题目内容

B

 “The Lord of the Rings”, one of the best sellers in the new millennium（千年）, was made up of three parts——“The Fellowship of the Ring”, “Two Towers”, and “The Return of the King”. Millions upon millions of people have read it in over 25 different languages, but fewer know about the author and the history of the composition of the creative masterwork.

       John Ronald Reuel Tolkien was born in South Africa in 1892. His parents died when he was a child. Living in England with his aunt, Tolkien and his cousins made up play languages, a hobby that led to Tolkien’s becoming skilled in Welsh, Greek, Gothic, Old Norse and Anglo-Saxon.

       After graduating from Oxford, Tolkien served in World War I. In 1917, while recovering from trench fever, he began composing the mythology for The Rings. As a professor of Anglo-Saxon in 1930s at Oxford, Tolkien was part of an informal discussion group called the Inklings, which included several writers. The group was soon listening to chapters of Tolkien’s imaginative work “The Hobbit”.

       Hobbit was a name Tolkien created for a local people that could best be described as half-sized members of the English rural（乡村的）class. Hobbits live in hillside holes. One of them, Bilbo Baggins, looks for treasures with a group of dwarves（侏儒）. On the way, he meets the twisted, pitiful creature Gollum, from whom he sees a golden ring that makes the holder invisible（看不见的）.

       One of Tolkien’s students persuaded her employer, publisher Allen & Unwin, to look at a draft（草稿）. The chairman of the firm, Stanley Unwin, thought that the best judge for a children’s book would be his ten-year-old son. The boy earned a shilling for reporting back that the adventure was exciting, and “The Hobbit” was published in 1937.

       It sold so well that Unwin asked for a continuation. Over a dozen years later, in 1954, Tolkien produced “The Lord of the Rings”, a series of books so creative that they hold readers—new and old —after their publication.

54. Which of the following is true according to the passage?

       A. “The Lord of the Rings” didn’t sell well in the last millennium.

       B. People know better about Tolkien himself than about his works.

       C. Tolkien was quite familiar with Old English.

       D. Tolkien knew very well about different kinds of local languages in Africa.

55. What can we learn about “Hobbit” that Tolkien created in his works?

       A. Hobbit was a race living in English downtown areas.

       B. Hobbit was a local people who were very tall and strong.

       C. Hobbit was a social group of people who lived in old castles.

       D. Hobbit was a group of people who were mostly dwarves.

56. Which of the following shows the right order of Mr J.R.R.Tolkien’s life experience?

       a. He had his “The Hobbit” published.        b. He became a member of the Inklings.    

    c. He served in World WarⅠ               d. He became an undergraduate at Oxford.

       e. “The Lord of the Rings” came to the world.  f. He moved to England to live with his aunt.

       A. f-d-b-c-a-e        B. f-d-c-b-a-e         C. f-c-d-b-e-a            D. d-f-c-a-b-e

54—56  C D B    

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The baby monkey is much more developed at birth than the human baby. Almost from the moment it is born, the baby monkey can move around and hold tightly to its mother. During the first few days of its life the baby will approach and hold onto almost any large, warm, and soft object in its environment, particularly if that object also gives it milk. After a week or m, however, the baby monkey begins to avoid newcomers and focuses its attentions on “mother" 一 the real mother or the mother-substitute (母亲替代树).

During the first two weeks of its life warmth is perhaps the most important psychological (心理的) thing that a monkey mother has to give to its baby. The Harlows, a couple who are both psychologists, discovered this fact by offering baby monkeys a choice of two types of mother-substitutes 一 one covered with cloth 4nd one made of bare wire. If the two artificial mothers were both the same temperature, the little monkeys always preferred the cloth mother. However, if the wire model was heated, while the cloth model was cool, for the first two weeks after birth the baby monkeys picked the warm wire mother-substitutes as their fuvorites. Thereafter they switched and spent most of their time on the mw comfortable cloth mother.

Why is cloth preferable to bare wire? Something that the Harlows called contact (接級) comfort seems to be the answer, and a most powerful influence it is. Baby monkeys spend much of their time rubbing against their mothers' skins, putting themselves in as close contact with the parent as they can. Whenever the young animal is frightened, disturbed, or annoyed, it typically rushes to its mother and rubs itself against her body. Wire doesn't “rub" as well as does soft cloth. Prolonged (长时间的) “contact comfort" with a cloth mother appears to give the babies confidence and is much more rewarding to them than is cither warmth or milk.

According to the Harlows, the basic quality of baby’s love for its mother is trust. If the baby is put into an unfamiliar playroom without its mother, the baby ignores the toys no nutter how interesting they might be. It screams in terror and curls up into a furry little ball. If its cloth mother it now introduced into the playroom, the baby rushed to it and holds onto it for dear life. After a few minutes of contact comfort, it obviously begins to feel more secure. it then climbs down from the mother-substitute and begins to explore the toys, but often rushes back for a deep embrace (拥抱) as if to make sure that its mother is still there and that all is well. Bit by bit its fears of the new environment are gone and it spends more and more time playing with the toys and less and less time holding onto its “mother.”

50. Psychologically, what does the baby monkey desire most during the first two weeks of its life?

A. Warmth.             B. Milk.                C. Contact.            D. Trust.

51. After the first two weeks of their life, baby monkeys prefer the cloth mother to the wire mother because the former is ______.

A. larger in size                                     B. closer lo them

C. less frightening and less disturbing      D. more comfortable to rub against

52. Whal docs the baby monlcry probably gain from prolonged Mcontact comfort"?

A. Altenlion.                                        B. Softness.

C. Confidence.                                     D. Interest.

53. It can be inferred that when the baby monkey feels sccure, ______.

A. it frequently niftheft back for a deep embrace when exploring the toys

B. it spends more time screaming to get rewards

C. il is less attracted to the toys though they are interesting

D. it cares less alxnii whether itA mother is still around

54. Hie main purpose of ihc passage is to ______.

A. give the reasons for (he experiment

B. present the findings of the experiment

C. introduce the method of the experiment

D. describe the process of the experiment

In 1974, after filling out fifty applications, going through four interviews, and winning one offer, I look what I could get — a teaching job at what I considered a distant wild area: western New Jersey. My characteristic optimism was alive only when I reminded myself that I would be doing what I had wanted to do since I was fourteen 一 teaching English.

School started, but I felt more and more as if I were in a foreign country. Waa this rural area really New Jersey? My students a week off when hunting season began. I was told they were also frequently absent in late October to help their fathers make hay on the farms. I was a young woman from New York City, who thought that “Make hay while the sun shines” just meant to have a good time.

But, still, I was teaching English. I worked hard, taking lime off only to eat and sleep. And then there was my sixth-grade class 一 seventeen boys and five girls who were only six yean younger than me. I had a problem long before I knew it. I was struggling in my work as a young idealistic teacher. I wanted to make literature come alive and lo promote a love of the written word. The students wanted to throw spitballs and whisper dirty words in the back of the room.

In college I had been taught that a successful educator should ignore bad behavior. So I did, confident that, as the textbook had said, the bad behavior would disappear as I gave ray students positive attention. It sounds reasonable, but the text evidently ignored the fact that humans, particularly teenagers, rarely seem reasonable. By the time ray boss, who was also ray taskmaster known to be the strictest, most demanding, most quick to fire inexperienced teachers, came into the classroom to observe me, the students exhibited very little good behavior to praise.

My boss sat in the back of the room. The boys in the class were making animal noises, hitting each other while the girls filed their nails or read magazines. I just pretended it all wasn’t happening, and went on lecturing and tried to ask some inspiring questions. My boss, sitting in the back of the room, seemed to be growing bigger and bigger. After twenty minutes he left, silently. Visions of unemployment marched before my eyes.

I felt mildly victorious that I got through the rest of class without crying, but at my next free period I had to face him. I wondered if he would let me finish out the day. I walked to his office, took a deep breath, and opened the door.

He was sitting in his chair, and he looked at me long and hard. I said nothing. All I could think of was that I was not an English teacher; I had been lying to myself, pretending that everything was fine.

When he spoke, he said simply, without accusation, “You had nothing to say to them.”

“You had nothing to say to them," he repeated. “No wonder they’re bored. Why not get to the meal of the literature and stop talking about symbolism. Talk with them, not at them. And more important, why do you ignore their bad behavior?” We talked. He named ray problems and offered solutions. We role-played. He was the bad student, and I was the forceful, yet, warm, teacher.

As the year progressed, we spent many hours discussing literature and ideas about human beings and their motivations. He helped me identify my weaknesses and my strengths. In short, he made a teacher of me by teaching me the reality of Emerson's words: “The secret to education lies in respecting the pupil.”

Fifteen years later I still drive that same winding road to the same school. Thanks to the help I received that difficult first year, the school is my home now.

55. It can be inferred from the story that in 1974 ______.

A. the writer became an optimistic person

B. the writer was very happy about her new job

C. it was rather difficult to get a job in the USA

D. it was easy to get a teaching job in New Jersey

56. According to the passage, which of the following is most probably the writer’s problem as a new teacher?

A. She had blind trust in what she learnt at college.

B. She didn’t ask experienced teachers for advice.

C. She took too much time off to eat and sleep.

D. She didn’t like teaching English literature.

57. What is the writer’s biggest worry after her taskmaster's observation of her class?

A. She might lose her teaching job.

B. She might lose her students’ respect.

C. She couldn’t teach the same class any more.

D. She couldn’t ignore her students’ bad behavior any more.

58. Which of the following gives the writer a sense of mild victory?

A. Her talk about symbolism sounded convincing.

B. Her students behaved a little better than usual.

C. She managed to finish the class without crying.

D. She was invited for a talk by her boss after class.

59. The students behaved badly in the writer's classes because ______.

A. they were eager to embarrass her

B. she didn't really understand them

C. they didn't regard her as a good teacher

D. she didn’t have a good command of English

60. The taskmaster’s attitude towards the writer after his observation of her class can be best described as ______.

A. cruel but encouraging                        B. fierce but forgiving

C. sincere and supportive                       D. angry and aggressive


第三部分阅读理解(共15小题，每小题2分，满分30分)
A
Our first winter in Canada was the happiest we have ever experienced. We were living in the countryside then and had just arrived from Hong Kong that autumn. One evening in mid December snow began to fall. When we looked out of the window and saw that it was snowing, we all cheered. It was the first snow we had ever seen and we were excited. We could hardly wait  for the snow to stop so that we could go out lo play. Next morning when we woke up,it was still snowing. We switched on the radio and learned that more than ten inches of snow had fallen during the night and that since the roads were blocked, there would he no school that day. We jumped up and down for joy and beg mother to let us go outside to play in the snow, She said we could go out after breakfast if we dressed warmly and promised to come back as soon as we felt cold. When we went out, the snow had almost stopped. The roads, paths, gardens, and playgrounds were all hidden under a white blanket of soft snow. It was the most beautiful sight we had ever seen. Just then we saw some neighbours, children coming out to play. We ran over to join them. Together we built a snowman and a snow house. After that, we took turns sliding down a hill on a large piece of carboard. We were having so much fun when supper time came. Mother almost had to force us to go in and eat.
56. The children in the story had come from Hong Kong______ before the event described in the story happened
A. a year       B. the summer     C. a few weeks   D. the winter
57. The children were jumping with joy when they saw the snow because        .
A. they would go to school the following day
B. it was the first time they had seen snow
C. their mother would buy them warm clothes
D. they liked cold winter
58. When the children asked their mother lo let them go out to play, she ____.
A. asked them to go to school          B. refused to let them go outside
C. told them to switch on the radio .     D. told them to wait until after breakfast

Holidays are really important. Many of us will have childhood memories of summer holidays where we were taken away from home to experience new environments and learn in different ways.

But holidays are expensive and, for those on low wages or living on benefits, they are often unobtainable. Even the cheapest holidays require travel and other additional costs that are difficult for many families to meet.

For working parents, the long summer break can be a very difficult problem for childcare. When an annual leave allowance amounts to only five weeks, there is a need to spread this across the year. Couples can find themselves taking leave in turn in order to care for children who are on holiday. For some, this makes even an affordable family holiday difficult.

The schools that I visit in Nottingham are full of experienced staff committed to giving our children a caring and inspiring learning environment. The number of children receiving free school meals is quite large in Nottingham and many schools have breakfast clubs to make sure that children get a healthy start to the day. Most schools undertake programs of group or individual educational support. Schools also have an important role in sofeguaiding children's welfare through the ongoing touch and support with their pupils. During the long summer holidays, much of this is missed.

While teachers are holidaying in the UK, many of their pupils spend the whole six weeks on the street where they live. The lack of free school meals for six weeks can result in pressure on a family budget and an inability to afford the inspiring experiences that help children to continue their learning.

In setting out its plans for a five-term year, Nottingham City Council (委员会)is seeking to reduce the summer holiday down lo four and a half weeks, with a more balanced five terms of roughly eight weeks, each followed by a two-week break. We believe this will give real “down time" for school staff and pupils alike but will be short enough not to cause a real break in learning.

We acknowledge that this change may be difficult for some school staff, particularly whose own children are educated in other authorities. However, this must be weighed against the benefits for city children for whom we all have the greatest duty of care.

1.The passage is probably written by      .

A. an experienced teacher        B. a city council member

C. an inspired student        D. a working parent

2.The underlined word "they" in the second paragraph refers to "       ’.

A. environments        B. wages   C. holidays         D. benefits

3.It is suggested in the passage that the summer break be reduced to       .

A. 2 weeks         B. 6 weeks         C. 5 weeks         D. 4.5 weeks

4.The plans for a shorter summer holiday will help students_____    .

A.      obtain the cheapest holidays without additional costs

B.      get a chance to spend six weeks a term with teachers in school

C.      have more school days to receive free school meals

D.      benefit more from the caring and inspiring learning environment

5.It can be inferred from the passage that          _______.

A.      some school staff will say “ No" to the plans for a shorter summer holiday

B.      the suggested plans for a five-term school year can hardly be carried out

C.      the long summer holiday gives teachers and students real "down time"

D.      working parents can enjoy a five-week break to care for their children

 

 

第二节 信息匹配(共5小题; 每小题2分, 满分10分)

 

阅读下列应用文及相关信息，并按照要求匹配信息。请在答题卡上将对应题号的相应选项字母涂黑。

以下是关于中国传统节日的起源介绍：

A. One day, Emperor Mingdi had a dream about a gold man in his palace. When he was about to ask the mysterious figure who he was, the gold man suddenly rose to the sky and disappeared in the west. The next day, Emperor Mingdi sent a scholar to India to locate Buddhist scriptures and ordered that a temple be built to house a statue of Buddha and serve as a repository for the scriptures. So Emperor Mingdi ordered his subjects to display lighted lanterns during what was to become the Festival.

B. The earth once had ten suns circling it. However, one day all ten suns appeared together. The heat was so scorching and unbearable. A strong archer named Hou Yi came out and succeeded in shooting down nine suns. He was later made the emperor but after that he became a tyrant. In order to save the people from his tyranny, his wife Chang-E stole the elixir and consumed it herself and floated to the moon taking along her pet rabbit with her.

C. Qu Yuan was a minister in the kingdom of Chu.He was upright , loyal and highly esteemed for his wise counsel that had brought peace and prosperity to the kingdom. Realizing that the country was now in the hands of evil and corrupt officials, Qu Yuan clasped a large stone and leaped into the Mi Lo river on the fifth day of the fifth moon. The people of Chu, mourning the death of Qu Yuan, threw rice into the river to feed his hungry ghost on this day every year.

D. One of the most famous legends is Nian, an extremely cruel and ferocious beast that the ancients believed would devour people on New Year's Eve. To keep Nian away, red-paper couplets are pasted on doors, torches are lit, and firecrackers are set off throughout the night, because Nian is said to fear the color red, the light of fire, and loud noises. Early the next morning, as feelings of triumph and renewal fill the air at successfully keeping Nian away for another year, the most popular greeting heard is "gong xi fa cai", or "congratulations."

E. On this evening, two lovers will meet on a bridge of magpies across the Milky Way. Chinese grannies will remind children that they would not be able to see any magpies on that evening because all the magpies have left to form a bridge in the heavens with their wings.

F. The Festival itself was created by the Tang Emperor Xuanzong in 732. It is said that because the wealthy held too many expensive, elaborate ancestor-worshipping ceremonies, in a needed effort to lower this expense, Emperor Xuanzong declared that respects could be formally paid at ancestor's graves only on the day.

以下是中国传统节日的庆祝活动，请匹配庆祝活动和该传统节日的起源介绍：

56. The Qingming Festival: The most important activity on the Festival is tomb sweeping to remember and honour one's ancestors at grave sites. Young and old pray before the ancestors, sweep the tombs and offer food, tea, wine, chopsticks, (joss) paper accessories, and/or libation to the ancestors. The rites are very important to most Chinese and especially farmers.

57. The Lantern Festival: According to the Chinese tradition, at the very beginning of a new year, when there is a bright full moon hanging in the sky, there should be thousands of colorful lanterns hung out for people to appreciate. At this time, people will try to solve the puzzles on the lanterns and eat yuanxiao (glutinous rice ball) and get all their families united in the joyful atmosphere.

58. The Dragon-boat Day: The Festival was also noted for its dragon-boat races, especially in the southern provinces, where there are many rivers and lakes and a glutinous rice pudding called Zongzi was eaten

59. The Valentine’s Day: There is not so much emphasis on giving chocolates, flowers and kisses. Instead, Chinese girls prepare fruits, melons and incense as offerings to the weaving maiden, praying to acquire high skills in needlecraft, as well as hoping to find satisfactory husbands. In the evening, people sit outdoors to observe the stars. Chinese grannies would say that, if you stand under a grapevine, you can probably overhear what the weaving maiden and her husband are talking about.

60. The New Year’s Day:  It is traditional to decorate the homes with new year paintings. The most popular paintings are Door Gods pasted on the front doors to keep ghosts and monsters away. Spring couplets are traditionally written with black ink on red paper. They are hung in storefronts and often stay up for two months. A reunion dinner is held where members of the family, near and far, get together for celebration.

 

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