题目内容

This was no ordinary class. The students who came together were all science or engineering professors at Cornell University. They had interrupted their research to accept an invitation to take part in an unusual experiment: “an interesting week of poetry.” This class was part of a study to answer the questions: Why is science difficult for many nonscience students? What can teachers learn about teaching if they take a class that is not in their field?

The students in the poetry class listened to lectures and took notes. They had reading tasks and had to write three short papers. All students noticed one thing – the importance of spoken words. In science and engineering classes, the instructors put tables and drawings on the blackboard. But in this poetry class, the instructors just talked. They didn’t write anything on the board.

The scientists and engineers noticed one similarity between science and poetry. In both subjects, students need to find layers (层次) of meaning . Some layers are simple, clean, and on the surface; other layers are deeper and more difficult. This search for different levels of meaning doesn’t happen much in undergraduate(本科) science classes, but it is important later, in graduate school. And it is always important in humanities(人文科学).

Both the poetry instructors and their students learned something about teaching from this experience. One poetry instructor, for example, now sees the importance of using informative as he teaches. Most of the scientists agreed on several points. First, humanities classes might help science students to see patterns and decide which information is important. Second, the poetry class was fun. One engineer decided, “We need to change the way we teach engineering to make to make it an enjoyable experience for students.”

But perhaps the most important result of the experience was this; All of the professors began to think about how they teach and how they cam teach better.

What do we know about this unusual class?

A. The teachers did lots of writing on the board

B. The teacher were invited to attend several lectures.

C. The student were professors from a university

D. The students were studying science and humanities.

The experiment was designed to find out              

   A. how to teach the students in the science class

B. whether poetry is difficult for science students

C. what to be taught in the humanities class

D. why many humanities students find science hard.

Finding levels of meaning is            .

   A. important for graduate students in humanities

B. difficult for graduate students in humanities

C. common for undergraduate students in science

D. easy for undergraduate students in science.

What did the science professors learn after the experiment?

   A. They should change the way they teach

B. A poem could be explained in clear definitions.

C. A poetry class could be more informative.

D. Their teaching was an enjoyable experience.

【小题1】C

【小题2】D

【小题3】A

【小题4】A


解析:

【小题1】细节理解:由第一段第二句可知

【小题2】判断推论 由第一段倒数第二句“Why is science difficult for many nonscience students?”推出。

【小题3】细节理解 由第三段最后一句可知”This search for different levels of meaning doesn’t happen much in undergraduate(本科)science classes, but it is important later, in graduate school. And it is always important in humanities.(人文科学)”。找出不同意层在理工本科并不明显,然而对于以后研究生来说却是重要的,对文科学生来说将永远是重要的。文章中只谈到浅层容易找到,深层的难找,并没有谈到什么样的学生感到难或易。可排除B、D,文章中谈到。

【小题4】推论归纳 由文章最后一段可知。

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完形填空

阅读下面短文,从短文后所给各题的四个选项(ABCD)中选出能填入空白处的最佳选项。

Many children may be fond of animals, but few ever think of making the study of animals their career(职业).Even fewer will be   1    by the whole world,   2    the title of United Nations Messenger(使者) of Peace.

But one woman has    3    all that. She has lived with chimpanzees in the African forest for more than 20 years and made great    4   .This woman is Jane Goodall. She was born in London, England, in 1934.Goodall’s lifelong    5    in animals began at an early age. By the age of 10 or 11,Goodall    6    going to Africa to live with animals. This was quite a strange dream in those days, as young    7    didn’t think of having such “wild” actions. But she was   8    by her mother. She told her that if she really wanted something, she should work hard, take advantage of   9   and never give up looking for a way.

When a close friend invited Goodall to Kenya in 1957,she readily   10   .Within a few months of her arrival she met the famous anthropologist(人类学家) Dr. Louis Leakey, who soon decided that Goodall was the    11    person he was looking for to begin a    12    of wild chimpanzees on the shore of Lake Tanganyika in Tanzania.

In July 1960, Goodall arrived at Gombe National Park in Tanzania. At the beginning, studying the chimpanzees was not    13   for her. The animals fled from her   14   , so it took months for her to get close to them. With a strong   15   , she searched the forest every day, trying not to get too close to the chimpanzees too   16   . Gradually the chimpanzees became used to her presence.

She discovered many things of chimpanzees during her first years at Gombe National Park. In October 1960,she observed a chimpanzee making and using   17    to fish for termites (白蚁).This discovery threw    18    on the popular idea at the time that Man was the world’s only toolmaker. The longer Goodall’s research continues, the more it becomes obvious that chimpanzees are very   19    to humans.

Since the mid-1980s, Goodall has been lecturing around the world to raise people’s sense about environmental    20   . “Let’s live in the new age with hope, respect for all living things, understanding and love,” she said.

1.A. recognized            B. known           C. accepted       D. admitted

2.A.receiving             B. giving          C. enjoying        D. having

3.A.done               B. proved           C. achieved        D. realized

4.A.discoveries            B. decisions       C. choices       D. findings

5.A.study                   B. interest        C. sense            D. dream

6.A.was fond of          B. tired of        C. insisted on         D. dreamed of

7.A.boys               B. girls          C. men          D. women

8.A.encouraged            B. prevented      C. advised       D. forced

9.A.knowledge           B. youth          C. hope         D. chances

10.A.accepted            B. refused        C. hesitated        D. considered

11.A.only               B. last           C. special           D. first

12.A.project             B. study          C. center         D. career

13.A.hard                   B. interesting      C. easy          D. convenient

14.A.in surprise            B. in a hurry      C. as expected        D. in fear

15.A.will               B. body         C. desire          D. mind

16.A.far                B. near          C. soon         D. much

17.A.nets               B. tools         C. holes         D. spoon

18.A.doubt              B. light          C. questions       D. beliefs

19.A.close               B. similar         C. friendly       D. helpful

20.A.improvement          B. protection      C. pollution        D. destruction

 


第二节 完形填空(共20小题;每小题1.5分,满分30分)
阅读下面短文,从短文后各题所给的四个选项(A、B、C和D)中,选出可以填入空白处的最佳选项,并在答题卡上将该项涂黑。
When I was a teenager, I volunteered to work at the water station for 10km race. My job was to pass out water to the   36  . I saw all kinds of people passing by and thought maybe I can do it too! So the next year I   37  up for the race. I didn’t do much to   38   except jog around my neighborhood and I had no specialized training, no game plan, nothing. My only goal was to   39   the race.
On the day of the race, it was extremely hot. I remember   40   at the 7th kilometer, thinking, “I must be   41  ; why do I do this? I will never do this again!” That first 10km race was quite a(n)  42  . I jogged and I walked.At times, I didn’t know if I could finish.
At one point near the end, an old man ran past me, and I felt   43   that I, a 20-year-old, couldn’t even keep up with a 70-year-old.But then I   44   something. He was running his race and I was running mine. He had different abilities, experience, training and   45   for himself. I had mine. My goal was merely to finish.
How   46   in life do we compare ourselves with others and feel disappointed in ourselves when we really shouldn’t?
After a minute, it   47   to me that this was a lesson I could draw from. I turned my embarrassment into inspiration. I decided that I would not   48   running races. In fact, I would run even more races and I would learn how to make full preparations   49   and one day I would be one of those old but energetic runners.   50   I crossed the finish line, I was   51   of my achievement.
In life we all have those moments when we   52   ourselves with others. It’s only natural. But don’t   53   them to weaken you. Turn them into   54   and let them lift you up. Use them to show you what is   55  . Live with your dreams and you are a winner!
36.A.runners            B.volunteers        C. joggers                 D.trainers
37.A.followed          B.attempted         C. took                  D.signed
38.A.prepare            B.plan                C. practice             D.help
39.A.win             B.finish                 C. participate         D.inspect
40.A.wandering          B.resting             C. struggling          D.hesitating
41.A.tired            B.crazy           C. ridiculous          D.teased
42.A.mistake           B.amusement   C. decision              D.experience
43.A.discouraged     B.confused          C. annoyed            D.embarrassed
44.A.sensed             B.realized           C. recognized     D.acquired
45.A.goal            B.age                  C. income              D.thought
46.A.much                 B.long                C. often             D.soon
47.A.occurred       B.appealed          C. reminded           D.appeared
48.A.give out           B.give up            C. give in                 D.give off
49.A.timely             B.delightedly       C. properly            D.personally
50.A.Unless             B.When                 C. Since         D.Until
51.A.proud              B.ashamed      C. doubtful            D.sure
52.A.cooperate      B.compare          C. combine            D.communicate
53.A.allow                 B.expect         C. discourage         D.forbid
54.A.information     B.imagination      C. qualification      D.inspiration
55.A.unbelievable    B.reliable            C. valuable            D.possible

完型填空(共20小题:每小题1.5分,满分30分)

The last day of the final examination arrived. In a large eastern university, on the steps of one building, a group of students were talking about the exam that was going to begin in a few 26. On their faces was confidence. This was their 27 exam—then on to graduation and jobs.

  Some talked of jobs they already had, others talked of jobs they 28 get. With the certainty of four years of college, they felt 29 and able to take control of the world.

  The coming exam, they knew, would be a(n) 30 task, as the professor had said they could bring 31books or notes they wanted, requesting only that they did not 32 each other during the test.

  33 they entered the classroom. The professor handed out the papers. And smiles 34 on the students’ faces as they found there were only five questions.

  Three hours had passed 35 the professor began to collect papers. The students no longer looked confident. On their faces was a frightened expression. Papers in hand, no one spoke as the professor faced the class.

  He looked at the 36 faces before him, and then asked, “How many completed all five questions?” 37 a hand was raised.

  “How many answered four?” Still no hand.

  “Three? Two?” The students moved restlessly in their seats.

  “One, then? Certainly somebody finished 38 .”But the class remained silent.

  The professor put down the papers. “That is exactly what I 39 ,” he said. “I just want you to know that, although you have completed four years of study, there are 40 many things about the 41 you don’t know. These questions you could not answer are relatively common in 42 practice.” Then, smiling, he added, “You will all 43 this course, but remember—even though you are now college graduates, your education had just 44 .”

The years have weakened the name of the professor, but not the 45 he taught.

1.                A.seconds        B.minutes         C.hours    D.days

 

2.                A.only           B.first            C.very D.last

 

3.                A.would          B.must           C.had to    D.used to

 

4.                A.glad           B.ready          C.sorry D.nice

 

5.                A.interesting      B.necessary       C.easy D.unusual

 

6.                A.no            B.either          C.any  D.some

 

7.                A.listen to        B.look at          C.care for  D.talk to

 

8.                A.Hardly         B.Happily         C.Quickly   D.Carefully

 

9.                A.appeared       B.changed        C.failed D.stopped

 

10.               A.then           B.as             C.before    D.after

 

11.               A.pleased        B.worried        C.surprised  D.moved

 

12.               A.Not            B.Once          C.Only  D.Even

 

13.               A.all             B.none          C.one  D.it

 

14.               A.wondered      B.enjoyed        C.hated D.expected

 

15.               A.even          B.already         C.so    D.still

 

16.               A.exam          B.subject         C.question   D.college

 

17.               A.every day       B.yearly          C.everyday  D.monthly

 

18.               A.pass           B.fail            C.take  D.start

 

19.               A.begun         B.completed      C.failed D.succeeded

 

20.               A.subject         B.things          C.words D.lessons

 

 

 Once there was a very brilliant, creative and educated man. He gained much  36  while traveling throughout the world.  37 , he lost his legs and left arm in a tragic accident, leaving only a finger and thumb on his right hand. He became so depressed(沮丧的)that he was afraid he would spend his life 38  and would no longer be able to use his life in a(n)   39  way.

One day, he remembered how he had always loved getting  40  . He realized that he still had partial   41  of his right hand and could write with  42 . Then, he had an idea. “Why not write to other people who need encouragement?”

He  43  where he could find those who could be encouraged if they read his letters. He thought of people in  44 . Many of them had hope of regaining their  45 . Others would keep feeling depressed and remain put away for the rest of their lives. He decided that he must try to  46 them. So he wrote to a prison ministry about sending letters to the prisoners. The prison minister replied that writing to the prisoners would be  47 . However, it would be against prison rules for the prisoners to write back.

 48 with the intention, the man began sending 49 messages of God’s love, hope, strength, and encouragement. He wrote twice a week, testing his strength and ability to the limit. He poured his heart and soul  50 his words,  51  his experience, sense of humor, optimism, and faith.

It was difficult to write those letters, especially without hope of any  52 . Frequently, he felt discouraged, wondering if anyone  53  read his letters. However, this was his  54   chance,so he determined to continue.

At last, he received a letter from the prison officer, which said, “Please write on the best paper you can afford. Your letters are passed from cell (牢房) to cell until they almost fall to   55 !”

We all have unique experiences, abilities and talents. We can discover ways to reach others in need of encouragement and strength.

1.

A.wealth

B.faith

C.experience

D.confidence

 

2.

A.Unfortunately

B.Fortunately

C.Surprisingly

D.Unbelievably

 

3.

A.writing

B.suffering

C.weeping

D.wandering

 

4.

A.abnormal

B.regular

C.comfortable

D.meaningful

 

5.

A.presents

B.e-mails

C.letters

D.prizes

 

6.

A.sense

B.strength

C.shape

D.function

 

7.

A.affection

B.caution

C.difficulty

D.confidence

 

8.

A.evaluated

B.doubted

C.assumed

D.wondered

 

9.

A.hospitals

B.churches

C.prisons

D.charities

 

10.

A.families

B.letters

C.freedom

D.conscience

 

11.

A.keep in touch with

B.get in touch with

C.defend

D.know

 

12.

A.acceptable

B.reasonable

C.prohibited

D.considered

 

13.

A.Faced

B.Filled

C.Satisfied

D.Annoyed[

 

14.

A.holy

B.daily

C.one-way

D.round-way

 

15.

A.down

B.in

C.out

D.into

 

16.

A.sharing

B.learning

C.gaining

D.enriching

 

17.

A.success

B.reply

C.help

D.progress

 

18.

A.curiously

B.patiently

C.carefully

D.actually

 

19.

A.only

B.better

C.extra

D.lost

 

20.

A.ruin

B.pieces

C.the ground

D.the bottom

 

“Racism (种族歧视) is a grown-up disease,” declares the saying on Ruby Bridge’s website along with a photo of Mrs. Bridge today, a 6-year-old girl four decades ago. In the photo, she is walking up the steps of the William Frantz Public School in New Orleans, a little black girl accompanied by two officers who protect her on her way to school.

Her name then was Ruby Nell. It was Nov. 14, 1960. She was the first black child to enroll at this all-white elementary school according to the court order to desegregate in New Orleans schools. Her story is moving -- she was a very courageous child -- and remains a significant proof against intolerance (不宽容) of all kinds. Ruby’s photo brings out another powerful image on her website: Norman Rockwells symbolic painting for Look magazine on Jan. 14, 1964, “The Problem We All Live With.”

Rockwell was an illustrator of exceptional skill and charm. He produced a vast number of unforgettable images over a long career, many of them involving children. His American kids are innocent and appealing, but often, at the same time, decidedly naughty. His method was to photograph his models, and the resulting paintings were photographic. But it is revealing to see how the artist slightly changed facial expressions from photo to oil painting in order to make his paintings communicate with the viewer. Communication, even persuasion, lay at the back of his work; this was art for effect.

“The Problem We All Live With” belongs to Rockwell’s later work, when he began openly showing his strong belief in liberty. This is a highly persuasive image. Before he arrived at the final copy, one sketch (草图) shows the little girl closer to the two officers following her than to those in front. In the finished picture, the girl seems more determined, independent, and untouched. The unfriendly tomatoes thrown on the wall are behind her now, and she, is completely unaffected.

1.Ruby Nell was protected by officers on her way to school, because   .

A.she was a little fighter against racism

B.she was very young, short and timid

C.she was the first black to study in an all-white school

D.she was chosen by the com t0be’wi’th white children

2.According to the passage, “The Problem We All Live With” is a(n)     .

A.social program for American children

B.famous painting by Norman Rockwell

C.photo displayed on Ruby Bridges’ website

D.exhibition at the Norman Rockwell Museum

3.The word “desegregate” in paragraph 2 probably means“   ”.

A.fight against the white

B.end racial separation

C.struggle for freedom

D.stop the black-white conflict

4.The main topic of this passage is   .

A.how Rockwell encouraged Ruby to fight against racism

B.how Ruby won her fight to go to an all-white school

C.how Rockwell expressed his protest in .Iris work

D.how persuasive Rockwell’s earlier work of art is

 

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