31. According to the passage, the Win-Cube satellite is               .

A. named after Manitoba and its shape

B. intended for international communication

C. designed like a Rubik’s cube both in shape and size

D. challenged by university students around the world

32. According to Mr. Bjomson,                      .

A. those Manitoba high school students are worth praising

B. the study of space can be practically made in classrooms

C. Manitoba high schools are famous for the study of space

D. scientific research is too far away from high school students

33. The primary purpose of the project is to        .

A. find the early signs of earthquakes

B. relate studies to practical

C. help high school students study real-world engineering

D. inspire a strong desire for discovery among the students

34. Which of the following statements is WRONG?

A. In Canada there are 80 similar satellite programs in all.

B. These students will have an opportunity to learn more about engineering through the project.

C. These high school will have a strong love for discovery and be interested in science.

D. This Win-Cube program is very successful in Canada.

35. The best title for this passage may be        .

A. Manitoba School                      B. Win-Cube Program

C. Space Co-operation                   D. Satellite Launching

C

Anyone who cares about what schools and colleges teach and how their students learn will be interested in the memoir(回忆录)of Ralph W. Tyler who is one of the most famous men in American education.

Born in Chicago in 1902, brought up and schooled in Nebraska, the 19-year-old college graduate Ralph Tyler became hooked on teaching while teaching as a science teacher in South Dakota and changed his major from medicine to education.

Graduate work at the University of Chicago found him connected with honorable educators Charles Judd and W. W. Charters, whose ideas of teaching and testing had an effect on his later work. In 1927, he became a teacher of Ohio State University where he further developed a new method of testing.

Tyler became well-known nationality in 1938, when he carried his work with the Eight-Year Study from Ohio State University to the University of Chicago at the invitation of Robert Hutchins.

Tyler was the first director of the Center for Advanced Study in the Behavioral Sciences at Stanford, a position he held for fourteen years. There, he firmly believed that researchers should be free to seek an independent spirit in their work.

Although Tyler officially retired in 1967, he never actually retired. He served on a long list of educational organizations in the United States and abroad. Even in his 80s he traveled across the country to advise teachers and management people on how to set objectives(目标) that develop the best teaching and learning within their schools.

36. Who are most probably interested in Ralph W. Tyler’s memoir?

A. Top managers.                        B. Language learners.

C. Serious educators.                   D. Science organizations.

37. The words “hooked oh teaching” underlined in Paragraph 2 probably mean ________.

A. attracted to teaching                   B. tired of teaching

C. satisfied with teaching                 D. unhappy about teaching

38. Where did Tyler work as the leader of a research center for over 10 years?

A. The University of Chicago.              B. Stanford University.

C. Ohio State University.                  D. Nebraska University.

39. Tyler is said to have never actually retired because ________.

A. he developed a new method of testing        B. he called for free spirit in research

C. he was still active in giving advice       D. he still led the Eight-Year Study

40. What cannot we learn about Ralph W. Tyler in this article?

A. When and where he was born.

B. Where he studied and worked.

C. His devotion to American education.

D. His life with his family.

D

Camp memories last forever! We make sure they are unforgettable!

Shadow Ridge Summer Camps offer so many exciting things for campers to do. Unlike other camp programs that include horses as a small part of their program, at Shadow Ridge horses are the program! We are 100% horse from stable(马厩) management, nature walks, and track rides to bedroom furnishings.

Horses help us achieve many of our aims. Girls can learn to develop responsibility, self-confidence and personal connections in their lives while having fun. Using horses as a wonderful tool for education, our camps offer an interesting place for growth and learning.

Imagine each girl having her very own horse to spend time with and a best friend to love and take care of. Each camper is responsible for a horse for the week. Our riding program provides a lot of riding and lesson time. Campers will learn how to take care of the horse and the tack(马具), as well as how to ride. Days are filled with horse-related activities to strengthen the connection between each girl and horse, as the girls learn to work safely around the horses.

At Shadow Ridge we try to create a loving, caring family atmosphere for our campers. We have “The Bunkhouse” (4 girls), “the Wranglers Roost” (4 girls), and “The Hideout” (2 girls) in our comfortable 177-year-old farm house. All meals are home cooked, offering delicious and healthy food for the hungry rider.

Our excellent activities create personalized memories of your child's vacation. Each child will receive a camp T-shirt and a photo album (usually 300~500 pictures) of their stay at camp.

Our camps are offered during June, July and August 2007, for small groups of girls aged 13~16 years, not only from Canada but also other parts of the world.

We will send you full program descriptions at your request.