It was on a winter morning, near Oxford, Maryland, that I set the breakfast table beside the huge window,
which 1 the Tred Avon River. The snow decorated the shore in white. For a moment I stood quietly against
the bookcase, appreciating what the night"s snow had 2 .
3 I leaned forward and peered (盯着看) close to the frosted window. "It really is!" I cried out loud.
"There is a goose out there!" I 4 to the bookcase and pulled out a pair of binoculars (望远镜). Into their
sights came the 5 of a large Canada goose, very still, its wings folded tight to its sides, it s 6 frozen to
the ice.
Then from the dark sides, I saw a line of swans.They crossed 7 the west of the broad river, moving
8 to the east.
As I 9 , the leader swung to the right, and then the white 10 of birds become a white circle. It floated
from the top of the sky downward. At last, as easy as feathers coming to earth, the circle 11 the ice.The
swans
12 the frozen goose! Amazingly, those bills (啄) began to work on 13 . The long necks were lifted and
curved down, 14 . It went on for a long time.At last, the goose was free and 15 its big webbed (有蹼的)
feet slowly. The goose 16 its wings as far as they would go. The swans took off and 17 their eastward
journey, in perfect formation, to their secret destination. 18 them, rising with incredible speed and joy, the
goose moved into the sky.
I watched them 19 they disappeared over the tips of the farthest trees. Only then did I realize that tears
were running down my cheeks.
This is a true story.I do not try to interpret it here.I just often 20 it in the bad moments, and tell myself,
"If so for birds, why not for man?" |
( )1. A. undertook
( )2. A. destroyed
( )3. A. Finally
( )4. A. rushed
( )5. A. figure
( )6. A. head
( )7. A. along
( )8. A. steadily
( )9. A. watched
( )10. A. block
( )11. A. skated on
( )12. A. threatened
( )13. A. the ice
( )14. A. one after another
( )15. A. washing
( )16. A. enlarged
( )17. A. started
( )18. A. Behind
( )19. A. after
( )20. A. write about | B. overlooked
B. covered
B. Unwillingly
B. returned
B. shadow
B. body
B. from
B. smoothly
B. expected
B. mass
B. landed on
B. attacked
B. their feather
B. side by side
B. protecting
B. spread
B. carried on
B. In front of
B. although
B. keep | C. overshadowed
C. painted
C. Disappointedly
C. advanced
C. cry
C. feet
C. around
C. in the snow
C. predicted
C. dot
C. fell down to
C. surrounded
C. the river
C. now and then
C. moving
C. lifted
C. repeated
C. Along with
C. unless
C. think of | D. evaluated
D. hidden
D. Suddenly
D. reached
D. baby
D. beak
D. in
D. closely
D. feared
D. st ring
D. broke into
D. killed
D. the shore
D. again and again
D. warming
D. threw
D. stopped
D. Including
D. until
D. retell |
| 1-5: BCDDA 6-10: CBAAD 11-15: BCADC 16-20: BBADC |
核心考点
试题【完形填空。 It was on a winter morning, near Oxford, Maryland, that I set the brea】；主要考察你对 题材分类等知识点的理解。 [详细]举一反三
| 阅读理解。 | What happens to a teenage kid when the world he thought he knew suddenly changes? Find out in Little
Brother by American author Cory Doctorow. It is a fascinating book for a new generation of sci-fi readers.
Marcus Yallow, 17, from San Francisco is much more comfortable in front of a computer than obeying
the rules of society. Smart, fast and wise to the ways of the networked world, he has no trouble outwitting
(骗过) his high school"s monitoring system. This way he and his friends get to head off to play a popular
online game in real life.
While they are playing, a bomb explodes on the Bay Bridge. Marcus stops a military vehicle to get help for
his injured friend, but this simple act throws him into a Department of Homeland Security (DHS) secret prison.
There he is treated as a possible terrorist. He is eventually let go after four days, but his injured friend
disappears.
When he returns, Marcus discovers that there are many "security measures" in place and that now all
citizens are treated like potential terrorists. While some consider this government action necessary for public
safety, Marcus sees this as a complete destruction of the rights he is supposed to have as a citizen.
He knows that no one will believe his story, which leaves him with only one thing to do: to take down the
DHS himself. He helps organize a large network called Xnet to spread the truth, anonymously (匿名地).
The book presents a young man who is irresponsible, but learns about himself, and grows, in the course
of the story. As part of this learning and growing he becomes aware of very serious issues about his society. | | 1. What kind of article does this passage belong to? | A. A fascinating story.
B. A book review.
C. News report
D. A TV programme | | 2. The underlined word destruction in the passage means _____. | A. damage
B. reward
C. ruin
D. protection | | 3. Marcus Yallow was sent to prison because _____. | A. he killed his friend
B. he bombed a military vehicle
C. he did something that a possible terrorist could do
D. his injured friend disappeared | | 4. From the second paragraph we can infer that _____. | A. Marcus Yallow is much more comfortable obeying the rules of society
B. Marcus Yallow is smart, fast and wise in real life
C. Marcus Yallow always plays online games in real life
D. Marcus Yallow is expert at the network world | | 完形填空。 | Many adults see teens as energetic. Many of us see ourselves as proud. This thinking 1 many adults
and us to have the idea that if we can"t handle school or 2 life well, we are just not trying hard.
But in my opinion that may not be 3 .
Earlier this school year, I was leaving my class one Friday 4 suddenly it 5 like I had pulled a muscle
in my back. I knew I was ill.
After a few days I stopped eating. This meant I lost 6 ; the clothes that I bought two weeks earlier
began 7 loose. This time my parents got scared.
8 , I started sleeping less. My eyelids (眼皮) were constantly 9 .
I refused to 45 that I was ill. I kept my job working 10 hours a week in a shop; I didn"t 11 any classes.
When I was hurting, I didn"t mind and kept on going. 12 it kills you, it makes you stronger, right?
But now I find myself thinking. Is it 13 it? I"m taking the classes and working for the newspaper because
it does good 14 college applications. And I"m working 25 hours a week so that, once I get into my dream
school, I can 15 it.
Here I am, already sick from the 16 of work I"m doing in and out of school. So, what good is a(n) 17
application if I"m badly ill? What is the 18 of doing this work if I can"t enjoy the results?
In fact, by writing my 19 I"m telling all the people who 20 much about the future to worry about it now. | ( )1. A. makes
( )2. A. still
( )3. A. true
( )4. A. while
( )5. A. looked
( )6. A. face
( )7. A. hanging
( )8. A. In fact
( )9. A. light
( )10. A. insist
( )11. A. lose
( )12. A. Unless
( )13. A. paid
( )14. A. at
( )15. A. control
( )16. A. amount
( )17. A. suitable
( )18. A. reason
( )19. A. time
( )20. A. think | B. forces
B. even
B. real
B. when
B. sounded
B. hope
B. holding
B. In addition
B. shut
B. determine
B. drop
B. If
B. similar to
B. to
B. manage
B. set
B. impressive
B. idea
B. work
B. care | C. causes
C. just
C. wrong
C. then
C. appeared
C. weight
C. changing
C. In disorder
C. open
C. accept
C. give
C. Though
C. equal to
C. on
C. support
C. kind
C. believable
C. point
C. newspaper
C. miss | D. intends
D. yet
D. false
D. how
D. felt
D. direction
D. dressing
D. In general
D. heavy
D. consider
D. take
D. Before
D. worth
D. with
D. afford
D. number
D. usual
D. tip
D. story
D. realize | | 完形填空。 | A very little boy was spending his Saturday morning playing in his sandbox. He had with him a plastic pail
(桶) and a shiny, red plastic shovel (铲). In the 1 of creating roads and tunnels in the sand, he 2 a large rock in the middle of the sandbox.
The boy dug around the rock, 3 to move it off the dirt. At first, he wanted to carry it out of the sandbox
with his hands; however, it was too heavy. Later, with much 4 , he pushed the rock across the sandbox by 5 his hands. When the boy got the rock to the 6 of the sandbox, he found that he couldn"t roll it up and 7 the
little wall. 8 , the little boy pushed, but every time he thought he had made some 9 , the rock tipped (翻滚) and
then fell back into the sandbox. The little boy pushed and pushed, but his only 10 was to have the rock roll back.
Finally he 11 tears. All this time the boy"s father watched from his living room window 12 the drama was
unfolded. The moment the tears fell, a large 13 appeared across the sandbox. It was the boy"s father. Gently but
14 , he said, "Son, why didn"t you use all the strength that you had?"
Defeated, the boy 15 back,"I did! I did! I used all the strength that I had!"
"No, you didn"t. You didn"t ask me for help." The father 16 down, picked up the rock and dropped it off the sandbox.
Do you have "rocks" in your life that need to be 17 ? Are you discovering that you don"t have 18 it takes
to lift them? There is someone who is willing to give us the 19 we need. Maybe, it"s sometimes a good idea to
ask others for 20 when we meet difficulties we can"t overcome. | ( )1. A. method
( )2. A. created
( )3. A. trying
( )4. A. thought
( )5. A. touching
( )6. A. bottom
( )7. A. over
( )8. A. Doubted
( )9. A. attempt
( )10. A. hope
( )11. A. made out
( )12. A. so
( )13. A. rock
( )14. A. surprisingly
( )15. A. shouted
( )16. A. reached
( )17. A. pushed
( )18. A. who
( )19. A. minds
( )20. A. help | B. step
B. set
B. managing
B. struggle
B. shaking
B. center
B. down
B. Surprised
B. progress
B. reward
B. broke out
B. as
B. picture
B. doubtfully
B. smiled
B. looked
B. dropped
B. what
B. spirits
B. tips | C. practice
C. discovered
C. deciding
C. movement
C. using
C. edge
C. through
C. Pleased
C. effort
C. point
C. burst into
C. until
C. figure
C. kindly
C. called
C. fell
C. carried
C. which
C. force
C. advice | D. process
D. brought
D competing
D. worry
D. controlling
D. front
D. into
D. Determined
D. decision
D. purpose
D. rushed into
D. before
D. shade
D. firmly
D. asked
D. put
D. removed
D. where
D. strength
D. ideas | | 完形填空。 | It was her giggling that drew my attention. Note taking really wasn"t all that funny.
Walking over to the offender, I asked for the 1 . Frozen, she refused to give it to me. I waited, all attention
in the classroom on the quiet 2 between teacher and student. When she finally 3 it over she whispered,
"Okay, but I didn"t draw it."
It was a hand-drawn 4 of me, teeth blackened and the words "I"m stupid" coming out of my mouth.
I managed to fold it up calmly. My mind, 5 , was working angrily as I struggled not to 6 . figured I knew
the two most likely candidates for drawing the picture. It would do them some 7 to teach them a lesson, and
maybe it was high time that I did it!
Thankfully, I was able to keep myself 8 .
When there were about six minutes remaining, I showed the class the picture. They were all silent as I told
them how 9 this was for me. I told them there must be a reason 10 and now was their chance to write down
anything they needed to tell me. Then I let them write silently while I sniffed in the back of the classroom.
As I 11 the notes later, many of them said something like, "I"ve got nothing against you," or "I"m sorry you
were hurt." Some kids said, "We"re 12 of you." But two notes, from the girls who I 13 were behind the picture,
had a list of issues. I was too 14 , too strict…
Reading those notes, I realized that over the course of this year, instead of 15 my students, I had begun
commanding then to 16 . Where I thought I was driving them to success I was 17 driving them away.
I had some apologizing to do. But the next day in the classroom, one boy and one girl each handed me a card.
The one 18 by all the boys expressed sincere regret for the ugly joke. The one from the girls asked for 19 .
This was a lesson for both the kids and me. Forgiveness does not change the past, but it does enlarge the
20 . | ( )1.A. note
( )2.A. battle
( )3.A. took
( )4.A. statue
( )5.A. otherwise
( )6.A. leave
( )7.A. good
( )8.A. amused
( )9.A. meaningful
( )10.A. aside
( )11.A. wrote
( )12.A. proud
( )13.A. figured
( )14.A. talkative
( )15.A. forcing
( )16.A. appreciate
( )17.A. actually
( )18.A. decorated
( )19.A. thankfulness
( )20.A. friendship | B. advice
B. competition
B. thought
B. graph
B. however
B. cry
B. harm
B. controlled
B. forgetful
B. above
B. finished
B. fond
B. promised
B. mean
B. encouraging
B. apologize
B. normally
B. offered
B. forgiveness
B. education | C. reason
C. argument
C. turned
C. picture
C. therefore
C. explain
C. favor
C. uninterested
C. regretful
C. beneath
C. read
C. afraid
C. concluded
C. clumsy
C. comforting
C. compromise
C. immediately
C. signed
C. compensation
C. knowledge | D. help
D. conversation
D. handed
D. poster
D. besides
D. argue
D. punishment
D. relaxed
D. hurtful
D. behind
D. collected
D. ashamed
D. confirmed
D. considerate
D. teaching
D. achieve
D. generally
D. bought
D. communication
D. future | | 阅读理解。 | The 2008 National Teacher of the Year gave its prize to Michael Geisen, an American science teacher,
who is thirty-five years old and a forester (护林员). But he decided he would rather work with growing
minds than with growing trees.
Seven years ago, Michael Geisen got master"s degree in teaching and a job at a middle school. He brought
new energy to the science department there. He created school projects, and got parents" support in their
children"s work. He always tried to be creative with each activity, and he didn"t like using textbooks much.
One girl in his class said he could probably make it interesting to watch grass grow. During lunch, his students
come to his room to talk; get help, visit his turtle (海龟) and sometimes join him in playing the guitar. He
writes songs and develops games about science. He says one of his goals as a teacher is to create people who
will continue to learn throughout their lives.
The National Teacher of the Year is a professional award (奖) in the United States. The program began in
1952. Each state chooses one teacher as the winner of the state teachers of the year. President George Bush
honored top teachers at the White House. He said that in Michael Geisen"s first two years as head of the school
science department, students of his school got high scores on a state science test, and they were still improving.
At the White House, Michael Geisen said that students are born to be creative, curious and alive, so we need
to really encourage students" creativity and their desire to learn useful skills to face the future world. Our job is
to educate the entire child. | | 1. From the text, we learn that Michael Geisen _____. | A. is an American writer.
B. has won the National Teacher of the Year twice.
C. wins support from the parents of his students.
D. got a master"s degree when he was35. | | 2. The students of Michael Grisen think that their teacher is _____. | A. serious.
B. friendly.
C. strict.
D. rude | | 3. Which of the following is TRUE about the National Teacher of the Year program? | A. President George Bush started this program.
B. Each US state will decide one teacher every year.
C. It has been held worldwide each year since 2001.
D. The winners will have a chance to work at the White House. | 4. From the passage we know that ______. | A. Michael Geisen won high scores in a state science test.
B. Michael Geisen is a famous scientist.
C. George Bush met Michael Geisen"s students at the White House.
D. Michael Grisen is the head of the science department at his school. |
|
|
|
|
