45. (_____)_ cleans the blackboard should be praised.

2. Passage One There are three separate sources of danger in supplying energy by nuclear power. First， the radioactive material must travel from its place of production to the power station. Although the power stations themselves are strongly built， the containers used for the transport of the materials are not. Normally， only two methods of transport are in use， namely road or rail. Unfortunately， both of these may have an effect on the general public， since they are sure to pass near， or even through， heavily populated areas. Second， there is the problem of waste. All nuclear power stations produce wastes that in most cases will remain radioactive for thousands of years. It is impossible to make these wastes nonradioactive， so they must be stored in one of the inconvenient ways that scientists have invented. For example， they may be buried under the ground， or dropped into deserted mines， or sunk in the sea. However， these methods do not solve the problem， since an earthquake could easily break the containers.
Third， there may occur the danger of a leak or an explosion at the power station. Compared with the other two dangers， this is not very likely， so it does not provide a serious objection to the nuclear program. However， it can happen. Separately， these three types of dangers are not a great cause for worry. Taken together， though， the probability of disaster is extremely high. The author thinks that the ways to store nuclear wastes are ( ) .

A. easy

B. impossible

C. reasonable

D. ineffective.

40. He wrote a letter to me (_____)_ that his trip to Japan had been put off because of the bad weather

A. 　 inform

B. 　 informing

C. 　 informed

D. 　 being informed

40. Theory is based on practice and (_____)_ serves practice.

A. 　 in turn

B. 　 in tone

C. 　 in return

D. 　 in practice

36. It’s no use(_____)_ your chickens before they are hatched.

A. 　 count

B. 　 to count

C. 　 counting

D. 　 of counting

3. Passage Eighteen An idea that started in Seattle’s public library has spread throughout America and beyond. The concept is simple: help to build a sense of community in a city by getting everyone to read the same book at the same time. In addition to encouraging reading as a pursuit (追求) to be enjoyed by all， the program allows strangers to communicate by discussing the book on the bus， as well as promoting reading as an experience to be shared in families and schools. The idea came from Seattle librarian Nancy Pearl who launched the “If All of Seattle Read the Same Book” project in 1998. Her original program used author visits， study guides and book discussion groups to bring people together with a book， but the idea has expanded to many other American cities， and even to Hong Kong. In Chicago， the mayor appeared on television to announce the choice of To Kill a Mockingbird as the first book in the “One Book， One Chicago” program. As a result， reading clubs and neighborhood groups sprang up around the city. Across the US， stories emerged of parents and children reading to each other at night and strangers chatting away on the bus about the plot and characters. The only problem arose in New York， where local readers could not decide on one book to represent the huge and diverse population. This may show that the idea works best in medium-sized cities or large towns， where a greater sense of unity can be achieved. Or it may show that New Yorkers rather missed the point， putting all their energy and passion into the choice of the book rather than discussion about a book itself. Ultimately， as Nancy points out， the level of success is not measured by how many people read a book， but by how many people are enriched by the process or have enjoyed speaking to someone with whom they would not otherwise have 【shared a word】. According to the passage， where would the project be more easily carried out?

A. In large communities with little sense of unity.

B. In large cities where libraries are far from home.

C. In medium-sized cities with a diverse population.

D. In large towns where agreement can be quickly reached.

1. Passage Twenty All friendships require a certain amount of chemistry. But when two people of the opposite sex become friends， sometimes those friendly feelings can start to resemble something more like sexual tension. Male-female friendships can be an emotional minefield of hidden desires. Does this mean you secretly want to jump into bed with all of your friends? Of course not. But do you ever wonder how many of them might be interested if the opportunity presented itself? Maybe you and your platonic (柏拉图式的) friendship are just a bad breakup and a bottle of wine away from crossing that boundary and hooking up (结合). So can two people of the opposite sex ever really be “just friends?” The Hollywood answer to this age-old question is a decisive HELL NO. On screen， male-female friendships always turn into something more. Harry and Sally， Chandler and Monica， Jim and Pam … … Do I need to go on? Even the characters in Just Friends wind up becoming much more than the film’s definitive title suggests. Cinematic stories dictate that when reasonably attractive men and women befriend one another， they are always on the road to romance， whether they realize it or not. But how much truth is there to this friendship as foreplay theory? It is not a whole lot. Real life isn’t a romantic comedy. Men and women go to school together， work together and hang out in plenty of platonic settings without falling hopelessly in love with one another. Last year， a close female friend of mine moved in with a new male roommate. My immediate reaction was， “You two are definitely going to sleep together.” It seemed to me that a single man and woman living under the same roof would inevitably end up doing it. Much to my surprise， the roommate romance never happened. Almost one year later， the two of them have never even come close to seeing each other naked. Instead， their way of life has come to resemble a sexless marriage. They cook for each other， argue over domestic chores and insist that they never， ever think about each other “that way.” The author believes that two people of the same sex can ( ) .

A. really be just friends

B. never be just friends

C. have nothing but romance

D. work together better than the same sex

2. Passage Twenty-Seven Out of all the students who enroll in a massive open online course 【MOOC】， only about 5 percent complete the course and receive a certificate of accomplishment. This statistic is often cited as evidence that MOOCs are fatally flawed (有缺陷的) and offer little educational value to most students. Yet more than 80 percent of students who fill out a post-course survey say they met their primary objective. How do we look at these two facts? We’re used to focusing on completion rates in higher education， but they’re not the only—or even the most meaningful—indicator of engagement in open online courses. With no cost to enroll， no punishment for dropping out， and little reward for actually earning a certificate， MOOCs are fundamentally different from traditional classes—and students use them in fundamentally different ways. Data from more than 1.8 million students enrolled in 36 MOOCs offered by the University of Pennsylvania show that students treat MOOCs like a buffet (自助餐)， sampling the material according to their interests and career goals. Some are curious about the subject matter and just watch one or two video lectures; others use the discussion forums to connect with their intellectual peers around the world. Of all enrolled students， nearly 60 percent watch at least one video， complete at least one assignment， or post at least once in a forum. So focusing on the tiny fraction of students who complete a MOOC is misguided. The more important number is the 60 percent engagement rate. Students may not finish a MOOC with a certificate of accomplishment， but the courses nonetheless meet the educational goals of millions. In Para. 2， the author stresses ( ) .

A. the primary objective of MOOC students

B. the significance of completion rates in education

C. the strengths and weaknesses of open online courses

D. the differences between MOOCs and traditional classes

48. It wasn’t until nearly a month later () I received the manager’s reply.

A. 　 since

B. 　 when

C. 　 as

D. 　 that

39. Lessons (_____)_ easily were soon forgotten.

A. 　 to learn

B. 　 learn

C. 　 learned

D. 　 learning

49. No one thought that Smith’s suggestion was worth (_____)_.

A. 　 considering

B. 　 to consider

C. 　 to being considered

D. 　 to be considered