of eating the poisoned food. Fever is one of the most common symptoms.
Certain microorganisms（微生物）cause most types of food poisoning. Bacteria and other microorganisms can poison eggs, meat, vegetables, and many other foods. After entering the body, these tiny living things release（释放）poisons that make people sick.
Some chemicals can also cause food poisoning. They are often added to food while it is being grown, processed, or prepared. For example, many farmers spray chemicals on crops to kill weeds and insects. Some people may have a bad reaction to those chemicals when they eat the crops.
Some plants and animals contain natural poisons that are harmful to people. These include certain kinds of seafood, grains, nuts, seeds, beans, and mushrooms.
When people handle food properly, the risk of food poisoning is very small. Microorganisms multiply rapidly in dirty places and in warm temperatures. This means that people should never touch food with dirty hands or put food on unwashed surfaces. Food should be kept in a refrigerator to stop microorganisms from growing. Meat needs to be cooked thoroughly to kill any dangerous microorganisms. People should also wash food covered with chemicals before eating it. Finally, people should not eat wild mushrooms or other foods that grow in the wild. Some of these foods may contain natural materials that are poisonous to humans. In addition, some types of fish can be poisonous.
Most people recover from food poisoning after a few days of resting and drinking extra water. If people eat natural poisons, they must go to the hospital right away to have their stomachs emptied.
68. Which of the following statements is NOT true?
A. Food when poisoned can make people sick. death.
C. Food poisoning comes in varieties. serious.
69. Food poisoning can be caused by all the following EXCEPT .
A. some chemicals
B. low temperatures
D. certain natural materials
D. Food poisoning can be B. Food poisoning means
C. some tiny living things
70. From Paragraph 5,we can learn that .
A. mushrooms should not be eaten B. vegetables are safer than meat and seafood
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C. natural poisons are more dangerous than chemicals D. different types of food should be handled differently
71. It can be inferred from the passage that ______.
A. natural materials are safe in food processing B. chemicals are needed in food processing
C. food poisoning can be kept under control D. food poisoning is out of control
D
Kincaid looked at his watch: eight-seventeen. The truck started on the second try, and he backed out, shifted gears, and moved slowly down the alley under hazy sun. Through the streets of Bellingham he went, heading south on Washington 11, running along the coast of Puget Sound for a few miles, then following the highway as it swung east a little before meeting U.S Route 20.
Turning into the sun, he began the long, winding drive through the Cascades.
He liked this country and felt unstressed stopping now and then to make notes about interesting possibilities for future expeditions or to shoot what he called “memory snapshots.” The purpose of these causal photographs was to remind him of places he might want to visit again and approach more seriously. In later afternoon he turned north at Spokane, picking up U.S. Route 2, which would take him halfway across the northern United States to Duluth, Minnesota.
He wished for the thousandth time in his life that he had a dog, a golden retriever, maybe, for travels like this and to keep him company at home. But he was frequently away; overseas much of the time and it would not be fair to the animal. Still, he thought about it anyway. In a few years he would be getting too old for the hard fieldwork. “I must get a dog then.” He said to himself.
Drives like this always put him into a sentimental mood. The dog was part of
it. Robert Kincaid was alone as it’s possible to be—an only child, parents both dead, distant relatives who had lost track of him and he of them, no close friends.
He thought about Marian. She had left him nine years ago after five years of
marriage. He was fifty-two now, that would make her just under forty. Marian had dreams of becoming a musician, a folksinger. She knew all of the Weavers’ songs and sang them pretty well in the coffeehouse of Seattle. When he was home in the old days, he drove her to the shows and sat in the audience while she sang.
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His long absences—two or three months sometimes—were hard on the marriage.
He knew that. She was aware of what he did when they decided to get married, and both of them had a vague(not clear) sense that it could all be handled somehow. It couldn’t when he came from photographing a story in Iceland and, she was gone. The note read, “Robert, it didn’t work out, I left you the Harmony guitar. Stay in touch.”
He didn’t stay in touch, neither did she. He’s signed the divorce papers when
they arrived a year later and caught a plane for Australia the next day. She had asked for nothing except her freedom.
72. Which statement is true according to the passage?
A. Kincaid’s parents were dead and he only kept in touch with some distant
relatives.
B. Kincaid would have had a dog if he hadn’t been away from home too much. C. Kincaid used to have a golden retriever.
D. Kincaid needed a dog in doing his hard fieldwork.
73. Why did Kincaid stop to take photos while driving?
A. To write “memory snapshots”
B. To remind himself of places he might want to visit again. C. To avoid forgetting the way back.
D. To shoot beautiful scenery along the road.
74. What can you know about Marian?
A. She died after five years of marriage. B. She was older than Kincaid.
C. She could sing very well and earned big money. D. She was not a professional pop singer.
75. We can draw a conclusion from the passage that .
第二卷(两部分，共30分)
A. Marian knew what would happen well before she married Kincaid. B. Kincaid thought his absence would be a problem when he married Marian. C. It turned out that Marian could not stand Kincaid’s absence and left him. D. After Marian left him, they still kept in touch with each other.
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第四部分 任务型阅读(共20小题；每小题1分，满分20分)
请认真阅读下列短文，并根据所读内容在文章后表格中的空格里填入最恰当的单词。注意：每空格1个单词。
（一）
Guiding students through open-ended discussions can help students develop their understanding of the nature of science.
One useful practice in classroom discussions involves developing a discussion map. A discussion map is a graphic timeline created by the teacher on which a discussion is recorded --- who initially states the idea and who adds to or refuses the idea.
Discussion maps let teachers gain a deep understanding of students’ level of participation, the origins of ideas, and the claims that seem meaningful, useful, and/or reasonable to students. They also give the teacher an idea of students’ science thoughts of phenomena and ideas.
To make a discussion map, the teacher needs to do a couple of things. First, the teacher needs to keep informed of the ideas that are shared and who shared the idea. The teacher does this as the children talk, making quick notes of the ideas and thoughts. It can be helpful to record the discussion, but it isn’t required. Then, after the discussion is over, the teacher reflectively creates the discussion map to clarify the understanding of the ideas and connections that students were making in their talk.
Educators have identified discussions as consistent with reform recommendations in that they help children learn about the nature science and are useful in combining literacy and science. It is suggested that discussions can be useful for teachers in evaluating students’ ideas and building excitement as science. Discussions offer windows on students’ thinking, provide students who struggle in reading and writing with a chance to participate more actively in class, and create situations where students can express their ideas differently than in traditional schools tasks. However, I suggest that there are additional reasons for having reasoned discussions in classrooms. First, discussions like this allow students to use their
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own vocabulary --- the words and terms that make sense to them and their classmates --- to drive the intellectual and academic work of understand phenomena. Many times learning science can become focused on learning terms but not necessarily understanding and explaining phenomena. Second, discussions allow students to think about their experiences and the things that they know and try to reconcile these with science ideas. This is challenging, but working together with classmates can help. Finally, reasoned discussions are fundamentally scientific because they offer an open forum that allows all students to be heard, and students’ ideas can be evaluated and connected to their experiences with scientific explanations of those phenomena. For example, during the children’s reasoned discussion about plants, the group came to the agreement that seeds grow into plants. The students understood that most seeds get buried in the ground, the seeds get wet, and then plants grow. This led to a question about whether the seed was still in the ground when the plant had grown into an adult plant. The students came up with several ideas about where the seeds were. During this conversation, the teacher took careful notes so that later investigations could respond to the questions that children were asking. Thus the students were working together using their ideas and understandings and realized something as a group that they didn’t understand as individuals.
Discussion maps make sense! Passage outline Supporting details A discussion map is a graphic timeline the teacher creates to record The (76)______ of a discussion by initially (77)______ the idea and adding to or refusing a discussion map the idea. With discussion maps, teachers can get a deep understanding not only of how students (78)______, who put forward the ideas, and the claims The advantages of that seem meaningful, useful, and/or reasonable to the students, but discussion maps also of what the students think of phenomena and ideas in scientific ways. 15