题目
题型：北京高考真题难度：来源：
I began to grow up that winter night when my parents and I were returning from my aunt"s house, and
my mother said that we might soon be leaving for America. We were on the bus then. I was crying, and
some people on the bus were turning around to look at me. I remember that I could not bear the thought
of never hearing again the radio program for school children to which I listened every morning.
I do not remember myself crying for this reason again. In fact, I think I cried very little when I was
saying goodbye to my friends and relatives. When we were leaving I thought about all the places I was
going to see-the strange and magical places I had known only from books and pictures. The country I was
leaving never to come back was hardly in my head then.
The four years that followed taught me the importance of optimism, but the idea did not come to me at
once. For the first two years in New York I was really lost-having to study in three schools as a result of
family moves. I did not quite know what I was or what I should be. Mother remarried, and things became
even more complex for me. Some time passed before my stepfather and I got used to each other. I was
often sad, and saw no end to "the hard times."
My responsibilities in the family increased a lot since I knew English better than everyone else at home.
I wrote letters, filled out forms, translated at interviews with Immigration officers, took my grandparents
to the doctor and translated there, and even discussed telephone bills with company representatives.
From my experiences I have learned one important rule: Almost all common troubles eventually go away!
Something good is certain to happen in the end when you do not give up, and just wait a little! I believe that
my life will turn out all right, even though it will not be that easy.
B. From her mother
C. From Books and pictures
D. From radio programs
B. excited
C. worried
D. amazed
B. did not think about her future
C. studied in three different schools
D. got on well with her stepfather
B. She attended a lot of job interviews
C. She paid telephone bills for her family
D. She helped her family with her English
B. it is difficult to learn to become patient
C. there are more good things than bad things
D. good things will happen if one keeps trying
答案
核心考点
举一反三
a suitable Christmas present for her father. She wished that he was as easy 2______ (please) as her mother,
who was always delighted with perfume.
Besides, shopping at this time of the year was not 3______ pleasant experience: people stepped on your
feet or 4______ (push) you with their elbows (肘部), hurrying ahead to get to a bargain.
Jane paused in front of a counter 5______ some attractive ties were on display. "They are real silk," the
assistant tried to attract her. "Worth double the price." But Jane knew from past experience that her 6______
(choose) of ties hardly ever pleased her father.
Jane stopped where a small crowd of men had gathered. She found some good quality pipes 7______ sale.
She did not hesitate for long: although her father smoked a pipe only once in a while, she knew that this was
a present which was bound to please 8______.
When Jane got home, with her small but well-chosen present in her bag, her parents were already 9______
table having supper. Her mother was excited. "Your father has at last decided to stop smoking," Jane 10______
(inform).
in for Thanksgiving from her hometown. But as she hurried down the subway stairs, she started to feel
uncomfortably warm. By the time she got to the platform, Lisa felt weak and tired-maybe it hadn"t been a
good idea to give blood the night before, she thought. She rested herself against a post close to the tracks.
Several yards away, Frank, 43, and his girlfriend, Jennifer, found a spot close to where the front of the
train would stop. They were deep in discussion about a house they were thinking of buying.
But when he heard the scream, followed by someone yelling, "Oh, my God, she fell in!" Frank didn"t
hesitate. He jumped down to the tracks and ran some 40 feet toward the body lying on the rails. "No! Not
you!" his girlfriend screamed after him.
She was right to be alarmed. By the time Frank reached Lisa, he could feel the tracks shaking and see the
light coming. The train was about 20 seconds from the station.
It was hard to lift her. She was just out. But he managed to raise her the four feet to the platform so that
bystanders could hold her by the grins and drag her away from the edge. That was where Lisa briefly regained
consciousness, felt herself being pulled along the ground, and saw someone else holding her purse.
Lisa thought she"d been robbed. A woman held her hand and a man gave his shirt to help stop the blood
pouring from her head. And she tried to talk but she couldn"t, and that was when she realized how much pain
she was in.
Police and fire officials soon arrived, and Frank told the story to an officer. Jennifer said her boyfriend was
calm on their 40一minute train ride downtown-just as he had been seconds after the rescue, which made her
think about her reaction at the time. "I saw the train coming and I was thinking he was going to die," she
explained.
B. She felt hot in the subway.
C. She had done a 1ot of work.
D. She had donated blood the night before.
B. Because he didn"t see the train coming.
C. Because she was sure Lisa was hard to lift.
D. Because she was afraid the train would kill him.
B. By helping her rise to her feet.
C. By pulling her along the ground.
D. By dragging her away from the edge.
B. After she was back on the platform.
C. After the police and fire officials came.
D. When a man was cleaning the blood from her head.
B. show US how to save people in the subway
C. tell US about a subway rescue
D. report a traffic accident
"You could win prizes," our teacher told US as she wrote the poster information on the blackboard. She
passed out sheets of construction paper while continuing, "The first prize is ten dollars. You just have to
make sure that the words on the blackboard appear somewhere on your poster."
We studied the board critically. Some of US looked with one eye and held up certain colors against the
blackboard, rocking the sheets to the fight or left while we conjured up our designs. Others twisted their hair
around their fingers or chewed their erasers while deep in thought. We had plans for that ten-dollar grand
prize, each and every one of US. I"m going to spend mine on candies, one hopeful would announce, while
another practiced looking serious, wise and rich.
Everyone in the class made a poster. Some of us used parts of those fancy paper napkins, while others
used nothing but colored construction paper. Some of US used big designs, and some of us preferred to
gather our art tidily down in one comer of our poster and let the space draw the viewer"s attention to it. Some
of US would wander past the good students" desks and then return to our own projects with a growing sense
of hopelessness. It was yet another grown-up trick of the soil they seemed especially fond of making all of
US believe we had a fair chance, and then always-always-rewarding the same old winners.
I believe I drew a sailboat, but I can"t say that with any certainty. I made it. I admired it. I determined it
to be the very best of all of the posters I had seen, and then I turned it in.
Minutes passed.
No one came along to give me the grand prize, and then someone distracted me, and I probably never
would have thought about that poster again.
I was still sitting at my desk, thinking, what poster? When the teacher gave me an envelope with a ten-
dollar bill in it and everyone in the class applauded for me.
B. It must be done in class.
C. It must be done on a construction sheet.
D. It must include the words on the blackboard.
B. made an outline for
C. made some space for
D. chose some colors for
B. thought they would be rich
C. began to think about their designs
D. began to play games
B. thought they had a fair chance
C. put their own designs in a comer
D. thought they would not win the prize
B. 1oved poster competitions very much
C. felt surprised to win the competition
D. became wise and rich after the competition
I had in my hand a sheet of paper with handwritten instructions on it for some sort of editorial task.
It occurred at first that I did not recognize the handwriting, and then I realized whose it must be. I finally
became aware of the fact that I had been working with this colleague for at least a year, maybe two, and
yet I did not recognize her handwriting at that point.
It was a very important event in the computerization of life-a sign that the informal. Friendly
communication of people working together in an office had changed from notes in pen to instant messages
and emails. There was a time when our workdays were filled with little letters, and we recognized one
another"s handwriting the way we knew voices or faces.
As a child visiting my father"s office, I was pleased to recognize, in little notes on the desks of his staff,
the same handwriting I would see at home in the notes he would leave on the fridge-except that those notes
were signed "dad" instead of "RFW".
All this has been on my mind because of the talk about The Rise and Fall of Handwriting, a book by
Florey. Sire shows in her book a deep concern about the fall of handwriting and the failure of schools to
teach children to write well, but many others argue that people in a digital age can"t be expected to learn to
hold a pen.
I don"t buy it.
I don"t want to see anyone cut off from the expressive,personal associations that a pen still promotes
better than a digital keyboard does. For many a biographer, part of really getting to know their subjects is
learning to read their handwriting.
What some people advocate is teaching one of the many attractive handwritings based on the handwriting
of 16th-century Italy. That may sound impossibly grand-as if they want kids to learn to draw by copying
classical paintings. However, they have worked in many school systems.
B. His colleague"s handwriting was so beautiful.
C. His colleague"s handwriting was so terrible.
D. He still had a 1ot of work to do.
B. take more notes on workdays
C. know better one another"s handwriting
D. communicate better with one another
B. to his family in small letters
C. to his family on the fridge
D. to his staff on the desk
B. attract more attention
C. are used only between friends
D. carry more message
B. does not want to lose handwriting
C. puts the blame on the computer
D. does not agree with Florey
Fall, 1959, the first day of class at Bethesda Chevy Chase High School was about to begin. "Who", I asked
a senior, "is Mrs. McNamara, my 10th grade English teacher?" He just 1 and said something about my being
in 2 . Soon, I understood what he meant. Mrs. McNamara had a pattern of 3 that she repeated again and
again. We would have a literature reading task for 4 . The next day, when we came to class, there would be
two or three topics on the blackboard 5 to the homework reading. We were 6 to write an in-class essay
about one of the topics. The following day, she would 7 the corrected and graded essays and each person
would be called 8 to stand in front of the class and to 9 hisher essay. The class were required to criticize
(评论) that essay 10 the grade of everyone in class would be reduced.
The first time that I 11 her read-write-criticize method, I had not 12 to do the homework and had written
something without knowing what it meant. 13 the extreme embarrassment I suffered, standing before my
classmates, 14 myself. No one laughed at me, no one would be 15 enough, or foolish enough, to do that in
Mrs. McNamara"s class. The embarrassment came from 16 and along with it came a strong 17 not to let it
happen again.
Mrs. McNamara kept all of our written work in files. It was easy to see the 18 in writing that had occurred.
What was not so easy to see was the inner transformation that had taken peace, at least for me. What Mrs.
McNamar 19 me to do was to see myself as others see me and, having done that, I could improve myself.
And 20 . Thank you, Mrs. McNamara.
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