One day a few years答案解析

One day a few years ago, a very funny thing happened to a neighbor of mine. He is a teacher at one of London's big medical schools. He had finished his teaching for the summer term and was at the airport on his way to Russia to give a lecture.
He had put a few clothes and his lecture notes in his shoulder bag , and he had put Rupert, the skeleton (人体骨架）to be used in his lecture, in a large brown suitcase. At the airport desk, he suddenly thought that he had forgotten to buy a newspaper. He left his suitcase near the desk and went over to the shop.
When he got back, he discovered that someone had taken his suitcase by mistake. He often wonders what they said when they got home and found Rupert.
【小题1】Who wrote the story?

A．The teacher got back the suitcase but not Rupert.

B．The teacher got back neither the suitcase nor Rupert.

C．The teacher got back Rupert but not the suitcase.

D．The teacher got back both the suitcase and Rupert.

I don’t ever want to talk about being a woman scientist again. There was a time in my life when people asked constantly for stories about what it’s like to work in a field dominated (控制) by men. I was never very good at telling those stories because truthfully I never found them interesting. What I do find interesting is the origin of the universe, the shape of space-time and the nature of black holes.
At 19, when I began studying astrophysics, it did not bother me in the least to be the only woman in the classroom. But while earning my PhD at MIT and then as a post-doctor doing space research, the issue started to bother me. My every achievement --- jobs, research papers, awards --- was viewed through the lens of gender (性别) politics. So were my failures.
Then one day a few years ago, out of my mouth came a sentence that would eventually become my reply to any and all annoyance. I don’t talk about that any more. It took me 10 years to get back the confidence I had at 19 and to realize that I didn’t want to deal with gender issues. After all, I don’t study sociology or political theory.
Today I research and teach at Bamard, a women’s college in New York City. Recently, someone asked me how many of the 45 students in my class were women. You cannot imagine my satisfaction at being able to answer 45. I know some of my students worry how they will manage their scientific research and a desire for children. And I don’t dismiss those concerns. Instead, I have given them this: the visual of their physics professor heavily pregnant doing physics experiments. And in turn they have given me the image of 45 women driven by a love of science. And that’s a sight worth talking about.
【小题1】Why doesn’t the author want to talk about being a woman scientist again?

One day a few years ago, a very funny thing happened to a neighbor of mine. He is a teacher at one of London's big medical schools. He had finished his teaching for the summer term and was at the airport on his way to Russia to give a lecture.

   He had put a few clothes and his lecture notes in his shoulder bag , and he had put Rupert, the skeleton (人体骨架）to be used in his lecture, in a large brown suitcase. At the airport desk, he suddenly thought that he had forgotten to buy a newspaper. He left his suitcase near the desk and went over to the shop.

   When he got back, he discovered that someone had taken his suitcase by mistake. He often wonders what they said when they got home and found Rupert.

1.Who wrote the story?

   A. Rupert's teacher.                     B. The neighbor's teacher.

   C. A medical school teacher.             D. The teacher's neighbor.

2.Why did the teacher put a skeleton in his suitcase?

   A. He needed it for the summer term in London.

   B. He needed it for the lecture he was going to give.

   C. He wanted to take it to Russia for medical research.

   D. He wanted to take it home as he had finished his teaching.

3.What happened at the airport?

   A. The skeleton went missing.            B. The skeleton was stolen.

   C. The teacher forgot his suitcase.    D. The teacher took the wrong suitcase.

4.Which of the following best tells the teacher's feeling about the incident?

   A. He was angry.                     B. He thinks it very funny.

   C. He feels helpless without Rupert.         D. He feels good without Rupert.

5.Which of the following might have happened afterwards?

A. The teacher got back the suitcase but not Rupert.

B. The teacher got back neither the suitcase nor Rupert.

   C. The teacher got back Rupert but not the suitcase.

   D. The teacher got back both the suitcase and Rupert.

One day a few years ago a very funny thing happened to a neighbour of mine. He is a teacher at one of London’s big medical schools. He had finished his teaching for the summer term and was at the airport on his way to Russia to give a lecture.
He had put a few clothes and his lecture notes in his shoulder bag, but he had put Rupert, the skeleton (人体骨架) to be used in his lecture, in a large brown suitcase. At the airport desk, he suddenly thought that he had forgotten to buy a newspaper. He left his suitcase near the desk and went over to the shop.
When he got back he discovered that someone had taken his suitcase by mistake. He often wonders what they said when they got home and found Rupert.
【小题1】Who wrote the story?

    One day a few years ago a very funny thing happened to a neighbour of mine. He is a teacher at one of London’s big medical schools, He had finished his teaching for the summer term and was at the airport on his way to Russia to give a lecture.

    He had put a few clothes and his lecture notes in his shoulder bag, but he had put Rupert, the skeleton (人体骨骼) to be used in his lecture, in a large brown suitcase (箱子). At the airport desk, he suddenly thought that he had forgotten to buy a newspaper. He left his suitcase near the desk and went over to the shop.

    When he got back he discovered that someone had taken his suitcase by mistake. He often wonders what they said when they got home and found Rupert.

56. Who wrote the story?

   A. Rupert’s teacher.         B. The neighbour’s teacher.

   C. A medical school teacher.     D. The teacher’s neighbour.

57. Why did the teacher put a skeleton in his suitcase?

   A. He needed it for the summer term in London.

   B. He needed it for the lecture he was going to give.

   C. He wanted to take it to Russia for medical research.

   D. He wanted to take it home as he had finished his teaching.

58. What happened at the airport?

   A. The skeleton went missing .     B. The skeleton was stolen .

   C. The teacher forgot his suitcase.   D. The teacher took the wrong suitcase .

59. Which of the following best tells the teacher’s feeling about the incident?

   A. He is very angry .                B. He thinks it rather funny .

   C. He feels helpless without Rupert.         D. He feels good without Rupert .

60. Which of the following might have happened afterwards?

   A. The teacher got back the suitcase but not Rupert.

   B. The teacher got back neither the suitcase nor Rupert.

   C. The teacher got back Rupert but not the suitcase.

   D. The teacher got back both the suitcase and Rupert.

One day a few years ago we had a guest of the uninvited variety. In fact, this uninvited guest was a bird--- a(n) __1__, to be more precise(精确地).
“What’s that?” I asked when I first heard the thump(重击声). “It sounds like Joe is outside playing basketball,” my wife, Anita, said. She paused and __2__ more devotedly. “It’s coming from the __3__.” she said. “Maybe it’s one of the little __4__”.
We rushed out the door. Jonathan, our youngest, was easy to make __5__. “If he’s making holes in the wall again…” I said as I searched there. No children at all. But there was that __6_ again, coming from right up there.
And that’s when I __7__ the sparrow. It was flying __8__ just inches below the ceiling. It was clearly trying to __9__, but couldn’t see that the way out wasn’t up, but down and out through the open _10__. So the bird continued beating its wings and hitting its head against the __11__.
“Poor thing,” Anita said. “It must be __12__.”
“Well, maybe it’s because of me,” I said as I moved toward it. I tried to show the bird how to glide (滑翔) down a few feet so it could get outside, __13__ that only seemed to frighten it more.
“Why don’t we just __14__?” Anita suggested. “I’m sure he’ll __15__ eventually.”
So we went back into the house, where we continued to hear the ongoing struggle. Then suddenly, it was __16__. We looked into the garage, and our uninvited guest was __17__.
“See?” Anita said. “I told you he would make it.”
“Yeah,” I said. “But how many knocks on the head did it __18__ him?”
I’ve thought about that little sparrow through the years. Just like that sparrow, we often meet situations we don’t know how to __19__. Born to go upward, we don’t __20__ consider the possibility that something good might happen if we stop flapping(拍打) around and just glide down a little bit.

C
I don’t ever want to talk about being a woman scientist again. There was a time in my life when people asked constantly for stories about what it’s like to work in a field dominated by men. I was never very good at telling those stories because truthfully I never found them interesting. What I do find interesting is the origin of the universe, the shape of space-time and the nature of black holes.
At 19, when I began studying astrophysics, it did not bother me in the least to be the only woman in the classroom. But while earning my Ph.D. at MIT and then as a post-doctor doing space research, the issue started to bother me. My every achievement--- jobs, research papers, awards --- was viewed through the lens of gender（性别）politics. So were my failures. Sometimes, when I was pushed into an argument on left brain versus right brain, or nature versus nurture（培育, I would instantly fight fiercely on my behalf and all womankind.
Then one day a few years ago, out of my mouth came a sentence that would eventually become my reply to any and all provocations: I don’t talk about that anymore. It took me 10 years to get back the confidence I had at 19 and to realize that I didn’t want to deal with gender issues. Why should curing sexism be yet another terrible burden on every female scientist? After all, I don’t study sociology or political theory.
Today I research and teach at Barnard, a women’s college in New York City. Recently, someone asked me how many of the 45 students in my class were women. You cannot imagine my satisfaction at being able to answer, 45. I know some of my students worry how they will manage their scientific research and a desire for children. And I don’t dismiss those concerns. Still, I don’t tell them “war” stories. Instead, I have given them this: the visual of their physics professor heavily pregnant doing physics experiments. And in turn they have given me the image of 45 women driven by a love of science. And that’s a sight worth talking about.
72. Why doesn’t the author want to talk about being a woman scientist again?
She feels unhappy working in male-dominated fields.
She is not good at telling stories of the kind.
She finds space research more important.
She is fed up with the issue of gender discrimination.
73. From Paragraph 2, we can infer that people would attribute the author’s failures to ______.
her over-confidence as a female astrophysicist
the very fact that she is a woman
her involvement in gender politics
the burden she bears in a male-dominated society
74. Why does the author feel great satisfaction when talking about her class?
Her students’ performance has brought back her confidence.
Her female students can do just as well as male students.
More female students are pursuing science than before.
Female students no longer have to bother about gender issues.
75. What does the image the author presents to her students suggest?
A.  Women students needn’t have the concerns of her generation.
Women have more barriers on their way to academic success.
Women now have fewer problems pursuing a science career.
Women can balance a career in science and having a family.

完形填空（共20小题；每小题2分，满分40分）
One day a few years ago we had a guest of the uninvited variety. In fact, it was a bird,   1 a sparrow.
“What’s that?” I asked when I first heard the gentle thumping(重击声). “It sounds like Joe is outside playing basketball,” my wife, Anita, said. She   2  and listened more devotedly. “It’s coming from the  3 .” she said. “Maybe it’s one of the little kids.”
We rushed out the door. Jonathan, our youngest, was  4 to make trouble. “If he’s making holes in the wall again…” I said as I searched there. No children       5  . But there was that  6  again, coming from right up there.
And that’s when I  7  the sparrow. It was flying  8 just inches below the ceiling. It was  9 trying to get out, but couldn’t see that the way out wasn’t up, but down 10  the open door. So the bird continued  11  its wings and hitting its head against the  12 .
“Poor thing,” Anita said. “It must be  13  .”  
“Well, maybe it’s because of us,” I said as I moved toward it. I tried to show the bird how to glide（滑翔） down to get outside, but that only seemed to  14   it more. “Why don’t we just 15 for a few minutes?” Anita suggested. “I’m sure he’ll    16 eventually.” So we went back into the house, where we continued to hear the ongoing  17  .Then suddenly, it was silent. We looked into the garage, and our uninvited guest was gone.
“See?” Anita said. “I told you he’d succeed.”
“Yeah,” I said. “But how many knocks on the head did it 18  him?”
I’ve thought about that little sparrow through the years. Just like that sparrow, we often meet situations we don’t know how to  19 . Born to go upward, we don’t even consider the possibility that something good might happen if we stop flapping（拍打）around and just glide  20 a little bit.    

One day a few years ago, a very funny thing happened to a neighbor of mine. He is a teacher at one of London's big medical schools. He had finished his teaching for the summer term and was at the airport on his way to Russia to give a lecture.

   He had put a few clothes and his lecture notes in his shoulder bag , and he had put Rupert , the skeleton (人体骨架）to be used in his lecture , in a large brown suitcase. At the airport desk, he suddenly thought that he had forgotten to buy a newspaper. He left his suitcase near the desk and went over to the shop.

   When he got back, he discovered that someone had taken his suitcase by mistake. He often wonders what they said when they got home and found Rupert.

Who wrote the story?

   A. Rupert's teacher.                           B. The neighbor's teacher.

   C. A medical school teacher.                    D. The teacher's neighbor.

Why did the teacher put a skeleton in his suitcase?

   A. He needed it for the summer term in London.

   B. He needed it for the lecture he was going to give.

   C. He wanted to take it to Russia for medical research.

   D. He wanted to take it home as he had finished his teaching.

What happened at the airport?

   A. The skeleton went missing.                 B. The skeleton was stolen.

   C. The teacher forgot his suitcase.              D. The teacher took the wrong suitcase.

Which of the following best tells the teacher's feeling about the incident?

   A. He was angry.                            B. He thinks it very funny.

   C. He feels helpless without Rupert.             D. He feels good without Rupert.

Which of the following might have happened afterwards?

A. The teacher got back the suitcase but not Rupert.

   B. The teacher got back neither the suitcase nor Rupert.

   C. The teacher got back Rupert but not the suitcase.

   D. The teacher got back both the suitcase and Rupert.

One day a few years ago a very funny thing happened to a neighbour of mine．He is a teacher at one of London’s big medical schools, He had finished his teaching for the summer term and was at the airport on his way to Russia to give a lecture.

    He had put a few clothes and his lecture notes in his shoulder bag, but he had put Rupert, the skeleton (人体骨骼) to be used in his lecture, in a large brown suitcase (箱子)．At the airport desk, he suddenly thought that he had forgotten to buy a newspaper．He left his suitcase near the desk and went over to the shop.

    When he got back he discovered that someone had taken his suitcase by mistake．He often wonders what they said when they got home and found Rupert.

Who wrote the story?

     A．Rupert’s teacher.               B．The neighbour’s teacher.

     C．A medical school teacher.       D．The teacher’s neighbour.

Why did the teacher put a skeleton in his suitcase?

     A．He needed it for the summer term in London.

     B．He needed it for the lecture he was going to give.

     C．He wanted to take it to Russia for medical research.

     D．He wanted to take it home as he had finished his teaching.

What happened at the airport?

     A．The skeleton went missing.    B．The skeleton was stolen .

     C．The teacher forgot his suitcase.       D．The teacher took the wrong suitcase .

Which of the following best tells the teacher’s feeling about the incident?

     A．He is very angry .                      B．He thinks it rather funny .

     C．He feels helpless without Rupert.    D．He feels good without Rupert .

Which of the following might have happened afterwards?

     A．The teacher got back the suitcase but not Rupert.

     B．The teacher got back neither the suitcase nor Rupert.

     C．The teacher got back Rupert but not the suitcase.

     D．The teacher got back both the suitcase and Rupert.

I don’t want to talk about being a woman scientist again. There was a time in my life when people asked constantly for stories about what it’s like to work in a field dominated (controlled) by men. I was never very good at telling those stories because truthfully I never found them interesting. What I do find interesting is the origin of the universe, the shape of space, time and the nature of black holes.
At 19, when I began studying astrophysics(天体物理学), it did not bother me in the least to be the only woman in the classroom. But while earning my Ph.D. at MIT and then as a post-doctor doing space research, the issue started to bother me. My every achievement—jobs, research papers, awards—was viewed through the lens (镜片) of gender (性别) politics. So were my failures. Sometimes, when I was pushed into an argument on left brain versus (相对于) right brain, or nature versus nurture (培育), I would instantly fight fiercely on my behalf and all womankind.
Then one day a few years ago, out of my mouth came a sentence that would eventually become my reply to any and all provocations (挑衅) : I don’t talk about that anymore. It took me 10 years to get back the confidence I had at 19 and to realize that I didn’t want to deal with gender issues. Why should curing sexism be yet another terrible burden on every female scientist? After all, I don’t study sociology or political theory.
Today I research and teach at Barnard, a women’s college in New York City. Recently, someone asked me how many of the 45 students in my class were women. You cannot imagine my satisfaction at being able to answer, 45. I know some of my students worry how they will manage their scientific research and a desire for children. And I don’t dismiss those concerns. Still, I don’t tell them “war” stories. Instead, I have given them this: the visual of their physics professor heavily pregnant doing physics experiments. And in turn they have given me the image of 45 women driven by a love of science. And that’s a sight worth talking about.
【小题1】Why doesn’t the author want to talk about being a woman scientist again?

I don’t want to talk about being a woman scientist again. There was a time in my life when people asked constantly for stories about what it’s like to work in a field dominated (controlled) by men. I was never very good at telling those stories because truthfully I never found them interesting. What I do find interesting is the origin of the universe, the shape of space, time and the nature of black holes.

At 19, when I began studying astrophysics(天体物理学), it did not bother me in the least to be the only woman in the classroom. But while earning my Ph.D. at MIT and then as a post-doctor doing space research, the issue started to bother me. My every achievement—jobs, research papers, awards—was viewed through the lens (镜片) of gender (性别) politics. So were my failures. Sometimes, when I was pushed into an argument on left brain versus (相对于) right brain, or nature versus nurture (培育), I would instantly fight fiercely on my behalf and all womankind.

Then one day a few years ago, out of my mouth came a sentence that would eventually become my reply to any and all provocations (挑衅) : I don’t talk about that anymore. It took me 10 years to get back the confidence I had at 19 and to realize that I didn’t want to deal with gender issues. Why should curing sexism be yet another terrible burden on every female scientist? After all, I don’t study sociology or political theory.

Today I research and teach at Barnard, a women’s college in New York City. Recently, someone asked me how many of the 45 students in my class were women. You cannot imagine my satisfaction at being able to answer, 45. I know some of my students worry how they will manage their scientific research and a desire for children. And I don’t dismiss those concerns. Still, I don’t tell them “war” stories. Instead, I have given them this: the visual of their physics professor heavily pregnant doing physics experiments. And in turn they have given me the image of 45 women driven by a love of science. And that’s a sight worth talking about.

1.Why doesn’t the author want to talk about being a woman scientist again?

2.From Paragraph 2, we can infer that people would attribute (把…归因于) the author’s failures to ________.

3.What did the author constantly fight against while doing her Ph.D. and post-doctoral research?

A. Lack of confidence in succeeding in space science.

B. Unfair accusations from both inside and outside her circle.

C. People’s fixed attitude toward female scientists.

D. Widespread misconceptions about nature and nurtured.

4.What does the image the author presents to her students suggest?

One day a few years ago a very funny thing happened to a neighbor of mine. He is a teacher at one of London’s big medical schools, He had finished his teaching for the summer term and was at the airport on his way to Russia to give a lecture.
He had put a few clothes and his lecture notes in his shoulder bag, but he had put Rupert, the skeleton (人体骨骼) to be used in his lecture, in a large brown suitcase (箱子). At the airport desk, he suddenly thought that he had forgotten to buy a newspaper. He left his suitcase near the desk and went over to the shop.
When he got back he discovered that someone had taken his suitcase by mistake. He often wonders what they said when they got home and found Rupert.
【小题1】Who wrote the story?

I don’t ever want to talk about being a woman scientist again. There was a time in my life when people asked constantly for stories about what it’s like to work in a field dominated by men. I was never very good at telling those stories because truthfully I never found them interesting. What I do find interesting is the origin of the universe, the shape of space-time and the nature of black holes.

At 19, when I began studying astrophysics, it did not bother me in the least to be the only woman in the classroom. But while earning my Ph.D. at MIT and then as a post-doctor doing space research, the issue started to bother me. My every achievement—jobs, research papers, awards—was viewed through the lens of gender (性别) politics. So were my failures. Sometimes, when I was pushed into an argument on left brain versus (相对于) right brain, or nature versus nurture (培育), I would instantly fight fiercely on my behalf and all womankind.

Then one day a few years ago, out of my mouth came a sentence that would eventually become my reply to any and all provocations: I don’t talk about that anymore. It took me 10 years to get back the confidence I had at 19 and to realize that I didn’t want to deal with gender issues. Why should curing sexism be yet another terrible burden on every female scientist? After all, I don’t study sociology or political theory.

Today I research and teach at Barnard, a women’s college in New York City. Recently, someone asked me how may of the 45 students in my class were women. You cannot imagine my satisfaction at being able to answer, 45. I know some of my students worry how they will manage their scientific research and a desire for children. And I don’t dismiss those concerns. Still, I don’t tell them “war” stories. Instead, I have given them this: the visual of their physics professor heavily pregnant doing physics experiments. And in turn they have given me the image of 45 women driven by a love of science. And that’s a sight worth talking about

51.   Why doesn’t the author want to talk about being a woman scientist again?

A. She feels unhappy working in male-dominated fields.

B. She is fed up with the issue of gender discrimination.

C. She is not good at telling stories of the kind.

D. She finds space research more important.

52.   From Paragraph 2, we can infer that people would attribute the author’s failures to ________.

A. the very fact that she is a woman

B. her involvement in gender politics

C. her over-confidence as a female astrophysicist

D. the burden she bears in a male-dominated society

53.   What did the author constantly fight against while doing her Ph.D. and post-doctoral research?

A. Lack of confidence in succeeding in space science.

B. Unfair accusations from both inside and outside her circle.

C. People’s stereotyped attitude toward female scientists.

D. Widespread misconceptions about nature and nurtured.

54.   Why does the author feel great satisfaction when talking about her class?

A. Female students no longer have to bother about gender issues.

B. Her students’ performance has brought back her confidence.

C. Her female students can do just as well as male students.

D. More female students are pursuing science than before.

55.   What does the image the author presents to her students suggest?

A. Women students needn’t have the concerns of her generation.

B. Women have more barriers on their way to academic success.

C. Women can balance a career in science and having a family.

D. Women now have fewer problems pursuing a science career.

I don’t ever want to talk about being a woman scientist again. There was a time in my life when people asked constantly for stories about what it’s like to work in a field dominated (控制) by men. I was never very good at telling those stories because truthfully I never found them interesting. What I do find interesting is the origin of the universe, the shape of space-time and the nature of black holes.

At 19, when I began studying astrophysics, it did not bother me in the least to be the only woman in the classroom. But while earning my PhD at MIT and then as a post-doctor doing space research, the issue started to bother me. My every achievement --- jobs, research papers, awards --- was viewed through the lens of gender (性别) politics. So were my failures.

Then one day a few years ago, out of my mouth came a sentence that would eventually become my reply to any and all annoyance. I don’t talk about that any more. It took me 10 years to get back the confidence I had at 19 and to realize that I didn’t want to deal with gender issues. After all, I don’t study sociology or political theory.

Today I research and teach at Bamard, a women’s college in New York City. Recently, someone asked me how many of the 45 students in my class were women. You cannot imagine my satisfaction at being able to answer 45. I know some of my students worry how they will manage their scientific research and a desire for children. And I don’t dismiss those concerns. Instead, I have given them this: the visual of their physics professor heavily pregnant doing physics experiments. And in turn they have given me the image of 45 women driven by a love of science. And that’s a sight worth talking about.

1.Why doesn’t the author want to talk about being a woman scientist again?

A．She is unhappy working in male-dominated fields.

B．She is fed up with the issue of gender discrimination.

C．She is not good at telling stories of the kind at all.

D．She finds space research more important than that.

2.We learn from Paragraph 2 that people would contribute the author’s failures to _______.

A．the very fact that she is just a woman

B．her involvement in gender politics

C．the very fact that she is just a scientist

D．her over-confidence as a female scientist

3.Why does the author feel satisfied when talking about her class?

A．Female students no longer have to bother about gender issues.

B．Her students’ achievement has brought back her confidence.

C．Her female students can do just better than male students.

D．More female students now love science than before.

4.What does the image that the author presents to her students suggest?

A．Women students needn’t have the concerns of her generation.

B．Women have more troubles on their way to academic success.

C．Women can balance a career in science and having a family.

D．Women now have no problems pursuing a science career.

One day a few years ago a very funny thing happened to a neighbour of mine. He is a teacher at one of London’s big medical schools. He had finished his teaching for the summer term and was at the airport on his way to Russia to give a lecture.

He had put a few clothes and his lecture notes in his shoulder bag, but he had put Rupert, the skeleton (人体骨架) to be used in his lecture, in a large brown suitcase. At the airport desk, he suddenly thought that he had forgotten to buy a newspaper. He left his suitcase near the desk and went over to the shop.

When he got back he discovered that someone had taken his suitcase by mistake. He often wonders what they said when they got home and found Rupert.

1.Who wrote the story?

A．Rupert’s teacher.                      B．The neighbour’s teacher.

C．A medical school teacher.                 D．The teacher’s neighbour.

2.Why did the teacher put a skeleton in his suitcase?

A．He needed it for the summer term in London.

B．He needed it for the lecture he was going to give.

C．He wanted to take it to Russia for medical research.

D．He wanted to take it home as he had finished his teaching.

3.What happened at the airport?

A．The skeleton went missing.

B．The skeleton was stolen.

C．The teacher forgot his suitcase.

D．The teacher took the wrong suitcase.

4.Which of the following best tells the teacher’s feeling about the incident?

A．He is very angry.                        B．He thinks it rather funny.

C．He feels helpless without Rupert.           D．He feels good without Rupert.

5.Which of the following might have happened afterwards?

A．The teacher got back the suitcase but not Rupert.

B．The teacher got back neither the suitcase nor Rupert.

C．The teacher got back Rupert but not the suitcase.

D．The teacher got back both the suitcase and Rupert.

   One day a few years ago a very funny thing happened to a neighbour of mine. He is a teacher at one of London’s big medical schools, He had finished his teaching for the summer term and was at the airport on his way to Russia to give a lecture.
He had put a few clothes and his lecture notes in his shoulder bag, but he had put Rupert, the skeleton (人体骨骼) to be used in his lecture, in a large brown suitcase (箱子). At the airport desk, he suddenly thought that he had forgotten to buy a newspaper. He left his suitcase near the desk and went over to the shop.
When he got back he discovered that someone had taken his suitcase by mistake. He often wonders what they said when they got home and found Rupert.
56. Who wrote the story?
A. Rupert’s teacher.       B. The neighbour’s teacher.
C. A medical school teacher.    D. The teacher’s neighbour.
57. Why did the teacher put a skeleton in his suitcase?
A. He needed it for the summer term in London.
B. He needed it for the lecture he was going to give.
C. He wanted to take it to Russia for medical research.
D. He wanted to take it home as he had finished his teaching.
58. What happened at the airport?
A. The skeleton went missing .          B. The skeleton was stolen .
C. The teacher forgot his suitcase.   D. The teacher took the wrong suitcase .
59. Which of the following best tells the teacher’s feeling about the incident?
A. He is very angry .                    B. He thinks it rather funny .
C. He feels helpless without Rupert.       D. He feels good without Rupert .
60. Which of the following might have happened afterwards?
A. The teacher got back the suitcase but not Rupert.
B. The teacher got back neither the suitcase nor Rupert.
C. The teacher got back Rupert but not the suitcase.
D. The teacher got back both the suitcase and Rupert.

One day a few years ago, a very funny thing happened to a neighbor of mine. He is a teacher at one of London's big medical schools. He had finished his teaching for the summer term and was at the airport on his way to Russia to give a lecture.

   He had put a few clothes and his lecture notes in his shoulder bag , and he had put Rupert , the skeleton (人体骨架）to be used in his lecture , in a large brown suitcase. At the airport desk, he suddenly thought that he had forgotten to buy a newspaper. He left his suitcase near the desk and went over to the shop.

   When he got back, he discovered that someone had taken his suitcase by mistake. He often wonders what they said when they got home and found Rupert.

Who wrote the story?

   A. Rupert's teacher.                           B. The neighbor's teacher.

   C. A medical school teacher.                    D. The teacher's neighbor.

Why did the teacher put a skeleton in his suitcase?

   A. He needed it for the summer term in London.

   B. He needed it for the lecture he was going to give.

   C. He wanted to take it to Russia for medical research.

   D. He wanted to take it home as he had finished his teaching.

What happened at the airport?

   A. The skeleton went missing.                 B. The skeleton was stolen.

   C. The teacher forgot his suitcase.              D. The teacher took the wrong suitcase.

Which of the following best tells the teacher's feeling about the incident?

   A. He was angry.                            B. He thinks it very funny.

   C. He feels helpless without Rupert.             D. He feels good without Rupert.

Which of the following might have happened afterwards?

A. The teacher got back the suitcase but not Rupert.

   B. The teacher got back neither the suitcase nor Rupert.

   C. The teacher got back Rupert but not the suitcase.

   D. The teacher got back both the suitcase and Rupert.

   I don’t ever want to talk about being a woman scientist again. There was a time in my life when people asked constantly for stories about what it’s like to work in a field dominated by men. I was never very good at telling those stories because truthfully I never found them interesting. What I do find interesting is the origin of the universe, the shape of space-time and the nature of black holes.

   At 19, when I began studying astrophysics, it did not bother me in the least to be the only woman in the classroom. But while earning my Ph.D. at MIT and then as a post-doctor doing space research, the issue started to bother me. My every achievement—jobs, research papers, awards—was viewed through the lens of gender (性别) politics. So were my failures. Sometimes, when I was pushed into an argument on left brain versus (相对于) right brain, or nature versus nurture (培育), I would instantly fight fiercely on my behalf and all womankind.

   Then one day a few years ago, out of my mouth came a sentence that would eventually become my reply to any and all provocations(刺激): I don’t talk about that anymore. It took me 10 years to get back the confidence I had at 19 and to realize that I didn’t want to deal with gender issues. Why should curing sexism be yet another terrible burden on every female scientist? After all, I don’t study sociology or political theory.

   Today I research and teach at Barnard, a women’s college in New York City. Recently, someone asked me how many of the 45 students in my class were women. You cannot imagine my satisfaction at being able to answer, 45. I know some of my students worry how they will manage their scientific research and a desire for children. And I don’t dismiss those concerns. Still, I don’t tell them “war” stories. Instead, I have given them this: the visual of their physics professor heavily pregnant doing physics experiments. And in turn they have given me the image of 45 women driven by a love of science. And that’s a sight worth talking about.

1. Why doesn’t the author want to talk about being a woman scientist again?

A. She feels unhappy working in male-dominated fields.

B. She is fed up with the issue of gender discrimination.

C. She is not good at telling stories of the kind.             

D. She finds space research more important.

2. From Paragraph 2, we can infer that people would attribute the author’s failures to ________.

A. the very fact that she is a woman                       

B. her involvement in gender politics

C. her over-confidence as a female astrophysicist       

D. the burden she bears in a male-dominated society

3. What did the author constantly fight against while doing her Ph.D. and post-doctoral research?

A. Lack of confidence in succeeding in space science.

B. Unfair accusations from both inside and outside her circle.

C. People’s stereotyped attitude toward female scientists.

D. Widespread misconceptions about nature and nurtured.

4. Why does the author feel great satisfaction when talking about her class?

A. Female students no longer have to bother about gender issues.

B. Her students’ performance has brought back her confidence.

C. Her female students can do just as well as male students.

D. More female students are pursuing science than before.

5. What does the image the author presents to her students suggest?

A. Women students needn’t have the concerns of her generation.

B. Women have more barriers on their way to academic success.

C. Women can balance a career in science and having a family.

D. Women now have fewer problems pursuing a science career.            

完形填空（共20小题；每小题2分，满分40分）

One day a few years ago we had a guest of the uninvited variety. In fact, it was a bird,   1 a sparrow.

“What’s that?” I asked when I first heard the gentle thumping(重击声). “It sounds like Joe is outside playing basketball,” my wife, Anita, said. She   2  and listened more devotedly. “It’s coming from the  3 .” she said. “Maybe it’s one of the little kids.”

We rushed out the door. Jonathan, our youngest, was  4 to make trouble. “If he’s making holes in the wall again…” I said as I searched there. No children       5  . But there was that  6  again, coming from right up there.

And that’s when I  7  the sparrow. It was flying  8 just inches below the ceiling. It was  9 trying to get out, but couldn’t see that the way out wasn’t up, but down 10  the open door. So the bird continued  11  its wings and hitting its head against the  12 .

“Poor thing,” Anita said. “It must be  13  .”  

“Well, maybe it’s because of us,” I said as I moved toward it. I tried to show the bird how to glide（滑翔） down to get outside, but that only seemed to  14   it more. “Why don’t we just 15 for a few minutes?” Anita suggested. “I’m sure he’ll    16 eventually.” So we went back into the house, where we continued to hear the ongoing  17  .Then suddenly, it was silent. We looked into the garage, and our uninvited guest was gone.

“See?” Anita said. “I told you he’d succeed.”

“Yeah,” I said. “But how many knocks on the head did it 18  him?”

I’ve thought about that little sparrow through the years. Just like that sparrow, we often meet situations we don’t know how to  19 . Born to go upward, we don’t even consider the possibility that something good might happen if we stop flapping（拍打）around and just glide  20 a little bit.    

1.                A．for example     B．rather than      C．or rather  D．as well

2.                A．hurried         B．paused         C．ignored   D．confirmed

3.                A．basement       B．kitchen         C．garage   D．hall

4.                A．easy           B．happy          C．sorry D．angry

5.                A．in all           B．at all           C．above all  D．after all

6.                A．guest          B．voice           C．noise     D．sound

7.                A．watched        B．found          C．realized  D．caught

8.                A．carefully        B．gently          C．patiently  D．anxiously

9.                A．eventually      B．unwillingly       C．obviously D．thoroughly

10.               A．through        B．over           C．below D．beyond

11.               A．shaking         B．breaking        C．striking    D．injuring

12.               A．wall           B．floor           C．door  D．ceiling

13.               A．clumsy         B．painful         C．amazed   D．terrified

14.               A．frighten        B．comfort        C．confuse   D．calm

15.               A．leave          B．scream         C．relax D．escape

16.               A．put it aside      B．leave it alone    C．give it up  D．figure it out

17.               A．accident        B．achievement    C．struggle   D．trouble

18.               A．cost           B．offer           C．earn  D．owe

19.               A．classify         B．handle         C．debate    D．conclude

20.               A．up            B．back           C．forth D．down