CANYOUIMAGINEHOWHARDITWOULDBETOREADSENTENCESLIKETHIS? Every one of us gets so used to punctuation marks that not many of us give them a second thought. Actually, the ancient Greeks wrote this way. The 题目和参考答案——青夏教育精英家教网—

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CANYOUIMAGINEHOWHARDITWOULDBETOREADSENTENCESLIKETHIS? Every one of us gets so used to punctuation marks that not many of us give them a second thought. Actually, the ancient Greeks wrote this way. The lack of punctuation marks probably didn’t bother good readers, though. As they read, they just put pauses where they fit best. Also at this time, sentences switched directions. A sentence read from left to right. The next one read right to left, and then left to right again, etc. The ancient Romans sometimes punctuated like this: They put something that can separate words in a sentence. The word punctuation actually comes from this idea and the Latin word punctum, which means a dot.

When the 5th century arrived, there were just two punctuation marks: spaces and points. The spaces separated words while the points showed pauses in reading. Then in the 13th century, a printer named Aldus Manutius tried to standardize punctuation. He always used a period for a complete stop at the end of a sentence. He used a slash (/) to indicate a short pause. Over time, that slash was shortened and curled, and it became the modern comma (逗号).

Since that time, other marks have enlarged the punctuation family. The exclamation mark (感叹号) comes from the Latin word io. It means “exclamation of joy.” The question mark originally started out as the Latin word questio, meaning question. Eventually, scholars put it at the end of a sentence to show a question.

Punctuation even keeps changing nowadays. New marks are coming into existence, and old punctuation marks are used in new ways. Take for example the “interrobang”. This 1962 invention combines the question mark and exclamation mark for times when writers want both. For example, “She did what?” or “How much did you pay for that dress?” Obviously, the interrobang is not widely used or recognized yet, but its invention shows that English is not yet finished with its punctuation.

1.From the first paragraph, we can know that _______.

A. good readers had trouble reading without punctuation marks

B. a sentence always read from left to right in ancient Greece

C. ancient Greeks switched the direction of punctuation marks

D. the use of punctuation marks can date back to ancient times

2. The passage is developed _______.

A. by time B. by space

C. by comparison D. by importance

3. We can learn from the passage that _______.

A. ancient Romans didn’t use any punctuation marks

B. exclamation and question marks came from Latin

C. spaces and slashes were already used before the 5th century

D. Aldus Manutius first started to use commas

4. What can be concluded from the last paragraph?

A. The combination of two marks will not work.

B. It takes time for people to accept new punctuation marks.

C. Old punctuation marks need to be standardized.

D. Punctuation marks are still changing today.

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He abandoned teaching_______ a career as a musician.

A. in favor of B. in terms of

C with regard to D. with reference to

阅读下面短文，从短文后各题所给的四个选项（A、B、C和D）中，选出可以填入空白处的最佳选项。完形填空（共20小题；每小题1.5分，满分30分）

I think I’m one of the luckiest people in the world because of the time I’m able to spend with young people who are not afraid to show their excitement and zest for life. , I would prefer a person with passion and enthusiasm to a person with and talent any day of the week. You can teach and develop skills, you cannot develop a love of life and an optimistic attitude. These are of a person and appear at all times during work or play. Furthermore, they are traits that one is born with and they will never them.

As a and an Independent Education and Career Planning Advisor, I too many children and young adults who are on a road to despair unless someone can find a way to change their attitude towards and indeed life itself!

, society has turned out too many children and young that are unwilling to put much or thought into their work. Whenever I come across such people— or old, I’m reminded of a boy who went with his mother on a blueberry picking hike into the . The boy filled his mostly with moss(苔藓) and then covered the moss with a thin layer of blueberries so that it looked . But the next morning, he found the blueberry pie which his mother for him was moss.

So , whether you are in school or , if you have enthusiasm and if you are to put in consistent effort along with passion, you will receive the . If, on the other hand, you are and prefer to take short-cuts, you should not expect to achieve the same results.

1.A. Obviously B. Personally C. Luckily D. Quickly

2.A. skills B. ideas C. kindness D. courage

3.A. or B. for C. but D. if

4.A. choices B. requests C. appearances D. characters

5.A. use B. deserve C. lose D. cherish

6.A. journalist B. doctor C. colleague D. teacher

7.A. search for B. come across C. care aboutD. depend on

8.A. learning B. donating C. speaking D. greeting

9.A. Eventually B. Unfortunately C. Hopefully D. Perfectly

10.A. equipment B. information C. effort D. possession

11.A. innocentB. young C. poor D. stupid

12.A. woods B. corner C. park D. market

13.A. mouth B. pan C. basketball D. hand

14.A. delicious B. beautiful C. clean D. full

15.A. collected B. baked C. kept D. bought

16.A. promise B. guess C. remember D. look

17.A. in danger B. in distance C. in hospital D. at work

18.A. willing B. confident C. proud D. careful

19.A. crop B. trust C. votes D. rewards

20.A. lazy B. busy C. curious D. stubborn

the duty of taking good care of my parents, I have decided to work in Quanzhou, which is close to my hometown.

A. To consider B. Considering

C. Considered D. To have considered

Jack was late for nearly two hours this morning but he gave such important reasons he was excused.

A. why B. that C. when D. how

Once upon a time when there was a famine (饥荒), a rich baker sent for twenty of the poorest children in the town, and said to them, ''In this basket there is a loaf for each of you. it, and come back to me every at this hour till better times come. ''

The hungry children eagerly around the basket, and quarreled for the bread, each wished to have the largest loaf. At last they went away without even the good gentleman. But Gretchen, a poorly-dressed little girl, did not or struggle with the rest, but remained modestly in the distance. When the ill-behaved children had left, she took the loaf, which alone was left in the basket, the gentleman's hand, and went home.

The next day the children were as as before, and poor, shy Gretchen received a loaf only nearly half the of the one she got the first day. When she came home, her mother cut the open, many new, shining pieces of silver fell out of it. Her mother was very much , and said, ''Take the money back to the good _ at once, for it must have got into the loaf _. Be quick, Gretchen! Be quick! ''

But when the little girl gave the rich man her mother's , he said, ''No, no, my child, it was no . I had the silver pieces put into the smallest loaf to you. Always be as contented, peaceable, and _ as you now are. Go home now, and the is your own. ''

1.A. Take B. Buy C. Order D. Smell

2.A. month B. week C. day D. year

3.A. stood B. sat C. gathered D. looked

4.A. but B. so C. since D. because

5.A. hearing B. thanking C. thinking D. looking

6.A. play B. laugh C. quarrel D. speak

7.A. crying B. standing C. quarreling D. singing

8.A. best B. oldest C. largest D. smallest

9.A. kissed B. took C. seized D. waved

10.A. hungry B. angry C. eager D. rude

11.A. size B. number C. length D. amount

12.A. letter B. bread C. basket D. bag

13.A. surprised B. pleased C. terrified D. excited

14.A. policeman B. teacher C. gentleman D. child

15.A. by accident B. by heart C. by hand D. by itself

16.A. letter B. apology C. money D. message

17.A. luck B. use C. good D. mistake

18.A. test B. reward C. thank D. attract

19.A. careful B. grateful C. beautiful D. enthusiastic

20.A. loaf B. basket C. world D. money

In a class this past December, after I wrote some directions on the board for students about their final examination, one young woman quickly took a picture of the board using her smart phone. When I looked in her direction, she apologized: “Sorry. Was it wrong to take a picture?”

“I can’t read my own handwriting,”the young woman explained. “It’s best if I take a picture of your writing so I can understand the notes.”

That remark started a class-wide conversation about taking a picture instead of taking notes. For those in the photo-taking camp, motivations extended beyond their inability to comprehend their own handwriting. Some took pictures of notes because they knew their phone was a safe place to store material. They might lose paper, they reasoned, but they wouldn’t lose their phones. Some took photos because they wanted to record exactly the manner in which I had noted information on the board. Others told me that during class they liked to be able to listen to the discussion attentively.

Yet the use of cameras as note takers, though it may be convenient, does raise significant questions for the classroom. Is a picture an effective replacement for the process of note-taking?

Instructors encourage students to take notes because the act of doing so is more than merely recording necessary information—it helps prepare the way for understanding. Encouraging students to take notes may be an old-fashioned instructional method, but just because a method has a long history doesn’t mean it’s out of date. Writing things down engages a student’s brain in listening, visual, and kinesthetic(触觉的)learning—a view supported by a longstanding research. The act of writing down information enables a person to begin committing it to memory, and to process and combine it, establishing the building blocks of learning new concepts.

Taking a picture does indeed record the information, but it deletes some of the necessary mental engagement that taking notes employs. So can the two be equally effective?

I’m not sure how to measure the effectiveness of either method. For now, I allow students to take notes however they see fit—handwritten or photographed—because I figure that some notes, no matter the method of note-taking, are better than none.

1.The woman apologized in the class because she____.

A. took a picture of the board

B. missed the teachers’ directions

C. had the bad handwriting

D. disturbed other students’ learning

2.Students refuse to take notes by hand because_____.

A. they are unable to take notes

B. they are more likely to lose notes

C. they are interested in using their phones

D. they have a good memory of teachers’ instructions

3.According to the passage, taking notes by hand_______.

A. requires students to think independently

B. is unsuitable for students to learn new ideas

C. helps students actively participate in learning

D. proves to be an old and useless learning method

4.What’s the author’s opinion towards taking notes by phones?

A. Supportive. B. Neutral.

C. Doubtful. D. Disapproving.

After I made it to the city center, I started to feel it might be easy for a foreigner to deal with the great size of Beijing. With growing confidence, I decided to take the subway to the hotel, not realizing that the network didn’t go that far. Impressed with the cleanliness of the station, I bought a ticket and boarded the first train that came along.

After a few minutes I asked in English of course a young man seated next to me where I should get off closest to the Friendship Hotel. Wearing a smart business suit and tie, he would surely speak English, wouldn’t he? Unfortunately, he couldn’t understand me but seemed very friendly. I showed him the room card with all the information of the Friendship Hotel in Chinese characters. He looked at it, and then his eyes moved quickly to the carriage （车厢） subway map. Next, he raised three fingers of his right hand.

In Australia, raising fingers at someone is not usually nice, but this man wasn’t smiling. At the next station he showed me two fingers. Now in Australia, that’s really rude, but I got the message. When we stopped at the third station, he didn’t just point to the door, but got up, took me out of the train, and led me to the top of the stairs, and out onto the street. Then he stopped a taxi and told the driver where to take me.

All this came from a man who couldn’t speak my language, and I couldn’t speak his. I was now speechless, especially when he refused my offer of money. I felt a little embarrassed having even thought he would accept a tip.

This experience made it clear I had to learn some Chinese quickly or my adventures might start turning into bad luck.

1.The author decided to take the subway because ________.

A．he lived near the city center

B．the network covered most of the stops

C．he believed in his ability to deal with the trip

D．he had a good impression of its cleanliness

2.Having been shown the room card, the young man_________.

A．understood the author well

B．still remained puzzled

C．answered the author directly

D．pointed at the subway map

3.Which of the following can’t be used to describe the young man?

A．helpful B．rude

C．warmhearted D．caring

4.The author’s purpose of writing this passage is mainly to ________.

A．prove the importance of being careful

B．appreciate the kindness of the young man

C．complain some cultural misunderstanding

D．describe one of his adventurous experiences

Though great progress has been made in science these years, there are still many people lived in poor conditions. They make their lives by collecting and selling used thing. Their children cannot go to school because they have not enough money to send their children to there. Why you think so many people still suffer from poverty now? The answer lies on the population explosion. A president of a developing country once said; “It is us who are to blame for the poverty because we used to ‘produce’ child without limit.” Although this few words sound simple enough, they have clear pointed out one of the causes of the population explosion.

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