A.Maasai people are a threat to elephants. |
B.Kamba people raise elephants for farming. |
C.Both Kamba and Maasai people are elephant hunters. |
D.Both Kamba and Maasai people traditionally wear red clothing. |
A.They attacked a man with the smell of new clothing. |
B.They needed time to relax when smelling something unfamiliar. |
C.They became anxious when they smelled Kamba-scented(有…氣味的) clothing. |
D.They were frightened and ran away when they smelled their enemies. |
A.Elephants use sight and smell to detect danger. |
B.Elephants attack people who wear red clothing. |
C.Scientists are now able to control elephants’ emotions. |
D.Some Kenyan tribes understand elephants’ emotions very well. |
A.Elephants learn from their experience. |
B.Elephants have sharper sense of smell than sight. |
C.Elephants are more intelligent than other animals. |
D.Elephants tend to attack rather than escape when in danger. |
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A.its small size | B.its large eyes |
C.its two large spines | D.its brown color with spots |
A.By giving descriptions | B.By following time order |
C.By analyzing causes | D.By making comparisons |
A.①② | B.②③ | C.①④ | D.③④ |
A.it doesn’t travel far |
B.it is good at swimming |
C.its spines can be used to attack the enemy and escape |
D.it is only found in the coastal waters of north-west North America |
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A.Studies find plants can recognize, communicate with relatives. |
B.Kin selection is important for plants. |
C.Animals can recognize and memorize their relatives. |
D.Competition asks plants to recognize their relatives. |
A.Animals can recognize and memorize their relatives. |
B.Animals’ social skill is to cooperate and share resources. |
C.Animals’ social skill can recognize close relatives in order to work together. |
D.Animals’ social skill is no use at all. |
A.grow well | B.compete with other kinds of plants |
C.strengthen the relationship among siblings | D.find which one is the best |
A.sea rocket is a South American species |
B.sea rocket grows aggressively alongside unrelated neighbors |
C.sea rocket grows aggressively alongside its siblings |
D.sea rocket is a kind of bush without flowers |
A.Plants communicate by using tiny chemical signatures specific to each plant’s family. |
B.Plants communicate with each other through their roots. |
C.Plants communicate with each other by their leaves. |
D.Plants communicate with each other with their flowers. |
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A.a(chǎn)t about 350 w. P.m.(words per minute) |
B.to get the general idea of each paragraph |
C.so that you can take in each word separately |
D.to make sure you get to the end at least once |
A.usually comes in the middle |
B.is most likely to be found at the end |
C.is most often at the beginning |
D.is usually left out in expository writing |
A.in about 40% of cases | B.in about 80% of cases |
C.in about 20% cases | D.very rarely |
A.it does not seem to give us enough new information |
B.it is not long enough |
C.it does not come at the beginning |
D.it does not make complete sentence |
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A.how to manage school lessons | B. teaching young people about money |
C.how to deal with the financial crisis | D.teaching students how to study effectively |
A.laws on financial education have been effectively carried out |
B.pupils should not be taught to add up and subtract |
C.students have been taught to manage their finances |
D.the author complains about the school education |
A.instruct the pupils to donate their pocket money |
B.promote the connection of schools and families |
C.a(chǎn)sk the government to dismiss the parliament |
D.a(chǎn)ppeal for the curriculum of financial education |
A.show the seriousness of the financial recession |
B.stress the necessity of the curriculum reform |
C.make the readers aware of burden of the parents |
D.illustrate some people are strongly against the proposal |
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A.One. | B.Two. | C.Three. | D.Four. |
A.whales can breathe in the water |
B.if a whale sleeps too long, it will get drowned |
C.in order to breathe, whales never sleep |
D.whales give birth to the young on the land |
A.By body language. | B.By speaking languages. |
C.By making song-like sounds. | D.By giving off a smell. |
A.Whales are cold-blooded mammals like fishes. |
B.Whales are hunted for food by people. |
C.Whales are very harmful to human beings. |
D.Whales are in danger because of being killed by people. |
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A.a(chǎn) kind of horse | B.a(chǎn) kind of fish |
C.the god of the ocean | D.one of Neptune’s pets |
A.People in Asian countries hunt sea horses for food. |
B.Most sea horses caught are used as medicine. |
C.The effects of the powder of sea horses are uncertain. |
D.35 different kinds of sea horses have been discovered. |
A.follow | B.collect | C.get | D.create |
A.do more research on sea horses |
B.teach fishermen how to farm sea horses |
C.stop hunting sea horses |
D.ban the sea horse trade |
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A.personal experience |
B.wild weeds among good plants |
C.the information from the parents |
D.the vast store of traditional practices |
A.The college students have trouble separating good plants from wild grass |
B.Craftsman’s experience is usually unscientific |
C.The contemptuous (傲慢的) college students will receive nothing from craftsmen |
D.Traditional practices are as important as experience for the college students |
A.be contemptuous to the craftsman |
B.be patient in helping the craftsman with scientific terms |
C.learn the craftsman’s experience by judging it carefully |
D.gain the craftsman’s experience without rejection |
A.what to learn from the parents | B.how to gain knowledge |
C.why to learn from craftsman | D.how to deal with experience |
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A.forest | B.desert | C.savannas | D.coastline |
A.diverse in plants | B.beautiful in scenery |
C.easily damaged | D.very productive |
A.urbanization is a good way to improve people’s standards of living |
B.cities develop very fast and more and more people come to live in cities |
C.more and more agricultural farmlands are used to make room for local animals |
D.in the past, researchers focused their attention on the expanding urban areas |
A.growing population | B.rising middle class |
C.unique living patterns | D.economic development |
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