题目内容
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。
Teaching my first child, Danae, to share her toys was the biggest challenge. To 36 this, we started inviting other children to play, which could help Danae discover that it’s 37 to share with others – a lesson I needed to 38 myself as well, as it 39 .
One evening Danac had 40 a friend, Natalie, to play with her. Their favorite was a children’s 41 game called Go Fish. That evening, 42 Natalie left, Danae came to me and said, “Mommy, I’d like to give these to Natalie tomorrow. They’re her favorites.”
She help up three cards from the Go Fish game. I tried to 43 that I didn’t want her to give them away because then our 44 wouldn’t be complete. “But I really want her to have them!” Danae 45 . I thought perhaps she didn’t understand that when she gave something away, it was gone 46 . So I tried again, saying, “ 47 you give the cards to her, you can’t 48 them back tomorrow.”
A look of 49 came over Danae’s face. For a moment I was happy that she seemed to 50 . But then she smiled and said. “Well, that’s okay, I want her to have them anyway.”
What could I say to that? I sat 51 for a moment and then I realized I had been trying for so long to 52 her to share. Did it 53 that our Go Fish set would be 54 ? What mattered was that my daughter was learning the 55 of giving, that she was thinking about others instead of herself, and that she was trying to make her friends happy. Isn’t that what life is all about?
A．achieve B．apply C．receive D．get
A．kind B．gentle C．fun D．merciful
A．design B．know C．create D．review
A．turned up B．turned away C．turned to D．turned out
A．begged B．encouraged C．invited D．found
A．box B．card C．paper D．show
A．before B．while C．after D．until
A．explain B．suggest C．respond D．teach
A．thing B．card C．set D．toy
A．insisted B．recommended C．announced D．cried
A．surely B．suddenly C．forever D．indeed
A．If B．Once C．As D．Unless
A．ask for B．call for C．look for D．care for
A．surprise B．concern C．delight D．satisfaction
A．understandB．accept C．refuse D．doubt
A．sadly B．angrily C．quietly D．slowly
A．conduct B．ask C．force D．help
A．work B．mean C．remind D．matter
A．incompleteB．lost C．limited D．gone
A．content B．usefulness C．way D．joy
完形填空（共15小题；每小题1分, 满分15分）
Wings of Angel
I used to hate myself because I wasn’t “normal”. Everyone else could play on the monkey bars and ride on a bicycle, but not 37 . I had a severe spinal cord disorder (脊髓病) and I knew I would always be much 38 than others.
I hated going to school and I hated people 39 at me. I hated seeing others smiling broadly and standing straight and tall. And most of all, I hated looking in the 40 and seeing an ugly hunchback (驼背).
My friends found me distant because I didn’t let others get 41 to me. I thought I was going to go on like this for the rest of my life 42 Angela appeared.
That afternoon, I was sitting by myself in a corner of the school — a spot where no one would 43 me. That’s when I first heard her voice.
“Hi. Can I sit down?”
I raised my head and there she was, with an irresistible smile on her round face.
“What are you looking at?” she asked.
“Ants.”
“What are they doing?”
“No idea.”
“I bet they’re playing games and making friends. Don’t you think so?”
That was how our 44 started and it didn’t stop. We talked about everything under the sun—the ants, the clouds, my situation — until it was sunset.
Then suddenly, she saw my 45 . She just stared.
My heart sank. What I feared most had happened and I knew for sure she would 46 me now.
She stood up, pointed at my back and said, “I know 47 your back is hunched.”
I closed my eyes like a criminal waiting to be sentenced(审判). I begged in my heart for
her to 48 , but she just kept on going. “I know what you’ve got in there. Do you?”
“No,” I answered weakly.
She bent and 49 my ears.
“Your back is hunched because you’ve got a pair of wings from the angels.”
I was 50 .I looked into her eyes and her kindness touched my heart. From that day on, I started to learn to 51 myself because I have the wings of an angel and a kind-hearted friend.
1. A．them B．it C．myself D．me
2. A．shorter B．taller C．weaker D．slower
3. A．looking B．smiling C．aiming D．glaring
4. A．street B．sun C．mirror D．corner
5. A．closely B．close C．near D．nearly
6. A．after B．while C．until D．unless
7. A．disturb B．seek C．comfort D．ignore
8. A．games B．performance C．conversation D．competition
9. A．face B．back C．eyes D．wings
10. A．look up to B．catch up with C．look down upon D．put up with
11. A．that B．why C．whether D．how
12. A．relax B．stop C．leave D．forbid
13. A．said B．spoke C．whispered D．shouted
14. A．worried B．astonished C．ashamed D．upset
15. A．control B．hate C．forgive D．like
Several recent studies have found that being randomly (随机地) assigned to a roommate of another race can lead to increased tolerance but also to a greater likelihood (可能性)of conflict.
Recent reports found that lodging with a student of a different race may decrease prejudice and cause students to engage in more ethnically diverse friendships.
An Ohio State University study also found that black students living with a white roommate saw higher academic success throughout their college careers. Researchers believe this may be caused by social pressure.
In a New York Times article, Sam Boakye – the only black student on his freshman year floor -said that "if you're surrounded by whites, you have something to prove."
Researchers also observed problems resulting from pairing interracial students in residences.
According to two recent studies, randomly assigned roommates of different races are more likely to experience conflicts so strained that one roommate will move out.
An Indiana University study found that interracial roommates were three times as likely as two white roommates to no longer live together by the end of the semester.
Grace Kao, a professor at Penn said she was not surprised by the findings. "This may be the first time that some of these students have interacted, and lived, with someone of a different race," she said.
At Penn, students are not asked to indicate race when applying for housing.
"One of the great things about freshman housing is that, with some exceptions, the process throws you together randomly," said Undergraduate Assembly chairman Alec Webley. "This is the definition of integration."
"I've experienced roommate conflicts between interracial students that have both broken down stereotypes（老一套，模式） and reinforced stereotypes," said one Penn resident advisor (RA). The RA of two years added that while some conflicts "provided more multicultural acceptance and melding (融合)," there were also "jarring（不和谐的）cultural confrontations（对抗）."
The RA said that these conflicts have also occurred among roommates of the same race.
Kao said she cautions against forming any generalizations based on any one of the studies, noting that more background characteristics of the students need to be studied and explained.
1.What can we learn from some recent studies?
A．Conflicts between students of different races are unavoidable.
B．Students of different races are prejudiced against each other.
C．Interracial lodging does more harm than good.
D．Interracial lodging may have diverse outcomes.
2.What does Sam Boakye's remark mean?
A．White students tend to look down upon their black peers.
B．Black students can compete with their white peers academically.
C．Black students feel somewhat embarrassed among white peers during the freshman year.
D．Being surrounded by white peers motivates a black student to work harder to succeed.
3.What does the Indiana University study show?
A．Interracial roommates are more likely to fall out.
B．Few white students like sharing a room with a black peer.
C．Roommates of different races just don't get along.
D．Assigning students' lodging randomly is not a good policy.
4.What does Alec Webley consider to be the "definition of integration"?
A．Students of different races are required to share a room.
B．Interracial lodging is arranged by the school for freshmen.
C．Lodging is assigned to students of different races without exception.
D．The school randomly assigns roommates without regard to race.
5.What does Grace Kao say about interracial lodging?
A．It is unscientific to make generalizations about it without further study.
B．Schools should be cautious when making decisions about student lodging.
C．Students' racial background should be considered before lodging is assigned.
D．Experienced resident advisors should be assigned to handle the problems.
I cheated on a unit test in math class this morning during second period with Mr. Burke. Afterward, I was too sick to eat lunch just thinking about it.
I came straight home from school, went to my room, and lay on the floor trying to decide whether it would be better to run away from home now or after supper. Mostly I wished I was dead. It wasn't even an accident that I cheated.
Yesterday Mr. Burke announced there'd be a unit test and anyone who didn't pass would have to come to school on Saturday, most particularly me, since I didn't pass the last unit test. I did plan to study just to prove to him that I'm plenty smart—which I am mostly—except in math.
Anyway, I got my desk ready to study on . Just when I was ready to work, Nicho came into my room with our new rabbit and it jumped on my desk and knocked the flashcards all over the floor. What a mess! Nicho and I finally took the rabbit outside but then Philip came to my room and also Marty from next door and before long it was dinner.
After dinner my father said I could watch a special on television if I'd done all my homework. Of course I said I had. That was the beginning. I felt terrible telling my father a lie about the homework.
It was nine o'clock when I got up to my room and that was too late to study for the unit test so I lay in my bed with the light off and decided what I would do the next day when I was in Mr. Burke's math class not knowing the 8- and 9-times tables. So, you see, the cheating was planned after all.
The next day, I'd go into class as usual, acting like things were going just great. I'd sit down next to Stanley Plummer—he is so smart in math it makes you sick—and from time to time, I'd glance over at his paper to copy the answers.
Lying on the floor of my room, I begin to think that probably I've been bad all along. It just took this math test to clinch it. I'll probably never tell the truth again. I tell my mother I'm sick when she calls me to come down for dinner. She doesn't believe me, but puts me to bed anyhow. I lie there in the early winter darkness wondering what terrible thing I'll be doing next when my father comes in and sits down on my bed.
"What's the matter?" he asks. "I've got a stomachache," I say. Luckily, it's too dark to see his face. "Is that all?" "Yeah." "Mommy says you've been in your room since school." "I was sick there too," I say. "She thinks something happened today and you're upset." That's the thing that really drives me crazy about my mother. She knows things sitting inside my head the same as if I was turned inside out.
"Well," my father says. I can tell he doesn't believe me. "My stomach is feeling sort of upset." I hedge. "Okay," he says and he pats my leg and gets up.
Just as he shuts the door to my room I call out to him in a voice I don't even recognize as my own. "How come?" he calls back not surprised or anything. So I tell him I cheated on this math test. To tell the truth, I'm pretty much surprised at myself. I didn't plan to tell him anything.
He doesn't say anything at first and that just about kills me. I'd be fine if he'd spank me or something. And then he says I'll have to call Mr. Burke. It's not what I had in mind. "Now?" I ask surprised. "Now," he says. He turns on the light and pulls off my covers. "I'm not going to," I say.
But I do it. I call Mr. Burke, and I tell him exactly what happened, even that I decided to cheat the night before the test. He says I'll come on Saturday to take another test, which is okay with me, and I thank him a whole lot for being understanding and all.
"Today I thought I was turning into a criminal," I tell my father when he turns out my light. Sometimes my father kisses me good night and sometimes he doesn't. I never know. But tonight he does.
1.After the author cheated on the math test, he felt ____________.
A．frightened because he might be caught
B．excited that he had succeeded
C．pleased that nobody knew it
D．unhappy because he had done something wrong
2.By “It wasn't even an accident that I cheated”, the author means that ________.
A．he had planned not to study before the test
B．he decided to cheat when he knew there was going to be a test
C．he decided to cheat after he had wasted the whole evening
D．he had planned to cheat with Plummer before the test
3.The author’ mother often drives him crazy because _____-.
A．She really knows what he is thinking
B．she was very strict with him
C．she doesn’t believe him
D．she asks him to come down for dinner
4.After he was informed of what he had done, the father _______.
A．scolded the author severely
B．didn’t say anything and left
C．called Mr. Burke immediately
D．let the author make a call to Mr. Burke
5.The author’s father kissed the author good night because ________-.
A．he had done something unusual
B．he promised to study math harder
C．he was willing to take a make-up test
D．he realized his mistake and had the courage to admit it
Every year, British newspapers report on the stranger questions asked in Oxbridge (Oxford & Cambridge) interviews. Often, though, these questions are not as strange as they first seem. And they are all designed to give applicants (申请者) a chance to think.
Arriving for her first Oxford interview, my sister Jen saw that there was only one chair in the waiting room. On the chair was a large fork. Jen had heard about the strange things in Oxbridge interviews, and believed that this was a test. “What if they’re watching me?” she thought. “If I move the fork, it will show initiative (主动性); if I don’t move it, it will show that I can easily fit into new situations.” In the end, she sat uncomfortably on the edge of the chair!
Applicants must be prepared for the unexpected. Now it was Jen’s turn. She was handed a monkey skull (颅骨) and asked to talk about it. At first, this seemed unfair --- what could she say? But she soon calmed down, started thinking, and found that there was plenty to talk about.
Oxbridge interviews are designed to find out how you think, not just what you think. And there are no wrong answers. Jen learnt that, and she passed the interview. What advice does she give? “ Don’t be nervous, and be prepared for the unexpected!”
1.According to British newspapers, questions for Oxbridge applicants are very _____.
A．unfair B．normal C．easy D．strange
2.On her first interview, Jen ____ after she entered the waiting room.
A．moved the fork B．sat down on the fork
C．sat down on the chair D．moved the chair
3.Jen learned that it was very important to _____ in order to pass the Oxbridge interviews.
A．make up new situation B．show how one thinks
C．describe what one hears D．talk about various monkeys
4.The writer uses a(n) ____ to introduce how Oxbridge applicants are interviewed.
A．example B．guess C．experiment D．survey
