题目内容

Late one night, a thief crept into a wealthy merchant’s house. He was a young thief, without experience. In fact, this was his first professional . So he had everything carefully.

All went marvelously well at first. He found, as he , an unlatched window and got into the room easily. But, stepping his way through the room, he stubbed (碰到) his bare against a table leg. Choking (抑制) back a cry of pain, terrified of waking the merchant, he hit on the forehead and called himself a fool. He had to bring a light.

In the darkness, , he was able to see an oil lamp on the table, and lit it, then he gave a of relief. As he the lamp, a small spider came out from under its .

“Thank you for saving my life,” said the spider. “Before he went to bed, the merchant set this lamp down on top of me so I couldn’t escape. If you hadn’t come along, I wouldn’t have the night; , I’d have extremely uncomfortable situation for a long time.”

“You have saved a life and shown compassion (同情), ”the spider went on, the impatient thief said he had not to do so. “ yet, you have done so without the thought or hope of reward. You have gained more merits (优点) than you could possibly imagine.”

“But you’re only a spider,” said the thief.

“And you’re only a man.” said the spider. “My dear thief, when you understand that is life, whether on eight legs or , you will have understood much. Your deed, , has got rid of the bad things from your heart. Go from here with a fresh spirit. And good luck to you.”

The thief did so and never thought to steal again.

1.A. job B. mistake C. appearance D. finding

2.A. explainedB. managed C. planned D. imagined

3.A. expected B. remembered C. reminded D. meant

4.A. dull B. dark C. sitting D. terrible

5.A. head B. shoulder C. hand D. toe

6.A. the merchantB. the spider C. the thief D. himself

7.A. rememberedB. forgot C. avoided D. happened

8.A. howeverB. when C. so that D. but

9.A. applauseB. cry C. sigh D. laugh

10.A. woke upB. laid down C. picked up D. turned over

11.A. base B. cap C. cover D. foot

12.A. spent B. lasted C. hated D. worried

13.A. in timeB. however C. anyhow D. indeed

14.A. althoughB. so C. so that D. as if

15.A. said B. led C. cared D. intended

16.A. Better B. Worse C. Natural D. Lucky

17.A. hopefulB. least C. ordinary D. most

18.A. man B. spider C. life D. chance

19.A. three B. two C. a dozen D. a hundred

20.A. in no caseB. at ease C. in any case D. without delay

 

1.C

2.C

3.A

4.B

5.D

6.D

7.B

8.A

9.C

10.C

11.A

12.B

13.D

14.A

15.D

16.A

17.B

18.C

19.B

20.C

【解析】

试题分析:本文是一篇寓言故事,讲述了一个贼在蜘蛛的劝说下改过自新的事情。一个初次做贼的人无意中救了蜘蛛的性命,蜘蛛告诉他尽管他是无意中救了自己性命,这也说明他内心是一个好人,他有着自己没有意识到的优点,还让他摆脱掉心中的邪恶念头,去寻找全新的自己。

1.C.名词辨析。. A. job工作;B. mistake错误;C. appearance外表,出现;D. finding发现结果。从语境可知这是小偷第一次出来偷东西,所以选C。

2.C. 动词辨析。 A. explained解释;B. managed管理,设法做;C. planned计划;D. imagined想象。从上文知道由于是第一次偷东西,所以小偷计划很详细,选C。

3.A. 动词辨析。 A. expected 预计;期望;B. remembered记得;C. reminded提醒;D. meant意思是,意味着。由上文可知这是他预料中或者计划中的,选A。

4.B形容词辨析。A. dull呆板的;B. dark黑的;C. sitting坐着的; D. terrible可怕的。从下文He had to bring a light.可知屋子在晚上很黑,选B。

5.5】D. 名词辨析。A. head头;B. shoulder肩膀;C. hand 手;D. toe脚趾。从情理可知他的脚碰到了桌子腿上,选D。

6.6】D名词辨析。A. the merchant商人;B. the spider蜘蛛;C. the thief 贼;D. himself他自己。根据and后内容可知贼自己拍着自己的额头骂自己是傻子,短语:hit sb on the head“打到某人(身体部位)”。

7.】B动词辨析。A. remembered记得;B. forgot忘记;C. avoided 避免;D. happened发生。贼在黑暗中碰到桌子腿上,所以他骂自己忘了点灯,选B。

8.A.副词辨析。 A. however然而;B. when当…..时候;C. so that以便;D. but但是。在黑暗中贼可以看到一盏油灯,所以是转折关系,填副词howerer。

9.C. 名词辨析。 A. applause掌声;B. cry哭;C. sigh 叹气;D. laugh笑。根据情景可知他点着灯后如释重负,舒了一口气,心想自己不会再碰到桌子腿上了,选C。

10.C. 动词短语辨析。. A. woke up醒来;B. laid down 放下;C. picked up捡起;D. turned over翻身,转身。从后句内容a small spider came out from under its .可知只有贼把灯拿起来后蜘蛛才会爬出来,选C。

11.A名词辨析。. A. base基础,底座;B. cap帽子;C. cover盖子;D. foot脚。从情理可知蜘蛛被压在了灯座下面,选A。

12.B. 动词辨析。A. spent度过;B. lasted持续;C. hated讨厌;D. worried担心。商人把灯无意中压在了蜘蛛身上,由此推断蜘蛛是指自己不会活过今晚,选B。

13.D 短语辨析。A. in time及时;B. However然而;C. anyhow 不管怎样;D. indeed的确。从情理可知蜘蛛被灯压着的确会不舒服,选D。

14.A.连词辨析。 A. although尽管;B. so因此;C. so that以便; D. as if仿佛;根据贼和蜘蛛说的话可知,尽管贼一再表示自己不是有意救蜘蛛的,可知蜘蛛仍然非常感激,选A。

15.】D动词辨析。A. said说;B. led带领;C. cared 关心;D. intended打算;固定短语:intend to do “打算做某事,有意做某事”,选D。

16.A形容词辨析。A. Better更好;B. Worse更差;C. Natural自然的;D. Lucky幸运的;从蜘蛛说话的内容可知蜘蛛认为无意中的行为更能体现一个人的美德,选A。句意:然而那就更好了。

17.B形容词辨析。A. hopeful有希望的; B. least最少的;C. ordinary 普通的;D. most最多。从贼的说话内容可知他是无意去救蜘蛛的,所以是根本不求回报的,选B。

18.C 名词辨析。A. man人;B. spider蜘蛛;C. life生活,生命;D. chance机会。从语境可知蜘蛛强调不管是八条腿的蜘蛛还是两条腿的人,生命就是生命,选C。

19.B数词辨析。 A. three三个;B. two两个;C. a dozen一打;D. a hundred一百。人都是两条腿的,选B。

20.C短语辨析。.A in no case决不;B. at ease轻松;C. in any case 在任何情况下;D. without delay不耽搁地。从语境可知蜘蛛劝告贼,不管在任何情况下,一个人好的行为都会除掉心里面的邪恶或者肮脏的念头,选C。

考点:考查故事类短文阅读

练习册系列答案
相关题目

One of the qualities that most people admire in others is the willingness to admit one’s mistakes. It is extremely hard sometimes to say a simple thing like “I was wrong about that, ”and it is even harder to say, “I was wrong, and you were right about that. ”

I had an experience recently with someone admitting to me that he had made a mistake fifteen years ago. He told me he had been the manager of a certain grocery store in the neighborhood where I grew up, and he asked me if I remembered the egg cartons (箱子). Then he related an incident and I began to remember clearly the incident he was describing.

I was about eight years old at the time, and I had gone into the store with my mother to do the weekly grocery shopping. On that particular day, I must have found my way to the dairy food department where the incident took place.

There must have been a special sale on eggs that day because there was an impressive display of eggs in dozen and half-dozen cartons. The cartons were stacked three or four feet high. I must have stopped in front of a display to admire the stacks. Just then a woman came by pushing her grocery cart and knocked off the stacks of cartons. For some reason, I decided it was up to me to put the display back together, so I went to work.

The Manager heard the noise and came rushing over to see what had happened. When he appeared, I was on my knees inspecting (examining)some of the cartons to see if any of the eggs were broken, but to him it looked as though I was the criminal. He severely scolded me and wanted me to pay for any broken eggs. I protested my innocence and tried to explain, but it did no good. Even though I quickly forgot all about the incident, obviously the manager did not.

1.The author was ______ when he wrote this article.

A. about 8 B. about 18

C. about 23 D. about 15

2.Who was to blame for knocking off the stacks of cartons?

A. The author. B. The manager.

C. The woman. D. The author’s mother.

3.When the manager scolded him the author _______.

A. was frightened and cried B. tried to explain

C. did not say anything D. felt the manager was right

4.It can be inferred that the author _______.

A. regrets arguing with the manager for what he didn’t do

B. would like to tell people never to be fooled by an egg sale

C. has forgiven the manager for what he did to him fifteen years ago

D. expects the woman to say sorry to him for the mistake she made

 

When I was 11, I threw a glance into Dad’s lunch box and made the unexpected discovery that my mother still showed her love towards my father. The evidence, a napkin resting on top of the sandwiches packed in wax paper, was certain “Love you!” she had written on the napkin. “ Meat loaf for supper!”

Mom penned all kinds of messages to Dad on those paper napkins, and he saved a whole pile of them. What embarrassed me as a kid has become a precious memory of my parents.

It also started my own brand of lunch box notes. When my kids were young, I’d glue little drawings on their lunches. Lots of sketches(素描) of our dog, Max, along with smiling flowers. When they were teenagers, I’d copy words of wisdom from great people, Einstein, for example, or Bruce Springsteen. Then, my kids grew up making their own handwritten notes. And my husband writes me love notes on recycled paper, because he’s all about being green.

Friends who know about my lunch box notes eagerly share stories of their own family traditions. So many focus on food. Maura’s mom always drew hearts on the shells of hard-boiled eggs. Melinda wrote messages on her kids’ bananas.

We’re into the third generation of lunch box notes in our home. Whenever my 3-year-old grandson, Clayton, spends the night, he knows his lunch is going to have a napkin note from Grandma in the morning. Last week, I drew a picture of me, waving widely and shouting his name. He took one look at it and screamed, “ Where’s Grandpa?” I added a man in a clean shirt. “ You forgot his tie,” he said. I quickly drew a line of stripes(条纹) down the front of the shirt. Clayton smiled. “Grandpa,” he whispered, running his fingers across the napkin. “It’s you!”

1.When the author first saw Dad’s lunch box notes, she felt ______.

A. moved B. awkward

C. proud D. nervous

2.What did the author put in the lunch boxes when her kids were in their teens?

A. Words of love.

B. Pictures of flowers.

C. Drawings of their favorite animals.

D. Famous words of wisdom

3.It can be inferred that ________.

A. the author’s grandson likes drawing pictures on napkins.

B. the author’s children dislike making lunch box notes.

C. the author’s husband is an environmentalist.

D. the author’s friends all had their brand of lunch box notes.

4.What’s the best title for the text?

A. Old generation’s way of expressing love.

B. Different brands of lunch box notes.

C. Lunches packed with love.

D. Some interesting family traditions.

 

Hello and welcome. My name is Shelley Ann Vernon and I am glad that you want to find out more about teaching English through games. Right here you will find ways to get great results in the classroom for children aged 4 to 12; ways that from my experience will bring more success and joy into the lives of the children you teach.

You’ll learn how to make your serious classes fun, how to ensure everyone gets better grades, how to help stimulate(刺激) the brighter kids while nurturing the slower ones, and how to associate fun with learning by teaching vocabulary and grammar through language games. Earn even more appreciation, love and respect from your students and their parents for your teaching.

The games presented here work for ESL ( English as a Second Language ) pupils aged 4 to 12. These games are most suitable for beginners to intermediate level ( 中级) students.

Achieve results 2 × as fast.

Don’t take my word for it; read evidence from teachers and parents:

She found it valuable right away!

Although I only bought your book on Monday, and today is Wednesday, I want you to know how valuable I have found it to be. I have used a couple of the games in school already and the children loved them.

Most importantly, they were learning and reviewing English at the same time. Can I admit that I also enjoyed my lessons more?

Gila Goldberg, Jerusalem

The games help with learning difficulties!

My daughter Aurore has learning difficulties and since coming to your classes she has gained confidence and has improved in all subjects at school.

Mrs. J. Brown, Canterbury, Kent, UK

Click here to order now with our secure server. Remember, if you are not satisfied, just let us know and we will refund (退款) you in full. You still get to keep the essential bonus material, yours for FREE, and that’s a rare time saving gain, plus a value of 25 dollars.

1.The passage is mainly written for _____.

A. students B. girls

C. teachers D. doctors

2.Which of the following does the writer agree with?

A. Teachers should make their classes serious.

B. A good class should associate fun with learning.

C. Only smart children can learn from the games.

D. Only pupils aged 2 can make good use of the games.

3.If you are unsatisfied with the book, _____.

A. you can complain to a local newspaper or Shelley Ann Vernon

B. you can get half your money back and keep the material

C. you can get 25 dollars back but you have to return the product first

D. you will get your money back without returning the essential bonus material

4.The writer wrote the passage to _____.

A. tell teachers how to teach

B. recommend games to kids

C. persuade teachers to buy a book

D. show her students’ good performance

 

A book review tells not only what a book is about, but also how successful it is at what it is trying to do. Professors often assign (布置) book reviews as practice in careful analytical (分析的) reading.

As a reviewer, you bring together the two parts of accurate, analytical reading and strong, personal response when you indicate what the book is about and what it might mean to a reader. In other words, reviewers answer not only the WHAT but the SO WHAT question about a book. Thus, in writing a review, you combine the skills of describing what is on the page,analyzing how the book tried to achieve its purpose, and expressing your own reactions.

Most book reviews start with a heading that includes all the basic information about the book, like:

Title.

Author.

Place of publication, publisher, date of publication.

Number of pages.

The review usually begins with an introduction that lets your readers know what the review will say. The first paragraph usually includes the author and title again, so your readers don't have to look up to find this information. You should also include a very brief description of the contents of the book, the purpose or audience for the book, and your reaction and evaluation.

Then you move into a section of background information that helps place the book in context and discusses how to judge the book. Next, you should give a summary of the main points, quoting (引用) and explaining key phrases from the author. Finally, you get to the heart of your review -- your evaluation of the book. In this section, you might discuss some of the following issues:

·How well the book has achieved its goal.

·What possibilities are suggested by the book.

·What the book has left out.

·How the book compares with others on the subject.

·What personal experiences you've had related to the subject.

It is important to use labels (标签) to carefully distinguish your views from the author's, so that you don't confuse your readers.

Then, like other essays, you can end with a direct comment on the book, and tie together issues raised in the review in a conclusion.

There is, of course, no set form, but a general rule is that the first one-half to two-thirds of the review should summarize the author's main ideas and at least one-third should evaluate the book.

1. According to the text, personal response of a book reviewer refers to _______.

A. accurate and analytical reading

B. the reviewer’s understanding about the background of the book

C. the reviewer's indication of what the book is about and what it means to a reader

D. skills of describing what is on the page

2.What is the most important part of a book review?

A. The heading. B. The evaluation.

C. The conclusion. D. The introduction.

3. Readers will get puzzled if __________.

A. there is no heading in a book review

B. the book review is not complex enough

C. the reviewer's point of view is mixed with the author's

D. there are some different issues listed in the book review

4.What is suggested for a book review in this text?

A. Quoting from other similar books.

B. Commenting on the book in a fixed form.

C. Analyzing the author's writing experience in the past.

D. Comparing the book with others on a similar subject.

 

My favorite English teacher could draw humor out of the driest material. It wasn’t forced on us either. He took Samuel Johnson’s dictionary, Addison’s essays, and many other literary wonders from the eighteenth century and made them hilarious, even at eight o’clock in the morning. The thing that amazed me most was that the first time I read these works on my own some of them seemed dead, but the second time, after his explanation, I couldn’t believe that I hadn’t seen the humor. The stories and poems and plays were suddenly filled with allusions(典故) and irony andhilarious moments. I learned more from him than from any other teacher.

My least favorite English teacher also made people laugh. Some students found him to be wonderfully funny. Many others did not. He assigned journals over a six week period, to be written in every day. At the end of the six weeks I had a notebook full of bits and pieces about my ideas, short stories, reactions to what we had read, and so on. Our teacher announced that we would be grading each other’s journals. Mine was passed to Joe, that class clown, who always behaved in a funny or silly way. He saw it fit to make joke of and said, “This writing isn’t fit to line the bottom of a birdcage.” Our teacher laughed at that funny remark. It hurt me so much that the anger from it has driven my writing and teaching ever since.

So what makes the difference? Humor is one of the most powerful tools teachers or writers have. It can build up students and classes and make them excited about literature and writing, or it can tear them apart. It is true that humor is either productive or counter-productive and self-defeating.

1.The passage mainly discusses _____.

A. teaching B. literature

C. humor D. knowledge

2.The underlined word “hilarious” in Paragraph 1 probably means _____.

A. funny B. tiring

C. inspiring D. brilliant

3.With his favorite English teacher, the writer found it most amazing that _____.

A. his teacher was very learned

B. his teacher was very humorous

C. the works by Johnson and Addison were very humorous

D. few were able to find humor in works by Johnson and others

4.The English teacher the writer disliked most _____.

A. was not able to make students laugh

B. hurt his students’ feelings

C. didn’t let his students do the grading

D. had no sense of humor

 

违法和不良信息举报电话:027-86699610 举报邮箱:58377363@163.com

精英家教网