10-year–old John ran barefoot out of the door on a windy, cold day in February and he 1 straight for the 125-foot electric tower behind their home. The tower carried 230,000 volts through its silver 题目和参考答案——青夏教育精英家教网—

题目内容

10-year–old John ran barefoot out of the door on a windy, cold day in February and he 1 straight for the 125-foot electric tower behind their home. The tower carried 230,000 volts through its silver wires but John wasn′t 2 of the danger. He had suffered from a mental illness, a condition that separates him from reality, 3 him to live within his own 4 . That day his thoughts were set on climbing to the top of that tower, touching the sky and feeling what it was like to 5 .

His seventeen-year-old brother, James, who had always been close by, watching him and making sure that no 6 came to him, 7 to realize that he was missing this time.

John had already 8 the handrails（栏杆）and was making his 9 to the sky by the time James 10 him. James understood the 11 of the electrical tower but he chose to follow his younger brother up each gray rail, trying not to look 12 , all the way to the top. James finally 13 his brother and held him tightly with his right hand. With his left hand, he held on to a metal bar to help stabilize（固定）them 14 .

The minutes lengthened into hours 15 they balanced on a three-inch rail. James sang songs to 16 his own beating heart and to draw his brother′s attention away from the rescue action taking place 17 .

Hundreds of people gathered at the base of the tower and they looked like ants to James. Helicopters（直升飞机）began to circle overhead and emergency trucks rushed to the 18 . When secured with a safety line, the brothers and their rescuers were carefully lowered to the ground, the crowd below burst out 19 . They witnessed the 20 of a 17-year-old boy named James.

1．A．looked B．headed C．cared D．sent

2,4,6

2．A．aware B．proud C．sure D．afraid

3．A．teaching B．allowing C．coaching D．forcing

4．A．words B．opinions C．thoughts D．ideas

5．A．run B．fly C．rush D．walk

6．A．harm B．wound C．fear D．damage

7．A．refused B．happened C．pretended D．failed

8．A．removed B．cleared C．overcome D．occupied

9．A．way B．trip C．tour D．journey

10．A．caught B．saved C．found D．recognized

11．A．usage B．danger C．effect D．height

12．A．left B．right C．up D．down

13．A．reached B．touched C．fetched D．found

14．A．either B．both C．all D．each

15．A．before B．till C．where D．as

16．A．stop B．rest C．calm D．resist

17．A．below B．nearby C．ahead D．around

18．A．land B．space C．center D．scene

19．A．cries B．cheers C．laughter D．shouts

20．A．carefulness B．friendliness C．braveness D．unselfishness

1—5 BADCB 6—10 ADBAC 11—15 BDABD 16—20 CADBC

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As soon as I saw her, I understood I was in trouble. The tiny 10-year-old girl was staring at me with that specific facial expression which probably only dentists have to enjoy all day long!

Whatever question I asked, whatever activity I suggested, her reaction was pretty much the same — she was frozen with horror. She was sent to our private language school after having been the worst in English at her key school with a pretty strict ELT syllabus(教学大纲), with her peers teasing her for her mistakes in English. Moreover, her state school teacher called her name. To make things worse, she was under pressure from her family for getting bad marks in English. She was definitely expecting me to carry on the same way with her.

I have to admit that I had been staring at her with probably the same expression for a while before eventually she handed in an absolutely incredible composition which I had previously asked the class to write. It was written in perfect handwriting, was full of clever ideas and had correct paragraphing. The girl got her first excellent mark in English, and I praised her generously and from then on I started using her writing skills to support the others. Before doing an oral retelling of a story, she wrote it down. Before presenting her oral project, she was allowed to do the same thing. The day she first put up her hand to orally answer my question addressed to the class I was incredibly happy.

She taught me how to approach withdrawn students — find the skill which they can excel at, in her case writing, and help the student use it to develop other skills!

1.The writer is probably a teacher 　　　.

A. in a language training center

B. in a private language school

C. in a state school

D. in a key public school

2.The writer’s first impression of the little girl was that she was 　　　.

A. incredibly dull B. hard to cope with

C. far too lovely D. pretty confident

3.The girl came to the school because 　　　.

A. she had some special skills

B. she was good at writing poems

C. she felt very uncomfortable at her previous school

D. she is poor at her pronunciation

When Emily Beardmore first heard that a trip was being planned by the biology class at Windsor High School, she thought about how much fun it would be.

“I thought it would be a really good experience to go with other friends and teachers to another country in an environment other than a vacation environment,” the 10- year-old girl said.

A few months later, Emily got her chance when she and 14 of her classmates, along with biology teacher Tamara Pennington went to Costa Rica for eight days in late May.

“It was not just a tour,” said Pennington, who organized the trip. “You can go to any place in the world on just a tour. This one was practical, really working with the sea turtles and practicing conservation (保护). It just seemed like the perfect science field trip for kids who think they want to get into science to see what it’s really like to be out in the field and enjoy themselves.”

Emily said her time on the turtle project, which was the focus of the trip, was “crazy”. “We were walking on the beach at night and you can’t see anything — just see a big black dot (点),” she said with a laugh. “I was not expecting the turtles to be that big.” The turtles are leatherback turtles, which are becoming extinct because their eggs are used as food.

“When they would move their legs while laying their eggs they were really hard to control because they were a lot more powerful than you would imagine,” Emily said.

Once the eggs were collected, the students took them back to a hatchery (孵化场) and dug holes to copy the hole the mother turtle had made and then buried the eggs for the 60 days needed to hatch.

“It was an amazing experience,” Emily said. “You go to another country to see what their culture is like and learn what their everyday lives are like. It made me really want to help out my mom a lot more than I do, and value what I have.”

1.What did Pennington consider the trip to be?

A. It was a common tour to a foreign country.

B. It was a journey to practice what students learned.

C. It was a trip to do practical science activities.

D. It was to attract students’ interest in science.

2.From what Emily said on her turtle project, we know that _____.

A. she was afraid of walking on the beach at night

B. she didn’t dare to catch the powerful turtles

C. she got crazy at the sight of turtles at night

D. she had thought turtles were small animals

3.Which of the following is NOT true according to the passage?

A. Emily thought the trip being planned by the biology class would be fun.

B. Totally, 16 people went to Costa Rica for the 8-day trip in May.

C. Generally, it takes about 60 days to hatch little turtles.

D. The trip mainly aimed to get fun and rest.

Years ago while lying in my hammock (吊床) and drinking JB from the bottle, I 21 my dog dragging something under the fence. 22 looking at it carefully, to my 23 , I realized it was the next-door neighbor’s 10-year-old daughter’s rabbit. For years I 24 her come home from school and 25 straight out to its cage, 26 it and play with it in the yard. I know today 27 be no different. 28 for our dog, I had to think fast.

The rabbit died and was quite dirty, as if it had 29 quite a struggle, so I washed it off with the plastic 30 , combed it with the dog brush and blew it 31 with the leaf blower (吹风机) . Upon finishing its grooming (刷洗), I jumped the 32 and put it back in its cage hoping its 33 would be accepted as “ natural causes”.

34 to the hammock and JB. Within the hour the neighbor’s car 35 as usual and out came the little girl, 36 as usual she headed straight for the cage. Only this time did she stop about six feet away and 37 “ D-A-D-D-Y-!!”

Her father, 38 , stood looking at the cage. Being the good neighbor, I rushed to the fence and asked if there was anything I could do.

Her father 39 than calmly shouted, “What kind of 40 person would dig up a little girl’s dead rabbit and put it back in its cage?”

1. A. noticed B. watched C. enjoyed D. stopped

2. A. Without B. Before C. Upon D. Once

3. A. interest B. excitement C. joy D. disappointment

4. A. watched B. was watching C. used to watching D. had watched

5. A. head B. went C. leave D. hurried

6. A. hide B. bury C. cover D. free

7.. A. would B. shouldn’t C. should D. couldn’t

8.A. Feared B. Fear C. Fearing D. To fear

9. A. put on B. put up C. put off D. put out

10. A. water B. pipe C. shampoo D. soap

11. A. drying B. dryly C. dried D. dry

12. A. door B. hammock C. neighbor D. fence

13.A. look B. death C. story D. rabbit

14. A. Again B. Up C. Back D. Prior

15. A. pulled in B. pulled down C. pulled up D. pulled off

16. A. but B. or C. and D. so

17. A. scared B. cheered C. screamed D. laughed

18. A. pleased B. frightened C. Delighted D. satisfied

19. A. more B. less C. no more D. no longer

20. A. sick B. nice C. humorous D. Interesting

Twenty-first century humanity has mapped oceans and mountains, visited the moon, and surveyed the planets．But for all the progress, people still don’t know one another very well.

That brings about Theodore Zeldin’s “feast of conversation”－events where individuals pair with persons they don’t know for three hours of guided talk designed to get the past “Where are you from?”

Mr．Zeldin, an Oxford University professor, heads Oxford Muse, a 10-year-old foundation based on the idea that what people need is not more information, but more inspiration and encouragement.

The “feast” in London looks not at politics or events, but at how people have felt about work, relations among the sexes, hopes and fears, enemies and authority, the shape of their lives．The “menu of conversation” includes topics like “How have your priorities changed over the years?” Or, “What have you rebelled against the past?”

As participants gathered, Zeldin opened with a speech: that despite instant communications in a globalized age, issues of human heart remain．Many people are lonely, or in routines that discourage knowing the depth of one another．“We are trapped in shallow conversations and the whole point now is to think, which is sometimes painful,” he says．“But thinking interaction is what separates us from other species, except maybe dogs…who do have generations of human interactions.”

The main rules of the “feast”: Don’t pair with someone you know or ask questions you would not answer．The only awkward moment came when the multi-racial crowd of young adults to seniors, in sun hats, ties and dresses, looked to see whom with for hours．But 15 minutes later, everyone was seated and talking. They would be ‘intimate’, continuing full force until organizers interrupted them 180 minutes later.

“It’s encouraging to see the world is not just a place of oppression and distance from each other,” Zeldin summed up．“What we did is not ordinary, but it can’t be madder than the world already is.”

Some said they felt “liberated” to talk on sensitive topics. Thirty-something Peter, from East London, said that “it might take weeks or months to get to the level of interaction we suddenly opened up.”

1. What can the “conversations” be best described as?

A. Deep and one-on-one. B. Sensitive and mad.

C. Instant and inspiring. D. Ordinary and encouraging.

2. In a “feast of conversations”, participants ________.

A. pair freely with anyone they like

B. have a guided talk for a set of period of time

C. ask questions they themselves would not answer

D. wear clothes reflecting multi-racial features．

3.In paragraph 6, “they would be ‘intimate’” is closest in meaning to “________”.

A. they would have physical contact B. they would have in-depth talk

C. they would be close friends D. they would exchange basic information

4. According to Zeldin, what prevents many people thoroughly knowing one another?

A. Loneliness or routines. B. Shallow conversations.

C. Unwillingness to think. D. The fear for awkward moment.

5. From the passage, we can conclude that what Zeldin does is _________.

A. an attempt to promote thinking interaction

B. one of the maddest activities ever conducted

C. a try to liberate people from old-fashioned ideas

D. an effort to give people a chance of talking freely

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