题目
题型：模拟题难度：来源：
kinds of things would 1 world peace. Immediately they began offering such 2 as "Get rid of all the
bombs." "There ought to be a 3 against war." The teacher rose to note each offering on the board. Once
the list was 4 , she sat again with the children and asked them if there was anything 5 war in their lives.
They were 6 at first but eventually they seemed to begin to 7 that the teacher Meant "war" as a
metaphor (暗喻). One student said, "My brother declares war on me when I 8 his things." "My Dad blows
up at bad drivers," offered one girl. 9 said she did war with one of her dishonest friends.
10 the thought appeared that all violence was in conflict with the idea of 11 . Through the discussion
the teacher 12 the concept that they could decrease violence and increase peace in their own lives by giving
up the idea of 13 with others. She asked them to 14 the rest of the week keeping track of the times when
they would choose to carry out peace 15 violence.
By the end of the week the students had experienced dozens of examples 16 violence and conflict had
been avoided in their 17 lives.
Eventually the class created a peace movement in the school. They helped rewrite school 18 that decreased
conflict. Homework became more inventive and 19 . Parent-teacher meetings always 20 activities of the
students (a dance, or an art or science exhibit). Cooperation became the primary path to peace.
| ( )1. A. break ( )2. A. cases ( )3. A. law ( )4. A. missing ( )5. A. but ( )6. A. puzzled ( )7. A. state ( )8. A. receive ( )9. A. Each ( )10. A. Luckily ( )11. A. peace ( )12. A. returned ( )13. A. joking ( )14. A. waste ( )15. A. aside from ( )16. A. that ( )17. A. political ( )18. A. rules ( )19. A. similar ( )20. A. started with | B. ignore B. events B. will B. necessary B. like B. frightened B. prove B. bother B. Another B. Suddenly B. power B. passed B. fighting B. appoint B. away from B. where B. traditional B. decisions B. familiar B. belonged to | C. increase C. chances C. deal C. simple C. against C. excited C. realize C. collect C. The one C. Hopefully C. culture C. introduced C. discussing C. spend C. regardless of C. whether C. personal C. records C. confusing C. put up with | D. witness D. suggestions D. duty D. complete D. after D. encouraged D. guess D. reserve D. The other D. Finally D. wealth D. moved D. working D. finish D. instead of D. whose D. natural D. introductions D. interesting D. came up to |
| 1-5 CDADB 6-10 ACBBD 11-15 ACBCD 16-20 BCADA | |||
| 阅读理解。 | |||
| As demand for power and fuel grows steadily in the coming decades, we must consider every possible energy source (来源) at hand if we"re to meet the world"s needs. And because clean natural gas is found in great plenty, there is little doubt that it will play a major role on the world energy stage in this century, much like oil did in the last. But, like oil, gas reserves are concentrated in just a few places in the world, usually far from where they"re needed most. And that"s only part of the challenge. The world has had well over 100 years to search for oil and to build the necessary facilities (设施) to bring it to market; the natural gas facilities, particularly when it comes to liquefied (液化) natural gas (LNG), is not nearly as developed. So what needs to be done? On the supply side, producing nations need policies that allow for better development of their natural gas in an open, stable business environment, not one in which the rules of the game change without warning. The governments of consuming nations, on the other hand, must make policies for sustainable (可持续的) development to ensure they"ll have enough supplies in the future. That means building the related facilities, including LNG stations. This, in turn, will require coastal areas to allow these necessary, but not necessarily pretty, facilities to be built in their backyards. And energy companies have a responsibility to be good neighbors in those areas by operating these facilities responsibly and safely. They must also continue to put in the billions of dollars needed to build the complex transport and storage facilities required to bring more gas to market. Expanding and diversifying (使多样化) energy sources by using more natural gas could lead to lower fuel prices and to greater energy security. We"ve taken some of the steps to get started, but we need your help to get the rest of the way. | |||
| 1. Which of the following is TRUE according to the passage? | |||
| A. Gas played a major part in the 20th century. B. Natural gas facilities are far from satisfactory. C. Gas reserves are widely spread around the world. D. Necessary facilities are ready to bring gas to market. | |||
| 2. The underlined word "one" (in Paragraph 2) refers to _____. | |||
| A. the gas supply side B. the business environment C. the gas consuming nation D. the policy for gas development | |||
| 3. Consuming nations of natural gas need to _____. | |||
| A. change the rules of the game B. open markets in their backyards C. build pretty facilities along the coast D. have long-term policies for gas supply | |||
| 4. The main purpose of the passage is to _____. | |||
| A. warn people of the lack of power and fuel B. discuss the importance of oil and natural gas C. call for better use and development of natural gas D. instruct people how to make use of energy sources | |||
| 5. The passage might be followed by a paragraph about _____. | |||
| A. what kind of help you can offer B. where energy sources are concentrated C. which countries are in great need of gas D. what problems of energy sources we may face | |||
| 阅读理解。 | |||
| A pioneering headteacher is calling for all high schools to follow his lead and start classes at 11 am, allowing teenagers two hours extra in bed. Dr Paul Kelley, head of Monkseaton Community High School in North Tyneside, said it would mean the end of sleeping in lessons before lunch, after experiments showed teenagers could have different body clocks from adults and younger children. Russell Foster, an Oxford professor of neuroscience (神经学), tested the memory of 200 Monkseaton pupils at 9 am and 2 pm using pairs of words, and discovered a 9% improvement in the afternoon. Students correctly identified 51% of word pairs in the later session, compared with 42 % in the morning. Tayler MeCullough, 15, one of the test subjects, said the majority of students would welcome the extra hours in bed. "I"m extremely hard to get up in the morning. One or two people like to get to school early, but most of us would be up for going in later. I"m sure it would make a big difference to our learning ability." Kelley is adamant that a change of school timetable will have a meaningful effect on exam performance. He wants his school"s governors to approve his plan and put the new timetable in place before the opening of Monkseaton"s new school building, the most technologically advanced in the country, in September. Kelley hopes his latest idea will be just as successful. "We have to be practical. But this proves that, by starting later, children"s learning improves, as does their health." Foster said, "This is preliminary (初步的) data, but what"s exciting is that it matches more detailed studies carried out in Canada and the US. Teenagers get up late not because they are lazy but because they are biologically programmed to do so." | |||
| 1. How many professors are mentioned in the passage? | |||
| A. One. B. Two. C. Three. D. Four. | |||
| 2. According to Russell Foster"s research, _____. | |||
| A. the students tested had very good memories B. the students tested did better jobs in the afternoon C. 42% of the students tested could do very good jobs D. 51% of the students tested could master 9% of words | |||
| 3. What does the underlined word "adamant" in the fourth paragraph mean? | |||
| A. Angry. B. Absorbed. C. Adaptable. D. Determined. | |||
| 4. Foster"s opinion on teenagers" getting up late is that _____. | |||
| A. teenagers are practical B. teenagers are lazy-bones C. it"s based on their body development D. it"s good for their learning and health | |||
| 阅读理解。 | |||
| Last weekend, 20 000 people gathered in the state of Georgia to watch students from 28 countries compete with robots they built. More than ten thousand students and more than five hundred robots took part in the competition. The students and their robots competed at the FIRST Championship at the Georgia Dome in Atlanta. FIRST is the short way of saying the organization"s complete name: For Inspiration and Recognition of Science and Technology. Almost 1 700 high school teams entered a level of competition called LUNACY. In January, the organization sent supplies for robots to each team. The teams had six weeks to build robots that could compete in the LUNACY game. The playing area had six robots, three on each team. Each robot had another vehicle, or trailer (拖车), connected to it. The robots had to pick up large balls and throw them into the trailers of opposing robots. The robots were moving on a surface where they could slide. An alliance (联盟) of teams from California, Illinois and Michigan won the LUNACY competition. A second competition involved building a robot that could travel on uneven surfaces, move objects with unusual shapes and resist physical stress. Another competition was for younger students, aged 9 to 14. They had to design, build and program robots to explore the Earth"s climate. American inventor Dean Kamen started FIRST in 1989. The organization holds robotics competitions around the world. It offers programs that help young people learn more about science, technology, engineering and mathematics, while building life skills. Many companies provide support to the organization. Mister Kamen says the goal is about more than building robots. He says the student competitors showed they could deal with difficult technological problems. And, he says that is good news because the world needs creative thinkers to help with increasingly complex (复杂) problems in the future. | |||
| 1. The Robot Competition was organized by _____. | |||
| A. the State of Georgia B. an organization named FIRST C. American inventor Dean Kamen D. some companies from California | |||
| 2. The robots in the LUNACY game are able to _____. | |||
| A. travel on uneven surfaces B. explore the Earth"s climate C. throw balls into the trailers D. move objects with different shapes | |||
| 3. The main purpose of FIRST is to _____. | |||
| A. attract more companies to support them B. help students under 8 to be interested in science C. teach students how to build the robots on the spot D. help young people learn science as well as life skills | |||
| 4. The underlined word "that" in the last paragraph refers to _____. | |||
| A. the goal of building robots B. the students" ability to deal with problems C. the goal of the student competitors D. something about technological problems | |||
| Reading comprehension. | |||
| When learning a second language it is important to study the culture of the language you"re learning. Anyone can learn another language"s grammar from a textbook, but what good is this learning if you don"t understand the culture of the person you"re speaking to? Only in learning another language and its culture will you be able to proficiently communicate with a person in that language. There are many ways to enhance your language studies by studying the country"s culture; this can include reading literature, watching movies, or listening to popular music. Many schools in the United States emphasize the importance of cultural understanding in language classes. Instead of memorizing only vocabulary words and grammar patterns, classes from elementary schools to universities are teaching literature, pop songs, and films in their classes. From these various mediums students can learn a great deal about the culture of a language they study, These different forms of media can teach various characteristics about the language, culture, and history of a society. Literature can allow you to understand the history and current debates confronting a culture. For example, if you read John Steinbeck"s Grapes of Wrath you can understand the history and problems of ordinary American farmers in the Great Depression. In watching films one can learn about what is popular in a society, and also slang phrases one definitely won"t find in a textbook. In pop songs one can understand what the current fad in a culture is; what kind of music people like to listen to, what that culture finds romantic, and even what the contemporary "cool" viewpoint in that society is. If you truly are interested in learning a language, don"t underestimate the importance of learning about the language"s home culture. Of course one must learn a language"s grammar and vocabulary, but this will only get you so far in actually being able to communicate effectively. So if you are learning a language, take the time to also study the culture. | |||
| 1. The best title for this passage would be _____. | |||
| A. Important Factors in Learning a Second Language B. The Importance of Culture in Learning a Language C. Effectively Communicating in a Second Language D. Why You Should Watch Films and Listen to Music When Learning a Foreign Language | |||
| 2. In the above passage literature is described as an important way to learn _____ about a culture. | |||
| A. history B. history and political issues C. history and social issues D. all of the above | |||
| 3. According to this passage, if one wanted to learn about what is popular in a society where should they look? | |||
| A. Pop songs and movies. B. Pop songs. C. Movies. D. Literature. | |||
| 4. What is the definition for "mediums" according to the passage? | |||
| A. The methods of conveying information. B. Different genres of culture. C. Books, songs, and films. D. All of the above. | |||
| 5. Which of the following opinions was NOT expressed in the passage above? | |||
| A. That language learning needs to be supplemented by cultural learning. B. That cultural learning can give key insights into a society"s history, language, and current trends. C. That a majority of time should be given to cultural learning while learning a second language. D. The key to effective communication is language and cultural proficiency. | |||
| Directions: Read the following passage. Answer the questions according to the in formation given in the passage and the required words limit. Write your answers on your answer sheet. | |||
| When students all over the world finish high school, it is a very important time in their lives. After years of full-time schooling they must decide what next step to take as they enter adulthood, and young people from different countries often face different options for what that next step will be. For many students, the obvious choice is to enter college or university to continue their education. Some know what they want to study, and enter specialized programs like law school or medical school. Other students choose to study something more general, like English or history, and spend many more years in school before entering the job market. Going to graduate school can be very expensive, but for many people education is an essential step to earning a high-paying job. Another option is to begin working right away. After high school, many students in America choose to find a job or enter a "trade school" to learn special skills to help them find work. This way, young people can learn skills that can help them make a career, and they can even start their own business to make more money. Many young people from European countries choose to take a "gap year," meaning they travel around the world before going to university or getting a job. During this time they can get life experience and think about what career or education to pursue, but it may be very expensive to travel for such a long time. Finally, another option for students is to serve their country or community through military or volunteer service. In some countries, like Israel, most young people spend time in the military after finishing high school. Sometimes students can get money for university by spending time in the military or by serving their communities through volunteer work. | |||
| 1. Why do some people choose to work instead of going to university? (No more than 12 words) ___________________________________________________________________________________ 2. What is a benefit of traveling during a "gap year" after finishing high school? (No more than 15 words) ___________________________________________________________________________________ 3. How do some young people earn their own money for university? (No more than 7 words) ___________________________________________________________________________________ 4. Why do some people choose to go to university right away? (No more than 12 words) ___________________________________________________________________________________ |