题目内容

  In 1997, a group of twenty British women made history.Working in five teams with four women in each team, they walked to the North Pole.Apart from one experienced female guide, the other women were all ordinary people who had never done anything like this in their lives before.

  The women set off as soon as they were ready.Once on the ice, each woman had to ski while dragging a sledge(雪橇)about over 50 kilos.This would not have been too bad on a smooth surface, but for long distances, the Arctic ice is pushed up into huge piles two or three metres high, and the sledges had to be pulled up one side and carefully let down the other so that they didn’t become damaged.The temperature was always below the freezing point and sometimes strong winds made walking while pulling so much weight almost impossible.It was also very difficult for them to put up their tents when they stopped each night.

  In such conditions, the women were making good progress if they covered fourteen or fifteen kilometers a day.But there was another problem.Part of the journey was across a frozen sea with moving water underneath the ice and at some points the team would drift(漂流)back more than five kilometers during the night.That meant that after walking in these very severe conditions for ten hours on one day, they had to spend part of the next day covering the same ground again.Further more, each day it took them three hours from waking up to setting off and another three hours every evening to set up the camp and prepare the evening meal.

  So, how did they manage to succeed?They realized that they were part of a team.If any one of them didn’t pull her sledge or get her job done, she would endanger the success of the whole expedition(探险).Any form of selfishness could result in the efforts of everyone else being completely wasted, so personal feelings had to be put to one side.At the end of their journey, the women agreed that it was mental effort that got them to the North Pole.

(1)

What was so special about the expedition?

[  ]

A.

There was no one to lead it.

B.

The women did not have any men with them.

C.

It was a new experience for most of the women.

D.

The women had not met one another before.

(2)

On the expedition, the women had to the careful to avoid ________

[  ]

A.

falling over on the ice

B.

being left behind

C.

damaging the sledges

D.

getting too cold at night

(3)

Which of the following does not prevent women from covering more miles a day on the expedition?

[  ]

A.

Preparation was very complex everyday.

B.

The ice somewhere was moving.

C.

They often lost their way.

D.

Arctic conditions are very severe.

(4)

Those women succeeded mainly because ________ according to the last paragraph?

[  ]

A.

women were better at sharing personal feelings

B.

women could adapt themselves to the expedition more effective than men

C.

they had more experiences walking in bad conditions

D.

they depended on strong motivation and good teamwork

(5)

Which of the following items is NOT mentioned about expedition in the text?

[  ]

A.

Weather conditions.

B.

Protective clothing.

C.

Preparing food.

D.

Cooperation and efforts.

答案:1.B;2.C;3.C;4.D;5.B;
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完形填空

  American teenagers have always worked for extra pocket money. 1 their predecessors(前辈), today’s young people are 2 to work long hours during the week for hundreds of dollars each month. They spend the money 3 themselves rather than contributing it 4 their families. In a 1997 5 of 16000 high school seniors nationwide, it was 6 that eighty percent of students who worked 7 their earnings on their own 8 such as clothing, stereo equipment, records and movies. 9 five percent said they contributed most of their income, which often exceeded, $ 200 a month, to help pay family living 10 The benefits of this work-and-spend ethics(伦理观)are being 11 argued, Some experts, and many parents, 12 that year-round part-time employment increases youngsters’ 13 of worth, teaches them financial(财政的) 14 and reduces tension, and thus conflict(冲突) 15 the family. Other, 16 , argue that working teenagers are separated, physically and financially, 17 their families, which in turn 18 parental authority.

  Teenagers’ schoolwork can also suffer.“When youngsters 19 for luxuries, they are buying distraction 20 education,”said a program director for the U.S.Department of Education. Working teenagers themselves say they have less time to spend with their friends and families.

                                                                                                                                                                                                                                               
  

1A.Rather than   

  
  

B.More than   

  
  

C.Instead of   

  
  

D.Other than   

  
  

2A.about   

  
  

B.fond   

  
  

C.likely   

  
  

D.possible   

  
  

3A.by   

  
  

B.on   

  
  

C.in   

  
  

D.for   

  
  

4A.to   

  
  

B.in   

  
  

C.among   

  
  

D.with   

  
  

5A.view   

  
  

B.inspection   

  
  

C.observation   

  
  

D.survey   

  
  

6A.suggested   

  
  

B.found   

  
  

C.reported   

  
  

D.advised   

  
  

7A.paid   

  
  

B.cost   

  
  

C.depended   

  
  

D.spent   

  
  

8A.requests   

  
  

B.needs   

  
  

C.demands   

  
  

D.way   

  
  

9A.Other   

  
  

B.Only   

  
  

C.Additional   

  
  

D.Further   

  
  

10A.expenses   

  
  

B.money   

  
  

C.values   

  
  

D.charges   

  
  

11A.partly   

  
  

B.heatedly   

  
  

C.thoroughly   

  
  

D.entirely   

  
  

12A.insist   

  
  

B.demand   

  
  

C.suggest   

  
  

D.require   

  
  

13A.sense   

  
  

B.knowledge   

  
  

C.learning   

  
  

D.feeling   

  
  

14A.accounts   

  
  

B.responsibility   

  
  

C.ability   

  
  

D.well-being   

  
  

15A.with   

  
  

B.within   

  
  

C.against   

  
  

D.for   

  
  

16A.furthermore   

  
  

B.therefore   

  
  

C.however   

  
  

D.besides   

  
  

17A.in   

  
  

B.with   

  
  

C.from   

  
  

D.by   

  
  

18A.weakens   

  
  

B.loses   

  
  

C.reduces   

  
  

D.destroys   

  
  

19A.ask   

  
  

B.make   

  
  

C.do   

  
  

D.work   

  
  

20A.from   

  
  

B.with   

  
  

C.in   

  
  

D.on   

  

完形填空

  American teenagers have always worked for extra pocket money. 1 their predecessors(前辈), today’s young people are 2 to work long hours during the week for hundreds of dollars each month. They spend the money 3 themselves rather than contributing it 4 their families. In a 1997 5 of 16000 high school seniors nationwide, it was 6 that eighty percent of students who worked 7 their earnings on their own 8 such as clothing, stereo equipment, records and movies. 9 five percent said they contributed most of their income, which often exceeded, $ 200 a month, to help pay family living 10 The benefits of this work-and-spend ethics(伦理观)are being 11 argued, Some experts, and many parents, 12 that year-round part-time employment increases youngsters’ 13 of worth, teaches them financial(财政的) 14 and reduces tension, and thus conflict(冲突) 15 the family. Other, 16 , argue that working teenagers are separated, physically and financially, 17 their families, which in turn 18 parental authority.

  Teenagers’ schoolwork can also suffer.“When youngsters 19 for luxuries, they are buying distraction 20 education,”said a program director for the U.S.Department of Education. Working teenagers themselves say they have less time to spend with their friends and families.

                                                                                                                                                                                                                                               
  

1A.Rather than   

  
  

B.More than   

  
  

C.Instead of   

  
  

D.Other than   

  
  

2A.about   

  
  

B.fond   

  
  

C.likely   

  
  

D.possible   

  
  

3A.by   

  
  

B.on   

  
  

C.in   

  
  

D.for   

  
  

4A.to   

  
  

B.in   

  
  

C.among   

  
  

D.with   

  
  

5A.view   

  
  

B.inspection   

  
  

C.observation   

  
  

D.survey   

  
  

6A.suggested   

  
  

B.found   

  
  

C.reported   

  
  

D.advised   

  
  

7A.paid   

  
  

B.cost   

  
  

C.depended   

  
  

D.spent   

  
  

8A.requests   

  
  

B.needs   

  
  

C.demands   

  
  

D.way   

  
  

9A.Other   

  
  

B.Only   

  
  

C.Additional   

  
  

D.Further   

  
  

10A.expenses   

  
  

B.money   

  
  

C.values   

  
  

D.charges   

  
  

11A.partly   

  
  

B.heatedly   

  
  

C.thoroughly   

  
  

D.entirely   

  
  

12A.insist   

  
  

B.demand   

  
  

C.suggest   

  
  

D.require   

  
  

13A.sense   

  
  

B.knowledge   

  
  

C.learning   

  
  

D.feeling   

  
  

14A.accounts   

  
  

B.responsibility   

  
  

C.ability   

  
  

D.well-being   

  
  

15A.with   

  
  

B.within   

  
  

C.against   

  
  

D.for   

  
  

16A.furthermore   

  
  

B.therefore   

  
  

C.however   

  
  

D.besides   

  
  

17A.in   

  
  

B.with   

  
  

C.from   

  
  

D.by   

  
  

18A.weakens   

  
  

B.loses   

  
  

C.reduces   

  
  

D.destroys   

  
  

19A.ask   

  
  

B.make   

  
  

C.do   

  
  

D.work   

  
  

20A.from   

  
  

B.with   

  
  

C.in   

  
  

D.on   

  

完形填空

  The public schools I attended from 6th grade to 12th grade had amazing special education programs for children with various disabilities.They participated in   1   programs along with us in classes like gym, biology, history, and I never heard anyone with a(n)  2   teased or made fun of.

  I was close   3   with a darling girl with Down syndrome(抑郁综合症)named Vanessa.I was   4   to see Jeff, another boy with Down syndrome working at a local big box store a few years after we   5  

  Three years after I graduated from Murray High School, my   6   was a Senior and was chosen a finalist for Homecoming Queen.Among the 10 Homecoming Queen finalists, there were two girls with   7   disabilities.Shellie Eyre had Down syndrome, and April Perschon   8   from a brain trouble she had in her childhood.Since   9   education students usually stay for a few extra years, I also knew Shellie when I   10   Murray High School.

  The finalists were escorted(护送)out to the gym floor by their   11   or friends.When Shellie and April   12   out, the crowd rose to their feet(站起来),   13   and clapping(掌声).

  Shellie's parents tried to prepare her for the possibility of not   14  , but it was unnecessary.Murray High School   15   a lovely little girl with Down syndrome their 1997 Homecoming Queen that night.And you know what?There wasn't a dry   16   in the audience.I'll never forget Shellie's little   17  , shining beneath her bright crown.April's too, as she was crowned an attendant.

  Whenever I feel like all of the   18   things that happen in the world seem to be   19  , I just open my old sheet of newspaper and read the whole story again:  20   in humanity(人性)makes everything feel better.

(1)

[  ]

A.

the same

B.

some different

C.

quite difficult

D.

varieties of

(2)

[  ]

A.

gift

B.

ability

C.

difficulty

D.

disability

(3)

[  ]

A.

neighbors

B.

relatives

C.

friends

D.

classmates

(4)

[  ]

A.

afraid

B.

proud

C.

likely

D.

lovely

(5)

[  ]

A.

studied

B.

knew

C.

graduated

D.

married

(6)

[  ]

A.

elder brother

B.

little brother

C.

elder sister

D.

little sister

(7)

[  ]

A.

mental

B.

physical

C.

facial

D.

different

(8)

[  ]

A.

suffered

B.

injured

C.

hurt

D.

lost

(9)

[  ]

A.

normal

B.

higher

C.

vocational

D.

special

(10)

[  ]

A.

left

B.

visited

C.

attended

D.

reached

(11)

[  ]

A.

parents

B.

classmates

C.

teachers

D.

brothers

(12)

[  ]

A.

cried

B.

walked

C.

ran

D.

turned

(13)

[  ]

A.

shouting

B.

cheering

C.

singing

D.

dancing

(14)

[  ]

A.

running

B.

understanding

C.

winning

D.

losing

(15)

[  ]

A.

crowned

B.

treated

C.

taught

D.

accepted

(16)

[  ]

A.

eye

B.

suit

C.

seat

D.

body

(17)

[  ]

A.

hand

B.

face

C.

foot

D.

mouth

(18)

[  ]

A.

nice

B.

possible

C.

terrible

D.

important

(19)

[  ]

A.

spreading

B.

realizing

C.

coming

D.

winning

(20)

[  ]

A.

Health

B.

Wealth

C.

Hope

D.

Character

完形填空

  My Teacher in the School of Life

  I spent the opening day of school this year at DeMatha Catholic High School in much the same way I spent the first day of classes   1   30 years ago; I sat in Dr Charles E.Offutt's British literature class, listening to him   2   what his seniors would learn and get them excited about the journey they would   3  .I'm the principal(校长)of the school now , but for a few minutes I was back in 1975,   4   what the future held.

  I have been learning from Dr Offutt for 30 of the 51 years he had been teaching at DeMatha.He not only taught me to think, he   5   me, as much by example as   6  , that it was my moral duty to do so and to serve   7  

  Neither of us could know how our   8   would develop over the years.When I first came back to DeMatha to teach English.I worked for Dr Offutt, the then department chair.After several years, I was   9   department chair, and our relationship changed   10  .I thought that it might be   11   chairing the department, since all of my former English teachers were still there, but Dr Offutt   12   me throughout.He knew when to give me   13   about curriculum, texts and personnel, and when to let me design my own course.

  In 1997, I needed his advice about leaving DeMatha to become principal at another school.If he had asked me to stay at DeMatha, I might have.  14  , he encouraged me to seize the new   15  

  Five years ago, I became the   16   of DeMatha.Once again, Dr Offutt was there for me, letting me know that I could   17   on him as I tried to fill such big shoes.I've learned from him that great teachers have a(n)  18   wealth of lessons to teach.  19   his students don't know it yet, I know how   20   they are; I'm still one of them.

(1)

[  ]

A.

mostly

B.

exactly

C.

only

D.

simply

(2)

[  ]

A.

explain

B.

predict

C.

speak

D.

teach

(3)

[  ]

A.

keep

B.

achieve

C.

choose

D.

take

(4)

[  ]

A.

preparing

B.

discovering

C.

wondering

D.

realizing

(5)

[  ]

A.

assisted

B.

reminded

C.

advised

D.

convinced

(6)

[  ]

A.

words

B.

action

C.

explanation

D.

models

(7)

[  ]

A.

the others

B.

everyone

C.

others

D.

anyone

(8)

[  ]

A.

relationship

B.

position

C.

situation

D.

condition

(9)

[  ]

A.

pointed

B.

named

C.

given

D.

taken

(10)

[  ]

A.

already

B.

yet

C.

still

D.

again

(11)

[  ]

A.

foolish

B.

surprising

C.

uncertain

D.

challenging

(12)

[  ]

A.

promoted

B.

accepted

C.

supported

D.

welcomed

(13)

[  ]

A.

advice

B.

information

C.

notice

D.

thought

(14)

[  ]

A.

Otherwise

B.

Therefore

C.

Furthermore

D.

Instead

(15)

[  ]

A.

choice

B.

opportunity

C.

occupation

D.

possibility

(16)

[  ]

A.

teacher

B.

principal

C.

officer

D.

clerk

(17)

[  ]

A.

live

B.

look

C.

depend

D.

take

(18)

[  ]

A.

rich

B.

little

C.

valuable

D.

endless

(19)

[  ]

A.

Once

B.

Even if

C.

Unless

D.

Until

(20)

[  ]

A.

fortunate

B.

curious

C.

innocent

D.

satisfied

          My Teacher in the School of Life
I spent the opening day of school this year at DeMatha Catholic High School in much the same way I spent the first day of classes __1__ 30 years ago; I sat in Dr. Charles E. Offutt's British literature class, listening to him __2__ what his seniors would learn and getting them excited about the journey they would __3__, I'm principal(校长) of the school now, but for a few minutes I was back in 1975, __4__ what the future held.

I have been learning from Dr. Offutt for 30 of the 51 years he has been teaching at DeMatha. He not only taught me to think, he __5__me, as much by example as __6__, that it was my moral duty to do so and to serve __7__.

Neither of us could know how our __8__would develop over the years. When I first came back to DeMatha to teach English, I worked for Dr. Offutt, then department chair. After several years, I was __9__ department chair, and our relationship changed __10__. I thought that it might be __11__ chairing the department, since all of my former English teachers were still there, but Dr. Offutt __12__ me throughout. He knew when to give me __13__  about curriculum, texts and personnel, and when to let me design my own course.

In 1997, I needed his advice about leaving DeMatha to become principal at another school. If he had asked me to stay at DeMatha, I might have. __14__, he encouraged me to seize the new __15__.
Five years ago, I became __16__ of DeMatha. Once again, Dr. Offutt was there for me, letting me know that I could __17__ on him as I tried to fill such big shoes. I've learned from him that great teachers have a(n) __18__ wealth of lessons to teach. __19__ his students don't know it yet, I know how __20__ they are; I'm still one of them.

1.A. mostly    B. exactly    C. only    D. simply
2.A. explaining  B. predicting   C. speaking   D. teaching
3.A. keep    B. achieve  C. choose   D. take
4.A. preparing  B. discovering  C. wondering  D. realizing
5.A. assisted   B. reminded   C. advised    D. convinced
6.A. words    B. action   C. explanation  D. models

7.A. the others  B. everyone   C. others    D. anyone
8.A. relationship  B. position     C. situation    D. condition
9.A. appointed  B. named     C. given     D. taken

10.A. already   B. yet   C. still      D. again
11.A. foolish   B. surprising   C. uncertain   D. challenging
12.A. promoted  B. accepted    C. supported    D. welcomed
13.A. advice   B. information C. notice     D. thought

14.A. Otherwise  B. Therefore   C. Furthermore  D. Instead
15.A. choice   B. opportunity   C. occupation   D. possibility
16.A. teacher   B. principal   C. officer    D. clerk

17.A. live    B. look      C. depend    D. take
18.A. rich     B. little    C. valuable    D. endless
19.A. Once   B. Even if   C. Unless     D. Until
20.A. fortunate  B. curious   C. innocent    D. satisfied

 

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