Heavy snow and low temperatures caused further damage across northern Europe on Monday--stranding travelers,snarling traffic and shutting schools. More than 1,000 flights at Germany's main airports in Frankfurt,Munich and Berlin were _ and many more delayed after up to 40 cm of fresh snow covering the country.Some 500 passengers slept at Frankfurt airport.Airlines advised passengers to take trains if possible. In the United Kingdom,British Airways said the severe weather continued to cause great damage to operations and further travel.Only one of two runways at London Heathrow,the world's busiest international airport,was operating after the snowstorm.Other UK airports were open,but many flights were canceled,and many passengers spent a second night at an airport terminal . Northern France was also covered by heavy snow.Air travel was reduced at Paris' two main airports,with Orly airport shutting down. In Poland,hard hit by the cold weather,six people froze to death on Sunday night,raising the death toll to 114 in the last month.Heavy snow stopped Warsaw traffic again on Monday.Warsaw airport was open but was receiving far fewer passengers than usual because of flight cancellations in western Europe. Which of the following was NOT related to heavy snow and low temperatures? A) That more travelers stayed in the airport. B) That workers were on strike for better public traffic. C) That many schools had to stop having classes. D) That traffic didn't run as usual.
B

My old digital camera broke down, so I wanted to buy a new one. Being the cautious type, I fancied a reliable brand. So I went on the Net, spent 15 minutes reading product reviews on good websites, wrote down the names of three top recommendations and headed for my nearest big friendly camera store. There in the cupboard was one of the cameras on my list. And it was on special offer. Oh joy. I pointed at it and asked an assistant, "Can I have one of those? " He looked perturbed . "Do you want to try it first?" he said. It didn't quite sound like a question. "Do I need to?" I replied, "There's nothing wrong with it." This made him look a bit offended and I started to feel bad. "No, no. But you should try it," he said encouragingly, "compare it with the others. I looked across at the others: shelves of similar cameras placed along the wall, offering a wide range of slightly different prices and discounts, with each company selling a range of models based around the same basic box. With so many models to choose from, it seemed that I would have to spend hours weighing X against Y, always trying to take Z and possibly H into account at the same time. But when I had finished, I would still have only the same two certainties that I had entered the store with: first, soon after I carried my new camera out of the shop, it would be worth half what I paid for it; and second, my wonderful camera would very quickly be replaced by a new model. But something in the human soul whispers that you can beat these traps by making the right choice, the clever choice, the wise choice. In the end, I agreed to try the model I had chosen. The assistant seemed a sincere man. So I let him take out my chosen camera from the cupboard, show how it took excellent pictures of my fellow shoppers... and when he started to introduce the special features, I interrupted to ask whether I needed to buy a carry-case and a memory card as well. Why do we think that new options still offer us anything new? Perhaps it is because they offer an... The shop assistant insisted that the writer should _ . A) trust him and stop asking questions B) try the camera to see if there was anything wrong with it C) get more information about different companies D) compare the camera he had chosen with the others
D

1970 was "World Conservation Year". The United Nations wanted everyone to know that the world was in danger. They hoped that the governments would act quickly in order to conserve nature. Here is one example of the problem. At one time there were 1300 different plants, trees and flowers in Holland, but now only 860 remain. The others have been destroyed by modern man and his technology. We are changing the earth, the air and the water, and everything that grows and lives. We can't live without these things. If we continue like this, we shall destroy ourselves. What will happen in the future? Perhaps it is more important to ask "What must we do now?" The people who will be living in the world of tomorrow are the young of today. A lot of them know that conservation is necessary. Many are hoping to save our world. They plant trees, build bridges across rivers in forests and so on. In a small town in the United States a large group of girls cleaned the banks of eleven kilometres of their river. Young people may hear about conservation through a record called "No, One's Going to Change our World. " It was made by Scatles, Cliff Richard and other singers. The money from it will help to conserve wild animals. "No,One's Going to Change our World. " was _ . A) an important book published in 1970 B) a record calling on people to conserve nature C) an idea that nobody would accept D) a rule worked out by the United States
B

"Men get all the breaks!" the veteran teacher announced to me. A cold greeting. Her stare stabbed like an icicle . "Hello," I countered, extending my hand. "I guess we'll be teaching together this year." "I swear, all you have to do is wear pants and walk into an elementary school and they hire you! It makes me sick!" I would have responded, but she turned her back to me and stomped off down the hall. Who would have imagined that the biggest challenge I would face during my first year on the job would not be students, but fellow teachers? "You can't put that there!" Another teacher burst into my classroom. "You can't put the teacher's desk at the back of the room!" "Pardon?" "If you put your desk way back there, you won't be able to see them cheating!" Next I was told I must not arrange student desks into abutting clusters because "the students might talk too much." At home my wife kept assuring me, "You're there for the kids. When you meet your students, things will be different." And she was right. One day the bell rang and there were thirty-five wonderful sixth graders sitting at their desks (still arranged in clusters) and it was different. I was happy. "Welcome to sixth grade." I began the year as I'd rehearsed for months. "You'll notice," I continued, "my desk is at the back of the room." They chuckled. "I don't want that desk between us. I want to be involved in your learning and involved in your lives." In the days that followed, I ate with my students at lunch (" _ "); I played with my students at recess (" _ "); I read with my students in the library (" _ "); I even stayed after school with some boys who got in trouble with the principal (" _ "). I went home to my wife. "Don't worry," she said. "They're just threatened by you because you're new and you're good. Let the other teachers know you're not a threat. Just keep being nice to them." Obediently, I pulled out the Golden Rule, dusted it off, and vowed to start again. As I did with the children, I started looking for specific, positive things... What happened when a few parents asked the principal to move their children into the writer's class? A) The colleagues became defensive and were ready to attack him. B) The school built fences to ensure the safety of the students. C) The students were immediately moved into his class. D) The school used weapons to protect the children.
A