摘要: A. what B. which C. that D. one

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D

One day newly wedded Nancy lost her ring while helping to plant potatoes. Friends were called and the field was searched long but in vain. Later, when the pottoes were harvested, Everyone looked out for the ring but it remained lost. Another year came round and all the farmers working in the field kept their eyes open. The following year was the same. And year after year, whoever had business in the field aways had Nancy’s ring in his mind.

Then the farm changed hands but it went no farther than to cousins. So the memory of the lost ring remained alive until thirty-eight years had passed. Then came a spring day when a man was ploughing the field behind a pair of horses. Even after thirty-eight years he still looked out for the ring, and knew just which part of the field Nancy had lost it in. At this time, when he came there, he found it .He picked it up, put it carefully into his pocket, left his horse, and ran all the way down to the village and placed it into Nancy’s hand.

76.How did Nancy come to lose her ring?

A.She lost it while helping to harvest tomatoes in the field

B.She lost it while watering the plants in the field.

C.She lost it while working in the field.

D.She lost it while helping to plant potatoes in the field.

77.What was done so that the lost ring could be found?

A.Friends were asked to join in the search.

B.The field was searched for a long time.

C.Dogs were called to look for it.

D.Both A and B

78.Why did people keep looking for the ring even after the farm changed hands?

A.It was a very expensive ring

B.They all wanted to solve the mystery.

C.They all loved Nancy.

D.Everybody wanted to have this ring.

79.What did the ploughman do after finding the ring?

A.He picked it up and put it in his pocket.

B.He ran back to tell everybody in the village.

C.He placed it in a secret spot.

D.He returned it to the owner.

80.What can you infer from the story?

A.The ring was invaluable.

B.People on the farm were honest and helpful.

C.The ring’s mysterious disappearance was the work of supernatural power.

D.Nancy no longer expected that her ring would be found again.

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D

One day newly wedded Nancy lost her ring while helping to plant potatoes. Friends were called and the field was searched long but in vain. Later, when the pottoes were harvested, Everyone looked out for the ring but it remained lost. Another year came round and all the farmers working in the field kept their eyes open. The following year was the same. And year after year, whoever had business in the field aways had Nancy’s ring in his mind.

Then the farm changed hands but it went no farther than to cousins. So the memory of the lost ring remained alive until thirty-eight years had passed. Then came a spring day when a man was ploughing the field behind a pair of horses. Even after thirty-eight years he still looked out for the ring, and knew just which part of the field Nancy had lost it in. At this time, when he came there, he found it .He picked it up, put it carefully into his pocket, left his horse, and ran all the way down to the village and placed it into Nancy’s hand.

76.How did Nancy come to lose her ring?

A.She lost it while helping to harvest tomatoes in the field

B.She lost it while watering the plants in the field.

C.She lost it while working in the field.

D.She lost it while helping to plant potatoes in the field.

77.What was done so that the lost ring could be found?

A.Friends were asked to join in the search.

B.The field was searched for a long time.

C.Dogs were called to look for it.

D.Both A and B

78.Why did people keep looking for the ring even after the farm changed hands?

A.It was a very expensive ring

B.They all wanted to solve the mystery.

C.They all loved Nancy.

D.Everybody wanted to have this ring.

79.What did the ploughman do after finding the ring?

A.He picked it up and put it in his pocket.

B.He ran back to tell everybody in the village.

C.He placed it in a secret spot.

D.He returned it to the owner.

80.What can you infer from the story?

A.The ring was invaluable.

B.People on the farm were honest and helpful.

C.The ring’s mysterious disappearance was the work of supernatural power.

D.Nancy no longer expected that her ring would be found again.

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A mum saved her daughter’s life with her newly learned first aid skills. Sonya Hall, 33, of Denny Avenue, Lancaster, had only just attended one first aid class the day before when she found herself needing to use the skills on her three year old daughter Tilly.
Sonya, who also has son Emmen, six, attended the first aid course at Lune Park Children’s Centre in Lancaster. Then she was faced with every parent’s worst nightmare when Tilly went blue in the face and stopped breathing. But thanks to her newly acquired skills, Sonya saved Tilly’s life.
Sonya said: “Tilly was playing with her brother and they were fighting over a toy. Emmen won the fight. Tilly fell backwards and her head was hit. She was face down and shaking and at first I thought she was upset. But then I saw she was blue in the face and had stopped breathing. I reacted without thinking and immediately started using the first aid skills I had learned the day before which were so fresh in my mind. I began doing mouth-to-mouth and chest compressions (胸外按压). It probably took about a minute before Tilly started breathing again, but to me it felt like a lifetime.”
After getting Tilly breathing again, Sonya called an ambulance and the doctors came. Since then, Tilly has been diagnosed (诊断) with Reflex Anoxic Seizure (反射缺氧发作). Sonya said: “The seizure can happen when there’s any unexpected pain, fear or fright. It is just so lucky that the day before it happened, I had been practising first aid.”
The Empowering Parents First Aid course is run by Lancashire Adult Learning. Sonya said: “I am just so glad I did the course and learnt the first aid skills. I always feared I would not know what to do in a crisis situation, but luckily I had the knowledge and skills to deal with it.” 

  1. 1.

    What happened to Tilly?

    1. A.
      She was knocked down by her brother.
    2. B.
      She fell on the floor and hit her head.
    3. C.
      She was hit by a toy on the head and felt upset.
    4. D.
      She was hit by her brother and stopped breathing.
  2. 2.

    When Sonya found Tilly’s shaking, she thought her daughter must ______.

    1. A.
      be crying
    2. B.
      be very angry
    3. C.
      pretend to be hurt
    4. D.
      recognize her failure
  3. 3.

    When Sonya goes to the first aid class next time, she will feel ______.

    1. A.
      enjoyable
    2. B.
      excited
    3. C.
      grateful
    4. D.
      confident
  4. 4.

    What would be the best title for the text?  

    1. A.
      The importance of first aid
    2. B.
      How to practise first aid
    3. C.
      Mum saves girl with first aid
    4. D.
      Mums should attend first aid courses
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A new weapon is on the way in the fight against smoking in Europe.

Soon when smokers buy cigarettes, they might see a shocking photo of

a blackened lung or a cancer patient staring back at them from the packet.

       Some boys may think of smoking as cool and sexy. Their friends won’t

agree when they see their packets of cigarettes lying on the table.

The European Union announced on October 22, that it had chosen 42 photos that showed the damage cigarettes could do to the body. It called on member nations to put these pictures on packets to discourage young smokers.

To catch the attention of teenagers, the special packets warn of long-term medical dangers, like cancer. Short-term effects, like bad skin, are also on the list.

“The true fact of smoking is disease, death and horror. That is the message we should send to the young,” said David Byrne, an EU health official. “Hopefully these pictures will shock students out of their love for cigarettes.”

The EU head office hoped the pictures would work better than current written warnings on packs of cigarettes. The warning included “smoking kills” and “smoking can lead to a slow and painful death.”

So far, Ireland and Belgium have shown interest in the photos. Canada has used similar pictures and warnings on cigarette packs since 2000.The country has recently seen a fall in the number of smokers.

According to studies, smoking is the single biggest cause of avoidable death in EU. Every year more than 650,000 smokers die, more than one person a minute.

68.What would be the best title for the text?    

       A.New Ways to Stop Smoking.  B.Pictures to Shock Smokers.

       C.New Packers of Cigarettes.     D.Dangers of Smoking.

69.We can learn from the test that _______.

       A.The EU countries have put the new warning method into practice

       B.only a small number of the EU countries have used the new warning method

       C.the new warning method has worked in some EU countries

       D.countries in the EU still use the old warning method

70.Which country is most successful in stopping smoking?

       A.Ireland.    B.Belgium.  C.Canada.   D.EU

71.The underlined sentence in the last paragraph suggests that ________.

       A.It’s hard to stop smoking in EU

       B.deaths caused by smoking could have been avoided

       C.smoking is the biggest cause of deaths in EU

       D.EU has the largest number of deaths caused by smoking

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A study of art history might be a good way to learn more about a culture than is possible to learn in general history classes. Most typical history courses concentrate on politics, economics and war. But art history focuses on much more than this because art reflects not only the political values of a people, but also religious beliefs, emotions and psychology. In addition, information about the daily activities of our ancestors can be provided by art. In short, art expresses the essential qualities of a time and a place, and a study of it clearly offers us a deeper understanding than can be found in most history books.

In history books, objective (客观的) information about the political life of a country is presented; that is, facts about politics are given, but opinions are not expressed. Art, on the other hand, is subjective: it reflects emotions and opinions. The great Spanish painter Francisco Goya was perhaps the first truly “political” artist. In his well-known painting The Third of May, 1808, he criticized the Spanish government for its abuse of power over people.

In the same way, art can reflect a culture’s religious beliefs. For hundreds of years in Europe, religious art had been almost the only type of art that existed. Churches and other religious buildings were filled with paintings that described people and stories from the Bible. Although most people couldn’t read, they could still understand the Bible stories in the pictures on church walls. By contrast (对比), one of the main characteristics of art in the Middle East was (and still is) its absence of human and animal images. This reflects the Islamic belief that statues are not holy.

Which of the following statements has the closest meaning to the underlined sentence?

A. General history only focuses on politics.

B. Art history shows us nothing but the political values.

C. General history concerns only religious beliefs, emotions and psychology.

D. Art history gives us an insight (洞察力) into the essential qualities of a time and a place.

Art is subjective in that __________. 

A. it can easily arouse people’s anger about their government

B. it only reflects people’s anger or sadness about social problems.

C. a personal and emotional view of history is presented through it.

D. artists were or are religious, who reflect only the religious aspect of the society.

Which of the following statements is TRUE according to the passage? 

A. Francisco Goya expressed his religious belief in his painting.

B. In history books political views of people are entirely presented.

C. For centuries in Europe, painters had only painted on walls of churches.

D. In the Middle East, you can hardly find animal or human figures on church walls.

What’s the main topic of the passage?   

A. The development of art history.   

B. What we can learn from art.

C. The influence of artists on art history.

D. The difference between general history and art history.

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