Fishing is a popular activity and every fisherman knows the rule: Keep the big ones, throw the smaller ones back. The idea behind it is simple — larger fish are probably older. If you keep the smaller young fish, they won’t be able to reproduce, so there will be fewer fish.
But fishing out the largest fish from a population may also have an unwanted effect: Over time, fewer adult fish get really big. If only the smaller fish reproduce, then future generations become smaller.
One scientist, Dr David Conover has spent the last decade studying the effects of the “keep the big ones” rule.
In his experiment, Conover used six groups of fish. For two groups, Conover followed the “keep the big ones” rule and took out the biggest fish. For two other groups, he removed only the small fish. For the last two groups, he removed fish at random (随意地).
After five years, he measured the fish in each group. In the two groups where the largest fish were regularly removed, the average fish size was smaller than the average size in the other groups. It showed that if only small fish survive to reproduce, then future generations of fish will also tend to be small.
For the second five years of his experiment, Conover changed the rules and took fish randomly from each group. At the end of the experiment, he found that the fish that were in the “keep the big ones” groups for the first five years had started to get larger again, although he calculated it would take at least 12 years for the fish in those two groups to return to their original size.
In other words, it takes much more time to recover.
1.The underlined word “it” (Paragraph 1) refers to “________”.
A.the activity B.the fish
C.the rule D.the fisherman
2.What’s the purpose of the “keep the big ones” rule?
A.It helps to protect fish numbers.
B.It helps to protect fish size.
C.It teaches people how to fish.
D.It helps people catch bigger fish.
3.After the first five years of his experiment, Conover found the “keep the big ones” rule ______.
A.made no difference to fish size
B.made the fish smaller on average
C.made the fish bigger on average
D.made the fish reproduce more quickly
4.What is the author’s intention in writing this article?
A.To encourage people to stop fishing.
B.To urge governments to forbid fishing.
C.To describe a scientific experiment about fishing.
D.To introduce the rules of fishing to readers.
For hundreds of years, Japan has been hit, from time to time, by tsunami（海啸）, which is caused by earthquakes or underwater volcanoes. The story of the boy Yuuki is the story of such a disaster.
Yuuki lived with his family in a seaside village, below a small mountain. One day, as he played on top of the mountain, Yuuki felt a small earthquake but it was not strong enough to frighten anybody. Soon after, however, Yuuki noticed the sea darken and begin running away from the shore very fast, leaving behind wide areas of beach that had never been seen before.
Yuuki remembered reading that just before a terrible tsunami, the sea suddenly and quickly rolls backward. He ran to the beach, warning the villagers who had gathered to admire the new beach land.
But no one listened. They laughed at him and continued playing in the new sand.
Desperate, Yuuki could think of only one thing to do. He lit a tree branch, raced to the rice fields and began burning the harvested rice. Then he called out, “Fire! Fire! Everyone run to the mountain! Now!”
When everyone reached the mountain top, a villager cried out, “Yuuki is mad! I saw him set the fire.” Yuuki hung his head in shame, but said nothing as the villagers screamed at him.
Just then, someone shouted, “Look!”
In the distance a huge dark wave of water was speeding towards the shore. When it hit the shore, it destroyed everything.
On the mountain everyone stared at the village ruins in terror.
“I'm sorry I burned the fields,” said Yuuki, his voice trembling.
“Yuuki,” the village chief answered. “You saved us all.”
The villagers cheered and raised Yuuki into the air. “We were going to celebrate our rice harvest tonight,” said one, “but now we’ll celebrate that we’re all still alive!”
1.Where was Yuuki when the earthquake struck?
A.On the beach. B.On the mountain.
C.In the rice fields. D.At home.
2.In what order did the following events take place?
a. Yuuki ran to the rice fields.
b. The villagers paid no attention to Yuuki’s word.
c. Yuuki went to warn the villagers.
d. The village was in ruins.
e. The people were screaming at Yuuki.
A.c, b, d, a, e B.a, c, d, b, e
C.c, b, a, e, d D.a, c, d, e, b
3.How did Yuuki save the villagers from the disaster?
A.He told them about the earthquake.
B.He explained why the sea was flowing out.
C.He told the village chief to warn the people.
D.He set fire to the rice field.
4.What were the people planning to do before the tsunami struck their village?
A.Burn the rice crop. B.Play on the beach.
C.Climb the mountain. D.Celebrate the rice harvest.
阅读下面短文，按照句子结构的语法性和上下文连贯的要求，在空格处填入一个适当的词或使用括号中词语的正确形式填空。
Nowadays, more and more parents pay great attention 1. their children. 2. when it comes to the topic of communication, most of 3. acknowledge（承认）the lack of it.
More than one reason contributes to the problem.
To begin with, the ever heavier social pressure on parents 4.(make) them ignore their children. They have to work harder and therefore spend 5. (little) time with their children. The second, some of the parents don’t know much about the skills of communication 6. the necessary knowledge of education, 7. they are eager to talk with their children. However, the most important reason may be the traditional ideas of authority（权威）8. most parents have. Thus, when facing the children, parents are not likely to communicate 9. them as friends.
To sum up, everything that we are concerned about is to diminish（减少） 10. gap between parents and children. Therefore, in order to make a better atmosphere in which the children grow up, the parents should ensure the stability（稳定）of the family and act as good friends to the children.
In 1989 an 8.2 earthquake almost flattened(夷平) America, killing over 30,000 people in less than four minutes. A father _______ to the school where his son was supposed to be, only to discover that the building was as_______as a pancake.
He remembered the _______ he had made to his son: "No matter what, I'll always be there for you!" And tears began to _______ his eyes. As he looked at the pile of ruins, it looked_______.
He began to direct his attention towards where he walked his son to class at school each morning. He started digging through the ruins.
As he was digging, other helpless _______ arrived, saying: "My son!" "My daughter!" Some well-meaning (善意的) parents_______to pull him off what was left of the school, saying: "It's too _______! They're all dead!"
To each parent he answered with one_______: "Are you going to help me now?" And then he ________ to dig for his son, stone by stone. The fire chief ________ and wanted to pull him off the school's ruins, saying, "Fires are breaking out. You're in ________. We'll take care of it. "
But he still went on because he needed to know for himself: "Is my boy alive or is he ________?" He dug for eight hours...12 hours...24 hours...36 hours...then, in the 38th hour, he pulled back a large stone and heard his son's voice. He screamed his son's name, "ARMAND!"
"Dad? It's me, Dad! I told the other kids not to ________. I told them that if you were alive, you'd come. You ________ it, Dad!"
1.A.passed B.rushed C.came D.went
2.A.strong B.high C.flat D.large
3.A.decision B.promise C.plan D.lie
4.A.ruin B.hold C.drop D.fill
5.A.hopeless B.familiar C.terrible D.hopeful
6.A.reporters B.teachers C.parents D.students
7.A.thought B.tried C.refused D.commanded
8.A.serious B.heavy C.difficult D.late
9.A.line B.doubt C.lesson D.problem
10.A.stopped B.continued C.remembered D.failed
11.A.gave up B.looked up C.showed up D.picked up
12.A.danger B.trouble C.dark D.surprise
13.A.happy B.frightened C.reliable D.dead
14.A.hide B.worry C.shout D.suffer
15.A.saved B.kept C.did D.said
假如你是李华，计划周末和同学去老年之家(nursing home)帮忙。请给你班留学生Tom写信，邀请他一同前往。内容包括：
1. 出发及返回的时间；
2. 活动过程；
3. 期待对方参加。
Dear Tom,
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Yours,
Li Hua
假定英语课上老师要求同桌之间交换修改作文，请你修改你同桌写的以下作文。文中共有10处语言错误，每句中最多有两处。每处错误仅涉及一个单词的增加、删除或修改。
增加：在缺词处加一个漏字符号（∧），并在其下面写出该加的词。
删除：把多余的词用斜线（\）划掉。
修改：在错的词下划一横线，并在该词下面写出修改后的词。
注意：1. 每处错误及其修改均仅限一词；
2. 只允许修改10处，多者（从第11处起）不计分。
Garbage classification, whether you are accustomed to it or not, is making a change to the way how we live. Taking our community as a example, dustbins in different colors have been putting into use and most residents are clear about the rules of classification but willing to follow it. Though it takes a little more time for individuals sort out their own garbage, it saves the government a largely amount of time and allows more things to be recycled. By this way, we are shouldering our share of responsibility as citizen.
It pay to put garbage into different categories, for our own sake and the sake of nature.
