Once there was an old farmer, with a horse which was almost as old as himself. He one morning with his young son, the horse before it died. Father and son walked, the farmer did not want the horse to 题目和参考答案——青夏教育精英家教网—

题目内容

Once there was an old farmer, with a horse which was almost as old as himself. He_____one morning with his young son, _____the horse before it died. Father and son walked, _____the farmer did not want the horse to be_____. ?

They met two men on the road_____said: “Why are you walking, farmer? You have a horse. It's_____to market.” The farmer knew that this was_____, so he rode on the horse, _____his son walked. ?

Then they met two old ladies. “_____are you doing up there, farmer? Can't you______how tired your boy is?” ______the farmer got down, and his son rode______. ?

______, three old men stopped them. One said: “Why are you walking, farmer?______. It's too hot for an old man like you to walk today.” So the farmer got up______his son, and they______. ______, a young woman passed them. “Why aren't you walking?” she asked. “It isn't______to market. Give your poor old horse a rest.”

So the farmer, and his son, got down______. ?

It is a fact that you cannot please______the people all the time.

1.A. set down B. set up C. set out D. set

2.A. selling B. buying C. to buy D. to sell

3.A. so B. that C. because D. when

4.A. very tired B. too tired C. quite tired D. tiring

5.A. which B. who C. as D. where

6.A. a long way B. a short way C. the right way D. the wrong way

7.A. real B. true C. truly D. really

8.A. as B. when C. while D. during

9.A. What B. How C. Why D. When

10.A. notice B. watch C. look D. see

11.A. Because B. As C. For D. So

12.A. thus B. yet C. instead D. either

13.A. First B. Finally C. Near D. Next

14.A. Sit down B. Sit up C. Get up D. Get down

15.A. behind B. after C. beside D. above

16.A. walked on B. rode on C. moved on D. drove on

17.A. Some time later B. A moment ago C. In no time D. At once

18.A. near B. long C. far 　 D. short

19.A. once again B. on their own C. the other day D. all the same

20.A. both B. each of C. all D. none of

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相关题目

How to Negotiate

when you're negotiating（协商）with someone, listen for the messages that he or she might be sending to you.1. Imagine you're staying in a hotel, and you want to change your room-The manager s answer of“That would be very difficult, sir”,does not mean that he is 8aymg“no．”It Just means that he wants to know what you are prepared to offer him in return for the change of room．

If you are buying a new car, and want to pay less than the price being asked, then the sales. man s comment, 2.means that they do negotiate on other things, like the delivery time, or the “extra” that might be available as part of the purchase. In the same car showroom, if the salesman says,3.then your response should be to ask who can. The message the salesman is sending suggests that his boss is the one you need to be talking to.

4.In any negotiation, the two “players” wish to get as much out of it as they can, of course. In the three examples above. the salesmen and the hotel manager are hoping that you will accept their price or conditions——but their “messages” make it clear that there may be room for movement and compromise. 5..

A. Patience plays a vital role in listening, which leads to a successful negotiation.

B. “Sorry, I myself can't negotiate prices",

C. "I'm sorry, but we never negotiate on the price",

D. "I'm sorry, but our price is quite reasonable",

E. In all of these situations, the message is never communicated in clear terms.

F. For example, the word "difficult" does not mean the same as impossible.

G. In a successful negotiation, the two sides move towards each other and reach an agreement on conditions that satisfy both sides.

Reward methods are an everyday occurrence in our classrooms. More than ever, a great number of incentive(激励) programs have been created to help teachers manage behavior, and motivate learners. However, there is evidence that in the long run, reward systems don’t work.

Many people believe that rewards can help students develop a reason to do better. However, this approach fails to address why children are unable to be successful in the first place. When a student who dislikes math frequently behaves badly in class, a simple and easy way to deal with the behavior might be to offer him a reward for not misbehaving. Yet this would do nothing to solve his real problem—which is his attitude towards math.

On the other hand, rewards can’t last forever. So what happens when they stop? Many experiments suggest once the rewards stop, people go back to behaving as they did before.

Some people might counter that. It may be true that students won’t positively work once we stop rewarding them, but at least they will have worked more than they otherwise would have! Unfortunately, there is another more surprising consequence of rewards that we need to consider: Rather than create motivation, they can actually decrease motivation.

In a classic study, some kindergarteners who enjoyed drawing with markers were observed in a classroom with different activities available. They were broken into two groups. Everyone in the first group was told that he or she could win an attractive certificate by drawing a picture with markers. Each was eager to get the certificate and drew a picture. Children in the second group were also encouraged to draw but didn’t get a certificate. After a delay of about two weeks, when the markers again appeared in the classroom but no certificate was promised, the children in the first group used the markers about half as much as children in the second group. Apparently, rewards actually made them enjoy drawing less.

What we really want is for students to take responsibility for their own learning. When much of the focus is on performance outcome, it can stop the development of self-motivation. The ‘self-determination theory’ claims all human beings will succeed when our basic, inborn, and emotional needs are met. By providing appropriate support and opportunities, we can help to meet the needs of all students and therefore increase their motivation.

1.The author mainly argues that ________.

A. students should be responsible for their learning

B. incentive programs help to solve real problems

C. motivation plays an important role in learning

D. reward methods for students are ineffective

2.The underlined word “counter” in Paragraph 4 probably means ________.

A. suspect

B. oppose

C. detail

D. confirm

3.In Paragraph 5, the author uses the example to show that ________.

A. rewards keep interest

B. children enjoy awards

C. children are changeable

D. rewards reduce motivation

4.The author persuades readers to accept his argument mainly by ________.

A. questioning the results of classic studies

B. comparing strengths with weaknesses

C. pointing out the problems with reward systems

D. giving examples of badly-behaved students

It's a scene so common: Coffee shops are filled with customers who seem more absorbed in their study or work than in their drinks.The coffee shop has become a popular place for modern-day students and workers.It's less boring than the library,and yet it is still filled with the same energy as a school.

There might be a good reason why students are drawn to social spaces like coffee shops for study.A recent study conducted by researchers in Belgium indicates that productivity may increase in coffee shops.

As part of the study,about 40 participants were placed side-by-side in pairs and asked to undergo（经历）reaction-time tests.Each participant sat in front of a computer screen,which flashed different colored squares.The goal for each person was to hit the key on the keyboard that corresponded with each square.Though each participant worked separately,they were affected by how hard their neighbor was working.The researchers varied the difficulty levels of each person's test,and they found that if they paired a person working on a medium-difficult test with someone taking a very difficult test,the first person would work harder.Not only that,but the first person's accuracy would also improve.

"It seems like noticing that their partner is working hard motivated people to work hard too,"a researcher explained.But the researchers couldn't exactly explain why."One possibility is that the hard workers' body position got noticeably more tense.So next time you enter a coffee shop to study or work,sitting next to customers who are obviously in the zone may be a wise choice."

1.Why do students prefer to study in coffee shops rather than in libraries?

A. They can enjoy drinks while studying.

B. It's too boring for them to study in a library.

C. They can conduct their academic researches.

D. Coffee shops have a better atmosphere.

2.How would a participant be affected by a neighbor doing a more difficult test?

A. He would work less hard.

B. He would possibly give up.

C. He would achieve better results.

D. He would change the difficulty level.

3.What can we learn from the last paragraph?

A. Further research will be done in the future.

B. Sit next to a hard worker if you want to study.

C. Customers should sit tensely in a coffee shop.

D. The researchers have fully explained the result.

It is easy for some people to learn a second language. However, others have difficulty in learning a new language. What can you do to help yourself learn a second language, such as English? 1.

Feel positive about learning English.2. Be patient. You do not have to understand everything all at once. It is natural to make mistakes when you learn something new. We can learn from our mistakes. In other words, do not worry about making mistakes.

Practice your English. For example, write a diary every day. You will form a habit of writing it in English, and you will feel comfortable expressing your ideas in English.3. In addition, you must speak English every day. You can practice with your classmates outside class.

4. You can write this in your journal. After each class, think about what you did. Did you answer a question correctly? Did you understand something the teacher explained? Perhaps the lesson was difficult, but you tried to understand it.

You must be positive about learning English and believe that you can do it. It is important to practice every day and make a record of your achievements. 5.

A. Go over the points you have learned.

B. Keep a record of your language learning.

C. Don't give up when you meet some difficulty.

D. If you believe that you can learn, you will learn.

E. Several weeks later, you will see that your writing is improving.

F. In these ways, you will enjoy learning English, and you will feel more confident in yourself.

G. There are several ways to make learning English a little easier and more interesting.

Sir, do you have anything ________ this afternoon? If there is nothing to do，I wonder if I can ask for a leave.

A. typing B. typed

C. to type D. to be typed

—What made our teacher so upset?

—Lily didn’t pass the exam, but her parents ______ the failure on the teacher.

A. considered B. commented

C. targeted D. blamed

第二节书面表达(满分25分)

假定你是李华。你所在的校乒乓球队正在招收新队员。请给你的留学生朋友Eric写封邮件邀请他假如，内容包括：

球队活动；

报名方式及截止日期。

注意：

词数100左右；

可以适当增加细节，以使行文连贯。

Tips for Cooking on a Tight Schedule(紧密的日程)

From my experience, there are three main reasons why people don’t cook more often: ability, money and time. _______ Money is a topic I’ll save for another day. So today I want to give you some wisdom about how to make the most of the time you spend in the kitchen. Here are three tips for great cooking on a tight schedule:

1. Think ahead. The moments when I think cooking is a pain are when I’ m already hungry and there is nothing ready to eat. So think ahead of the coming week. When will you have time to cook? Do

you have the right materials ready?_________

2. Make your time worth it. When you do find time to cook a meal, make the most of it and save yourself time later on. Are you making one loaf of bread? _________ It takes around the same amount of time to make more of something. So save yourself the effort for a future meal.

3._________ This may surprise you, but one of the best tools for making cooking worth your time is experimentation(尝试). It gives you the chance to hit upon new ideas and recipes(食谱) that can work well with your appetite and schedule. The more you learn and the more you try, the more ability you have to take control of your food and your schedule.

Hopefully that gives you a good start. _________ And don’ t let a busy schedule discourage you from making some great changes in the way you eat and live!

A.Try new things.

B.Ability is easily improved.

C.Make three or four instead.

D.Understand your food better.

E.Cooking is a burden for many people.

F.Let cooking and living simply be a joy rather than a burden.

G.A little time planning ahead can save a lot of work later on.

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