题目内容

 

1.每当你失败时，你就从头干起。______ ______ you fail, start all over again.

2.她大声说：“让我单独呆一会儿！”然后跑上了床。

She shouted “ ______ me ______ “ and ran to her bed.

3.我们应该意识到接下来要发生的事。

We should be ______ ______ what will happen next.

4.祝贺你取得巨大进步！I ______ you ______ the great progress.

5.你总不能让女人和机器相爱吧。

You ______ ______ women ______ in love with machines.

6.但我非常开朗乐观，并且学会了适应身体的残疾。

…but I am very outgoing and have learned to ______ ______ my disability.

7.与其说他是机器，倒不如说他更像一个人。He seemed ______ like a human ______ a machine.

 

1.Every/Each time

2.Leave...alone

3.aware of

4.congratulate on

5.cannot have...falling

6.adapt to

7.more...than

【解析】

试题分析：题目侧重对课本上的基础知识进行考查，主要考查学生对考查固定短语、固定搭配的掌握情况。

1.Every/Each time。

2.Leave, alone。

3.aware of。

4.congratulate, on。

5.cannot have, falling。

6.adapt to。

7.ore...than...与其说......倒不如说......，肯定前者，否定后者；故填more, than。

考点：考查固定短语；固定搭配；时间状语从句

练习册系列答案
相关题目

Some kinds of animals can change their colour with _______.

A. conditions B. environment C. surroundings D. situation

 

Did anyone find the names of “Great Britain”, “the United Kingdom”, “England” and “the British commonwealth” which have the same meaning? Strictly speaking, these names all refer to something different. None of them are exactly the same as any of the others.

The British isles refer to the main islands and several thousand small ones as well, which you can see on the map. Great Britain, or Britain, refers to the larger of the two main islands. But the word “Britain” is often used as a short form for the United Kingdom or you call it the UK.

Now as for England, it refers simply to the largest of the three countries on the island of Great Britain. The United Kingdom is the name of the state and the official name of the country, which many people popularly refer to England.

Finally, the Britain commonwealth is the usual name for what is left of the British Empire (帝国). This change shows the weakening of British Empire and the rising of the national liberation movements throughout the world today.

1.According to the passage, we know that _____________.

A. Great Britain has the same meaning as Britain

B. all the names refer to England

C. the United Kingdom has the same meaning as Britain or England

D. all the names in the first paragraph have the same meaning

2. It is clear that the British isles refer to _____________.

A. Britain, England and the UK

B. the two main islands and thousands of small ones

C. three countries and several islands

D. Great Britain or the United Kingdom

3.We can infer that .

A. The country hasn’t an exact name.

B. Few people know its real name.

C. All the names have exact meaning.

D. Generally speaking,the names can all be used to stand for the country.

4.Which of the following shows the right relationship (关系) between the British isles (BI), Britain (B) and England (E)?

A. B>BI>E. B. BI>E>B. C. E>B>BI. D. BI>B>E.

5.If you want to write to someone in Edinburgh that lies in Scotland, you should write the address as _____________.

A. Edinburgh, England

B. Edinburgh, Scotland ,Great Britain

C. Scotland, Edinburgh, England

D. Great Britain, Scotland, Edinburgh

 

His silence at the meeting suggested that he _______ to your plan.

A. hadn’t agreed B. didn’t agree C. wouldn’t agree D. not agree

 

You probably hear it all the time — people telling you to “learn English”. But does this mean children in English-speaking countries don’t need to bother learning a new language? Not at all. In fact, an even larger number of young people will soon be taught foreign languages, thanks to the mental advantages of bilingualism.

Psychologists once thought that growing up bilingual might lead to verbal delays－a late or absent development of talking. But US magazine Scientific American has revealed that this is not true, and reported that children who speak more than one language “show greater mental flexibility, a superior grasp of abstract concepts and a better working memory.” As the New York Times put it, “being bilingual, it turns out, makes you smarter.”

In Europe, learning foreign languages is increasingly popular. A European report shows that from 2005-2010, the percentage of European students learning a foreign language rose from 67.5 percent to 79.2 percent. Most European kids start learning another language at age 6. In Belgium, it starts at 3. New reforms being introduced in the UK will mean all children could be taught a foreign language, such as Mandarin or Greek, from the age of 7. The most popular foreign language for European kids was English, followed by German and French.

In comparison, Americans don’t give a fig for learning foreign languages. Compared to 50 percent of European adults who are bilingual, only 9 percent of adults in the US are fluent in more than one language, according to a 2011 report. American students are often not exposed to a second language until high school.

However, recent statistics show demand is growing in the US for people to become more bilingual. According to a USA Today chart released in July, 21 percent of US children speak another language at home. A number of institutions in the country are also pushing foreign languages in schools. Three school districts in Delaware will launch Chinese and Spanish programs next year. More people are learning Chinese, French and Spanish.

1.Psychologist used to believe that children who grow up bilingual ________.

A. are more flexible mentally

B. are slow in the development of talking

C. have a poorer working memory

D. are smarter in understanding abstract concept

2.It can be inferred from the passage that ________.

A. Americans are more interested in learning another language than Europeans

B. British kids began to learn foreign languages at the earliest age

C. 21% of US children study a foreign language in the school

D. not all schools in America are teaching foreign languages

3.What does the underlined phrase “give a fig for” in Paragraph 4 mean?

A. attach importance to

B. have talent for

C. invest money in

D. have demand for

4.Which are the most popular foreign languages in the US?

A. Mandarin and Greek.

B. English, German and French.

C. Chinese, French and Spanish.

D. Chinese, German and Greek.

5.What is the main idea of this passage?

A. Chinese is becoming more popular in western countries.

B. The benefits and advantages of growing up bilingual.

C. Western worlds are paying more attention to learning foreign languages.

D. The differences between bilingual education in Europe and USA.

 

Barack Obama, Lady Gaga and Steve Jobs—what do they have in common? They are, of course, all Americans. And according to a survey by social networking site badoo. com, they all best illustrate(举例说明) the word “cool”.

But just what does it mean to say someone is “cool”? Most would answer that it is something to do with being independent-minded and not following the crowd.

Yale University art professor Robert Farris Thompson says that the term “cool” goes back to 15th century West African philosophy(哲学). “Cool” relates to ideas of grace(优雅) under pressure.

“In Africa, ” he writes, “coolness is a positive quality which combines calmness, silence, and life.”

The modern idea of “cool” developed largely in the US in the period after World War II. “Post-war ‘cool’ was in part an expression of war-weariness (n. 厌战情绪)

. . . it went against the strict social rules of the time,” write sociologists Dick Pountain and David Robins in Cool Rules:Anatomy of an Attitude.

But it was the American actor James Dean who became the symbol for “cool” in the hugely successful 1955 movie Rebel without a Cause. Dean plays a tough guy who disobeys his parents and the authorities. He always gets the girl, smokes cigarettes, wears a leather jacket and beats up bullies(欺凌弱小者). In the movie, Dean showed what “cool” would mean to American young people for the next 60 years.

Today the focus of “cool” has changed to athletics (体育运动) stars. Often in movies about schools, students gain popularity on the athletics field more than in the classroom. This can be seen quite clearly in movies like Varsity Blues and John Tucker Must Die.

But many teenagers also think being smart is cool. Chess and other thinking games have been becoming more popular in schools.

“Call it the Harry Potterization of America—a time when being smart is the new cool,” writes journalist Joe Sunnen.

1.Barack Obama, Lady Gaga and Steve Jobs are mentioned in the first paragraph to ________.

A. introduce the topic B. draw our attention

C. tell us what they have in common D. tell us what is “cool”

2.If you were considered “cool” in Africa in the 15th century, you ________.

A. thought and acted differently from the majority

B. had a calm and quiet attitude towards life

C. didn’t observe rules and authorities

D. had all kinds of “bad” manners

3.The heroes in Varsity Blues and John Tucker Must Die are likely to be those who ________.

A. do very well in their studies

B. are very skilled at sports

C. are good at chess and other thinking games.

D. have supernatural powers like Harry Potter

4.Which of the following is NOT true according to the article?

A. It is generally considered “cool” to be independent-minded and not to follow the crowd.

B. “Cool” was used as early as the 15th century.

C. Disobeying one’s parents and the authorities is considered “cool” among American young people nowadays.

D. Getting the first place in an exam can also be considered “cool”.

5.What does the article mainly talk about?

A. The origin of the word “cool”.

B. The kinds of people who are “cool”.

C. The changing meaning of the word “cool”.

D. How to be a “ cool” person.

 

In the eighteenth century one of the first modern economists, Adam Smith, thought that “ the whole annual produce of the land and labour of every country” provided revenue to “three different orders of people: those who live by rent, those who live by wages, and those who live by profit”. Each successive stage of the industrial revolution, however, made the social structure more complicated.?

Many intermediate groups grew up during the nineteenth century between the upper middle class and the working class. There were small-scale industrialists as well as large ones, small shopkeepers and tradesmen, officials and salaried employees, skilled and unskilled workers, and professional men such as doctors and teachers. Farmers and peasants continued in all countries as independent groups.?

During the nineteenth and early twentieth centuries the possession of wealth inevitably affected a person’s social position. Intelligent industrialists with initiative made fortunes by their wits which lifted them into an economic group far higher than that of their working-class parents. But they lacked social training of the upper class, who despised them as the “new rich.”?

They often sent their sons and daughters to special schools to acquire social training. Here their children, mixed with the children of the upper classes, were accepted by them, and very often found marriage partners from among them. In the same way, a thrifty, hardworking labourer, though not clever himself, might save for his son enough to pay for an extended secondary school education in the hope that he would move in a “white-collar” occupation, carrying with it a higher salary and a move up in the social scale.?

In the twentieth century the increased taxation of higher incomes, the growth of the social services, and the wider development of educational opportunity have considerably altered the social outlook. The upper classes no longer are the sole, or even the main possessors of wealth, power and education, though inherited social position still carries considerable prestige.

1.What criterion did Adam Smith seem to go by in his classification of social groups?

A. The amount of wealth B. The amount of money

C. The social status D. The way of getting money

2.If you compare the first and second paragraph, what groups of people did Adam Smith leave out in his classification?

A. Officials and employees. B. Peasants and farmers.

C. Doctors and teachers. D. Tradesmen and landlords.

3.Who were the ‘new rich’ during the nineteenth and early twentieth centuries?

A. They were still the upper class people.

B. They were owners of large factories.

C. They were intelligent industrialists.

D. They were skilled workers who made their fortune.

4.According to the passage, what did those people do who intended to make their children move up in the social ladder?

A. They saved a lot of money for their children to receive higher education.

B. They tried to find marriage partners from the children of the upper class.

C. They made greater fortunes by their wits.

D. They worked even harder to acquire social training.

5. In the twentieth century class differences have been partly smoothed out by ____.

A. increased income and decreased taxation

B. taxation, social services and educational opportunities

C. education, the increase of income and industrial development

D. the decrease of the upper class population

 

I like getting up very early in summer. The morning air is so good ___.

A. to be breathed B. to breathe C. breathing D. being breathed

 

Inland waters may be grouped into two general classes: standing waters and flowing waters. As is often the case, the boundary between these two classes is not sharp and clear. A pond is an example of standing water. But most ponds are fed by springs or brooks and most have an outlet. Thus some current of changing water flows through them. On the other hand, a river is an example of flowing water. In some places, however, a river may have such a slow current that it is very difficult to detect.

      Standing inland waters differ in size, in age, and in many abiotic environmental characteristics. They range in size from roadside puddles to the Caspian Sea. Puddles may last for only a few days or weeks; ponds, for a few hundred to a thousand years. In general, lakes are older, though the waters of some tropical “lakes” disappear completely during each dry season. Standing waters vary from very shallow to very deep, from clear to muddy, from fresh to salty.

      In flowing waters we roughly distinguish between brooks, creeks, and rivers. The size and age of flowing waters are unimportant. Speed of flow, clearness, oxygen content, and other chemical characteristics are used by scientists in studying flowing-water ecosystems.

1.According to the passage, which of the following characteristics of flowing waters is unimportant?

A. Clarity. B. Size. C. Speed of flow. D. Oxygen content.

2.The word “abiotic” in paragraph 2 can best be replaced by ______.

A. nonliving B. living C. coastal D. inland

3.Which of the following statements is true?

A. Usually the water in a river flows into a pond.

B. Scientists only study flowing-water ecosystems.

C. Usually ponds last much longer than puddles.

D. The Caspian Sea is considered as an example of flowing water.

4.From this passage we may know that the distinction between standing waters and flowing waters ______.

A. depends on how people name the waters

B. is clear

C. depends on the seasons

D. is hard to make

5.This passage mainly tells us that ______.

A. there are two major classes of inland waters

B. lakes and rivers are flowing waters

C. age and size of flowing waters are important

D. ponds and brooks are standing waters

 

违法和不良信息举报电话：027-86699610 举报邮箱：58377363@163.com

精英家教网