题目
题型：福建省高考真题难度：来源：
When Stephen Guyer"s three children were growing up, he told them stories about bow his grandfather,
a banker, 1 all in the 1930s, but did not lose sight of what he valued most. In one of the darkest times 2
his strong-minded grandfather was nearly 3 , he loaded his family into the car and 4 them to see family
members in Canada with a 5 , "there are more important things in life than money."
The 6 took on a new meaning recently when Mr. Guyer downsized to a 7 house from a more expensive
and comfortable one. He was 8 that his children, a daughter, 15, and twins, 22, would be upset. To his
surprise, they weren"t 9 , their reaction echoed (共鸣) their great-grandfather"s. What they 10 was how
warm the people were in the house and how 11 of their heart was accessible.
Many parents are finding family stories have surprising power to help children 12 hard times. Storytelling
expects say the phenomenon reflects a growing 13 in telling tales, evidenced by a rise in a storytelling events
and festivals.
A university 14 of 65 families with children aged from 14 to 16 found kids" ability to 15 parents" stories
was linked to a lower rate of anger and anxiety.
The 16 is telling the stories in a way children can 17 . We"re not talking here about the kind of story that
18 , "When I was a kid, I walked to school every day uphill both ways, barefoot in the snow." Instead, we
should choose a story suited to the child"s 19 , and make eye contact (接触) to create "a personal experience".
We don"t have to tell children 20 they should take from the story and what the moral is.
| ( )1. A. missed ( )2. A. when ( )3. A. friendless ( )4. A fetched ( )5. A. hope ( )6. A. tale ( )7. A. large ( )8. A. surprised ( )9. A. Therefore ( )10. A. talked about ( )11. A. much ( )12. A. beyond ( )13. A. argument ( )14. A. study ( )15. A. provide ( )16. A. trouble ( )17. A. perform ( )18. A. means ( )19. A. needs ( )20. A. that | B. lost B. while B. worthless B. allowed B. promise B. agreement B. small B. annoyed B. Besides B. cared about B. many B. over B. skill B. design B. retell B. gift B. write B. ends B. activities B. what | C. forgot C. how C. penniless C. expected C. suggestion C. arrangement C. new C. disappointed C. Instead C. wrote about C. little C. behind C. interest C. committee C. support C. fact C. hear C. begins C. judgments C. which | D. ignored D. why D. homeless D. took D. belief D. report D. grand D. worried D. Otherwise D. heard about D. few D. through D. anxiety D. staff D. refuse D. trick D. question D. proves D. habits D. whom |
| 1-5 BACDD 6-10 ABDCB 11-15 ADCAB 16-20 DCCAB | |||
| 阅读理解。 | |||
| New archaeological discovers suggest that trade between Europe and Asia along the Silk Road probably began in some form many countries earlier than once thought. The findings, coupled with a widening range of scientific and historical research could add a fascinating new page to the epic of the Silk Road. The latest and most surprising discovery is pieces of silk found in the hair of and Egyptian mummy from about 1000 BC, long before regular traffic on the Silk Road and at least one thousand years before silk was previously thought to be used in Egypt. Other research may extend human activity along this route back even further, perhaps a million years to the migration of human ancestors into eastern Asia. The official origin of East-West commerce along the road is usually placed in the late 2nd century BC which was the agent of the Chinese Emperor Wu-di returned from a dangerous secret mission (使命) across the desert into the remote high country of Central Asia. The agent, Zhang Qian, travelled as far as Afghanistan back knowledge of even more distant lands such as Persia, Syria and a place known as Lijien, perhaps Rome. Historians have called this one of the most important journeys in ancient times. His journey opened the way for what have been thought to be the first indirect contacts between the ancient world"s two superpowers, China and Rome. Chinese silk, first traded to central Asian tribes for war horses and to the Parthians of old Persia in exchange for acrobats and ostrich eggs, was soon finding its way through a network of merchants to the luxury markets in Rome. But the new discoveries show that Chinese silk was apparently present in the West long before the Han emperor started organized trade over the Silk Road. The research could change thinking about the early history of world trade and provide insights into the mystery of just how and when Europe and the Mediterranean lands first became aware of the glorious culture at the other end of Eurasia. | |||
| 1. The word "coupled" in the first paragraph could best be replaced by _____. | |||
| A. produced B. contributed C. doubled D. combined | |||
| 2. The silk thread found in the hair of an Egyptian mummy suggests that _____. | |||
| A. Egyptians had probably travelled to China to buy silk B. trade along the Silk Road began earlier than once thought C. historical research often achieves fascinating results D. new light can now be thrown on ancient trading practices | |||
| 3. Until recently most historians believed that trade along the Silk Road _____. | |||
| A. originated in the 2nd century BC B. extended human migration into eastern Asia C. began a million years ago D. primarily benefited the Egyptians | |||
| 4. Historians have always considered Zhang Qian"s mission important because they believe _____. | |||
| A. be brought back knowledge of Rome to the emperor B. be discovered the Silk Road C. be helped establish East-West trade D. be travelled as far as Afghanistan | |||
| 阅读理解。 | |||
| It is true that good writers rewrite and rewrite and then rewrite some more. But in order to work up the desire to rewrite, it is important to learn to like what you write at the early stage. I am surprised at the number of famous writers I know who say that they so dislike reading their own writing later that they even hate to look over the publishers" opinions. One reason we may dislike reading our own work is that we"re often disappointed that the rich ideas in our minds seem very thin and plain when first written down. Jerry Fodor and Steven Pinker suggest that this fact may be a result of how our minds work. Different from popular belief, we do not usually think in the works and sentences of ordinary language but in symbols for ideas (known as "mentalese"), and writing our ideas down is an act of translation from that symbolic language. But while mentalese contains our thoughts in the form of a complex tapestry (织锦), writing can only be composed one thread at a time. Therefore it should not be surprising that our first attempt at expressing ideas should look so simple. It is only by repeatedly rewriting that we produces new threads and connect them to get closer to the ideas formed in our minds. When people write as if some strict critics (批评家) are looking over their shoulder, they are so worried about what this critic might say that they get stuck before they even start. Peter Elbow makes an excellent suggestion to deal with this problem. When writing we should have two different minds. At the first stage, we should see every idea, as well as the words we use to express it, as wonderful and worth putting down. It is only during rewrites that we should examine what we excitedly wrote in the first stage and check for weaknesses. | |||
| 1. What do we learn from the text about those famous writers? | |||
| A. They often regret writing poor works. B. Some of them write surprisingly much. C. Many of them hate reading their own works. D. They are happy to review the publishers" opinions. | |||
| 2. What do people generally believe about the way human minds work? | |||
| A. People think in words and sentences. B. Human ideas are translated into symbols. C. People think by connecting threads of ideas. D. Human thoughts are expressed through pictures. | |||
| 3. What can we conclude from the text? | |||
| A. Most people believe we think in symbols. B. Loving our own writing is scientifically reasonable. C. The writers and critics can never reach an agreement. D. Thinking and writing are different stages of mind at work. | |||
| 阅读理解。 | |||
| Since 1984, Philadelphia has been cleaning up its act. One by one, graffiti-covered walls are being changed into outdoor art. So far, more than 1,800 murals (壁画) have been painted. Philadelphia now has more murals than any other American city. The walls that were once ugly with graffiti (涂鸦) are now covered with beautiful pictures of historical heroes and modern art, thanks to the Mural Arts Program (MAP). Its work makes schools and public places attractive, and its citizens very proud. The program began as part of Philadelphia"s Anti-Graffiti Network. Jane Golden is the MAP"s artistic director. "When people ask me what our program is about," she says, "I answer them with one word: hope." Each year, the MAP offers youth art programs and workshops. Some one-time graffiti writers even help paint MAP murals. The MAP"s work, says Golden, is all about developing a sense of community (社区). When a neighborhood requests a mural, the MAP works with the people there to develop a message. Some messages have been "Safe Streets," "Love and Care," and "Peace Walk." The MAP receives up to 50 requests for murals each week. Last year, the workers painted 140 murals. "The making of a mural enters people"s collective memory as an extraordinary, pleasant moment in neighborhood history" says Golden, who began as a muralist in Los Angeles. | |||
| 1. What can be the best title for the text? | |||
| A. Love, from Graffiti Writers to Muralists B. MAP, a New Company in Philadelphia C. Jane, an Excellent Mural Artist D. Hope, One Wall at a Time | |||
| 2. What is the Mural Arts Program in Philadelphia aimed at? | |||
| A. Helping the young find jobs. B. Protecting the neighborhood. C. Fighting against graffiti. D. Attracting more visitors. | |||
| 3. How does the MAP decide on the message for a mural? | |||
| A. By having discussions with people in the community. B. By seeking advice from the city government. C. By learning from the young graffiti writers. D. By studying the history of the city. | |||
| 4. Which of the following words best describes the work of the MAP? | |||
| A. Difficult. B. Dangerous. C. Experimental. D. Successful. | |||
| 阅读理解。 | |||
| The way we do things round here Some years ago, I was hired by an American bank. I received a letter from the head of the Personnel Department that started, "Dear John, I am quite pleased that you have decided to join us." That "quite" saddened me. I thought he was saying "we"re kind of pleased you decided to join us although I wish we had hired someone else." Then I discovered that in American English "quite" sometimes means "very", while in British English it means "fairly". So the first lesson about working in other countries is to learn the language and by that I don"t just mean the words people speak. It is body language, dress, manners, ideas and so on. The way people do things highlights many of the differences we see between cultures (文化). Some of these differences may be only on the surface-dress, food and hours of work-while others may be deeper and take longer to deal with. Mostly, it is just a question of getting used to the differences and accepting them, like the climate (气候), while getting on with business. Some of the differences may be an improvement. People are more polite; the service is better; you ask for something to be done and it happens without having to ask again. However, other differences can be troubling, like punctuality (准时). If you invite people to a party at 7 o"clock your guests will consider it polite to turn up exactly on time in Germany, five minutes early in the American Midwest, an hour early in Japan, 15 minutes afterwards in the UK, up to an hour afterwards in Italy and some time in the evening in Greece. I prefer not to use the word "late" because there is nothing wrong with the times people arrive. It is simply the accepted thing to do in their own country. | |||
| 1. The author was unhappy as mentioned in Paragraph 1 because he thought _____. | |||
| A. the American bank didn"t think much of him B. the American bank might hire another person C. it"s difficult to get used to American culture D. it"s easy to misunderstand Americans | |||
| 2. The word "highlights" in Paragraph 2 probably means _____. | |||
| A. encourages B. helps to narrow C. increases D. draws attention to | |||
| 3. According to the author, what should we do with most cultural differences? | |||
| A. Ask the native people for help. B. Understand and accept them. C. Do things in our own way. D. Do in-depth research. | |||
| 4. When invited to a party the people who are usually punctual are _____. | |||
| A. Italians B. Germans C. Greeks D. the British | |||
| 阅读理解。 | |||
| Imagine a world 400 years ago where children were used as chimney sweeps. The pay was low, it was a dirty trade and there was little reward for the men who did the job and even less for children. Medway"s annual Sweeps Festival recreates the joy and laughter enjoyed by the chimney sweeps at their traditional holiday: the one time of the year the sweeps could leave the soot (烟灰) behind and have some fun. The sweeps" holiday was traditionally held on 1 May each year. Locally, they used to mark the occasion by staging a procession through the streets of Rochester. Their fun continued with the Jack-in-the-Green ceremony, a seven-foot character that they used to waken at dawn on Blue Bell Hill, Chatham. The Jack-in-the-Green would walk with the chimney sweeps in their parade. When the Climbing Boys" Act 1868 made it illegal to employ young boys to carry out the trade, the traditional procession gradually began to fade. The final May celebration was held in the early 1900s. The modern day Rochester Sweeps Festival is a colorful mix of music, dancing and entertainment with more than 60 Morris sides and entertainers celebrating throughout the three-day festival. The festival was revived in 1981 by local businessman Gordon Newton, a keen historian. He decided it was time to bring it back and over the years he has helped develop the festival into what it is today-an excellent performance of traditional Britain. Gordon researched the Sweeps" tradition and organized a small parade, involving local Morris teams. In time, Medway Council took over organization of the festival but Gordon remained actively involved. Today he is festival producer and plays melodeon (簧风琴) for several Morris teams. Doug Hudson is the festival"s music director, a role he has held for many years. Through Gordon"s vision and hard work, Doug"s musical ability and the council"s help, the Rochester Sweeps Festival has become the largest May Day celebration of its kind in the country. | |||
| 1. According to the writer, chimney sweeps _____. | |||
| A. were highly respected B. were well rewarded C. led a hard life in the past D. worked in good conditions | |||
| 2. Medway"s Sweeps Festival _____. | |||
| A. has been organized by the Jack-in-the-Green B. dated back to the May celebration in the early 1900s C. is held to honor those chimney sweeps every other year D. has become a time for chimney sweeps to enjoy themselves | |||
| 3. The underlined word "revived" in the 4th paragraph most probably means _____. | |||
| A. realize B. review C. recreate D. recognize | |||
| 4. It can be inferred from the passage that _____. | |||
| A. the festival has never been supported by the local government B. The festival is a good way to see British folk customs in action C. youngsters has been forbidden to be chimney sweeps since 1981 D. the modern festival lasts five days celebrating the coming of spring | |||
| 5. What is the passage mainly concerned about? | |||
| A. Sweeps Festival history B. Medway"s traditional holidays C. Climbing Boys" Act 1868 D. a procession in Rochester |