such an embarrassing situation, he didn’t know what to do.A. Faced?? ????????????? B. Facing??????????? ????????????? C. Faced to????????? ????????????? D. Facing with 题目和参考答案——青夏教育精英家教网—

题目内容

_____such an embarrassing situation, he didn’t know what to do.

A. Faced?? ????????????? B. Facing??????????? ????????????? C. Faced to????????? ????????????? D. Facing with

【答案】

【解析】B[解析]face与he之间构成逻辑上的主谓关系；face“面临.面对”，及物动词，故用-ing形式表主动

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In a time of low academic (学术的) achievement by children in the United States, many Americans are turning to Japan, a country of high academic achievement and economic success, for possible answers. however, the answers provided by Japanese preschools are not the ones Americans expected to find. In most Japanese preschools, surprisingly little emphasis is put on academic instruction. In one investigation, 300 Japanese and 210 American preschool teachers, child development specialists, and parents were asked about various aspects of early childhood education. Only 2 percent of the Japanese respondents (答问卷者) listed "to give children a good start academically" as one of their top three reasons for a society to have preschools. In contrast, over half the American respondents chose this as one of their top three choices. To prepare children for successful careers in first grade and beyond, Japanese schools do not teach reading, writing, and mathematics, but rather skills such as persistence, concentration, and the ability to function as a member of a group. The majority of young Japanese children are taught to read at home by their parents.

In the recent comparison of Japanese and American pre??school education, 91 percent of Japanese respondents chose providing children with a group experience as one of their top three reasons for a society to have preschools. 62 percent of the more individually oriented (强调个性发展的) Americans listed group experience as one of their top three choices. An em??phasis on the importance of the group seen in Japanese early childhood education continues into elementary school education.

Like in America, there is diversity (多样性) in Japanese early childhood education. Some Japanese kindergartens have specific aims, such as early musical training or potential (潜力) development. In large cities, some kindergartens are attached to universities that have elementary and secondary schools.

Some Japanese parents believe that if their young children attend a university-based program, it will increase the children’s chances of eventually being admitted to top-rated schools and universities. Several more progressive programs have introduced free play as a way out for the heavy intellectualizing in some Japanese kindergartens.

We learn from the first paragraph that many Americans believe ________.

A. Japanese parents pay more attention to preschool education than American parents

B. Japan’s economic success is a result of its scientific achievements

C. Japanese preschool education emphasizes academic in??struction

D. Japan’s higher education is better than theirs

Most American respondents believe that preschools should also attach

importance to ________.

A. problem solving B. group experience

C. parental guidance D. individually oriented development

In Japan’s preschool education, the focus is on ________.

A. preparing children academically B. developing children’s artistic interests

C. tapping children’s potential D. shaping children’s character

Why do some Japanese parents send their children to university-based kindergartens?

A. They can do better in their future studies.

B. They can gain more group experience there.

C. They can be individually oriented when they grow up.

D. They can have better chances of getting a first-rate edu??cation.

In a time of low academic (学术的) achievement by children in the United States, many Americans are turning to Japan, a country of high academic achievement and economic success, for possible answers. However, the answers provided by Japanese preschools are not the ones Americans expected to find. In most Japanese preschools, surprisingly little emphasis is put on academic instruction. In one investigation, 300 Japanese and 210 American preschool teachers, child development specialists, and parents were asked about various aspects of early childhood education. Only 2 percent of the Japanese respondents (答问卷者) listed "to give children a good start academically" as one of their top three reasons for a society to have preschools. In contrast, over half the American respondents chose this as one of their top three choices. To prepare children for successful careers in first grade and beyond, Japanese schools do not teach reading, writing, and mathematics, but rather skills such as persistence, concentration, and the ability to function as a member of a group. The majority of young Japanese children are taught to read at home by their parents.

5. We learn from the first paragraph that many Americans believe ________.

A. Japanese parents pay more attention to preschool education than American parents

B. Japan’s economic success is a result of its scientific achievements

C. Japanese preschool education emphasizes academic in??struction

D. Japan’s higher education is better than theirs

6. Most American respondents believe that preschools should also attach

importance to ________.

A. problem solvingw。 B. group experience

C. parental guidancew。 D. individually oriented development

7. In Japan’s preschool education, the focus is on ________.

A. preparing children academically B. developing children’s artistic interests

C. tapping children’s potentialw。 D. shaping children’s character

8. Why do some Japanese parents send their children to university-based kindergartens?

A. They can do better in their future studies.

B. They can gain more group experience there.

C. They can be individually oriented when they grow up.

D. They can have better chances of getting a first-rate edu??cation.

"Tear’em apart!" "Kill the fool!" "Murder the referee（裁判）!"
They are common remarks one may hear at various sporting events. At the time they are made, they may seem innocent（无害的）enough. But let's not kid ourselves. They have been known to influence behavior in such a way as to lead to real bloodshed（流血）.Books have been written about the way words affect us. It has shown that words having certain meanings may cause us to react in ways quite foreign to what we consider to be our usual humanistic behavior. I see the term "opponent" as one of those words. Perhaps the time has come to delete it from sports terms.
The dictionary meaning of the term "opponent" is "enemy":“ one who opposes your interests." Thus, when a player meets an opponent, he or she may tend to treat that opponent as an enemy. At such times, winning may control one's mind, and every action, no matter how bad, may be considered correct . I recall an incident in a handball game when a referee refused a player's request for a time out for a glove change because he didn't consider them wet enough. The player rubbed his gloves across his wet T-shirt and then shouted, "Are they wet enough now?"
In the heat of battle, players have been observed to throw themselves across the court without considering the consequences that such a move might have on anyone in their way. I have also witnessed a player reacting to his opponent's intentional and illegal blocking by hitting him with the ball as hard as he could during the course of play. Off the court, they are good friends. Does that make any sense? It certainly gives proof of a court attitude which is different from normal behavior.
Therefore, I believe it is time we promoted the game to the level where it is by setting an example. Replacing the term “opponent” with “ associate” could be an ideal way to start.
The dictionary meaning of the term “associate” is “friend”；“companion.” Think it over！You may soon see and possibly feel the difference in your reaction to the term "associate' rather than "opponent."
49. Which of the following statements best expresses the author's view?
A. Bad behavior in sports will always have serious consequences.
B. The words people use can influence their behavior.
C. Unpleasant words in sports are often used by foreign athletes.
D. Unfair judgments by referees will lead to violence on the sports field.
50. Rough words are spoken during games because the players________.
A. are too eager to win B. are usually bad-tempered
C. can't afford to be polite in competitions D. treat their friends as competitors
51. What did the handball player do when he was not allowed a time out to change his gloves?
A. He refused to continue the game.
B. He angrily hit the referee with a ball.
C. He claimed that the referee was unfair.
D. He wet his gloves by rubbing them across his T-shirt.
52. The author hopes to have the current situation in sports improved by_______.
A. changing the attitude of players on the sports field
B. raising the referee's sense of responsibility
C. calling on players to use clean language on the court
D. regulating the relationship between players and referees

(浙江省金华一中2008年5月高考模拟C篇)

"Tear’em apart!" "Kill the fool!" "Murder the referee（裁判）!"

They are common remarks one may hear at various sporting events. At the time they are made, they may seem innocent（无害的）enough. But let's not kid ourselves. They have been known to influence behavior in such a way as to lead to real bloodshed（流血）.Books have been written about the way words affect us. It has shown that words having certain meanings may cause us to react in ways quite foreign to what we consider to be our usual humanistic behavior. I see the term "opponent" as one of those words. Perhaps the time has come to delete it from sports terms.

The dictionary meaning of the term "opponent" is "enemy":“ one who opposes your interests." Thus, when a player meets an opponent, he or she may tend to treat that opponent as an enemy. At such times, winning may control one's mind, and every action, no matter how bad, may be considered correct . I recall an incident in a handball game when a referee refused a player's request for a time out for a glove change because he didn't consider them wet enough. The player rubbed his gloves across his wet T-shirt and then shouted, "Are they wet enough now?"

In the heat of battle, players have been observed to throw themselves across the court without considering the consequences that such a move might have on anyone in their way. I have also witnessed a player reacting to his opponent's intentional and illegal blocking by hitting him with the ball as hard as he could during the course of play. Off the court, they are good friends. Does that make any sense? It certainly gives proof of a court attitude which is different from normal behavior.

Therefore, I believe it is time we promoted the game to the level where it is by setting an example. Replacing the term “opponent” with “ associate” could be an ideal way to start.

The dictionary meaning of the term “associate” is “friend”；“companion.” Think it over！You may soon see and possibly feel the difference in your reaction to the term "associate' rather than "opponent."

49. Which of the following statements best expresses the author's view?

A. Bad behavior in sports will always have serious consequences.

B. The words people use can influence their behavior.

C. Unpleasant words in sports are often used by foreign athletes.

D. Unfair judgments by referees will lead to violence on the sports field.

50. Rough words are spoken during games because the players________.

A. are too eager to win B. are usually bad-tempered

C. can't afford to be polite in competitions D. treat their friends as competitors

51. What did the handball player do when he was not allowed a time out to change his gloves?

A. He refused to continue the game.

B. He angrily hit the referee with a ball.

C. He claimed that the referee was unfair.

D. He wet his gloves by rubbing them across his T-shirt.

52. The author hopes to have the current situation in sports improved by_______.

A. changing the attitude of players on the sports field

B. raising the referee's sense of responsibility

C. calling on players to use clean language on the court

D. regulating the relationship between players and referees

Below is a page adapted from an English dictionary

stick
verb (stuck, stuck )
push sth in
[+adv./prep.] to push sth, usually a sharp object, into sth; to be pushed into sth: [VN] The nurse stuck the needle into my arm. ◆ Don't stick your fingers through the bars of the cage. ◆ [V] I found a nail sticking in the tyre.
attach
[+adv./prep.] to fix sth to sth else, usually with a sticky substance; to become fixed to sth in this way: [VN] He stuck a stamp on the envelope. ◆ We used glue to stick the broken pieces together. ◆ I stuck the photos into an album. ◆ [V] Her wet clothes were sticking to her body. ◆ The glue's useless-the pieces just won't stick.
put
[VN +adv./prep.] (informal) to put sth in a place, especially quickly or carelessly: Stick your bags down there. ◆ He stuck his hands in his pockets and strolled off. ◆ Can you stick this on the noticeboard? ◆ Peter stuck his head around the door and said, 'Coffee, anyone?' ◆ (spoken) Stick 'em up! (= put your hands above your head-I have a gun)
become fixed
[V] ~ (in sth) to become fixed in one position and impossible to move: The key has stuck in the lock. ◆ This drawer keeps sticking.
difficult situation
(BrE, informal) (usually used in negative sentences and questions) to accept a difficult or unpleasant situation or person: [VN] I don't know how you stick that job. ◆ They're always arguing-I can't stick it any longer. ◆ The problem is, my mother can't stick my boyfriend. ◆ [V -ing] John can't stick living with his parents.
become accepted
[V] to become accepted: The police couldn't make the charges stick (= show them to be true). ◆ His friends called him Bart and the name has stuck (= has become the name that everyone calls him).
[V] to not take any more cards
Idioms: stick in your mind (of a memory, an image, etc.) to be remembered for a long time: One of his paintings in particular sticks in my mind.
stick in your throat / craw (informal)
(of words) to be difficult or impossible to say: She wanted to say how sorry she was but the words seemed to stick in her throat.
(of a situation) to be difficult or impossible to accept; to make you angry
stick your neck out (informal) to do or say sth when there is a risk that you may be wrong: I'll stick my neck out and say that Bill is definitely the best candidate for the job.
stick to your guns (informal) to refuse to change your mind about sth even when other people are trying to persuade you that you are wrong
Phrasal Verbs: stick around (informal) to stay in a place, waiting for sth to happen or for sb to arrive: Stick around; we'll need you to help us later.
stick at sth to work in a serious and determined way to achieve sth: If you want to play an instrument well, you've got to stick at it.
stick by sb [no passive] to be loyal to a person and support them, especially in a difficult situation: Her husband was charged with fraud but she stuck by him.
stick by sth [no passive] to do what you promised or planned to do: They stuck by their decision.
stick sth<->down (informal) to write sth somewhere: I think I'll stick my name down on the list.
stick out to be noticeable or easily seen: They wrote the notice in big red letters so that it would stick out.
stick sth<->out (of sth) to be further out than sth else or come through a hole; to push sth further out than sth else or through a hole: His ears stick out. ◆ She stuck her tongue out at me. ◆ Don't stick your arm out of the car window.
stick to sth
to continue doing sth in spite of difficulties: She finds it impossible to stick to a diet.
to continue doing or using sth and not want to change it: He promised to help us and he stuck to his word (= he did as he had promised). ◆ 'Shall we meet on Friday this week?' 'No, let's stick to Saturday.' ◆ She stuck to her story.
stick together (informal) (of people) to stay together and support each other: We were the only British people in the town so we tended to stick together.
stick up to point upwards or be above a surface: The branch was sticking up out of the water.
stick with sb/sth [no passive] (informal)
to stay close to sb so that they can help you: Stick with me and I'll make you a millionaire!
to continue with sth or continue doing sth: They decided to stick with their original plan.
noun
from tree
[C] a thin piece of wood that has fallen or been broken from a tree: We collected dry sticks to start a fire. ◆ The boys were throwing sticks and stones at the dog. ◆ Her arms and legs were like sticks (= very thin).
for walking
[C] (especially BrE) = WALKING STICK: The old lady leant on her stick as she talked.
in sport
[C] a long thin object that is used in some sports to hit or control the ball: a hockey stick
long thin piece
[C] (often in compounds) a long thin piece of sth: a stick of dynamite ◆ carrot sticks ◆ (AmE) a stick of butter
[C] (often in compounds) a thin piece of wood or plastic that you use for a particular purpose: pieces of pineapple on sticks ◆ The men were carrying spades and measuring sticks.
in plane / vehicle
[C] (informal, especially AmE) the control stick of a plane
[C] (informal, especially AmE) a handle used to change the GEARS of a vehicle
for orchestra
[C] a BATON, used by the person who CONDUCTS an orchestra
criticism
[U] (BrE, informal) criticism or harsh words: The referee got a lot of stick from the home fans.
country areas
(the sticks) [pl.] (informal) country areas, a long way from cities: We live out in the sticks.
person
[C] (old-fashioned, BrE, informal) a person: He's not such a bad old stick.