题目内容

_______their　differences，the　couple　were　developing　an　obvious　and　genuine　affection　for　each　other．


  1. A.
    But　for
  2. B.
    For　all
  3. C.
    Above　all
  4. D.
    Except　for
B
句中的their　differences，obvious　and　genuine　affection可确定选项中的转折词只能是for　all，意思是“尽管”。
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阅读理解

　　A teacher pronounces an English word in front of the blackboard and then the students chant（重复地念）the word back to him. Then they are asked to write the word out 10 times in their exercise books after class. As a result, the teacher shouts himself hoarse（嘶哑的）while the students are tired of repetitions.

　　For decades, this teaching method has been used in most Chinese classrooms and has prevented development of generations of students. However, in the 21st century, notebook computers and the internet will hopefully make a difference in the Chinese classrooms.

　　“Great! I can learn English words and expressions through cartoons and games on my notebook computer now,” exclaimed 12-year- old Xue Jingkai, a first-grader at Beijing No.19 Middle School.

　　Xue is one of the 98 students in the two experimental classes, where everyone had a notebook computer. With a click of the mouse of several presses on the keyboard, students can do exercises, make notes, and most important of all, send ideas or questions to the teacher whenever they want.

　　“This kind of exchange is something we never expected,” said Pei Wenguo, a teacher of China in the two experimental classes. With 50 or60 students in a classroom, what he used to worry about most was students' talking in classes. “If each one airs his view or asks a question for as short as just 30 seconds, it would take most of the class half an hour to listen to them all, how can I get through the teaching plan in the remaining 15 minutes?”

　　Now with the help of the school computer network, Pei can warmly welcome ideas from his students. “Since everybody can talk on the school net at the same time, it saves time.” said Pei. “The network enables me to give instruction to every member of the class, even though their needs differ.”

　　Besides, he can give more to his students with-in the class hour. For example, he can list books and newspaper clipping on the computer for the students' selective reading, while teaching the text.

（1）__________ change（s） traditional classroom teaching.

[　　]

A. Teachers

B. Notebook computers

C. Internet

D. Both B and C

（2）Most important of all, the students using note-book computers

can _________.

[　　]

A. send ideas or questions to the teacher whenever they want

B. do exercises

C. make notes

D. A、B and C

（3）In the experimental classes, what the teacher used to worry about was ________.

[　　]

A. that he couldn't complete his teaching plan because of student's talking in class

B. that each student asked a question

C. that each student aired his view

D. that each student couldn't listen to the teacher carefully

（4）With the help of the school computer network, which of the following is NOT true?

[　　]

A. The teacher can warmly welcome ideas from his students.

B. The school computer network can help the teacher give instruction to each one of the class.

C. Not all of the class can talk on the school net at the same time.

D. The students can do some selective reading while the teacher is teaching text.

（5）What's the main idea of this passage.?

[　　]

A. What the teacher worried about.

B. Computer brings the modern classroom teaching.

C. The two experimental classes.

D. The differences between the traditional classroom teaching and the modern one.

阅读理解

　　A teacher pronounces an English word in front of the blackboard and then the students chant（重复地念）the word back to him. Then they are asked to write the word out 10 times in their exercise books after class. As a result, the teacher shouts himself hoarse（嘶哑的）while the students are tired of repetitions.

　　For decades, this teaching method has been used in most Chinese classrooms and has prevented development of generations of students. However, in the 21st century, notebook computers and the internet will hopefully make a difference in the Chinese classrooms.

　　“Great! I can learn English words and expressions through cartoons and games on my notebook computer now,” exclaimed 12-year- old Xue Jingkai, a first-grader at Beijing No.19 Middle School.

　　Xue is one of the 98 students in the two experimental classes, where everyone had a notebook computer. With a click of the mouse of several presses on the keyboard, students can do exercises, make notes, and most important of all, send ideas or questions to the teacher whenever they want.

　　“This kind of exchange is something we never expected,” said Pei Wenguo, a teacher of China in the two experimental classes. With 50 or60 students in a classroom, what he used to worry about most was students' talking in classes. “If each one airs his view or asks a question for as short as just 30 seconds, it would take most of the class half an hour to listen to them all, how can I get through the teaching plan in the remaining 15 minutes?”

　　Now with the help of the school computer network, Pei can warmly welcome ideas from his students. “Since everybody can talk on the school net at the same time, it saves time.” said Pei. “The network enables me to give instruction to every member of the class, even though their needs differ.”

　　Besides, he can give more to his students with-in the class hour. For example, he can list books and newspaper clipping on the computer for the students' selective reading, while teaching the text.

（1）__________ change（s） traditional classroom teaching.

[　　]

A. Teachers

B. Notebook computers

C. Internet

D. Both B and C

（2）Most important of all, the students using note-book computers

can _________.

[　　]

A. send ideas or questions to the teacher whenever they want

B. do exercises

C. make notes

D. A、B and C

（3）In the experimental classes, what the teacher used to worry about was ________.

[　　]

A. that he couldn't complete his teaching plan because of student's talking in class

B. that each student asked a question

C. that each student aired his view

D. that each student couldn't listen to the teacher carefully

（4）With the help of the school computer network, which of the following is NOT true?

[　　]

A. The teacher can warmly welcome ideas from his students.

B. The school computer network can help the teacher give instruction to each one of the class.

C. Not all of the class can talk on the school net at the same time.

D. The students can do some selective reading while the teacher is teaching text.

（5）What's the main idea of this passage.?

[　　]

A. What the teacher worried about.

B. Computer brings the modern classroom teaching.

C. The two experimental classes.

D. The differences between the traditional classroom teaching and the modern one.

完型填空

　　More than forty thousand readers told us what they looked for in close friendships, what they expected 　　1　　 friends, what they were willing to give in 　　2　　, and how satisfied they were 　　3　　 the quality of their friendships．The 　　4　　 give little comfort to social critics who mainly focus on the research of friendships．

　　Friendship 　　5　　 to be a unique form of 　　6　　 connection．Unlike marriage or the ties that 　　7　　 parents and children, it is not defined or regulated by 　　8　　．Unlike other social roles that we are expected to 　　9　　 as citizens, employees, members of professional societies and 　　10　　 organizations－it has its own principle, which is to promote 　　11　　 of warmth, trust, love, and affection 　　12　　 two people．

　　The survey on friendship appeared in the March 　　13　　 of Psychology Today．The findings 　　14　　 that topic of trust and disbelief are 　　15　　 to friendship．They also suggest that our readers do not 　　16　　 for friends only among those who are 　　17　　 like them,but find many 　　18　　 differ in race, religion, and ethnic(种族的)background．

　　As the rule in science, the most important 　　19　　 about friendship that comes from the statistics, 　　20　　, is not something that we found－but what we did not．

(1)
[　　]

A．

on

B．

of

C．

to

D．

for?

(2)
[　　]

A．

addition

B．

reply

C．

turn

D．

return?

(3)
[　　]

A．

about

B．

of

C．

with

D．

by?

(4)
[　　]

A．

results

B．

effects

C．

expectations

D．

consequences?

(5)
[　　]

A．

feels

B．

leads

C．

sounds

D．

appears?

(6)
[　　]

A．

human

B．

humane

C．

individual

D．

private?

(7)
[　　]

A．

bind

B．

attach

C．

control

D．

attract?

(8)
[　　]

A．

discipline

B．

law

C．

rule

D．

regulation

(9)
[　　]

A．

keep

B．

do

C．

show

D．

play?

(10)
[　　]

A．

all

B．

any

C．

other

D．

those?

(11)
[　　]

A．

friendship

B．

interests

C．

feelings

D．

impressions?

(12)
[　　]

A．

between

B．

on

C．

in

D．

for?

(13)
[　　]

A．

print

B．

issue

C．

publication

D．

copy?

(14)
[　　]

A．

secure

B．

sure

C．

confirm

D．

solve?

(15)
[　　]

A．

neutral

B．

main

C．

nuclear

D．

central?

(16)
[　　]

A．

ask

B．

call

C．

appeal

D．

look?

(17)
[　　]

A．

most

B．

more

C．

least

D．

less

(18)
[　　]

A．

people

B．

who

C．

what

D．

friends

(19)
[　　]

A．

conclusion

B．

sum

C．

decision

D．

claim

(20)
[　　]

A．

moreover

B．

however

C．

still

D．

yet

Cloze

　　Different systems of ballet training have developed, named after countries(Russia, France)or teachers(Italian dancer Enrico Cecchetti, Danish choreographer(舞蹈指导)August Bournonville)．These systems, 　　1　　 , differ more in style and emphasis than in the actual 　　2　　 taught．

　　The best 　　3　　 to begin a serious study of ballet is eight to ten for girls; boys may begin somewhat later．Younger children may be harmed by the strenuous 　　4　　 demands of a ballet class, and older children gradually lose the 　　5　　 required to attain good results．Girls usually begin pointe(足尖舞)work after three years of training．　　6　　 training is begun after the late teens, it is probably unrealistic to hope for a professional career．

　　　　7　　 dancers, no matter how experienced or proficient, take daily class to keep their bodies easy to bent and strong．Most ballet classes begin with exercises at the barre, a round horizontal bar that the dancer holds onto for support．These exercises 　　8　　 and stretch the muscles, work the tendons(腱，筋)to make them easily bent, and loosen the 　　9　　．The second part of the class is done without the support of the barre and is called center practice．It usually begins with slow, sustained exercises that develop the dancer's sense of 　　10　　 and fluidity of movement．Slow exercises are followed by quick movements, beginning with small jumps and beats and progressing to large traveling steps, turns, and leaps．Class generally lasts an hour and a half．

(1)
[　　]

A．

however

B．

although

C．

despite

D．

and

(2)
[　　]

A．

feelings

B．

movements

C．

singing

D．

jumping

(3)
[　　]

A．

schedule

B．

place

C．

age

D．

skills

(4)
[　　]

A．

physical

B．

mental

C．

useful

D．

sweating

(5)
[　　]

A．

possibility

B．

probability

C．

technique

D．

flexibility

(6)
[　　]

A．

Unless

B．

Until

C．

If

D．

Before

(7)
[　　]

A．

Some

B．

All

C．

No

D．

Every

(8)
[　　]

A．

take down

B．

make out

C．

warm up

D．

get off

(9)
[　　]

A．

bones

B．

mind

C．

bodies

D．

joints

(10)
[　　]

A．

touch

B．

balance

C．

humor

D．

taste

More than forty thousand readers told us what they looked for in close friendship , what they expected 　 1　 friends , what they were willing to give in 　 2　 , and how satisfied they were 　 3　 the quality of their friendships . The 　 4　 give little comfort to social critics(评论家) .

Friendship 　 5　 to be a different form of 　 6　 relationships . Unlike marriage or the ties that 　7　 parents and children , it is not explained or regulated (制约) by 　 8　 . Unlike other social roles that we are expected to 　 9　 — as citizens , employees , members of professional societies and 　 10　 organizations—it has its own rule , which is to develop 　11　 of warmth , trust and love 　 12　 two people . The 　 13　 on friendships appeared in Psychology Today in March . The findings 　 14　 that topics of trust and betrayal are 　 15　 to friendship . They also suggest that our readers do not 　 16　 for friends only among those who are 　 17　 like them , but find many 　 18　 differ in race , religion , and background . Arguably the most important 　 19　 that appears in the article , 　 20　 , is not something that we found—but what we did not .

1. A. on　　　　 B. of　　　 C. to　　　　　 D. for

2. A. addition　 B. pay　　 C. turn　 　　 D. return

3. A. about　　 B. of　　　 C. with　　　　 D. by

4. A. results　　 B. effects　 C. expectations　 D. ends

5. A. feels　　 B. leads　　 C. sounds　　 D. appears

6. A. human　　 B. mankind　 C. their　　　 D. civil

7. A. join　　 B. relate　　 C. control　　 D. attract

8. A. force　　 B. law　　 C. rule　　　　 D. order

9. A. keep　　 B. do　　　 C. show　　　 D. play

10.A.all　　　 B. any　　　 C. other　　　 D. those

11.A.friendship　 B. interests　 C. feelings　　 D. relations

12.A.between　 B. on　　　 C. in　　　　 D. for

13.A.book　　 B. article　　 C. description　 D. wish

14.A.warn　　 B. believe　 C. prove　　　 D. solve

15.A.true　　　 B. main　　 C. false　　　 D. central

16.A.ask　　　 B. call　　　 C. care　　　 D. look

17.A.most　　 B. more　　　 C. least　　 D. less

18.A.people　 B. who　　　 C. what　　 D. friends

19.A.conclusion B. summary　 C. decision　 D. demand

20.A. moreover B. however　 C. still　　 　D. yet

 

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