网址：http://m.1010jiajiao.com/timu3_id_3174331[举报]
The opening scene of The King’s Speech was, in a word, terrifying. The moment King George VI—wonderfully played by Colin Firth—stepped up to the microphone at Wembley Stadium, a rush of nervousness came over me. It took me back to my school days, standing at my desk, having to read aloud to the class. I whispered to my wife, Jill, “A stutterer(口吃者) wrote this screenplay(剧本).
I grew up with a stutter, really afraid of trying to get through simple sentences—knowing that I would then, or later, be laughed at. I still remember the reading when I was in 7th grade at St. Helena’s: “Sir Walter Raleigh was a gentlemen…” I remember reciting, “Sir Walter Raleigh was a gentlemen.” The school teacher said, “Master B-B-B-Biden! What’s that word?” She wanted me to say gentlemen. But by then, I had learned to put my sentences into bite-size pieces and I was reading it: “gentle”｜breath｜“man”.
Ninety-nine percent of the time, the teachers were great. I never had professional treatment but a couple of teachers taught me to put a regular rise and fall in my tone of speaking, and that’s why I spent so much time reading poetry. But even in my small, boys’ prep school, I got nailed in my class with the nickname Joe Stutterer. You get so desperate, you’re so embarrassed. I actually went and stood by the side of my house once, with a small round stone in my mouth, and tried to talk. Jill always thought I was kidding until she saw the movie and saw King George did the same thing.
King George relied on the support his wife and the help of Lionel Longue, who, in describing working with other stutterers, said, “My job was to give them confidence in their voices and let them know that a friend was listening.” I was lucky enough to have more than a couple of Lionels in my life. Nobody in my family ever—ever—made fun of me or tried to finish my sentences. My mother would say, “Joey, you cannot let stuttering define you.” And because of her and others, I made sure it didn’t.
Through hard work and determination, I beat my stutter in high school. I even spoke briefly at my graduation ceremony in 1961—the most difficult speech of my life. My fight against shyness and embarrassment at my early age has developed my ability to understand others’ feelings as Vice President of the country in public life. I still mark up all of my speeches the say way Firth’s character does in the movie, pencil-marking every line to remind myself to stop, to breathe, to pause—to beat back my stuttering as best as I can. I don’t stutter anymore, and most people who know me only late in my life are shocked that I ever did.
By capturing exactly how a stutter feels, The King’s Speech has shown millions of people how much courage it takes for a stutterer to stand up and speak. Equally important, it has shown millions who suffer from the pain that it can be overcome, we are not alone, and with the support of those around us, our deepest fears can be conquered.
1.The writer whispered to his wife, “A stutterer wrote this screenplay”, because __________.
A. he desired to release his secret to his wife
B. he was reminded how it was as a stutterer on such occasions
C. he thought Colin Firth had a wonderful performance in the film
D. he wanted to make his wife realize why the film was so popular
2.What does the underlined sentence in Paragraph 4 imply?
A. The writer would have a good fortune to get help from many people.
B. The writer should realize he had to stand up from his pain and defeat it
C. The writer could get enough confidence under his mother’s help
D. The writer must be happy that everyone in his family did not laugh at him.
3.What message is conveyed in the passage?
A. Whatever pain and fear we have, we can defeat them if we try hard.
B. The similar stories of the writer and King George VI gains great admiration.
C. The suffer we had at our early age will have a heavy influence on our future life.
D. Stuttering is such a pain for children that we should give help and encourage them.
查看习题详情和答案>>
根据短文内容，从下框的A—F选项中选出能概括每一段主题的最佳选项。选项中有一项为多余选项。
|
A． How can you select your test location（地址）? B． How many times do you plan to take the test? C． When do you have to hand in your test scores? D． What is the most appropriate test date for you? E． Where do you stand in your high school coursework? F． What are the factors determining your choice of test time? |
The ACT is offered nationally several times a year, between September and June． However, it's not offered at every test center on each test date． If you need to take the ACT on a day other than Saturday because of religious reasons, you’ll want to be especially attentive in selecting a test date because the non-Saturday dates are less frequent and are held at fewer test centers．
2. 
One of the first things you should find out, then, is where the ACT is being offered in your area． A quick and easy way to get that information is by accessing ACT's website at www．actstudent．org． Or your high school guidance counselor should be able to give you that information． It's also printed in the booklet Registering for the ACT, which is available free from your school counselor． Often, your own or a neighboring school will serve as a test center．
3.
One important decision you need to make is whether you should take the ACT during your junior or your senior year in high school． A number of factors will affect this decision． First, you should find out when colleges you're interested in need to have your test scores． Is there a special program or scholarship for which you want to apply? If so, is there a deadline by which you need to have test scores submitted to the college or agency? Score reports are normally mailed about 3-7 weeks after the test date． Just be sure you're doing everything, including taking the ACT, early enough to keep all your options open．
4.
Another consideration in deciding when to take the ACT is where you stand in your high school coursework． If you're in a college-prep program and taking a lot of courses in English, mathematics, and science in your sophomore and junior years, it may be wise for you to take the ACT in your junior year, while those subjects are still fresh in your memory． If, on the other hand, you're studying material covered on the ACT during your senior year, it's reasonable to assume that your performance on the ACT might be better then．
5. 
Perhaps you'll decide to take the ACT more than once, in hopes of improving your score． In that case, it's probably better to take the exam in your junior year to allow time for a second try． There are several advantages to taking the ACT in your junior year: （i） You probably will have completed much of the coursework corresponding to the material covered on the ACT． （ii）You'll have your ACT scores and other information in time to help make decisions about your final year of high school coursework． （iii） You'll have your ACT scores and information from colleges in time to make decisions about visiting campuses or contacting schools．
查看习题详情和答案>>
根据短文内容，从下框的A—F选项中选出能概括每一段主题的最佳选项。选项中有一项为多余选项。
| A． How can you select your test location（地址）? B． How many times do you plan to take the test? C． When do you have to hand in your test scores? D． What is the most appropriate test date for you? E． Where do you stand in your high school coursework? F． What are the factors determining your choice of test time? |
The ACT is offered nationally several times a year, between September and June． However, it's not offered at every test center on each test date． If you need to take the ACT on a day other than Saturday because of religious reasons, you’ll want to be especially attentive in selecting a test date because the non-Saturday dates are less frequent and are held at fewer test centers．
【小题2】
One of the first things you should find out, then, is where the ACT is being offered in your area． A quick and easy way to get that information is by accessing ACT's website at www．actstudent．org． Or your high school guidance counselor should be able to give you that information． It's also printed in the booklet Registering for the ACT, which is avail
able free from your school counselor． Often, your own or a neighboring school will serve as a test center．【小题3】
One important decision you need to make is whether you should take the ACT during your junior or your senior year in high school． A number of factors will affect this decision． First, you should find out when colleges you're interested in need to have your test scores． Is there a specia
l program or scholarship for which you want to apply? If so, is there a deadline by which you need to have test scores submitted to the college or agency? Score reports are normally mailed about 3-7 weeks after the test date． Just be sure you're doing everything, including taking the ACT, early enough to keep all your options open．【小题4】
Another consideration in deciding when to take the ACT is where you stand in your high school coursework． If you're in a college-prep program and taking a lot of courses in English, mathematics, and science in your sophomore and junior years, it may be wise for you to take the ACT in your junior year, while those subjects are still fresh in your memory． If, on the other hand, you're studying material covered on the ACT during your senior year, it's reasonable to assume that your performance on the ACT might be better then．
【小题5】
Perhaps you'll decide to take the ACT more than once, in hopes of improving your score． In that case, it's probably better to take the exam in your junior year to allow time for a second try． There are several advantages to taking the ACT in your ju
nior year: （i） You probably will have completed much of the coursework corresponding to the material covered on the ACT． （ii）You'll have your ACT scores and other information in time to help make decisions about your final year of high school coursework． （iii） You'll have your ACT scores and information from colleges in time to make decisions about visiting campuses or contacting schools．
查看习题详情和答案>>
The opening scene of The King’s Speech was, in a word, terrifying. The moment King George VI—wonderfully played by Colin Firth—stepped up to the microphone at Wembley Stadium, a rush of nervousness came over me. It took me back to my school days, standing at my desk, having to read aloud to the class. I whispered to my wife, Jill, “A stutterer（口吃者）wrote this screenplay（剧本）.
I grew up with a stutter, really afraid of trying to get through simple sentences—knowing that I would then, or later, be laughed at. I still remember the reading when I was in 7th grade at St. Helena’s: “Sir Walter Raleigh was a gentleman…” I remember reciting, “Sir Walter Raleigh was a gentleman.” The school teacher said, “Master B-B-B-Biden! What’s that word?” She wanted me to say gentlemen. But by then, I had learned to put my sentences into bite-size pieces and I was reading it: “gentle”｜breath｜“man”.[
Ninety-nine percent of the time, the teachers were great. I never had professional treatment but a couple of teachers taught me to put a regular rise and fall in my tone of speaking, and that’s why I spent so much time reading poetry. But even in my small, boys’ prep school, I got nailed in my class with the nickname Joe Stutterer. You get so desperate, you’re so embarrassed. I actually went and stood by the side of my house once, with a small round stone in my mouth, and tried to talk. Jill always thought I was kidding until she saw the movie and saw King George did the same thing.
King George relied on the support his wife and the help of Lionel Longue, who, in describing working with other stutterers, said, “My job was to give them confidence in their voices and let them know that a friend was listening.” I was lucky enough to have more than a couple of Lionels in my life. Nobody in my family ever—ever—made fun of me or tried to finish my sentences. My mother would say, “Joey, you cannot let stuttering define you.” And because of her and others, I made sure it didn’t.
Through hard work and determination, I beat my stutter in high school. I even spoke briefly at my graduation ceremony in 1961—the most difficult speech of my life. My fight against shyness and embarrassment at my early age has developed my ability to understand others’ feelings as Vice President of the country in public life. I still mark up all of my speeches the same way Firth’s character does in the movie, pencil-marking every line to remind myself to stop, to breathe, to pause—to beat back my stuttering as best as I can. I don’t stutter anymore, and most people who know me only late in my life are shocked that I ever did.
By capturing exactly how a stutter feels, The King’s Speech has shown millions of people how much courage it takes for a stutterer to stand up and speak. Equally important, it has shown millions who suffer from the pain that it can be overcome, we are not alone, and with the support of those around us, our deepest fears can be conquered.
55．The writer whispered to his wife, “A stutterer wrote this screenplay”, because .
A．he desired to release his secret to his wife
B．he was reminded how it was as a stutterer on such occasions
C．he thought Colin Firth had a wonderful performance in the film
D．he wanted to make his wife realize why the film was so popular
56．What can we learn from the example in Paragraph 2?
A．Kids with a stutterer could be made fun of at schools
B．“Gentleman” was very difficult for a 7th grader to pronounce
C．It was impossible for a stutterer to pronounce even very simple words
D．The teacher had a clever way to teach how to pronounce the word
57．Which word can best replace “nailed” in Paragraph 3?
| A．Attached | B．Uncovered | C．Hammered | D．Tricked |
58．What does the underlined sentence in Paragraph 4 imply?
A．The writer would have a good fortune to get help from many people
B．The writer should realize he had to stand up from his pain and defeat it
C．The writer could get enough confidence under his mother’s help
D．The writer must be happy that everyone in his family did not laugh at him
59．To give a speech as well as he can, the writer, reveals the fact that .
A．he tried to talk with a small round stone in his mouth.
B．his wife keeps encouraging him to practice
C．he still marks up all his speeches
D．his teacher helps him to put a rise and fall in his tone
60．What message is conveyed in the passage?
A．Whatever pain and fear we have, we can defeat them if we try hard.
B．The similar stories of the writer and King George VI gains great admiration.
C．The suffer we had at our early age will have a heavy influence on our future life.
D．Stuttering is such a pain for children that we should give help and encourage them. [
查看习题详情和答案>>The opening scene of The King’s Speech was, in a word, terrifying. The moment King George VI—wonderfully played by Colin Firth—stepped up to the microphone at Wembley Stadium, a rush of nervousness came over me. It took me back to my school days, standing at my desk, having to read aloud to the class. I whispered to my wife, Jill, “A stutterer(口吃者) wrote this screenplay(剧本).”
I grew up with a stutter, really afraid of trying to get through simple sentences—knowing that I would then, or later, be laughed at. I still remember the reading when I was in 7th grade at St. Helena’s: “Sir Walter Raleigh was a gentleman…” I remember reciting, “Sir Walter Raleigh was a gentleman.” The school teacher said, “Master B-B-B-Biden! What’s that word?” She wanted me to say gentleman. But by then, I had learned to put my sentences into bite-size pieces and I was reading it: “gentle”｜breath｜“man”.
Ninety-nine percent of the time, the teachers were great. I never had professional treatment but a couple of teachers taught me to put a regular rise and fall in my tone of speaking, and that’s why I spent so much time reading poetry. But even in my small, boys’ prep school, I got nailed in my class with the nickname Joe Stutterer. You get so desperate, you’re so embarrassed. I actually went and stood by the side of my house once, with a small round stone in my mouth, and tried to talk. Jill always thought I was kidding until she saw the movie and saw King George did the same thing.
King George relied on the support his wife and the help of Lionel Longue, who, in describing working with other stutterers, said, “My job was to give them confidence in their voices and let them know that a friend was listening.” I was lucky enough to have more than a couple of Lionels in my life. Nobody in my family ever—ever—made fun of me or tried to finish my sentences. My mother would say, “Joey, you cannot let stuttering define you.” And because of her and others, I made sure it didn’t.
Through hard work and determination, I beat my stutter in high school. I even spoke briefly at my graduation ceremony in 1961—the most difficult speech of my life. My fight against shyness and embarrassment at my early age has developed my ability to understand others’ feelings as Vice President of the country in public life. I still mark up all of my speeches the same way Firth’s character does in the movie, pencil-marking every line to remind myself to stop, to breathe, to pause—to beat back my stuttering as best as I can. I don’t stutter anymore, and most people who know me only late in my life are shocked that I ever did.
By capturing exactly how a stutter feels, The King’s Speech has shown millions of people how much courage it takes for a stutterer to stand up and speak. Equally important, it has shown millions who suffer from the pain that it can be overcome, we are not alone, and with the support of those around us, our deepest fears can be conquered.
55. The writer whispered to his wife, “A stutterer wrote this screenplay”, because ______.
A. he desired to release his secret to his wife
B. he was reminded how it was as a stutterer on such occasions
C. he thought Colin Firth had a wonderful performance in the film
D. he wanted to make his wife realize why the film was so popular
56. What can we learn from the example in Paragraph 2?
A. Kids with a stutter could be made fun of at schools.
B. “Gentleman” was very difficult for a 7th grader to pronounce.
C. It was impossible for a stutterer to pronounce even very simple words.
D. The teacher had a clever way to teach how to pronounce the word.
57. Which word can best replace “nailed” in Paragraph 3?
A. attached B. uncovered C. hammered D. tricked
58. What does the underlined sentence in Paragraph 4 imply?
A. The writer would have a good fortune to get help from many people.
B. The writer should realize he had to stand up from his pain and defeat it.
C. The writer could get enough confidence under his mother’s help.
D. The writer must be happy that everyone in his family did not laugh at him.
59. To give a speech as well as he can, the writer reveals the fact that __________.
A. he tried to talk with a small round stone in his mouth
B. his wife keeps encouraging him to practice
C. he still marks up all his speeches[
D. his teacher helps him to put a rise and fall in his tone
60. What message is conveyed in the passage?
A. Whatever pain and fear we have, we can defeat them if we try hard.
B. The similar stories of the writer and King George VI gains great admiration.
C. The suffer we had at our early age will have a heavy influence on our future life.
D. Stuttering is such a pain for children that we should give help and encourage them.
查看习题详情和答案>>