3. Passage Five The appeal of advertising to buying motives can have both negative and positive effects. Consumers may be convinced to buy a product of poor quality or high price because of an advertisement. For example， some advertisers have appealed to people’s desire for better fuel economy for their cars by advertising automotive products that improve gasoline mileage. Some of the products work. Others are worthless and a waste of consumers’ money. Sometimes advertising is intentionally misleading. A few years ago， a brand of bread was offered to dieters with the message that there were fewer calories in every slice. It turned out that the bread was not dietetic， but just regular bread. There were fewer calories because it was sliced very thin， but there were the same number of calories in every loaf. On the positive side， emotional appeals may respond to a consumer’s real concerns. Consider fire insurance. Fire insurance may be sold by appealing to fear of loss. But fear of loss is the real reason for fire insurance. The security of knowing that property is protected by insurance makes the purchase of fire insurance a worthwhile investment for most people. If consumers consider the quality of the insurance plans as the message in the ads， they will benefit from the advertising. Each consumer must evaluate her or his own situation. Are the benefits of the product important enough to justify buying it? Advertising is intended to appeal to consumers， but it does not force them to buy the product. Consumers still control the final buying decision. The passage tells us that ( ) .

49. No sooner (_____) home than it started to rain.

A. 　 have we arrived

B. 　 did we arrive

C. 　 had we arrived

D. 　 shall we arrive

35. People who won’t work should be made (_____)_.

A. 　 to work

B. 　 work

C. 　 has been done

D. 　 to be working

49. I need the job badly, as my money (_____)_ out by the ed of next month.

A. 　 has run

B. 　 will run

C. 　 will have run

D. 　 will be running

42. The food (_____)_ at the moment is for the dinner party.

A. 　 cooked

B. 　 to be cooked

C. 　 is being cooked

D. 　 being cooked

5. Passage Twenty-One What will man be like in the future—in 5，000 or even 50，000 years from now? We can only make guesses， of course， but we can be sure that he will be different from what he is today. For man is slowly changing all the time. Let us take an obvious example. Man， even five hundred years ago， was shorter than he is today. Now， on average， men are about three inches taller. Five hundred years is relatively short period of time， so we may assume that man will continue to grow taller. Again， in the modern world we use our brains a great deal. Even so， we still make use of only about 20% of the brain’s capacity. As time goes on， however， we shall have to use our brains more and more， and eventually we shall need larger ones. This is likely to bring about a physical change to the head， in particular the forehead will grow larger. Nowadays our eyes are in constant use. In fact， we use them so much that very often they become weaker and we have to wear glasses. But over very long period of time it is likely that man’s eyes will grow stronger. On the other hand， we tend to make less use of our arms and legs. These， as a result， are likely to grow weaker. At the same time， however， our fingers will grow more sensitive because they are used a great deal in modern life. But what about hair? It will probably disappear from the body altogether in course of time because it does not serve a useful purpose any longer. In the future， then， both sexes are likely to be bald. Perhaps all this gives the impression that future man will not be a very attractive creature to look at. This may well be true. All the same， in spite of all these changes， future man will still have a lot in common with us. He will still be a human being， with thoughts and emotions similar to our own.The reason for behaving that future man will be different is that he ( ) .

A. is quickly changing

B. hopes for a change

C. never stops changing

D. will live a different life

2. Passage Six We find that bright children are rarely held back by mixed-ability teaching. On the contrary， both their knowledge and experience are enriched. We feel that there are many disadvantages in streaming (把 …按能力分班) pupils. It does not take into account the fact that children develop at different rates. It can have a bad effect on both the bright and the not-so-bright child. After all， it can be quite discouraging to be at the bottom of the top grade! Besides， it is rather unreal to grade pupils just according to their intellectual (智力的) ability. This is only one aspect of their total personality. We are concerned to develop the abilities of all our pupils to the full， not just their academic ability. We also value personal qualities and social skills， and we find that mixed-ability teaching contributes to all these aspects of learning. In our classrooms， we work in various ways. The pupils often work in groups: this gives them the opportunity to learn to co-operate， to share， and to develop leadership skills. They also learn how to cope with personal problems as well as how to think， to make decisions， to analyze and evaluate， and to communicate effectively. The pupils learn from each other as well as from the teacher. Sometimes the pupils work in pairs. Sometimes they work on individual tasks and assignments， and they can do this at their own speed. They also have some formal class teaching when this is appropriate. We encourage our pupils to use the library， and we teach them the skills they need in order to do this efficiently. An advanced pupil can do advanced work. It doesn’t matter what age the child is. We expect our pupils to do their best， not their least， and we give them every encouragement to attain this goal. If we stream the pupils， it can ( ) .

A. have a good effect on both the bright and not-so-bright child

B. have a bad effect on both the bright and not-so-bright child

C. be really hard for the classroom arrangement

D. be easy for the classroom arrangement

41. Someone is ringing the doorbell. Go and see(_____)_.

A. 　 who is he

B. 　 who he is

C. 　 who is it

D. 　 who it is

3. Passage Three Have you always dreamed of traveling to cool places， meeting lots of different people， and maybe picking up a language or two? No matter what country you live in， you can fly over the world’s highest waterfalls in Venezuela， learn world trade in Japan， study art in France， or take dancing lessons in Ghana. How? Join a study abroad program， where high school and college students live with a host family in a foreign country. Semester， summer， and year-long programs allow you to attend school， take intensive language courses， or perform community service in another country. Besides the excitement of travel， one reason to study abroad is that you will experience new customs， holidays， foods， art， music， and politics firsthand. “I learned the language and am now fluent， but perhaps more important was how much I learned about cultures， people， and myself. I learned this from the viewpoint of an active member of the community and my host family， not from the tourist’s point of view，” says Andrew， who studied in Poitiers， France. Another reason for studying abroad is that you’ll gain self-confidence. Christina studied in Caracas， Venezuela， a city of 10 million people and a huge change from her hometown of 35，000! Christina says she learned how to better stand up for herself and her beliefs and to express herself in another language. What could make you more confident than that? Living away from home can also help you adjust in the transition to college and adulthood. Matthew says he returned from studying in Australia with confidence， social savvy， and a genuine interest in international affairs that really set him apart from his peers. “After having gone abroad in high school， I found the transition to college to be a breeze—moving 560 miles from home didn’t seem particularly daunting after having lived thousands of miles away.” And speaking of college， improving your language skills might help you get into dream colleges and even land future jobs. Colleges and employers know that studying abroad provides leadership skills in a world that is increasingly globally interconnected. Most of all， it’s fun! You’re not likely to suffer from sophomore slump or general boredom while you’re studying in a different learning environment. From which viewpoint did Andrew learn about cultures， people， and himself?

A. From the viewpoint of a student from a different culture.

B. From the viewpoint of a curious and active person.

C. From the viewpoint of an active member of the community and his host family.

D. From the viewpoint of an active member of the host family.

42. Such a problem exists because adequate measures for preventing it (_____) taken in the past.

A. 　 were not

B. 　 had not

C. 　 was not

D. 　 had not been

5. Passage Thirteen Trees are useful to man in three important ways: they provide him with wood and other products; they give him shade; and they help to prevent droughts and floods. Unfortunately， in many parts of the world， man has not realized that the third of these services is the most important. In his eagerness to make money from trees， he has cut them down in large numbers， only to find that without them he has lost the best friends he had. And besides， he is usually too careless to plant and look after new trees. So the forests slowly disappear. This does not only mean that man will have fewer trees. The results are even more serious: for where there are trees， their roots break up soil——allowing the rain to sink in——and also bind the soil， thus preventing it from being washed away easily; but where there are no trees， the rain falls on hard ground and flows away， causing floods and carrying away the rich top-soil. When all the top-soil is gone， nothing remains but worthless desert. Two thousand years ago a rich and powerful country cut down its trees to build warships， with which to gain itself an empire. It set up the empire but， without its trees， its soil became poor and it grew weak. When the empire fell to pieces， the home country found itself faced with floods and starvation.What does the author tell us in this passage?

A. How trees help prevent droughts and floods.

B. The relationship between trees and man.

C. How an empire fell to pieces in ancient times.

D. A story of trees.