题目内容

 

A teacher let her class play a game. The teacher    36    each child to bring a bag   37    a few potatoes. Each potato will be     38    a name of the person that the child    39     , so the number of potatoes that a child will put into his/her bag will     40  the number of people the child hates.

Some children had two potatoes; some had three and others had up to    41   potatoes. The teacher then told the children to    42   the bag wherever they go for a      43   .

   44   the days went by, the children started to    45     because of the unpleasant smell coming from the rotten(腐烂) potatoes. And the students with five potatoes also had to carry  46  bags.

After a week, the teacher asked, “How did you feel?”the children started complaining(抱怨)about the   47 they had to  48   . When they had to carry the heavy and  49  potatoes everywhere they went.

Then the teacher said, “This is the   50  where you carry your hate for somebody    51   your heart. The smell of hate will   52   your heart and you will carry it with you wherever you go. If you cannot   53   the smell of rotten potatoes for just one week, can you imagine   54  it is like to have the smell of hate in your heart for your    55   .

1.A.warned              B. liked            C. told             D. preferred

2.A. containing  B. putting                 C. covering         D. included

3.A. called             B. given            C. used             D. offered

4.A. missed             B. hates            C. likes            D. appreciated

5.A. depend on  B. decide on                C. set down         D. write down

6.A. six                B. two              C. ten              D. five

7.A. bring              B. wash             C. carry            D. take

8.A. week               B. day              C. month            D. holiday

9.A. After              B. Until            C. Before           D. As

10.A. cry               B. complain         C. laugh            D. disagree

11.A. heavier           B. lighter          C. bigger           D. older

12.A. happiness   B. joy                    C. trouble          D. sadness

13.A. get along   B. go over                C. be settled       D. go through

14.A. funny             B. smelly           C. tasty            D. dusty 

15.A. situation  B. view                    C. expression       D. sign

16.A. without           B. outside          C. with             D. inside

17.A. injure            B. keep             C. pollute          D. protect

18.A. like              B. bear             C. escape           D. throw

19.A. whom              B. how              C. which            D. what

20.A. youth             B. school life      C. lifetime         D. childhood

 

【答案】

 

1.C

2.A

3.B

4.B

5.A

6.D

7.C

8.A

9.D

10.B

11.A

12.C

13.D

14.B

15.A

16.D

17.C

18.B

19.D

20.C

【解析】一个人不要被仇恨蒙蔽!我们应该忘记仇恨,面向未来。

1.动词辨析。A警告;B喜欢;C告诉;D宁愿。根据句意可知是告诉学生带土豆过来。

2.动词辨析。根据句意可知袋子是用来装土豆的。

3.上下文辨析。根据下文可知每个土豆被用来代替他恨的人。

4.上下文串联。解析同上。

5.动词辨析。袋子里土豆的数量取决于他恨的人的数量。

6.上下文串联。根据下文46空前可知的5个。

7.动词辨析。根据下文可知了是让学生一个星期到任何地方都携带着这些土豆。

8.上下文串联。根据46空下一行After a week可知A正确。

9.固定用法。As time goes by 随着时间流逝;

10.动词辨析。根据下文可知学生考试抱怨。

11.常识题。袋子里装了5个土豆,应该比较重。

12.名词辨析。A幸福;B快乐;C麻烦;D悲哀。根据下文可知这些都是他们要经历的困难。

13.动词辨析。解析同上。

14.形容词辨析。根据常识腐烂了的土豆肯定发臭了,故B正确。

15.名词辨析。A情景;B观点;C表情,表达;D迹象;根据上下文可知这就是你心里恨人的情景。

16.介词辨析。Inside the heart内心深处;

17.动词辨析。这里是指恨能影响人。

18.动词辨析。A喜欢;B承受;C逃脱;D扔;根据句意可知如果你不能承受腐烂的土豆的味道。

19.固定句型。What it is like…怎么样?

20.名词辨析。根据句意可知是指一生中心里都有恨意。

 

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How to deal successfully with a child who shows outstanding musical abilityIt’s not always clear how best to develop and encourage his gift.Many parents may even fail to recognise and respond to their children’s need until frustration explodes into difficult or uncooperative(不合作的) behaviour.And while most schools are equipped to deal with children who are specially able in academic subjectsthe musically gifted require special understanding which may not always be available in an ordinary school—especially one where music is regarded as a secondary activity.Such children may well benefit from the education offered by a specialist music school.

The five music schools in Britain are a relatively recent introduction.They aim to provide an environment in which gifted children aged between seven and eighteen can develop their skills to the full under the guidance of professional musicians.

Children at specialist music schools spend between one third and one half of an average day on musical activitiesfor exampleindividual lessonsorchestraschamber(室内音乐的) groupsvoice trainingconducting and theory.They also spend several hours a day practising in properly equipped private roomssometimes with a teacher.The rest of their time is taken up with the subjectsEnglishmathsbasic sciences and languages.All five British specialist schools are independentclasses are small by normal school standardswith a high teacher/pupil ratio(比率)Most children attending specialist schools tend to be boardersleaving home to liveeat and sleep full?time at school.

What are the disadvantagesAn obvious problem is the costthe fees are high(12,000?17,000 a year for boarders)Howevereach school will make every effort with scholarships and other forms of financial assistanceto help parents of outstandingly gifted children to find the necessary fees.Secondlynot all parents want to send their children to boarding schoolespecially at a very early age.Almost all the directors of the specialist schools express doubts about the wisdom of admitting children as young as seven into such an intense and disciplined(守纪律的) environment.They stresshoweverthat their main aim is to turn out “rounded and well?balanced” individuals.

There is little doubt that setting musically gifted children apart from an early age can cause stress.Early signs of musical ability may disappear in their teenage yearswhile natural competitiveness and the pressure to succeed can lead to a deep sense of failure.But all specialist schools do keep a close watch on the progress of individual pupilsand offer help and advice if needed.

1.If a child’s musical ability is not recognized________.

Athe child may misbehave

Bthe ability may fade away

Cthe child may lose interest

Dthe parents may become anxious

2.What problem may musically gifted children face in ordinary schools?

ATheir academic work may suffer.

BSchools lack musical equipment.

CMusic is not seen as an important subject.

DParents and teachers do not work together.

3.What makes specialist music schools different from other schools?

ATheir working day is longer.

BA range of musical training is offered.

CMore than half the day is spent on music.

DThe children have mostly one?to?one lessons.

4.What do most school directors see as a possible disadvantage for pupils?

APoor children may not be included.

BThey may lose their individuality.

CThere may be a discipline problem.

DThey may not be mature enough on arrival.

 

Most students try to learn English grammar using grammar textbooks. They study grammar rules and take grammar tests. They use an analytical(分析的) approach, attempting to memorize, and then apply, a great number of rules.

     However, research has proved this method inefficient and ineffective. The truth is, the human brain simply cannot consciously remember process and use hundreds of or thousands of grammar rules. Real speech is too fast.

    Native speakers do not learn grammar in this way, but rather intuitively (凭直觉地) and unconsciously. They learn in a complete way, not by attempting to memorize individual grammar rules. As a result, native speakers use correct grammar fluently and easily.

     Fortunately, it is possible for English learners to learn grammar this way. Language teacher Blaine Ray has developed a unique "intuitive" approach to teach English grammar. Her system uses "point of view" stories to teach the patterns of English grammar, allowing students unconsciously to acquire correct grammar without ever studying grammar rules.

     In this system, the teacher first tells a simple story from one point of view. It may be told about the past, then repeated, but beginning with "since he was a child"; then repeated again, but this time about the future.

     Listening to these stories allows students intuitively and effortlessly to learn English grammar and makes them be able to use it correctly when they speak.

     Point of View Stories is a creative new way to study English grammar, and offers hope to millions of frustrated English learners.

1.Which of the following ways is approved by the author?

A. Remembering grammar rules.

B. Taking grammar tests.

C. Analyzing grammatical structure.

D. Applying language to situations.

2. What does the underlined part "this way" in the fourth paragraph refer to?

A. Talking to native speakers when learning.

B. Learning English grammar in a complete way.

C. Using correct English grammar.

D. Learning English grammar from a teacher.

3.From this passage we learn that ______.

A. native speakers learn English grammar by listening to stories

B. Blaine Ray’s method gets students to grasp correct grammar unconsciously

C. Blaine Ray teaches grammar rules by asking students to tell stories

D. it’s hard for students to speak correct English in the new system

4.This passage wants to ______.

A. criticize the traditional way of learning grammar

B. introduce a new way to study English grammar

C. ask students to learn English grammar by listening to stories

D. tell us how the native speakers learn English grammar

5.Why shouldn’t the English learners use an analytical approach?

A. because the analytical approach can let them learn English grammar effortlessly

B. because the analytical approach makes them be able to use English correctly when they speak.

C. because the analytical approach can’t let them memorize and then apply a great number of rules.

D. because Real speech is too fast.

 

We have so many first days in our lives. First days are milestones(里程碑) in our lives. They      the beginning of a new experience or journey and they are also filled with        feelings. They can be a little frightening as we step into the unknown, but they can also inspire us as they give us fresh       for the future.

I want to share a      that perfectly shows this point. Trisha was told that    is the key to knowledge. She watched her older brother      he read his schoolbooks and could hardly      the day when she would learn to read.

But after Trisha     started school, she found that she was not able to understand words like the other boys and girls. However hard she     , she saw only confusion. Trisha     , the teacher and the other children laughing at her, and she began to believe that she was not      .

By the time Trisha entered the fifth grade, she had lost the    in herself. That was the year when she met Mr. Falker. He was     . He praised Trisha’s talents, and he wouldn’t tolerate the other children laughing at her. After some time, Mr. Falker    that Trisha didn’t know how to read, but he knew she could     some help.

He found an expert, and together they    with Trisha after school. They     her to understand words      one day Mr. Falker handed her a book and she could read it all by herself. She didn’t even notice the tears in his eyes.

This is a true story. The little girl is Patricia Polacco, a famous     , and Thank you Mr. Falker is the twenty-sixth book that she has written. Mr. Falker gave her a fresh new      and made a difference in her life.

1.A. cause                                      B. mark                                 C. describe                           D. show

2.A. absurd                                    B. strange                    C. mixed                               D. strong

3.A. blood                                      B. evidence                          C. hope                                 D. air

4.A. belief                                      B. story                                 C. view                                  D. concern

5.A. reading                                  B. speaking                           C. listening                           D. thinking

6.A. before                                    B. since                                 C. as                             D. though

7.A. look for                                  B. wait for                   C. ask for                              D. wish for

8.A. gradually                          B. mostly                                C. finally                                D. firmly

9.A. breathed                          B. tried                                   C. managed                          D. pressed

10.A. took off                                B. stayed up                         C. kept on                   D. fell behind

11.A. smart                                    B. hard-working                  C. healthy                    D. easy-going

12.A. memory                               B. balance                            C. chance                             D. confidence

13.A. shy                                  B. proud                                 C. different                          D. strict

14.A. doubted                              B. witnessed                        C. represented                    D. realized

15.A. with                             B. besides                   C. including                          D. within

16.A. sang                                      B. worked                   C. danced                             D. chatted

17.A. helped                                 B. forced                              C. begged                    D. allowed

18.A. when                                    B. once                                 C. until                                  D. whether

19.A. teacher                                B. writer                               C. expert                              D. guide

20.A. school                                  B. start                                  C. home                                D. attention

 

Homeboy Goes to Harvard University

On January 11, 2007, as students sat and listened, a very important guest speaker named Richard, spoke to the students in the lecture hall. He not only showed the potential(潜能)within young adults, but  encouraged them to work hard at their lessons.

Richard was a young child when his mother died and his father walked out. He was forced into many different foster homes(寄养家庭)where he felt unhappy. He did not know that his life was taking a turn for the worst.

His uncle, after getting out of prison, got him into drugs and alcohol. His uncle taught him that his place in life was either to be in prison or die trying to be “a man.” His uncle’s teaching almost started affecting him until a very important person came into his life: a teacher. This teacher taught him there is a place in the world for everyone and it isn’t related to drugs.

Richard is now a Harvard University graduate and has a great and loving family. Why? He was taught to have respect not only for others, but for himself.

After the meeting, it was hoped that the students realized within them there is a potential, and within everyone around them, is knowledge. As Richard reminded them, “Knowledge is power.”

1.On January 11, 2007, students listened to a speech made by Richard, who graduated from ________.

A.Harvard University                      B.a foster school

C.his teacher’s school                    D.his uncle’s university

2.Richard encouraged the students ______.

A.to love life         B.to be a man        C.to study hard       D.to leave drugs

3.When he was young, Richard lived a(an)_______ life in foster homes.

A.rich              B.unhappy          C.relaxing           D.interesting

4.Who played an important role in Richard’s successful life?

A.His uncle.         B.His teacher.        C.His friends.        D.His parents.

 

根据短文内容,从短文后选项中选出能填入空白处的最佳选项,选项中有两项为多余选项。

A good relationship(关系)with a teacher may help you learn better. But what should you do if you find it difficult to get along well with your teachers? Here are some tips.

If you’re facing problems with a teacher, try to find out why.  1  Or do you like the subject but just dislike the teacher?

If you don’t like the subject, it can affect(影响)your relationship with the teacher. You should try to find the practical value in classes you don’t like. You may hate math.  2 

If you find a subject hard, talk to your teacher to be given more help.  3  It may help you raise your grade gradually.

Show an interest in the subject, which may change your attitude towards your teacher. You can also talk to your teacher when he or she is free. Use this time to get extra help , ask questions, or talk about your progress in class. You may be surprised to learn that your teacher is a bit more relaxed and friendly than when lecturing in front of the whole class.

If you don’t agree with your teacher, do not quarrel with him or her.  5 Just as teachers need to be fair and treat everyone equally, students have responsibilities too. You don’t have to like your teacher or agee with what he or she says, but it is necessary to be polite.

A.Do you dislike the subject?

B.What is your opinion about it?

C.What if you just don’t like the teacher?

D.Any teacher will give you some useful advice.

E. And it’s impossible to like everyone all the time.

F. Common respect is a basic requirement of any relationship.

G .But learning it well can help you in everything from sports to leaving a tip(小费).

 

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