题目内容
It was a cold, wet day when 14yearold Wasana Sanjeewa reached St. Anthony's College. Waiting __31__ his classroom for his classmates to arrive, Wasana looked at the __32__. Then he noticed enormous amounts of rainwater flowing down the hill behind the classroom. For a few minutes, Wasana _33__ the water, wondering why it looked so __34__．
Then it hit him — the scene was similar to the slides he was shown during Disaster Management classes.
__35__ an approaching disaster, Wasana swung into action. “Run, run, don't stay here! The rocks on the hill are going to fall on us！” he __36__ and all the students ran to the open area.Then Wasana ran over to __37__ Principal Nihal Gurauinghe what was happening.
After __38__ the hill, Gurauinghe knew the school was in trouble. He and some teachers __39__ to stop the waterflow, but they were too __40__： huge rocks fell down the hill with sand and mud, and the entire school was destroyed.
When Wasana __41__ home later that day, his white uniform covered in mud, he got the __42___ from his mother. He tried to explain that he had __43__ two hundred schoolmates __44__ she didn't believe him.
His mother __45__ realized he was telling the truth when she saw a TV report about the __46__. Filled with pride, she hugged Wasana and said that he was indeed a __47__．
No one was hurt in the incident because of Wasana's __48__ action and careful observation.
“Wasana's action __49__ us that sometimes we cannot wait until something happens before we take action. It __50___ be too late by then，” Gurauinghe said.
1. A．inside B．behind C．outside D．over
2. A．sun B．rain C．snow D．fog
3. A．pointed at B．decided on C．kept on D．stared at
4. A．familiar B．special C．fresh D．random
5. A．Banning B．Imagining C．Predicting D．Hearing
6. A．explained B．shouted C．concluded D．whispered
7. A．ask B．promise C．tell D．persuade
8. A．inspecting B．describing C．measuring D．assessing
9. A．chose B．tried C．helped D．agreed
10. A．late B．mild C．blank D．anxious
11. A．missed B．left C．moved D．returned
12. A．reward B．blame C．effect D．faith
13. A．cured B．fought C．saved D．guided
14. A．so B．or C．for D．but
15. A．naturally B．necessarily C．completely D．finally
16. A．adventure B．disaster C．failure D．experience
17. A．loser B．fool C．hero D．star
18. A．quiet B．tough C．quick D．safe
19. A．taught B．interested C．warned D．confused
20. A．might B．has to C．must D．ought to
1.C
2.B
3.D
4.A
5.C
6.B
7.C
8.A
9.B
10.A
11.D
12.B
13.C
14.D
15.D
16.B
17.C
18.C
19.A
20.A
【解析】
试题分析：本文讲述了一个小男孩运用自己的知识挽救了同学性命的故事，告诉我们要及时采取行动，不要等到事情发生以后再后悔。
1.C 介词辨析。A在…里B在..后面C在…外面D超过；他在教室里等待着他的同学的到来。
2.B 上下文串联。根据下文泥石流导致山体滑坡可知是在不停第下雨导致的。
3.D 短语辨析。A指着B决定C保持D盯着；他盯着山上的雨水和滚动的石头在看。
4.A 形容词辨析。A熟悉B特别C新鲜D胡乱；他根据这一切是如此的熟悉。
5.C 动词辨析。A禁止B想象C预测D听见；他预测要发生泥石流。
6.B 动词辨析。A解释B大喊C结束D低声说；他预测哟泥石流，就大声地警告同学。
7.C 动词辨析。A问B允诺C告知D说服；他跑过去告诉校长可能发生的事情。
8.A 动词辨析。A视查B描述C测量D评估；他们在视察以后认可能会有泥石流的。
9.B 动词辨析。A选择B尝试C帮助D同意；他和老师们努力阻止这一切的发生。
10.A 上下文串联。根据下文可知泥石流还是发生了，说明他们的行动太晚了。
11.D 动词辨析。A错过B离开C移动D返回；指他返回家中的时候，校服都脏了。
12.B 动词辨析。A奖励B责备C影响D信任；校服脏了，他被妈妈责备。
13.C 动词辨析。A治愈B斗争C挽救D指导；他告诉妈妈他救了很多人的性命。
14.D 上下文串联。他告诉妈妈他救了很多人的命，但是他妈妈不相信。
15.D 副词辨析。A自然B必要C完全D最后；最后妈妈意识到他说的都是真的。
16.B 上下文串联。这里的指在文章前部分提就的泥石流的灾难。
17.C 名词辨析。A失败者B傻子C英雄D巨星；妈妈认为他就是英雄。
18.C 形容词辨析。多亏了他的迅速行动，才救了这么多人的性命。
19.A 动词辨析。A教B使…感兴趣C警告D使…困惑；他的行动教会我们不能等到事后再行动，要在事情发生之前就采取及时的行动。
20.A 情态动词辨析，。A也许B不得不C必须D应该；那个时候也许就太晚了。
考点：考查故事类短文
点评：本文讲述了一个小男孩运用自己的知识挽救了同学性命的故事，答题前一定要读懂全文，弄清文章要表达的思想，注意前后段落之间的关系。答题中，一定要认真分析，注意选项与上下文的关系，与前后单词的关系。对于一时没有太大的把握的题可以放到最后再来完成，因为有时答案可以从下文内容体现出来。答完后再通读一篇文章，看看所选选项能不能是语句通顺，语意连贯。
小学学习好帮手系列答案
小学同步三练核心密卷系列答案阅读下面短文，掌握其大意，然后从36—55各题所给的四个选项(A、B、C和D)中，选出最佳选项，并在答题卡上将该项涂黑。
Last night, when I was driving back home, I noticed a hitchhiker(搭便车的人) who was having no luck getting a ride. I rolled down my 36 and signed to the man to my car. I asked him where he was 37 and he told me he needed a 38 to his doctor’s office which would close in 15 minutes. I told him to 39 and he gratefully did so.
40 he got in he told me that he was a 41 and went out to sea for weeks at a time. He took medicine for his nerves and 42 to get another prescription(处方) before he left on the boat. He said that he had prayed (祈祷) 43 would stop for him so he could be there before the 44 office closed. With some 45 driving we managed to make it there in about 10 46. I then asked him how he 47 on getting back home and he said he could walk. “I’ll patiently 48 for you and bring you back,” I told him. He 49 me and said he should only be about 15 minutes.
Afterwards he got back in my 50 and tried his hardest to pay me back: offering me dinner, gas money, even offering to ship me 40 lbs of scallops (海扇贝)! I 51 refused, gave him a smile card and asked him to help someone else the next time he had a 52. I drove him back to where I had picked him up and 53 one more “thank you” he was on his way.
I feel that the universe 54 provides us with what we need. In the man’s 55 it was a ride, in mine the opportunity to help someone else.
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I started winning competitions. We still had very little money -- my father had to borrow $5,000 to pay for a trip to the International Young Pianists Competition in Ettlingen, Germany, in 1994, when I was 12. I realized later how much pressure he was under. Tears streamed down his face when it was announced that I'd won -- earning enough money to pay back our loan.
It was soo n clear I couldn't stay in China forever. To become a world-class musician, I had to play on the world's big stages. So in 1997, my father and I moved again, this time to Philadelphia, so I could attend The Curtis Institute of Music. Finally our money worries were easing. The school paid for an apartment and even lent me a Steinway（斯坦威钢琴）.At night, I would sneak into the living room just to touch the keys.
Now that I was in America, I spent two years practicing, and by 1999 I had worked hard enough for fortune to take over. The Chicago Symphony orchestra heard me play and liked me, but orchestra schedules were set far in advance. I thought I might join them in a few years.
The next morning, I got a call. The great pianist Andre Watts, who was to play the "Gala Benefit Evening" at Chicago's Ravinia Festival, had become ill. I was asked to replace him. That performance was, for me, the moment. After violinist Isaac Stern introduced me, I played Tchaikovsky's Piano Concerto No. 1. My father's mouth hung open throughout the entire song.
I played until 3:30 a.m. I felt something happening. Sure enough, it was a great success. Still, my father kept telling me, "You'd better practice!" But living in America with me was beginning to relax him. In Beijing I'd been fat -- he made sure I ate -- and he'd been skinny. Now I was getting thin. He wasn't.
My father and I had often practiced a piece called "Horses," a fun version for piano and erhu. One night in Carnegie Hall, after I played Chopin and Liszt, I brought Dad out on the stage, and we played our duet（二重奏）. People went crazy -- they loved it. My father couldn't sleep for days. He was too happy to sleep.
There have been lots of concerts in Carnegie Hall, but for me playing there was especially sweet when I remember the cold days in Beijing. Together, my father and I worked to reach the lucky place where fortune spots you, and lets you shine.
【小题1】In the first paragraph his father cried when it was announced that he'd won mainly because__________.
| A．his father was excited that his son succeeded at last. |
| B．his father was under too much pressure. |
| C．they could pay back the loan with the prize. |
| D．his father was proud of him. |
a. He and his father moved to Philadelphia.
b. He was asked to replace the great pianist Andre Watts.
c. He and his father played “Horses” together.
d.The Chicago Symphony orchestra heard his performance.
e. The Curtis Institute of Music lent him a Steinway
| A．a, e, c, b, d | B．b, e, a, d, c | C．d, a, e, b, c | D．a, e, d, b, c |
| A．The writer’s father had been very fat before they went to America. |
| B．The writer thought he would be one of them soon when he knew the Chicago Symphony orchestra heard him play and liked him. |
| C．The Curtis Institute of Music finally eased their money worries. |
| D．One can achieve his dream if he is lucky enough. |
| A．America | B．Beijing. | C．Carnegie Hall | D．All the places he went to. |
| A．I Took Off! | B．When Fortune Spots Me. |
| C．No Pain, No Gain. | D．My father and I |
Reading poems is not exactly an everyday activity for most people. In fact, many people never read a poem once they get out of high school.
It is worth reminding ourselves that this has not always been the case in America. In the nineteenth century, a usual American activity was to sit around the fireplace in the evening and read poems aloud. It is true that there was no television at the time, nor movie theatres, nor World Wide Web, to provide diversion. However, poems were a source of pleasure, of self-education, of connection to other people or to the world beyond one’s own community. Reading them was a social act as well as an individual one, and perhaps even more social than individual. Writing poems to share with friends and relations was, like reading poems by the fireside, another way in which poetry had a place in everyday life.
How did things change? Why are most Americans no longer comfortable with poetry, and why do most people today think that a poem has nothing to tell them and they can do well without poems?
There are, I believe, three culprits (肇事者): poets, teachers and we ourselves. Of these, the least important is the third: the world surrounding the poem has betrayed (背叛) us more than we have betrayed the poem. Early in the twentieth century, poetry in English headed into directions hostile (不利的) to the reading of poetry. Readers decided that poems were not for the fireside or the easy chair at night, that they belonged where other difficult-to-read things belonged.
Poets failed the readers, so did the teachers. They want their students to know something about the craft (技巧) of a poem, and they want their students to see that poems mean something. Yet what usually occurs when teachers push these concerns on their high school students is that young people decide poems are unpleasant crossword puzzles.
【小题1】 Reading poems is thought to be a social act in the nineteenth century because _______.
| A．it built a link among people | B．it helped unite a community |
| C．it was a source of self-education | D．it was a source of pleasure |
| A．diversity | B．change | C．amusements | D．happiness |
| A．the difficulty in studying poems |
| B．the way poems are taught in school |
| C．students’ wrong ideas about poetry |
| D．the techniques used in writing poems |
| A．Poems have become difficult to understand. |
| B．Students are poorly educated in high school. |
| C．TV and the Internet are more attractive than poetry. |
| D．Students are becoming less interested in poetry. |