Mandara seemed to know something big was about to happen. So she let out a yell, caught hold of her 2-year-old daughter Kibibi and climbed up into a tree. She lives at the National Zoo in Washington, 题目和参考答案——青夏教育精英家教网—

题目内容

Mandara seemed to know something big was about to happen. So she let out a yell, caught hold of her 2-year-old daughter Kibibi and climbed up into a tree. She lives at the National Zoo in Washington, D.C.
And on Tuesday, August 23rd, witnesses say she seemed to sense the big earthquake that shook much of the East Coast before any humans knew what was going on. And she’s not the only one. In the moments before the quake, an orangutan (猩猩) let out a loud call and then climbed to the top of her shelter.
“It’s very different from their normal call,” said Brandie Smith, the zookeeper. “The lemurs (monkey-like animals of Madagascar) will sound an alarm call if they see or hear something highly unusual.”
But you can’t see or hear an earthquake 15 minutes before it happens, can you? Maybe you can — if you’re an animal. “Animals can hear above and below our range of hearing,” said Brandie Smith. “That’s part of their special abilities. They’re more sensitive to the environment, which is how they survive.”
Primates weren’t the only animals that seemed to sense the quake before it happened. One of the elephants made a warning sound. And a huge lizard (蜥蜴) ran quickly for cover. The flamingoes (a kind of bird) gathered before the quake and stayed together until the shaking stopped.
So what kind of vibrations were the animals picking up in the moments before the quake? Scientist Susan Hough says earthquakes produce two types of waves — a weak “P” wave and then a much stronger “S” wave. The “P” stands for “primary”. And the “S” stands for “secondary”. She said she thinks the “P” wave might be what set the animals off.
Not all the animals behaved unusually before the quake. For example, Smith says the zoo’s giant pandas didn’t jump up until the shaking actually began. But many of the other animals seemed to know something was coming before it happened. “I’m not surprised at all,” Smith said.
【小题1】Why did Mandara act strangely one day?

A．Because it sensed something unusual would happen.

B．Because its daughter Kibibi was injured.

C．Because it heard an orangutan let out a loud call.

D．Because an earthquake had happened.

【小题2】According to Brandie Smith, _____.

A．many animals’ hearing is sharp

B．earthquakes produce two types of waves

C．primates usually gather together before a quake

D．humans can also develop the ability to sense a quake

【小题3】Which word in the passage has a close meaning to the underlined word “cover”?

A．vibration

B．shelter

C．quake

D．range

【小题4】Which animal seems unable to sense a quake?

A．A giant panda.

B．A flamingo.

C．A lemur.

D．A lizard.

【小题5】What is the best title for the passage?

A．How animals survive a quake.	B．How animals differ from humans.
C．How animals behave before a quake.	D．How animals protect their young in a quake.

【小题1】A
【小题2】A
【小题3】B
【小题4】A
【小题5】C

解析试题分析：这篇文章主要讲了在地震前动物们的表现，有些动物对地震敏感，而有些动物对地震没有察觉。
【小题1】根据Mandara seemed to know something big was about to happen. So she let out a yell, caught hold of her 2-year-old daughter Kibibi and climbed up into a tree. She lives at the National Zoo in Washington, D.C.故选A。
【小题2】根据Maybe you can — if you’re an animal. “Animals can hear above and below our range of hearing,” said Brandie Smith. “That’s part of their special abilities. They’re more sensitive to the environment, which is how they survive.”故答案应为A。
【小题3】根据One of the elephants made a warning sound. And a huge lizard (蜥蜴) ran quickly可猜出“cover”意思是居所，故选B。
【小题4】根据For example, Smith says the zoo’s giant pandas didn’t jump up until the shaking actually began，故选A。
【小题5】通过全文以及Not all the animals behaved unusually before the quake. For example, Smith says the zoo’s giant pandas didn’t jump up until the shaking actually began. But many of the other animals seemed to know something was coming before it happened. “I’m not surprised at all,” Smith said.
故选C。
考点：教育类短文阅读理解
点评：本题型考查了对文章段落或某一板块的理解概括能力。先阅读问题，然后带着问题，再读全文，找出答题所需要的依据，完成阅读。在词义与句义理解的基础上，结合上下文总结归纳某一段或几段的大意，对于把握文章主旨，分析全文结构都是至关重要的。纵观历年高考试题，阅读理解试题一般有以下几种题型：一是直接回答who, whom, which, what, where, when, why, how等疑问词引起的细节问题；二是猜测词义题；三是推理判断题；四是综合概括题。在做阅读理解题时，一定要仔细看完，看清楚试题要求再作答，特别要注意NOT，TRUE，EXCEPT等词。有时，要先看题，后阅读文章，带着问题去读短文，可缩短阅读时间，效果也许会更好。

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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

Standing on the side of the highway waiting to catch speeding drivers, a police officer saw a car moving slowly at 18 MPH. He _36_ to himself, “This driver is just as _37 as a speeder!” So __38 _ he turned on his lights and pulled the driver over. 39 the car, he noticed that 40 were five old ladies — two in the front seat and __41__three in the back, their eyes wide and faces white as ghosts. The driver, obviously 42_ , said to him, “Officer, I don’t understand. I was _43__ exactly the speed limit! _44__ seems to be the problem?” “Ma’am,” the officer replied, “You weren’t _45__, but you should know that driving _46__ than the speed limit can also be a(n) __47 to other drivers.” “Slower than the speed limit? No, sir, I was doing the speed limit exactly…Eighteen miles per hour!” The old woman said a bit __48_ . The police officer, trying to _49_ a laugh, explained to her that “18” was the route number, _ 50_ the speed limit. A bit embarrassed, the old woman smiled and thanked the officer for _51_ out her error. “But before I let you _52_, Ma’am, I have to ask if everyone in this car is all right? These women seem very _53_ and they didn’t make a single sound the whole time.”The police officer asked. “Oh, they will be all right _54 a minute, officer. We just _55__ Route 128.”

Dear Dad,
I was very upset when I received your letter. I knew you 46 not like my results, but I didn’t realize you and Mum were so 47 with me. This has made me 48 very carefully about myself, and now I 49 how silly I have been.
My poor 50 have come from my own 51 . Of course, I want to do my best. I want you and Mum to be proud 52 me, but somehow when I get to school I just can’t keep my 53 on the subject and I stop 54 the teacher. So many other things seem so much more 55 , but I know that I must not 56 the chance you and Mum have given me. If I don’t work very hard 57 the next few months, I am going to get 58 results. So I am going to study hard this summer. And I will show Mum anything 59 I can’t understand so that she can give me help.
I 60 you will allow me to play some basketball. I think I need some exercise, 61 _ I will control the time I 62 on it properly.
If you want me to stop meeting Cindy, I will — but there is 63 serious. We are just good friends, and she often helps me 64 my schoolwork.
Dad, I am really sorry I have made you angry. I’m going to try my best to 65 my study. I promise that I will make you proud of me soon.
Yours,
Jimmy

第二节完形填空(共20小题；每小题重分，满分20分)
阅读下面短文，掌握其大意，从每题所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。
In recent years many countries of the world have been faced with the problem of how to make their workers more productive. Some experts say the ___36___ is to make jobs more varied(多样的). But do more varied jobs ___37___ greater productivity? There is evidence to suggest that ___38___variety certainly makes the worker’s life more enjoyable, it doesn’t __39___ make him work harder. As far as increasing productivity is concerned, then, ___40___ is not an important factor.
Other experts feel that giving the worker___41___ to do his job in his own way is important, and there is no doubt that this is true. The ___42___ is that this kind of freedom can’t easily be given in the modern factory with its complicated(复杂的) machinery which must be used in a ___43___ way. Thus while freedom of choice may be important, there is usually very little that can be done to ___44___ it.
Another important ___45___ is how much each worker ___46___ to the product he is making. In most factories the worker ___47___only one small part of the product. Some car factories are now ___48___ with having many small production lines rather than one large one, so that each worker contributes more to the production of the cars on his___49___. It would seem that not only is degree of worker contribution an important factor ___50___ it is one we can do something about.
To what___51___ does more money lead to greater productivity? The workers themselves certainly think this is ___52___. But perhaps they want more money only because the work they do is so boring. ___53___ just lets them enjoy their spare time more. A ___54___ argument may explain demands for shorter working hours. Perhaps if we ___55___ making their jobs more interesting, they will neither want more money, nor will shorter working hours be so important to them.
36. A. answer       B. course        C. attempt        D. system
37. A. run across      B. lead to       C. result from      D. pick up
38. A. because       B. as           C. while          D. as though
39. A. mentally        B. physically      C. carefully         D. actually
40. A. variety       B. relaxation       C. creativity        D. machinery
41. A. judgment       B. freedom            C. direction         D. comfort
42. A. secret         B. skill            C. problem             D. strength
43. A. amusing            B. dull            C. changeable     D. fixed
44. A. use                B. create        C. supply         D. fear
45. A. measure            B. invention        C. consideration     D. work
46. A. lies                B. sticks          C. objects        D. contributes
47. A. likes           B. equips        C. transports        D. sees
48. A. tired           B. pleased       C. worrying         D. experimenting
49. A. own           B. will            C. line             D. hand
50. A. but                B. and             C. so            D. however
51. A. extent         B. quality       C. store            D. difference
52. A. natural       B. important       C. worrying         D. unbelievable
53. A. Rest           B. Sports        C. Money        D. Playing
54. A. complete        B. friendly            C. given          D. similar
55. A. advise        B. succeed in     C. object to         D. are tired of

New genetic analysis has revealed that many Amazon tree species are likely to survive human-made climate warming in the coming century, contrary to previous findings that temperature increases would cause them to die out. A study,   1  in the latest edition of Ecology and Evolution, reveals the   2  age of some Amazonian tree species -- more than 8 million years -- and   3  shows that they have survived previous periods as warm as many of the global warming imagined periods   4  for the year 2100.
The authors write that, having survived warm periods in the past, the trees will   5  survive future warming, provided there are no other major environmental changes.   6  extreme droughts and forest fires will impact Amazonia as temperatures   7 , the trees will stand the direct impact of higher temperatures. The authors   8  that as well as reducing greenhouse gas emissions to minimize the risk of drought and fire, conservation policy should remain   9  on preventing deforestation（采伐森林）for agriculture and mining.
The study disagrees with other recent researches which predicted tree species’ extinctions   10  relatively small increases in global average air temperatures.
Study co-author Dr Simon Lewis (UCL Geography) said the   11  were good news for Amazon tree species, but warned that drought and over-exploitation of the forest remained major   12  to the Amazon’s future.
Dr Lewis said: “The past cannot be compared directly with the future. while tree species seem likely to   13  higher air temperatures than today, the Amazon forest is being transformed for agriculture and   14 , and what remains is being degraded by logging, and increasingly split up by fields and roads.
“Species will not move as freely in today’s Amazon as they did in previous warm periods, when there was no human   15 . Similarly, today’s climate change is extremely fast, making comparisons with slower changes in the past   16 .”
“With a clearer   17  of the relative risks to the Amazon forest, we   18  that direct human impacts -- such as forest clearances for agriculture or mining -- should remain a key point of conservation policy. We also need more aggressive   19  to reduce greenhouse gas emissions in order to make minimum the risk of drought and fire impacts and   20  the future of most Amazon tree species.”