_______(46)
A.raise
B.lift
C.rise
D.arise

Read the following passage and write the letter A, B, C or D on the top of the first page to indicate the correct answer to each of the questions.
If we accept that we can not prevent science and technology from changing our world, we can at least try to ensure that the changes they make are in the right directions. In a democratic society, this means that the public needs to have a basic understanding of science, so that it can make informed decisions, and not leave them in the hands of experts. At the moment, the public has a rather ambivalent attitude toward science. It has come to expect the steady increase in the standard of living that new developments in science and technology have brought to continue, but it also distrusts science because it doesn't understand it. This distrust is evident in in the cartoon figure of the mad scientist, working in his laboratory to produce a Frankenstein. But the public also has a great interest in science, as is shown by the large audiences for science fiction.
What can be done to harness this interest, and give the public the scientific background it needs to make informed decisions on subjects like acid rain, the greenhouse effect, nuclear weapons and genetic engineering? Clearly, the basis must lie in what is taught in schools. But in schools, science is often presented in a dry and uninteresting manner. Children learn it by rote to pass examinations and they don't see its relevance to the world around them. Moreover, science is often taught in term of equations. Although equations are a concise and accurate way of describing mathematical ideas, they frighten most people.
The science people learn in school can provide the basic framework. But the rate of scientific progress is now so rapid, that there are always new developments that have occurred since one was at school or university. Popular books and magazine articles about science can help to put across new developments. But even the most successful popular book is read by only a small proportion of the population. There are some very good science programs on TV, but others present scientific wonders simply as magic, without explaining them, or showing how they fit into the framework of scientific ideas. Producers of television science programs should realise that they have a responsibility to educate the public, and not just entertain it.
What are the science-related issues that the public will have to make decisions on in the near future. By far the most urgent is that of nuclear weapons. Other global problems, such as food supply or the greenhouse effect, are relatively slow acting. But a nuclear war could mean the end of all human life on Earth, within days.
(adapted from Public Attitudes Toward Science by Stephen Hawking)
The author believes that _______.
A.only trained scientists can solve the world’s problems in the future
B.human beings will not survive for more than a hundred more years
C.the most urgent issue is nuclear wars as they can wipe out the entire mankind
D.aliens from another planet will visit the Earth someday and help the human race

Read the following passage and write the letter A, B, C or D on the top of the first page to indicate the correct answer to each of the questions.
If we accept that we can not prevent science and technology from changing our world, we can at least try to ensure that the changes they make are in the right directions. In a democratic society, this means that the public needs to have a basic understanding of science, so that it can make informed decisions, and not leave them in the hands of experts. At the moment, the public has a rather ambivalent attitude toward science. It has come to expect the steady increase in the standard of living that new developments in science and technology have brought to continue, but it also distrusts science because it doesn't understand it. This distrust is evident in in the cartoon figure of the mad scientist, working in his laboratory to produce a Frankenstein. But the public also has a great interest in science, as is shown by the large audiences for science fiction.
What can be done to harness this interest, and give the public the scientific background it needs to make informed decisions on subjects like acid rain, the greenhouse effect, nuclear weapons and genetic engineering? Clearly, the basis must lie in what is taught in schools. But in schools, science is often presented in a dry and uninteresting manner. Children learn it by rote to pass examinations and they don't see its relevance to the world around them. Moreover, science is often taught in term of equations. Although equations are a concise and accurate way of describing mathematical ideas, they frighten most people.
The science people learn in school can provide the basic framework. But the rate of scientific progress is now so rapid, that there are always new developments that have occurred since one was at school or university. Popular books and magazine articles about science can help to put across new developments. But even the most successful popular book is read by only a small proportion of the population. There are some very good science programs on TV, but others present scientific wonders simply as magic, without explaining them, or showing how they fit into the framework of scientific ideas. Producers of television science programs should realise that they have a responsibility to educate the public, and not just entertain it.
What are the science-related issues that the public will have to make decisions on in the near future. By far the most urgent is that of nuclear weapons. Other global problems, such as food supply or the greenhouse effect, are relatively slow acting. But a nuclear war could mean the end of all human life on Earth, within days.
(adapted from Public Attitudes Toward Science by Stephen Hawking)
According to the passage, which of the following statements is NOT true?
A.Human beings like certain aspects of science and also dislike others.
B.People learn just general facts and ideas on science at school.
C.Science is taught in schools in a dry and uninteresting way.
D.The cartoon figure Frankenstein proves that the public trust science.

Read the following passage and write the letter A, B, C or D on the top of the first page to indicate the correct answer to each of the questions.
If we accept that we can not prevent science and technology from changing our world, we can at least try to ensure that the changes they make are in the right directions. In a democratic society, this means that the public needs to have a basic understanding of science, so that it can make informed decisions, and not leave them in the hands of experts. At the moment, the public has a rather ambivalent attitude toward science. It has come to expect the steady increase in the standard of living that new developments in science and technology have brought to continue, but it also distrusts science because it doesn't understand it. This distrust is evident in in the cartoon figure of the mad scientist, working in his laboratory to produce a Frankenstein. But the public also has a great interest in science, as is shown by the large audiences for science fiction.
What can be done to harness this interest, and give the public the scientific background it needs to make informed decisions on subjects like acid rain, the greenhouse effect, nuclear weapons and genetic engineering? Clearly, the basis must lie in what is taught in schools. But in schools, science is often presented in a dry and uninteresting manner. Children learn it by rote to pass examinations and they don't see its relevance to the world around them. Moreover, science is often taught in term of equations. Although equations are a concise and accurate way of describing mathematical ideas, they frighten most people.
The science people learn in school can provide the basic framework. But the rate of scientific progress is now so rapid, that there are always new developments that have occurred since one was at school or university. Popular books and magazine articles about science can help to put across new developments. But even the most successful popular book is read by only a small proportion of the population. There are some very good science programs on TV, but others present scientific wonders simply as magic, without explaining them, or showing how they fit into the framework of scientific ideas. Producers of television science programs should realise that they have a responsibility to educate the public, and not just entertain it.
What are the science-related issues that the public will have to make decisions on in the near future. By far the most urgent is that of nuclear weapons. Other global problems, such as food supply or the greenhouse effect, are relatively slow acting. But a nuclear war could mean the end of all human life on Earth, within days.
(adapted from Public Attitudes Toward Science by Stephen Hawking)
According to the author, science programs on TV should _______.
A.present a lot of equations
B.focus on science fiction
C.show science as a kind of magic
D.educate the public, as well as entertain

Read the following passage and write the letter A, B, C or D on the top of the first page to indicate the correct answer to each of the questions.
If we accept that we can not prevent science and technology from changing our world, we can at least try to ensure that the changes they make are in the right directions. In a democratic society, this means that the public needs to have a basic understanding of science, so that it can make informed decisions, and not leave them in the hands of experts. At the moment, the public has a rather ambivalent attitude toward science. It has come to expect the steady increase in the standard of living that new developments in science and technology have brought to continue, but it also distrusts science because it doesn't understand it. This distrust is evident in in the cartoon figure of the mad scientist, working in his laboratory to produce a Frankenstein. But the public also has a great interest in science, as is shown by the large audiences for science fiction.
What can be done to harness this interest, and give the public the scientific background it needs to make informed decisions on subjects like acid rain, the greenhouse effect, nuclear weapons and genetic engineering? Clearly, the basis must lie in what is taught in schools. But in schools, science is often presented in a dry and uninteresting manner. Children learn it by rote to pass examinations and they don't see its relevance to the world around them. Moreover, science is often taught in term of equations. Although equations are a concise and accurate way of describing mathematical ideas, they frighten most people.
The science people learn in school can provide the basic framework. But the rate of scientific progress is now so rapid, that there are always new developments that have occurred since one was at school or university. Popular books and magazine articles about science can help to put across new developments. But even the most successful popular book is read by only a small proportion of the population. There are some very good science programs on TV, but others present scientific wonders simply as magic, without explaining them, or showing how they fit into the framework of scientific ideas. Producers of television science programs should realise that they have a responsibility to educate the public, and not just entertain it.
What are the science-related issues that the public will have to make decisions on in the near future. By far the most urgent is that of nuclear weapons. Other global problems, such as food supply or the greenhouse effect, are relatively slow acting. But a nuclear war could mean the end of all human life on Earth, within days.
(adapted from Public Attitudes Toward Science by Stephen Hawking)
According to the passage, the public feels________.
A.negative about science fiction
B.completely negative about science
C.ompletely positive about science
D.ambivalent toward science

_________(45)
A.strong
B.strict
C.heavy
D.severe

Read the following passage and write the letter A, B, C or D on the top of the first page to indicate the correct answer to each of the questions.
The incredible growth of the Internet over recent years has caused problems for parents and teachers. Parents worry about which sites their children spend time on, who they chat to online and the possible effects that computer games might have on them. For teachers, meanwhile, the main worry is the way the Internet makes
cheating easier!
Schools and universities say there has been a huge increase in plagiarism – taking other people’s words and ideas and pretending that they are your own. In the past, anyone who wanted to copy had to go to a library, find the right books, read through them, find the sections they needed and then physically write down the words they wanted to use. Nowadays, though, students can simply copy extracts from websites-while really desperate students sometimes copy whole essays! As if this wasn’t bad enough, sites offering toactually do homework – at a price – have also started appearing.
Despite all this, we shouldn’t assume that the Internet only brings problems. Indeed, you could say that for every problem the Internet creates, it also brings a solution. Parents can now use sophisticated controls to stop kids accessing sites that might do them harm, while new software helps teachers to detect copied work immediately. Many, of course, are already able to recognize when someone is cheating! ‘Some students suddenly start using words they can’t possibly understand like ‘dialectical antagonism’,’ explains one teacher, ‘or parts of their essays feel different.”
One of the hardest things for teachers today is deciding how to mix modern technology with traditional study skills – and how best to use the Web in class. As more and more schools install computers in every classroom, the role of the teacher is changing. Making sure students don’t just copy things and do learn how to quote copied work properly is part of their job, but so is designing suitable projects to fully exploit the Web in helping students students learn about subjects and develop their life and social skills.
( adapted from Pre- Intermidiate Outcomes by Hugh Dellar $ Andrew Walkley)
The word “ detect” in paragraph 3 is closest in meaning to ____.
A.ignore
B.notice
C.admire
D.confide

Read the following passage and write the letter A, B, C or D on the top of the first page to indicate the correct answer to each of the questions.
The incredible growth of the Internet over recent years has caused problems for parents and teachers. Parents worry about which sites their children spend time on, who they chat to online and the possible effects that computer games might have on them. For teachers, meanwhile, the main worry is the way the Internet makes
cheating easier!
Schools and universities say there has been a huge increase in plagiarism – taking other people’s words and ideas and pretending that they are your own. In the past, anyone who wanted to copy had to go to a library, find the right books, read through them, find the sections they needed and then physically write down the words they wanted to use. Nowadays, though, students can simply copy extracts from websites-while really desperate students sometimes copy whole essays! As if this wasn’t bad enough, sites offering toactually do homework – at a price – have also started appearing.
Despite all this, we shouldn’t assume that the Internet only brings problems. Indeed, you could say that for every problem the Internet creates, it also brings a solution. Parents can now use sophisticated controls to stop kids accessing sites that might do them harm, while new software helps teachers to detect copied work immediately. Many, of course, are already able to recognize when someone is cheating! ‘Some students suddenly start using words they can’t possibly understand like ‘dialectical antagonism’,’ explains one teacher, ‘or parts of their essays feel different.”
One of the hardest things for teachers today is deciding how to mix modern technology with traditional study skills – and how best to use the Web in class. As more and more schools install computers in every classroom, the role of the teacher is changing. Making sure students don’t just copy things and do learn how to quote copied work properly is part of their job, but so is designing suitable projects to fully exploit the Web in helping students students learn about subjects and develop their life and social skills.
( adapted from Pre- Intermidiate Outcomes by Hugh Dellar $ Andrew Walkley)
According to the passage, which of the following statements is NOT true?
A.Plagiarism is copying someone’s work and pretending it’s your own.
B.Designing projects to take advantage of the Internet is one of parents’ duties.
C.Many teachers can recognize when their students are cheating.
D.Parents can use some software to stop children assessing harmful sites.

Read the following passage and write the letter A, B, C or D on the top of the first page to indicate the correct answer to each of the questions.
The incredible growth of the Internet over recent years has caused problems for parents and teachers. Parents worry about which sites their children spend time on, who they chat to online and the possible effects that computer games might have on them. For teachers, meanwhile, the main worry is the way the Internet makes
cheating easier!
Schools and universities say there has been a huge increase in plagiarism – taking other people’s words and ideas and pretending that they are your own. In the past, anyone who wanted to copy had to go to a library, find the right books, read through them, find the sections they needed and then physically write down the words they wanted to use. Nowadays, though, students can simply copy extracts from websites-while really desperate students sometimes copy whole essays! As if this wasn’t bad enough, sites offering toactually do homework – at a price – have also started appearing.
Despite all this, we shouldn’t assume that the Internet only brings problems. Indeed, you could say that for every problem the Internet creates, it also brings a solution. Parents can now use sophisticated controls to stop kids accessing sites that might do them harm, while new software helps teachers to detect copied work immediately. Many, of course, are already able to recognize when someone is cheating! ‘Some students suddenly start using words they can’t possibly understand like ‘dialectical antagonism’,’ explains one teacher, ‘or parts of their essays feel different.”
One of the hardest things for teachers today is deciding how to mix modern technology with traditional study skills – and how best to use the Web in class. As more and more schools install computers in every classroom, the role of the teacher is changing. Making sure students don’t just copy things and do learn how to quote copied work properly is part of their job, but so is designing suitable projects to fully exploit the Web in helping students students learn about subjects and develop their life and social skills.
( adapted from Pre- Intermidiate Outcomes by Hugh Dellar $ Andrew Walkley)
The word “this” in paragraph 2 refers to _____.
A.copying other people’s work
B.finding the right books
C.sale of homework on the Web
D.physically writing down words

Read the following passage and write the letter A, B, C or D on the top of the first page to indicate the correct answer to each of the questions.
The incredible growth of the Internet over recent years has caused problems for parents and teachers. Parents worry about which sites their children spend time on, who they chat to online and the possible effects that computer games might have on them. For teachers, meanwhile, the main worry is the way the Internet makes
cheating easier!
Schools and universities say there has been a huge increase in plagiarism – taking other people’s words and ideas and pretending that they are your own. In the past, anyone who wanted to copy had to go to a library, find the right books, read through them, find the sections they needed and then physically write down the words they wanted to use. Nowadays, though, students can simply copy extracts from websites-while really desperate students sometimes copy whole essays! As if this wasn’t bad enough, sites offering toactually do homework – at a price – have also started appearing.
Despite all this, we shouldn’t assume that the Internet only brings problems. Indeed, you could say that for every problem the Internet creates, it also brings a solution. Parents can now use sophisticated controls to stop kids accessing sites that might do them harm, while new software helps teachers to detect copied work immediately. Many, of course, are already able to recognize when someone is cheating! ‘Some students suddenly start using words they can’t possibly understand like ‘dialectical antagonism’,’ explains one teacher, ‘or parts of their essays feel different.”
One of the hardest things for teachers today is deciding how to mix modern technology with traditional study skills – and how best to use the Web in class. As more and more schools install computers in every classroom, the role of the teacher is changing. Making sure students don’t just copy things and do learn how to quote copied work properly is part of their job, but so is designing suitable projects to fully exploit the Web in helping students students learn about subjects and develop their life and social skills.
( adapted from Pre- Intermidiate Outcomes by Hugh Dellar $ Andrew Walkley)
What is the passage mainly about?
A.Students wasting time on computer games
B.The Interner making cheating easier
C.The effect that the Web is having on school life
D.The Web used in projects to teach social skills