport us to our second-grade classroom, or the scent of freshly mown grass can flood us with the joy of summer freedom. What we see and hear may fade quickly in short-term memory, but what we smell is sent directly to long-term memory.Smells can increase alertness and stimulate learning and retention. In one study, children memorized a word list, which was presented both with and without accompanying scents. The children recalled words on the list more easily and with higher accuracy when the list was given with scents than without, showing the link between smell and the ability to retain information. In another study,researchers examined how various smells can increase alertness and decrease stress. They found that the scent of lavender could wake up the metabolism and make people more alert. They also found that the smell of spiced apples could reduce blood pressure and avert a panic attack in people under stress.1.Why does the author use the term “hard-wired” in describing the sense of smell and the brain?2.Of what significance is the color of the olfactory region at the upper end of each nostril?3.What happens when the cilia of the olfactory receptor cells absorb odor molecules?4. Why does the author mention “crayons” and “freshly mown grass” in Paragraph5?5.What can be inferred from Paragraph 6 about learning?

The Supreme Court’s decisions on physician-assisted suicide carry important implications for how medicine seeks to relieve dying patients of pain and suffering.Although it ruled that there is no constitutional right to physician-assisted suicide, the court in effect supported the medical principle of “ double effect”，a centuries-old moral principle holding that an action having two effects—a good one that is intended and a harmful one that is foreseen—is permissible if the actor intends only the good effect.Doctors have used that principle in recent years to justify using high doses of morphine to control terminally ill patients’ pain, even though increasing dosages will eventually kill the patient.Nancy Dubler, director of Montefiore Medical Center, contends that the principle will shield doctors who “until now have very, very strongly insisted that they could not give patients sufficient medication to control their pain if that might hasten death”.George Annas, chair of the health law department at Boston University, maintains that, as long as good doctor prescribes a drug for a legitimate medical purpose, the doctor has done nothing illegal even if the patient uses the drug to hasten death. “It’s like surgery, he says. “We don’t call those deaths homicides because the doctors didn’t intend to kill their patients, although they risked their death. If you’re a physician, you can risk your patient’s suicide as long as you don’t intend their suicide. ”On another level, many in the medical community acknowledge that the assisted-suicide debate has been fueled in part by the despair of patients for whom modem medicine has prolonged the physical agony of dying.Just three weeks before the Court’s ruling on physician-assisted suicide, the National Academy of Science (NAS) released a two-volume report, Approaching Death: Improving Care at the End of Life. It identifies the undertreatment of pain and the aggressive use of “ineffectual and forced medical procedures that may prolong and even dishonor the period of dying” as the twin problems of end-of-life care.The profession is taking steps to require young doctors to train in hospitals, to test knowledge of aggressive pain management therapies, to develop a Medicare billing code for hospital-based care, and to develop new standards for assessing and treating pain at the end of life.Annas says lawyers can play a key role in insisting that these well-meaning medical initiatives translate into better care. “A large number of physicians seem unconcerned with the pain their patients are needlessly and predictably suffering”，to the extent that it constitutes “systematic patient abuse”. He says medical licensing boards “must make it clear that painful deaths are presumptively ones that are incompetently managed and should result in license suspension”.1.We learn from the passage that （）2.George Annas may agree that （）.3.According to the NAS’s report, one of the problems in end-of-life care is（） .4.What’s the possible meaning of “ aggressive”( Line 3, Para. 7) ?5.According to George Annas，which of the following medical behaviors should be punished?

The phrase “progressive education” is one, if not protest, at least of contrast, of contrast with an education which was predominantly static in subject-matter, authoritarian in methods, and mainly passive and receptive from the side of the young. But the philosophy of education must go beyond any idea of education that is formed by way of contrast, reaction and protest, for it is an attempt to discover what education is and how it takes place. Only when we identify education with schooling does it seem to be a simple thing to tell what education actually is, and yet a clear idea of what it is gives us our only criterion for judging and directing what goes on in schools.It is sometimes supposed that it is the business of the philosophy of education to tell what education should be. But the only way of deciding what education should be, at least, the only way which does not lead us into the clouds, is discovery of what education takes place when education really occurs. And before we can formulate a philosophy of education we must know human nature is constituted in the concrete;we must know about the working of actual social forces;we must know about the operations through which basic raw materials are modified into something of greater value. The need for a philosophy of education is thus fundamentally the need for finding out what education really is. We have to take those cases in which we find there is a real development of desirable powers, and then find out how this development took place. Then we can project what has taken place in these instances as a guide for directing our other efforts. The need for this discovery and this projection is the need for a philosophy of education.What then is education when we find actual satisfactory specimens of it in existence? In the first place, it is a process of development, of growth. And it is the process and not merely the result that is important. A truly healthy person is not something fixed and completed. He is a person whose processes and activities go on in such a way that he will continue to be healthy. Similarly, an educated person is the person who has the power to go on and get more education.In any case, development and growth involve change, modification, and modification in definite directions. It is quite possible for a teacher, under the supposed sanction of the idea of cultivating individuality, to fixate a pupil more or less at his existing level. Respect for individuality is primarily intellectual. It signifies studying the individual to see what is there to work with. Having this sympathetic understanding, the practical work then begins, for the practical work is one of modification, of changing, of reconstruction continued without end. The change must at least be towards more effective techniques, towards greater self-reliance, towards a more thoughtful and inquiring disposition, one more capable of persistent effort in meeting obstacles.1.According to the author, the philosophy of education（） .2.The philosophy of education is supposed to（） .3.The chief task of the philosophy of education is to（） .4.The significance of desirable education lies （）.5.What can we learn from the last paragraph? （），

It is all very well to blame traffic jams,the cost of petrol and the quick pace of modern life, but maimers on the roads are becoming horrible. Everybody knows that the nicest men become monsters behind the wheel. You might tolerate the odd road hog, the rude and inconsiderate driver, but nowadays the well-mannered motorist is the exception to the rule. Perhaps the situation calls for a “ Be Kind to Other Drivers” campaign;otherwise it may get completely out of hand.Road politeness is not good manners, but good sense too. It takes the most cool headed and good tempered of drivers to resist the temptation to revenge when subjected to uncivilized behavior. On the other hand, a little politeness goes a long way towards relieving the tensions of motoring. A friendly nod or a wave of acknowledgement in response to an act of politeness helps to create an atmosphere of goodwill and tolerance so necessary in modern traffic conditions. But such acknowledgements of politeness are all too rare today. Many drivers nowadays don’t even seem able to recognize politeness when they see it.However, misplaced politeness can also be dangerous. Typical examples are the drive who brakes violently to allow a car to emerge from a side street at some hazard to following traffic, when a few seconds later the road would be clear anyway;or the man who waves a child across a zebra crossing into the path of oncoming vehicles that may be unable to stop in time. The same goes for encouraging old ladies to cross the road wherever and whenever they care to.A veteran driver, whose manners are faultless, told me it would help if motorists learnt to filter correctly into traffic streams one at a time without causing the total blockages that give rise to bad temper. Unfortunately, modern motorists can’t even learn to drive, let alone master the subtler aspects of roadsmanship. Years ago the experts warned us that the car ownership explosion would demand a lot more give and take from all road users. It is high time for all of us to take this message to heart.1.In the author’s opinion，（）2.The sentence “You might tolerate the odd road hog …the rule” ( Para. 1) implies that3.What would most probably happen nowadays when you show politeness to other drivers on road?4.The examples in the third paragraph are used to illustrate（） .5.Experts have long pointed out that in the face of car ownership explosion，（） .

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