A head-on situation at night is one in which you see dead ahead a vessel showing（）.

A . programs B . progress C . members D . measure

A . one sidelight of a vessel ahead of you B . one sidelight and a masthead light of a vessel ahead of you C . one sidelight，a masthead light，and a range light of a vessel ahead of you D . both sidelights of a vessel dead ahead of you

A . stop her engines B . alter course to starboard C . sound the danger signal D . back dow

A . apply the relevant Steering and Sailing Rules as a power-driven vessel B . apply the relevant Steering and Sailing Rules as a Sailing vessel C . apply the relevant Steering and Sailing Rules as a vessel not under command D . apply the relevant Steering and Sailing Rules as a vessel engaged in a towing operatio

A . alter course to starboard and pass port to port B . alter course to port and pass starboard to starboard C . decide on which side the passage will occur by matching whistle signals D . slow to bare steerageway

A . visibility B . ability C . reliability D . capability

A . one sidelight and the masthead light are visible B . the vessels will pass closer than half a mile C . both vessels sound one prolonged blast D . both sidelights and masthead light(s) are visible

A．Looking B．Looked C．Having looked D．To look

A．Looking B．Looked C．Being looked D．To look

W. All right. M: Ah, ah. Would you like a cup of tea？ W. No, no, I'm fine. M. All right. W: Thanks. M. Well, could you describe the two people who robbed the bank for this report we're filling out here？ Now anything at all that you could remember would be extremely helpful to US. W. Well, just, I tell you I remember basically what I said before. M: That's all right. W: The man was tall, about six feet, and he had dark hair. M. Dark hair. W: And he had a mustache. M. Very good. All right. Did he have any other distinguishing marks, I mean, scars for example, anything like that？ W: Scars, no, none of that I can remember. M. Do you remember how old he was by any chance？ W. Eh, well, I, I guess around thirty. M. Around thirty. W. Maybe younger, give a take of a few years. M. All right. Do you remember anything about what he might be wearing？ W: Yes, he, he had on a dark sweater, solid color. You know, the kind of color young people fancy nowadays. M: Anything else that strikes you at the moment？ W: I, I remember he was wearing a light shirt under the sweater, a cotton one with dark, I think, dark stripes. It looks like a good brand. M: Ah, very good. W: Yes, yes. M. Mm, now, all right. Can you tell us anything about the woman robber, Mrs. Harrison？ W: Well, I remember that she did most of the talking. She had a gun pointed at us and she told us to lie down on the floor and not to move if we knew what was good for us. I, I remember I've just thought like she was pointing the gun right at me and my little daughter was sitting right next to me and she, she was just so frightened. M. Um, Mrs. Harrison, could you describe her for us？ W: She was wearing a wool sweater. M: Ah, very good. W: I remember it was a dark color, navy blue or dark gray. M: Dark gray？ W: And I guess she was in her late twenties. Her hair was short, very short and curly. M: Do you remember how tall she was？ W: Ah, about the same as myself, around five four. M: Five four. All right. Do you, uh, remember anything else about this woman？ W: Yes, I remember the woman was wearing a pendant or a locket around her neck. I remember it specifically because I was then near the counter next to the bank manager and my little daughter started to cry. M: Ah. W: And this woman came up and said: "Shut your damn kid up, lady!" So I got a good look at her and she was pulling on the chain and playing with it, a pendant. M: Oh？ W: It was gold, well, anyway, lookes like gold. And it had a strange shape. M: Mm, ah, now, did either of them have any other noticeable characteristics, Mrs. Harrison？ Now, just take a minute. W: Eh, no, I don't. M: Think about this. W: No, no, this is really all I can remember. M: Well, did either of them wear glasses？ W: No, no, I'm sure of that. M: All right, Mrs. Harrison. I really appreciate what you've been through today. I'm just going to ask you to look at some photographs before you leave if you don't mind. It won't take very long. Could you do that for me？ W: Ah, all right. M. Would you like to step this way with me, please？ W. OK, sure. M. Thank you. What strikes the woman most about the male robber is his A．clothes. B．age. C．physique. D．appearance.

A．Cruise card B．Credit card C．Cash D．Sign the bill

A.casual B.active C.negative

A．Looking B．Looked C．Having looked D．To look

A．Looking B．Looked C．Being looked D．To look

The intelligent person, young or old, meeting a new situation or problem, opens himself up to it. He tries to take in with mind and senses everything he can about it. He thinks about it, instead of about himself or what it might cause to happen to him. He grapples (努力克服) with it boldly, imaginatively, resourcefully (机智地), and if not confidently, at least hopefully: if he fails to master it, he looks without fear or shame at his mistakes and learns what he can from them. This is intelligence. Clearly its roots lie in a certain feeling about life, and one’s self with respect to life. Just as clearly, unintelligence is not what most psychologists seem to suppose, the same thing as intelligence, only less of it. It is an entirely different style. of behavior, arising out of entirely different set of attitudes. Years of watching and comparing bright children with the not-bright, or less bright, have shown that they are very different kinds of people. The bright child is curious about life and reality, eager to get in touch with it, embrace (捉住机会) it, unite himself with it. There is no wall; no barrier, between himself and life. On the other hand, the dull child is far less curious, far less interested in what goes on and what is real, more inclined (倾向于) to live in a world of fantasy. The bright child likes to experiment, to try things out. He lives by the maxim (格言) that there is more than one way to skin a cat. If he can’t do something one way, he’ll try another. The dull child is usually afraid to try at all. It takes a great deal of urging to get him to try even once; if that try fails, he is through. Nobody starts off stupi D.Hardly an adult in a thousand, or ten thousand, could in any three years of his life learn as much, grow as much in his understanding of the world around him, as every infant (婴儿) learns and grows in his first three years. But what happens, as we grow older, to this extraordinary capacity for learning and intellectual growth？ What happens is that it is destroyed, and more than by any other one thing, it is destroyed by the process that we misname education – a process that goes on in most homes and schools. 11. The writer believes that intelligence is doing well on some examinations. A.True B.False 12. The writer believes that “unintelligence” is a particular way of looking at the world. A.True B.False 13. Why does the writer say that education is misnamed？ A.Because it takes place more in homes than in school. B.Because it discourages intellectual growth. C.Because it helps dull children with their problems. D.Because it helps children understand the world around them. 14. “There’s more than one way to skin a cat.” Which of the following maxims has a similar meaning to this one？ A.If at first you don’t succeed, try, try, and try again. B.All work and no play makes Johnny a dull boy. C.Make new friends and keep the old; one is silver and the other is gold. D.Make hay while the sun shines. 15. “It is an entirely different style. of behavior, arising out of an entirely different set of attitudes.” “It” in this sentence refers to （） . A.intelligence B.behavior C.life D.unintelligence

A、They lived out a natural life B、They died of exhaustion after the long plane ride C、They weren’t accustomed to the change in weather D、They died due to lack of care by family members

A．Looking B．Looked C．Having looked D．To look