题目
题型：不详难度：来源：
第二节完形填空(共20小题；每小题l．5分，满分30分)
阅读下面短文，从短文后各题所给的四个选项(A、B、C和D)中，选出可以填入
空白处的最佳选项，并在答题卡上将该项涂黑。
It was a busy morning，about 8:30,when an elderly gentleman in his 80s came to the hospital。I heard him saying to the nurse that he was in a hurry for an appointment(约会)at 9:30
The nurse had him take a 36 in the waiting area, 37 him it would be at least 40
minutes 38 someone would be able to see him。 I saw him 39 his watch and decided，since I was 40 busy—my patient didn’t 41 at the appointed hour, I would examine his wound .While taking care of his wound．I asked him if he had another doctor’s appointment
The gentleman said no and told me that he 42 to go to the nursing home to eat breakfast with his 43 .。He told me that she had been 44 for a while and that she had a special disease。I asked if she would be 45 if he was a bit late. He replied that she 46 knew who he was，that she had not been able to 47 him for five years now. I was 48 ,and asked him，“And you 49 go every morning，even though she doesn’t know who you are?”
He smiled and said．“She doesn’tknowme butIknowwho sheis”I hadto holdback 50 as he left.
Now I 51 that in marriages，true love is 52 of all that is。The happiest people don’t 53 havethe best of everything；they just 54 thebest ofeverythingthey have。 55 isn’t about how to live through the storm，but how to dance in the rain.
36 A breath B.test C seat D break
37 A persuading B promising C understanding D telling
38 A if B
before C since D after39 A taking off B．fixing C looking at D winding
40．A very B also C seldom D not
41 A turn up B show off C come on D go away
42 A needed B forgot C agreed D happened
43 A daughter B wife C mother D sister
44 A. late B well C around D.there
45 A lonely B worried C doubtful D hungry
46 A so far B neither C no longer D already
47 A recognize B answer C believe D expect
48 A moved B disappointed C surprised D satisfied
49 A only B.then C.thus D still
50A curiosity B tears C words D judgment
51 A realize B suggest C hope D prove
52 A agreement B expression C acceptance D exhibition
53 A necessarily B completely C．naturally D frequently
54 A. learn B make C.favor D.try
55 A Adventure B Beauty C Trust D Life
答案
36---55 CDBCD AABDB CACDB ACABD
解析
核心考点
试题【第二节完形填空(共20小题；每小题l．5分，满分30分)阅读下面短文，从短文后各题所给的四个选项(A、B、C和D)中，选出可以填入空白处的最佳选项，并在答题卡上】；主要考察你对题材分类等知识点的理解。[详细]
举一反三
EDGEWOOD - Every morning at Dixie Heights High School, customers pour into a special experiment: the district’s first coffee shop run mostly by students with special learning needs.
Well before classes start, students and teachers order Lattes, Cappuccinos and Hot Chocolates. Then, during the first period, teachers call in orders on their room phones, and students make deliveries.
By closing time at 9.20 a.m., the shop usually sells 90 drinks.
"Whoever made the chi tea, Ms. Schatzman says it was good," Christy McKinley, a second year student, announced recently, after hanging up with the teacher.
The shop is called the Dixie PIT, which stands for Power in Transition. Although some of the students are not disabled, many are, and the PIT helps them prepare for life after high school.
They learn not only how to run a coffee shop but also how to deal with their affairs. They keep a timecard and receive paychecks, which they keep in check registers.
Special-education teachers Kim Chevalier and Sue Casey introduced the Dixie PIT from a similar program at Kennesaw Mountain High School in Georgia.
Not that it was easy. Chevalier"s first problem to overcome was product-related. Should schools be selling coffee? What about sugar content?
Kenton County Food Service Director Ginger Gray helped. She made sure all the drinks, which use non-fat milk, fell within nutrition (营养) guidelines.
The whole school has joined in to help.
Teachers agreed to give up their lounge (休息室) in the mornings. Art students painted the name of the shop on the wall. Business students designed the paychecks. The basketball team helped pay for cups.
1．What is the text mainly about?
A．A best-selling coffee.
B．A special educational program.
C．Government support for schools.
D．A new type of teacher-student relationship.
2．The Dixie PIT program was introduced in order to_ _．
A．raise money for school affairs
B．do some research on nutrition
C．develop students" practical skills
D．supply teachers with drinks
3．How did Christy McKinley know Ms. Schatzman"s opinion of the chi tea?
A．She met her in the shop.
B．She heard her telling others.
C．She talked to her on the phone.
D．She went to her office to deliver the tea.
4．We know from the text that Ginger Gray ．
A．manages the Dixie P1T program in Kenton County
B．sees that the drinks meet health standards
C．teaches at Dixie Heights High School
D．owns the school’s coffee shop
Along the river banks of the Amazon and the Orinoco there lives a bird that swims before it can fly, flies like a fat chicken, eats green leaves, has the stomach of a cow and has claws (爪) on its wings
when young. They build their homes about 4.6m above the river, an important feature (特征) for the safety of the young. It is called the hoatzin.In appearance, the birds of both sexes look very much alike with brown on the back and cream and red on the underside. The head is small, with a large set of feathers on the top, bright red eyes, and blue skin. Its nearest relatives are the common birds, cuckoos. Its most striking feature, though, is only found in the young.
Baby hoatzins have a claw on the leading edge of each wing and another at the end of each wing tip. Using these four claws, together with the beak (喙), they can climb about in the bushes, looking very much like primitive birds must have done. When the young hoatzins have learned to fly, they lose their claws.
During the drier months between December and March hoatzins fly about the forest in groups of 20 to 30 birds, but in April, when the rainy season begins, they collect together in smaller living units of two to seven birds for producing purposes.
1．What is the text mainly about?
A．Hoatzins in dry and rainy seasons.
B．The relatives and enemies of hoatzins.
C．Primitive birds and hoatzins of the Amazon.
D．The appearance and living habits of hoatzins.
2．Young hoatzins are different from their parents in that ．
A．they look like young cuckoos
B．they have claws on the wings
C．they eat a lot like a cow
D．they live on river banks
3．What can we infer about primitive birds from the text?
A．They had claws to help them climb.
B．They could fly long distances.
C．They had four wings like hoatzins.
D．They had a head with long feathers on the top.
4．Why do hoatzins collect together in smaller groups when the rainy season comes?
A．To find more food.
B．To protect themselves better.
C．To keep themselves warm.
D．To produce their young.第二节完形填空(共20小题；每小题l.5分，共30分)
阅读下面短文，掌握其大意，从每题所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。
I met Mrs. Neidl in the ninth grade on a stage-design team for a play and she was one of the directors. Almost instantly I loved her. She had an Unpleasant voice and a direct way of speaking, 36 she was encouraging and inspiring. For some reason, she was impressed with my work and me.
Mrs. Neidl would ask me for my 37 . She wanted to know how I thought we should 38 things. At first I had no idea how to answer because I knew 39 about stage design! But I slowly began to respond to her 40 . It was cause and effect: She believed I had opinions, so I began to 41 them. She trusted me to complete things, so I completed them perfectly. She loved how 42 I was, so I began to show up to paint more and more. She believed in me, so I began to believe in myself.
Mrs. Neidl"s 43 that year was, "Try it. We can always paint over it 44 !"I began to take 45 . I
had been so afraid of failing but suddenly there was no failing--only things to be 46 upon. I learned to dip my brush into the paint and 47 create something.The shy, quiet freshman achieved success that year. I was 48 in the program
as "Student Art Assistant" because of the time and effort I"d put in. It was that year that I 49 I wanted to spend the rest of my life doing stage design.
Being on that stage-design team 50 Mrs. Neidl changed me completely. Not only was I stronger and more competent than I had thought, but I also 51 a strong interest and a world I hadn"t known existed. She taught me not to 52 what people think I should do: She taught me to take chances and not be 53 . Mrs. Neidl was my comforter when I was upset. Her 54 in me has inspired me to do things that I never imagined 55 .
36. A. and B. yet C. so D. for
37. A. opinion B. impression C. information D. intention
38. A. make B. keep C. handle D. change
39. A. anything B. something C. everything D. nothing
40. A. questions B. comments C. explanations D. remarks
41. A. hold B. follow C. evaluate D. form
42. A. happy B. lively C. reliable D. punctual
43. A. message B. motto C. saying D. suggestion
44. A. again B. more C. instead D. later
45. A. steps B. control C. charge D. risks
46. A. improved B. acted C. looked D. reflected
47. A. easily B. carefully C. confidently D. proudly
48. A. introduced B. recognized C. identified D. considered
49. A. confirmed B. decided C. realized D. acknowledged
50. A. with B. below C. of D. by
51. A. developed B. discovered C. took D. fostered
52. A. accept B. care C. judge D. wonder
53. A. bored B. lazy C. sad D. afraid
54. A. trust B. patience C. curiosity Do interest
55. A. accessible B. enjoyable C. possible D. favorable
第三部分：阅读理解(共两节，40分)
第一节(共15小题；每小题2分，共30分)
阅读下列短文，从每题所给的A、B、C、D四个选项中，选出最佳选项，并
在答题卡上将该项涂黑。
Goldie"s Se
cretShe turned up at the doorstep of my house in Cornwall. No way could I have sent her away. No way, not me anyway. Maybe someone had kicked her out of their car the night before. "We"re moving house."; "No space for her any more with the baby coming." "We never really wanted her, but what could we have done? She was a present." People find all sorts of excuses for abandoning an animal. And she was one of the most beautiful dogs I had ever seen.
I called her Goldie. If I had known what was going to happen I would have given
her a more creative name. She was so unsettled during those first few days. She hardly ate anything and had such an air of sadness about her. There was nothing I could do to make her happy, it seemed. Heaven knows what had happened to her at her previous owner"s. But eventually at the end of the first week she calmed down. Always by my side, whether we were out on one of our long walks or sitting by the fire.
That"s why it was such a shock when she pulled away from me one day when we were out for a walk. We were a long way from home, when she started barking and getting very restless. Eventually I couldn"t hold her any longer and she raced off down the road towards a farmhouse in the distance as fast as she could.
By the time I reached the farm I was very tired and upset with Goldie. But when I saw her licking (舔) the four puppies (幼犬) I started to feel sympathy towards them. "We didn"t know what had happened to her," said the woman at the door. "I took her for a walk one day, soon after the puppies were born, and she just disappeared." "She must have tried to come back to them and got lost," added a boy from behind her. "
I must admit I do miss Goldie, but I"ve got Nugget now, and she looks just like her mother. And I"ve learnt a good lesson: not to judge people.
1. How did the author feel about Goldie when Goldie came to the house?
A. Shocked. B. Sympathetic. C. Annoyed. D. Upset.
2. In her first few days at the
author"s house, Goldie____________.AI felt worried B. was angry
C. ate a little D. sat by the fire
3. Goldie rushed off to a farmhouse one day because she .
A. saw her puppies B. heard familiar barkings
C. wanted to leave the author D. found her way to her old home
4. The passage is organized in order of____________.
A. time B. effectiveness C. importance D. complexity
Open Letter to an Editor
I had an interesting conversation with a reporter recently--
-one who works for you. In fact, he"s one of your best reporters. He wants to leave.Your reporter gave me a copy of his resume (简历) and photocopies of six stories that he wrote for you. The headlines showed you played them proudly. With great enthusiasm, he talked about how he finds issues (问题), approaches them, and writes about them, which tells me he is one of your best. I"m sure you would hate to lose him. Surprisingly, your reporter is not unhappy. In fact, he told me he really likes his job. He has a great assignment (分工), and said you run a great paper. It would be easy for you to keep him, he said. He knows that the paper values him. He appreciates the responsibility you"ve given him, takes ownership of his profession, and enjoys his freedom.
So why is he looking for a way out?
He talked to me because he wants his editors to demand so much more of him. He wants to be pushed, challenged, coached to new heights.
The reporter believes that good stories spring from good questions, but his editors usually ask how long the story will be, when it will be in, where it can play, and what the budget is.
He longs for conversations with an editor who will help him turn his good ideas into great ones. He wants someone to get excited about what he"s doing and to help him turn his story idea upside down and inside out, exploring the best ways to report it. He wants to be more valuable for your paper. That"s what you want for him, too, isn"t it?
So your reporter has set me thinking.
Our best hope in keeping our best reporters, copy editors, photographers, artists---everyone--is to work harder to make sure they get the help they are demanding to reach their potential. If we can"t do it, they"ll find someone who can.
1. What does the writer think of the reporter?
A. Optimistic. B. Imaginative. C. Ambitious. D. Proud.
2. What does the reporter want most from his editors in their talks?
A. Finding the news value of his stories. B. Giving him financial support.
C. Helping him to find issues. D. Improving his good ideas.
3. Who probably wrote the letter?
A. An editor. B. An artist. C. A reporter. D. A reader.
4. The letter aims to remind editors that they should __
A. keep their best reporters at all costs
B. give more freedom to their reporters
C. be aware of their reporters" professional development
D. appreciate their reporters" working styles and attitudes
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