题目内容

Either the Greek or the Australian ________ the boxing competition.

       A．have won    B．has won  C．are won  D．is won

B　并列主语用either…or, neither…nor, not…but, 或 not only…but also连接时，谓语动词的单复数由邻近主语决定，在此句中由the Australian决定。the Australian 指某个人，因此谓语用单数。

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    Here is your best chance to travel around the UK in 2012: More than 200 B&Bs（bed & breakfast）across England, Scotland, Wales and Northern Ireland are selected to offer you amazing services for your stay at their lowest prices! Don’t miss it. Just collect the vouchers（活动券）in our B&B Daily printed from 01/04/2012 to 07/04/2012 and book the stays for your travel following the terms and conditions below:

●     The offer includes a room for the night and a breakfast the next morning.

●     The offer is of two kinds: ￡20 per room, valid（有效的）during stay period of 02/04/2012—31/05/2012 and then again 01/09/2012—31/10/2012；￡35 per room, per night, valid during stay period of 01/06/2012—31/08/2012.

●     The offer is valid for a basic twin or double room only.

●     The stay must be booked directly with the chosen B&Bs before 28/04/2012.

●     Each voucher can only be used by the holder to book one room for one night.

●     If voucher holders book either the ￡20 or ￡35 per room per night, any additional services such as lunch, evening meal or activities may require an extra charge. But these are not required in order to take up the offer. Please check directly with your chosen B&Bs to see what extra services are available.

●     Vouchers must be presented on arrival. If no vouchers are presented, the B&Bs may reserve（保留）the right to charge at full price for every night of stay.

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45. The voucher can be used for a stay at the chosen B&B on ______.

A. 09/01/2012       B. 04/02/2012       C. 01/03/2012       D. 28/04/2012

46. What right do the B&Bs reserve?

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D. To request extra charges as tips.

47. By taking up the offer, the voucher holders can choose to ______ .

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C. use the B&B offer together with other offers

D. book the stays though B&B Daily

When I was seven, my parents gave me a doll, a doll’s house and a book. The Arabian Nights, came wrapped in red paper. I was just ready to read when my mother walked into my room．

“Isn’t your doll just beautiful?” my mother asked. I looked at the doll, with fair hair in a pink dress----I’ll have to call her “she” because I never gave her a name. I folded my lips and raised my eyebrows, not really knowing how to let my mother down easily.

“This doll is different.” My mother explained, trying to talk me into playing with it.

Thinking the doll needed love, I hugged her tightly for a long time. Useless, I said to myself. Finally, I decided to play with the doll’s house. But since rearranging the tiny furniture seemed to be the only active possible, I lost interest. I caught sight again of the third of my gifts The Arabian Nights, and I began to read it. From that moment, the book was my constant companion.

Every day I climbed our garden tree, nestled among its branches, I read the stories in The Arabian Nights to my heart’s content. My mother became concerned as she noticed I wasn’t playing with either the doll or the little house. She insisted that I take the doll up the tree with me.

Trying to read on a branch 15 feet off the ground while holding on to the silly doll was not easy. After nearly falling off twice, I tied one end of a long vine around the doll’s neck and the opposite one around the branch, letting the doll hang in mid air while I read. I always looked out for my mother, though. I sensed that my playing with the doll was of great importance to her. So every time I heard her coming, I lifted the doll up and hugged her. The smile in my mother’s eyes told me my plan worked.

The inevitable(不可避免的) happened one afternoon. Totally absorbed in the reading, I didn’t hear my mother calling me. When I looked down, I saw my mother staring at the hanging doll. Fearing the worst of scolding, I climbed down in a flash, reaching the ground just as my mother was untying the doll. To my surprise, she didn’t scold. She kept on staring at the doll．

The next day, my father came home early and suggested he and I play with the doll’s house. Soon I was bored, but my father seemed to be having so much fun, I didn’t have the heart to tell him. Quietly I slipped out, picking up my book on my way to the yard. So absorbed was he in arranging and rearranging the tiny furniture that he didn’t notice my quick exit.

Almost 20 years passed before I found out why the hanging-doll incident had been so significant for my parents. By then I was a parent myself. After recalling the incident, my mother said all those years she had been afraid whether I would turn out to be a most loving and understanding mother to my son．

My mother often thanks God aloud for making me a good parent, pointing out that with education I might have been a rich dentist instead of a poor poet. I look back on that same childhood incident, recalling my third gift, the book in red-paper, and I take advantage of the experiences that have made me who and what I am. Sometimes I pause to wonder at life’s wonderful ironies （讽刺）.

1.Why didn’t the author give the doll a name?

A. Because the gift was given by her parents.

B. Because the girl didn’t care much for the doll.

C. Because her parents would give the doll a name.

D. Because the doll had little in common with her.

2.The author’s account of a childhood incident shows that, as a young girl, she viewed her parents as people who         .

A. hoped to shape their children’s future  

B. were unconcerned about their behavior

C. ruined their children’s dreams completely

D. might withdraw their love at any moment

3. What can we infer from the last paragraph?

A. The mother is now satisfied with her daughter’s career.

B. The daughter now regrets what she did when she was a girl.

C. The mother thinks the daughter’s achievements are unsatisfactory.

D. The daughter wishes that she had been allowed more freedom as a child.

 

Language-learners who say they never or hardly ever use dictionaries often speak English well but usually write poorly, because they make many mistakes.

The students who use dictionaries most do not learn especially well either. The ones who look up every new word do not read fast. So they do not have time to read much. Those who use small two-language dictionaries have the worst problems. Their dictionaries often give only one or two words as translations (翻译) of English. But one English word often has many translations in a foreign language and one foreign word has many translations in English.

The most successful students are those who use large college edition dictionaries with about 100,000 words but do not use them too often. When they are reading, these students first try to get the general idea and understand new words from the context. Then they reread and use the dictionary to look up only key words that they still do not understand. They use dictionaries more for writing. If they are not sure how to spell a word, or divide it into syllables (音节), they always use a dictionary. Also, if they think a noun might have an unusual plural form, they check these in a dictionary.

1.Students who never use dictionary speak well but write poor, because_______

A．They can’t remember words.

B．They may make mistakes.

C．They are not interested in writing.

D．They are afraid of writing.

2.According to the passage, which of the following is right?

A．Students who never use dictionary can speak well and write well.

B．Whatever new words you meet while reading, just look them up in the dictionary.

C．Small two-language dictionaries are bad for learning English.

D．An English word only has one translation.

3.When does the writer advise students to use a good dictionary in reading?

A．At the beginning of the reading

B．At the end of the reading

C．During the first reading

D．After the first reading

4.This passage mainly tells us        .

A．that students shouldn’t use small two-language dictionaries

B．what were the defects (缺点) of small two-language dictionaries

C．why students should use large college edition dictionaries

D．what dictionary students should choose and how to use it

5.Which is not mentioned in this passage?

A．How to make good use of a dictionary.

B．When to use a dictionary.

C．How to improve spoken English.

D．How to practice reading fast.

 

Brrriiinnng. The alarm clock announces the start of another busy weekday in the morning. You jump out of bed, rush into the shower, into your clothes and out the door with hardly a moment to think. A stressful journey to work gets your blood pressure climbing. Once at the office, you glance through the newspaper with depressing stories or reports of disasters. In that sort of mood, who can get down to work, particularly some creative, original problem-solving work?

The way most of us spend our mornings is exactly opposite to the conditions that promote flexible, open-minded thinking. Imaginative ideas are most likely to come to us when we’re unfocused. If you are one of those energetic morning people, your most inventive time comes in the early evening when you are relaxed. Sleepy people’s lack of focus leads to an increase in creative problem solving. By not giving yourself time to tune into your wandering mind, you’re missing out on the surprising solutions it may offer.

The trip you take to work doesn’t help, either. The stress slows down the speed with which signals travel between neurons (神经细胞), making inspirations less likely to occur. And while we all should read a lot about what’s going on in the world, it would not make you feel good for sure, so put that news website or newspaper aside until after the day’s work is done.

So what would our mornings look like if we wanted to start them with a full ability for creative problem solving? We’d set the alarm a few minutes early and lie awake in bed, following our thoughts where they lead. We’d stand a little longer under the warm water of the shower, stopping thinking about tasks in favor of a few more minutes of relaxation. We’d take some deep breaths on our way to work, instead of complaining about heavy traffic. And once in the office—after we get a cup of coffee—we’d click on links not to the news of the day but to the funniest videos the web has to offer. 

1.According to the author, we are more creative when we are _______.

A．focused

B．awake

C．Relaxed

D．busy

2.What does the author imply about newspapers?

A．They are solution providers.

B．They are normally full of bad news.

C．They are a source of inspiration.

D．They are more educational than websites.

3.By “tune into your wandering mind” (in Para. 2), the author means “_______”.

A．wander into the wild

B．listen to a beautiful tune

C．stop concentrating on anything

D．switch to the traffic channel

4.The author writes the last paragraph in order to _______.

A．summarize past experiences

B．offer practical suggestions

C．advocate diverse ways of life

D．establish a routine for the future

 

Labor force is defined as being the total number of people who are available to work and earn income. This definition includes everyone who is employed or seeking paid employment, so it includes employers and the self-employed. Labor is one of the country's resources which can be combined with other resources to produce the goods and services wanted by the community.

       Although the size of the workforce depends a great deal on the size of the total population, there are several other influences which also affect it. The age distribution (分布) of the total population has a very marked effect on the available workforce. If the population has a high proportion of very young people or of those too old to work, then the available workforce would be lower than if there were a balanced spread age distribution. If the population naturally grows rapidly, the number of births greatly exceeds (超出) the number of deaths then as a total population increases proportion of the workforce declines.

       Sometimes a population is described as aging which means that the birth rate is either falling or growing very slowly, and as people retire from the workforce there are insufficient numbers of young people entering it to replace those who are leaving it. In that situation the population is top-heavy with older people. So the percentage of the population in the workforce declines when there is either a rapid increase in births or a falling birth rate.

       The age distribution of the population has several important effects on the economy. If the population is aging and there is an increase in the number of people retiring without a corresponding increase in the number entering the workforce, this raises the problem of the ability of the economy to provide a reasonable level of social services to the retired group. If the aged are to be cared for in special homes, finance must be available for that purpose. If the size of the workforce is small relative to the total population, then the government tax revenue (税收) is relatively low and either the government has less money available to it or the workforce members have to be taxed more heavily.

1.In the passage “labor force” is defined as ___________.

A．people who are available to work and earn income

B．self-employed people only

C．people who are looking for an employment

D．employers who create job opportunities

2.The conclusion which can be drawn from the second paragraph is that___________.

A．a natural growth of population leads to a balanced workforce

B．a large population does not necessarily mean a higher proportion of workforce

C．the larger the population, the higher the proportion of the workforce

D．the workforce will be lower, if the population has a balanced age distribution，

3.When a population is said to be aging，___________.

A．there are more people retiring than those entering the workforce

B．the birth rate must be growing

C．there should be an oversupply of workforce

D．There are more people entering the workforce than those retiring

4.The population which is top-heavy with older people ___________ of a country.

A．leads to the high rate of unemployment 

B．results in low tax on the workforce members 

C．affects employees’ incomes

D．places pressure on the economy

 

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