题目内容

首先请阅读以下几种巧克力的广告：

A.

Guittard Chocolate Truffles Favors

We have got the perfect wedding favor for your guests, which will really win your guest over. Each truffles are made with some of the finest ingredients from Guittard with vintage chocolate. Available in 24 pcs per box. Don’t worry about left over, you will be having fun eating them while you assemble the favors together.

B.

Chocolate Covered Delight Square

Come in our beautiful square, you can find a variety of chocolate such as Pastel chocolate covered apricots and cranberries, chocolate covered espresso mix, and powder dusted chocolate almonds make for a really fine gift. Everyone loves to choose chocolates freely! Furthermore, they are fresher than packaged ones.

C.

Dove Milk Chocolates Bouquet

What better way to celebrate a special day than adding a little sweetness with luscious dreamy Dove Chocolate. It can let them know you are thinking of them and loving them. Two Dozen stemmed chocolate square dove chocolates, rose shaped. All bouquets include your gift message and a reusable container.

D.

Ferrero Rocher 48 count box

At the heart of Rocher chocolates are a whole roasted hazelnut and creamy chocolaty filling inside a light, crispy wafer, all wrapped in milk chocolate and finely chopped hazelnuts. This beautiful clear box contains 48 gold foil wrapped chocolates, enough and perfect for your special gathering.

E.

Kinder Surprise Chocolate Egg

Kinder Surprise eggs are those lovely milk chocolate eggs with white chocolate lining and a surprise toy, which often requires adults to figure out how to put it together! Kids all love Kinder eggs, because it is one of their favorite treats. The toys sometimes turn out to be collectors’ items too!

F.

Mars Snickers Bar

The Snickers candy bar was introduced in 1930. Packed full of roasted peanuts caramel and milk chocolate. Packed with roasted peanuts, creamy nougat, rich caramel, and milk chocolate. Snickers candy bars will drive your taste buds wild. Snickers handles your hunger, so you can handle everything else!

下面是一些需要购买巧克力的人，请为她们选择项是和他们的巧克力：

1.Mr. And Mrs. Johnson are going to buy a gift for their nephew Mike, who likes chocolate very much. They hope their gift can offer Mike more than delicious food, like bringing more fun and helping him develop a good hobby.

2.Aron is going to marry Maggie in this month, but this Valentine’s Day he can’t be with his fiancee because he is on a business trip. Therefore, he decides to buy some chocolates in special shape to express his love and missing.

3.After a 10 years’ leave, Isabella and her high school classmates will have a great party to celebrate the anniversary of graduation. Isabella hopes to share her favorite chocolate, which is with wafer and nuts, with her classmates.

4.Emma and her husband have a habit to enjoy chocolate with their children every night when watching TV. In order to buy fresh and various chocolates at a lower price, she will choose those unpacked ones.

5.Cooper Smith is an enthusiastic fan of out-door sports. Each time he goes hiking or rafting, he will prepare everything carefully, including buying some handy chocolates for his body energy supply.

1.E

2.C

3.D

4.B

5.F

【解析】

试题分析：

1.根据介绍信息可知约翰逊夫妇为他们喜欢吃巧克力的侄子买了个礼物。他们希望这个礼物不紧更好吃，而且能为他们的侄子带来快乐并帮助养成一个好习惯。选项E介绍的是健达出奇巧克力蛋不紧比巧克力好吃，而且能当玩具和收藏。这正符合约翰逊夫妇的希望，故选择E。

2.这正符合阿伦的要求，故选择C。

3.根据介绍信息可知伊莎贝拉希望能为同学十周年聚会准备她最喜欢的巧克力，这种巧克力包含薄脆饼和坚果。D选项介绍48计盒费罗列巧克力特别适合聚会，而且包含薄脆饼等，这正符合伊莎贝拉的要求，故选择D。

4.

5.库珀·史密斯喜欢在野外筏流和远足，他想买一种能补充能量的巧克力。F选项介绍的士力佳巧克力富含烤花生、奶油杏仁、丰富的焦糖，非常适合补充能量和扫除饥饿，这完全符合库珀·史密斯的要求，故选择F。

考点：考查信息匹配。

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Helping Students Find Their Writing Voices

One of the most frustrating things for writing teachers is reading papers that simply lack style. When all of the research has been completed and all of the sentences are structured well, but the paper still lacks some pizzazz（活力），it can be boring to grade. If you are searching for ways to help your students find their voices, why not try making students themselves the topic of the writing? 1.

Who are you?

One of the most difficult questions for students to answer is “Who are you?” 2. In doing this, through writing, students will start to see their personalities differently and, hopefully, be able to add a feature to their writing.

Dear John

3. Encourage them to write to a famous person they’ve always admired, and then the one they absolutely hate. Explore how their language changes between the two letters. When students know their audiences, it is much easier for them to add the kind of personality their audience wants to see．

4.

When students write about what matters most to them, they will often give you the best writing you’ve ever seen. You’ll get those when you ask questions that hit home. When students have something to say about a given topic, it can be easier for them to get their ideas down and then work on their writing style.

Get the words on paper, and then edit them

The most valuable lesson students can learn is to write first, and edit later. Have students write for five minutes about their topics. If they can get their ideas down on paper, that’s 90% of the battle.

5. This can help them realize that, once they have the ideas down, the rest is just fine tuning（微调）. Once they have this skill mastered, it’s easy for them to start adding their own personal voices to their papers.

A. What matters to you?

B. What style is taught in class?

C. When they write about themselves, students’ voices often shine through.

D. Writing letters is a great way for students to explore their writing style.

E. Have your students explore who they are and what makes them unique.

F. Voice is that magical quality which is able to make a creative writing idea sing!

G. After that, have them edit these ideas into a really strong introductory paragraph.

He often helps the students _________he thinks are not quick at their studies.

A. whom B. whose C. when D. who

One day a few years ago, a very funny thing happened to a neighbor of mine. He is a teacher at one of London’s medical schools. He had finished his teaching for the summer term and was at the airport on his way to Russia to give a lecture. He had put a few clothes and his lecture notes in his shoulder bag, but he had put Rupert, the skeleton(人体骨骼) to be used in his lecture, in a large brown suitcase(箱子). At the airport desk, he suddenly thought that he had forgotten to buy a newspaper. He left his suitcase near the desk and went over to the shop.

When he got back he discovered that someone had taken his suitcase by mistake. He often wonders what they said when they got home and found Rupert.

1.Who wrote the story?

A. The teacher’s neighbor

B. The neighbor’s teacher

C. A medical school teacher

D. Rupert’s teacher

2.Why did the teacher put a skeleton in his suitcase?

A. he needed it for the summer term in London

B. he wanted to take it home as he had finished his teaching

C. he wanted to take it to Russia for medical research

D. he needed it for the lecture he was going to give

3. What happened at the airport?

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B. The skeleton was stolen

C. the skeleton went missing

D. the teacher took the wrong suitcase

4.Which of the following might have happened afterwards?

A. the teacher got back Rupert but not the suitcase

B. the teacher got back neither the suitcase nor Rupert

C. the teacher got back the suitcase but not Rupert

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The Great Fire of London started in the very early hours of 2 September 1666. In four days it destroyed more than three-quarters of the old city, where most of the houses were wooden and close together. One hundred thousand people became homeless, but only a few lost their lives.

The fire started on Sunday morning in the house of the King's baker in Pudding Lane. The baker, with his wife and family, was able to get out through a window in the roof. A strong wind blew the fire from the bakery into a small hotel next door. Then it spread quickly into Thames Street. That was the beginning.

By eight o'clock three hundred houses were on fire. On Monday nearly a kilometer of the city was burning along the River Thames. Tuesday was the worst day. The fire destroyed many well-known buildings, old St Paul's and the Guildhall among them.

Samuel Pepys, the famous writer, wrote about the fire. People threw their things into the river. Many poor people stayed in their houses until the last moment. Birds fell out of the air because of the heat.

The fire stopped only when the King finally ordered people to destroy hundreds of buildings in the path of the fire. With nothing left to burn, the fire became weak and finally died out.

After the fire, Christopher Wren, the architect, wanted a city with wider streets and fine new houses of stone. In fact, the streets are still narrow; but he did build more than fifty churches, among them was new St Paul's.

The fire caused great pain and loss, but after it London was a better place: a city for the future and not just of the past.

1.It seems that the writer of the text was most sorry for the fact that ______.

A. many famous buildings were destroyed

B. the birds in the sky were killed by the fire

C. some people lost their lives

D. the King's bakery was burned down

2.Why did the writer cite (引用)Samuel Pepys’ words?

A. Because Pepys was among those putting out the fire.

B. Because Pepys also wrote about the fire.

C. To give the reader a clearer picture of the fire.

D. To show that poor people suffered most.

3.How was the fire put out according to the text?

A. Houses standing in the direction of the fire were pulled down.

B. All the wooden houses in the city were destroyed.

C. People managed to get enough water from the river.

D. The king and his soldiers came to help.

4.Which of the following were reasons for the rapid spread (扩散)of the big fire?

(a) There was a strong wind.

(b) The streets were very narrow.

(c) Many houses were made of wood.

(d) There was not enough water in the city.

(e) People did not discover the fire earlier.

A. (a) and (b)

B. (a), (b), (c), (d) and (e)

C. (a), (b), (c) and (d)

D. (a), (b) and (c)

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Brugress had never been a professional novelist in the past, 3. he always know the potential was inside him to be a writer. So, for the purpose of 4. (leave) something behind for his wife, he put a piece of paper into a typewriter and began writing. He was not sure

5.the book would be published nor not, but he couldn’t think of anything else to do.

“6.was January of 1960,” he said, “and according to the prognosis, I had a winter and spring and summer 7. (live) through, and would die with the fall of the leaf.”

In that time Burgress wrote energetically, finishing a lot of novels before8. year was through. Burgress did not die. His cancer had gone into remission and then disappeared9.(magic). In his long and full life as a novelist, he wrote more than 70 books, 10.turns out to be an amazing achievement. Without the death sentence from cancer, he may not have written at all.

(RAMALLAH, West Bank) — Israel（以色列） freed 26 Palestinian（巴勒斯坦） prisoners early Wednesday, the second of four groups to be released as part of an agreement that started the current Israeli-Palestinian peace talks, which had broken down since 2008. In all, 104 prisoners are to be released in four rounds over the coming months.

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1.Why did Israel free 26 Palestinian prisoners early Wednesday?

A. Because they would take part in the Israeli-Palestinian peace talks.

B. Because that was part of an agreement between Israel and Palestinians.

C. Because the current Israeli-Palestinian peace talks failed.

D. Because the peace talks had broken down since 2008.

2.How many Palestinian prisoners had been released by Wednesday?

A. 21 B. 26. C. Over 26. D. 104.

3.Which of the following is true according to the passage?

A. Wednesday’s release was the whole part of the Israeli-Palestinian peace talks.

B. The other 104 Palestinian prisoners will be freed in the coming months.

C. All the Palestinian prisoners were greeted by Palestinian President Mahmoud Abbas.

D. All the Palestinian prisoners were welcomed warmly.

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A. all the Palestinian prisoners kept in Israeli prisons are set free

B. all the prisoners return to violence once again

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He saw the sharks rolling and playing. Their was now gone and they were killing for fun. How could he make them move away?

He drew his knife from his belt. Sharks can blood, he thought. He put the knife against his leg and cut deep into the . The blood ran out and he caught it on his white shirt. When the shirt was red and wet he tied some cloth around his leg to the flow of blood. He then tied a long piece of cloth to the shirt, threw it into the water and it with the piece of cloth.

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He was halfway across he turned to look back. A high bony fin (鳍) was through the water toward him. He put his face in the water and kicked and splashed himself as fast as he could. The shore was near now.

He lifted his head again to and he saw the shore very near. From behind he left the water rush toward him, almost pushing him, helping him. And then a great gray body hit him and almost rolled him over in the water. He touched the shore with 35 and he pulled himself up the stones. The shark, by the smell of blood and the chase (追逐), went wildly after him. Its great body crashed against .

The end came quickly and the water was covered with the shark’s blood. The injured shark was eaten up by others as it tried to escape.

Perry slowly struggled his feet.

“So,” he said, “you did not get me.” And he looked down at the sharks still eating 40 they weren’t hungry. He climbed up the stones and walked toward the village.

1.A. boats B. sharks C. soldiers D. shells

2.A. before B. after C. until D. when

3.A. food B. hunger C. anger D. wish

4.A. fear B. taste C. drink D. smell

5.A. sand B. shark C. flesh D. mat

6.A. stop B. keep C. join D. cause

7.A. pulled B. wrapped C. connected D. caught

8.A. running B. racing C. swimming D. jumping

9.A. driving B. keeping C. preventing D. leading

10.A. sea B. shore C. island D. sand

11.A. before B. while C. unless D. when

12.A. going B. running C. cutting D. swimming

13.A. forward B. backward C. upward D. downward

14.A. cry B. breathe C. swim D. escape

15.A. his feet B. a stick C. his fingers D. the shirt

16.A. interested B. frightened C. disappointed D. excited

17.A. the shore B. Perry C. the stones D. the shells

18.A. lively B. alive C. dead D. friendly

19.A. on B. by C. to D. with

20.A. as though B. even though C. as soon as D. as long as

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