题目内容

_ out more about our products， fill in the form and send it to us at the address _ below.

A.
Finding， giving
B.
To find， given
C.
Finding， given
D.
To find， giving

B
第一空填不定式，表示条件，其意相当于 If you want to find out more about our products；第二空填过去分词，因为 address 与 give 之间为被动关系。句意为：你若想了解我们产品的更多信息，请填好这份表格并按下面的地址寄给我们。

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Franz Kafka wrote that “a book must be the ax (斧子) for the frozen sea inside us. ”I once shared this sentence with a class of seventh graders, and it didn’t seem to require any explanation.

We’d just finished John Steinbeck’s novel Of Mice and Men. When we read the end together out loud in class, my toughest boy, a star basketball player, wept a little, and so did I. “Are you crying?” one girl asked, as she got out of her chair to take a closer look. “I am,” I told her, “and the funny thing is I’ve read it many times.”

But they understood. When George shoots Lennie, the tragedy is that we realize it was always going to happen. In my 14 years of teaching in a New York City public middle school, I’ve taught kids with imprisoned parents, abusive parents, irresponsible parents; kids who are parents themselves; kids who are homeless; kids who grew up in violent neighborhoods. They understand, more than I ever will, the novel’s terrible logic—the giving way of dreams to fate (命运).

For the last seven years, I have worked as a reading enrichment teacher, reading classic works of literature with small groups of students from grades six to eight. I originally proposed this idea to my headmaster after learning that a former excellent student of mine had transferred out of a selective high school—one that often attracts the literary-minded children of Manhattan’s upper classes—into a less competitive setting. The daughter of immigrants, with a father in prison, she perhaps felt uncomfortable with her new classmates. I thought additional “cultural capital” could help students like her develop better in high school, where they would unavoidably meet, perhaps for the first time, students who came from homes lined with bookshelves, whose parents had earned Ph. Ds.

Along with Of Mice and Men, my groups read: Sounder, The Red Pony, Lord of the Flies, Romeo and Juliet and Macbeth. The students didn’t always read from the expected point of view. About The Red Pony, one student said, “it’s about being a man, it’s about manliness.”I had never before seen the parallels between Scarface and Macbeth, nor had I heard Lady Macbeth’s soliloquies (独白) read as raps (说唱), but both made sense; The interpretations were playful, but serious. Once introduced to Steinbeck’s writing, one boy went on to read The Grapes of Wrath and told me repeatedly how amazing it was that “all these people hate each other, and they’re all white.” His historical view was broadening, his sense of his own country deepening. Year after year, former students visited and told me how prepared they had felt in their first year in college as a result of the classes.

Year after year, however, we are increasing the number of practice tests. We are trying to teach students to read increasingly complex texts, not for emotional punch (碰撞) but for text complexity. Yet, we cannot enrich (充实) the minds of our students by testing them on texts that ignore their hearts. We are teaching them that words do not amaze but confuse. We may succeed in raising test scores, but we will fail to teach them that reading can be transformative and that it belongs to them.

1.The underlined words in Paragraph 1 probably mean that a book helps to __________.

A．realize our dreams B．give support to our life

C．smooth away difficulties D．awake our emotions

2.Why were the students able to understand the novel Of Mice and Men?

A．Because they spent much time reading it.

B．Because they had read the novel before.

C．Because they came from a public school.

D．Because they had similar life experiences.

3.The girl left the selective high school possibly because__________.

A．she was a literary-minded girl B．her parents were immigrants

C．she couldn’t fit in with her class D．her father was then in prison

4.To the author’s surprise, the students read the novels__________.

A．creatively B．passively C．repeatedly D．carelessly

5.The author writes the passage mainly to__________.

A．introduce classic works of literature

B．advocate(倡导) teaching literature to touch the heart

C．argue for equality among high school students

D．defend the current testing system

It is easy to find your way about in New York. It is laid out so regularly. Instead of streets winding and twisting (迂回) as they do in London, they are all regular and well planned. The streets running north and south are called “avenues” and are numbered, e.g. 1^st Avenue, 2^nd Avenue, etc. The streets going east and west are called “streets” and are also numbered, e.g. 51^st Street, 63^rd Street. It is all much more logical (合理的) than London’s street names. But I couldn’t help thinking how much more interesting than these dull cold numbers are London’s illogical but colorful names of streets, e.g. “Bishopgate” (which is not a gate and hasn’t a Bishop in it); “Haymarket” or “Corn market” (where you won’t see any hey or corn) or “Poultry” (without a living chicken anywhere in sight) or “Thread needle Street” (where you won’t find little girls learning to sew).

1.In the second sentence of the passage, “laid out” means ______.

A．built B．be put C．designed D．cut down

2.The streets running from north to south are called _______.

A．avenues in London B．streets in America

C．avenues in New York D．streets in London

3.According to the writer’s opinion, ______.

A．avenues and streets are the same

B．streets in America are better than avenues in England

C．streets in New York are better than those in London

D．the writer didn’t agree with the London streets planners

4.The names of streets both in London and New York ______.

A．are quite good B．are interesting

C．are not practical D．differ greatly in form

5.The writer tells his readers that he prefers (更喜欢) _____.

A．London streets B．New York streets

C．both D．neither

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。

There was a boy who was walking home from school when he saw a large, tempting (attracting) apple on one of the branches of an apple tree hanging out over a tall fence. The boy wasn’t much of a fruit-eater, _36_ a bar of chocolate if given the choice, _37_, as they say, the forbidden fruit can be tempting. Seeing the apple, the boy wanted it. The more he looked at it, the _38_ he felt and the more he wanted that apple.

He stood on tiptoe, _39_as high as he could, but even at his tallest _40_he was unable to touch it. He began to _41_ up and down, as high as he could, at the _42_of each jump stretching his arms to get the apple. Still it remained out of _43_.

Not giving up, he thought, if only he had something to _44_on. His school bag wouldn’t give enough height and he didn’t want to _45_the things inside, like his lunch box, pencil box, pencil case, and Gameboy. Looking _46_, he hoped he might find an old box, a rock, or, _47_ luck, even a ladder, but it was a tidy neighborhood and there was nothing he could use.

He had tried everything he could think to do. _48_seeing any other choices, he gave up and started to walk_49_. At first, he felt angry and disappointed thinking about how hungry he had become from his _50_, and how he really wanted that apple. The more he _51_like this, the more unhappy he became.

_52_, the boy of our story was a pretty smart guy, even if he couldn’t get what he wanted. He started to say to himself, “This isn’t_53_.I don’t have the apple and I’m feeling sad as well. There is _54_ more I can do to get the apple— that is unchangeable —but we are supposed to be able to _55_our feelings. If that is the case, what can I do to feel better?

A．offering

B．preferring

C．receiving

D．allowing

2.A so B then C. or D. but

A．sadder

B．hungrier

C．angrier

D．tastier

A．stretching

B．swinging

C．expanding

D．pulling

5.A. strength B. height C length D. range

A．jump

B．look

C．walk

D．glance

A．tip

B．stage

C．level

D．top

A．touch

B．hand

C．reach

D．sight

A．put

B．stand

C．get

D．hold

10.

A．shake

B．break

C．take

D．strike

11.

A．up

B．forward

C．around

D．down

12.

A．with

B．for

C．on

D．of

13.

A．After

B．Without

C．Through

D．Upon

14.

A．away

B．back

C．up

D．down

15.

A．wishes

B．beliefs

C．goals

D．efforts

16.

A．imagined

B．tried

C．claimed

D．thought

17.

A．Therefore

B．Moreover

C．However

D．Otherwise

18.

A．skilful

B．helpful

C．cheerful

D．harmful

19.

A．something

B．nothing

C．anything

D．everything

20.

A．express

B．forget

C．change

D．describe

六、口语运用，从方框中选出正确答语填入横线上（5分，每小题1分）

A.You should go to an English corner. B.What can I talk about?

C.You should learn English well. D.What’s the problem?

E.You should speak first. F.What can I do for you? G.You should go out more.

A what’s wrong. Peter? You are not looking happy.

B.I’m not. I feel a little worried about my English.

A._____72_____

B. I’m not getting along well with it

A. Why not?

B. Well, I seldom have chances to meet English people.

A. ______73_____

B. Where should I go?

A. _______74_____.

B. But it seems English people never speak to me.

A. Ah! _____75_______

B. _________76_______.

A. The weather! English people are always interested in the weather.