题目
题型：不详难度：来源：
The package consisted of a long, narrow box 21 wrapped in brown paper. 22 the box, Oscar saw an umbrella inside — a very old one with a beautifully carved wooden handle. 23 he had not seen it in more than 20 years, he recognized it 24 .
Oscar was 16 when he first saw the 25 umbrella. He had gone to a concert with his grandparents. As they were leaving, h noticed an umbrella on an empty seat, impressed by its 26 , Oscar felt a strong desire to find its 27 .
Oscar 28 the manager to look in the record of advance ticket sales. Just as he thought, a name matched the seat 29 Oscar had found the umbrella. The name was Mrs. Katie O"Brien.
Oscar talked his grandparents into going by Mrs. O"Brien"s 30 on their way home. He rang the bell, the door opened, and an elderly woman appeared. "May I 31 you?" she asked.
"I"d like to return it if it"s yours," Oscar said, 32 the umbrella as if presenting a 33 that had long been wished for.
"Why, yes! It"s mine," replied Mrs. O"Brien with a 34 smile and shining eyes. "It was given to me by my father years ago. Thank you so much for returning it. May I offer you a reward for your __35_ ?"
"No, ma"am," he said, "My grandmother says that a good deed is its own reward. "
"Well, that"s 36 what my father used to say. What is your name, young man?"
Years later Oscar was staring at the finely carved handle of the umbrella as he remembered Mrs. O"Brien. It was in perfect condition, considering how 37 it was. Why had it arrived here today?
As if 38 , a note fell from the paper. It reads: Mrs. O"Brien wanted to 39 this umbrella as a present for a kind, 40. gesture long ago.
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答案
小题1:B
小题2:A
小题3:D
小题4:C
小题5:B
小题6:A
小题7:D
小题8:A
小题9:D
小题10:C
小题11:B
小题12:D
小题13:C
小题14:A
小题15:B
小题16:C
小题17:A
小题18:D
小题19:B
小题20:C
解析
【文章大意】本文记叙了一个人拾金不昧，捡到别人的伞之后专程还给失主，很多年之后又收到的失主赠送伞的故事，启迪我们：善有善报这样一个朴实的真理和美德。
小题1:【考点】副词词义辨析
【试题解析】与a very old one with a beautifully carved wooden handle.相呼应，可知答案Ｂ，仔细地，符合文意。
小题2:【考点】动词词义辨析
【试题解析】与之后the box ，Oscar saw an umbrella inside相呼应，可知答案Ａ，打开，符合文意。
小题3:【考点】连词词义辨析
【试题解析】根据had not seen it和recognize的对比关系，可知答案D，尽管，表示让步关系，符合文意。
小题4:【考点】动词词义辨析
【试题解析】与26空前的impressed by相呼应，可知答案C，立刻、马上，符合文意。
小题5:【考点】形容词词义辨析
【试题解析】与26空前的impressed by相呼应，可知这边伞很是不寻常（unusual），故答案B符合文意。Average普通的；plain平凡的；typical典型的，均不符合语境，故排除。
小题6:【考点】名词词义辨析
【试题解析】与上文23 空a very old one with a beautifully carved wooden handle.和下句Years later Oscar was staring at the finely carved handle of the umbrella相呼应，可知答案A，对伞的美印象深刻，符合文意。
小题7:【考点】名词词义辨析
【试题解析】与32空前"I"d like to return it if it"s yours,"相呼应，可知Oscar特别想找到伞的主人，故答案Ｄ符合文意。
小题8:【考点】动词词义辨析
【试题解析】根据句意：Oscar使经理确信（convince），符合文意。Force强迫；encourage鼓励；advise建议，均不符合语境， 故排除。
小题9:【考点】连词词义辨析
【试题解析】where引导定义从句，在从句中做地点状语，修饰 先行词the seat.
小题10:【考点】名词词义辨析
【试题解析】与下句He rang the bell, the door opened,相呼应，可知答案C符合文意。
小题11:【考点】动词词义辨析
【试题解析】根据常识，可知本句的意思是：我可以 帮你吗？故答案B符合文意。
小题12:【考点】动词词义辨析
【试题解析】与之后的as if presenting相呼应，故答案D，提供，符合文意。 Put up张贴；turn out结果证明是；pick up捡起、接人，均不符合语境， 故排除。
小题13:【考点】名词词义辨析
【试题解析】与之后的that had long been wished for相呼应，可知答案C，礼物，符合文意。
小题14:【考点】形容词词义辨析
【试题解析】与and shinning eyes相呼应，可知答案A，灿烂的微笑，符合文意。
小题15:【考点】名词词义辨析
【试题解析】与40空前的for a kind…相呼应，可知此处答案B符合文意。
小题16:【考点】副词词义辨析
【试题解析】根据句意：哦，这也是（exactly，确切地）我父亲过去经常这样讲的。 Obviously明显地；naturally自然地；probably可能地，均不符合语境， 故排除。
小题17:【考点】形容词词义辨析
【试题解析】根据31空前an elderly woman和37空前years later提示，可知此处Oscar在纳闷这把伞究竟有多少年的历史，故答案A符合文意。
小题18:【考点】介词短语词义辨析
【试题解析】根据37空及之后的Why had it arrived here today?这两个问题困扰着Oscar，由此可以推断答案D，好像是为了回答（in answer）这些疑问，符合文意。 in contrast对比；in return作为回报；in exchange作为交换，均不符合语境， 故排除。
小题19:【考点】动词词义辨析
【试题解析】根据句意：Mrs O’Brien想让你接受（accept， 乐意接受）这把伞。 Possess拥有；carry 携带；value珍视，均不符合文意，故排除。
小题20:【考点】形容词词义辨析
【试题解析】与32空前"I"d like to return it if it"s yours," Oscar said,相呼应，可知多年前Oscar把伞物归原主是一种无私的行为，故答案C符合文意。
【长难句解析】As they were leaving, he noticed an umbrella on an empty seat, impressed by its beauty.当他们正准备离开是，他注意一个空位是有一把伞，它的美给他留下了深刻的印象。Impressed，过去分词做状语，与句子主语he逻辑上构成被动关系。
核心考点
试题【"Just sign here, sir," the deliveryman said as he handed Oscar Reyna a package.T】；主要考察你对题材分类等知识点的理解。[详细]
举一反三
And no, not because the kids like to pull their ears. The culprit is climate change, and some researchers found that rising temperatures arc having harmful effects on at least five species of rabbit in the US.
Take the Lower Keys March rabbit, for instance. An endangered species that lives in the Lower Florida Keys, this species of cottontail is a great swimmer — it lives on the islands! — but it is already severely affected by development and now by rising levels. According to the Center for Biological Diversity, an ocean level rise of only 0. 6 meters will send these guys jumping to higher ground and a 0.9-meter rise would wipe out their habitat (栖息地) completely.
The snowshoe hare, on the other hand, has a color issue. Most of these rabbits change their fur color from white in the wintertime to brown in the summer, each designed to give them better cover from predators（捕食者）. As the number of days with snow decreases all across the country, however, more and more bunnies arc being left in white fur during brown dirt days of both fall and spring, making them an easier mark for predators. Researchers know that the color change is controlled by the number of hours of sunlight, but whether the rabbit will be able to adapt quick enough to survive is a big question. The National Wildlife Federation has reported that hunters have noticed their numbers are already markedly down.
American pikas or rock rabbits, a relative of rabbits and hares, might be the firs" of these species to go extinct due to climate change. About 7-8 inches long, pikas live high in the cool, damp mountains west of the Rocky Mountains. As global temperatures rise, they would naturally migrate (迁徙) to higher ground — but they already occupy the mountaintops. They can"t go any higher. The National Wildlife Federation reports that they might not be able to stand the new temperatures as their habitat beats up.
The volcano rabbit has the same problem. These rabbits live on the slopes of volcanoes in Mexico, and recent studies have shown that the lower range of their habitat has already shifted upward about 700 meters, but there are not suitable plants for them to move higher, so they are stuck in the middle. Scientists are concerned about their populations.
Native to the US, pygmy rabbits weigh less than 1 pound and live in the American West. They are believed to be the smallest rabbits in the world. Their habitats have been destroyed by development. Several populations, such as the Columbia Basin pygmy, almost went extinct and were saved by zoo breeding programs. Pygmy rabbits also rely on winter cover by digging tunnels through the snow to escape predators, but lesser snowfall is leaving them exposed.
All of this gives new meaning to dressing up in a giant bunny costume this Easter.
小题1:The writer mentions Easter at the beginning of the passage in order to_______.
| A．show the importance of Easter Day |
| B．introduce the issue about bunnies |
| C．remind people of Easter traditions |
| D．discuss the relationship between Easter and bunnies |
| A．criminal | B．judge | C．victim | D．producer |
| A．are exposed lo more skillful hunters |
| B．have moved to habitats with fewer plants |
| C．haven"t adapted themselves to climate change |
| D．can"t change their fur color into white in the fall and the spring |
| A．both are affected by 1ess snow |
| B．both are affected by rising sea levels |
| C．neither can find enough food |
| D．neither can migrate to higher places |
| A．Approving. | B．Concerned. | C．Enthusiastic. | D．Doubtful. |
First of all, students need to realize that conflict is unavoidable. A report on violence among middle school and high school students indicates that most violent incidents between students begin with a relatively minor insult (侮辱). For example, a fight could start over the fact that one student eats a peanut butter sandwich each lunchtime. Laughter over the sandwich can lead to insults, which in turn can lead to violence. The problem isn"t in the sandwich, but in the way students deal with the conflict.
Once students recognize that conflict is unavoidable, they can practice the golden rule of conflict resolution (解决) stay calm. Once the student feels calmer, he or she should choose words that will calm the other person down as well. Rude words, name-calling, and accusation only add fuel to the emotional fir On the other hand, soft words spoken at a normal sound level can put out the fire before it explodes out of control.
After both sides have calmed down, they can use another key strategy for conflict resolution; listening. Listening allows the two sides to understand each other. One person should describe his or her side, and the other person should listen without interrupting. Afterward, the listener can ask non-threatening questions to clarify the speaker"s position. Then the two people should change roles.
Finally, students need f. consider what they are hearing. This doesn"t mean trying to figure out what"s wrong with the other person. It means understanding what the real issue is and what both sides are trying to accomplish. For example, a shouting match over a peanut butter sandwich might happen because one person thinks the other person is unwilling to try new things. Students need to ask themselves questions such as these: How did this start? What do I really want? What am I afraid off As the issue becomes clearer, the conflict often simply becomes smaller. Even if it doesn"t, careful thought helps both sides figure out a mutual solution.
There will always be conflict in schools, but that doesn"t mean there needs to be violence. After students in Atlanta started a conflict resolution program, according to Educators for Social Responsibility, "64 percent of the teachers reported less physical violence in the classroom; 75 percent of the teachers reported an increase in student cooperation; and 92 percent of the students felt better about themselves". Learning to resolve conflicts can help students deal with friends, teachers, parents, bosses, and coworkers. In that way, conflict resolution is a basic life skill that should be taught in schools across the country.
小题1:This article is mainly about.
| A．the lives of school children | B．the cause of arguments in schools |
| C．how to analyze youth violence | D．how to deal with school conflicts |
| A．violence is more likely to occur at lunchtime |
| B．a small conflict can lead to violence |
| C．students tend to lose their temper easily |
| D．the eating habit of a student is often the cause of a fight |
| A．To find out who to blame. |
| B．To get ready to buy new things. |
| C．To make clear what the real issue is. |
| D．To figure out how to stop the shouting match. |
| A．there was a decrease in classroom violence |
| B．there was less student cooperation in the classroom |
| C．more teachers fell better about themselves in schools |
| D．the teacher-student relationship greatly improved |
| A．complain about problems in school education |
| B．teach students different strategies for school life |
| C．advocate teaching conflict management in schools |
| D．inform teachers of the latest studies on school violence |
In the spring, Dad delivered boxes full of baby chickens, and when 1 was a boy it was such a fun to stick your finger "through one of the holes of the boxes and let the baby birds peck on your fingers.
On Dad" s final day of work, it took him well into the evening to complete his rounds because at least one member from each family was waiting at their mailbox to thank him for his friendship and his years of service. "Two hundred and nineteen mailboxes on my route." he used to say, "and a story at every one. " One lady had no mailbox, so Dad took the mail in to her every day because she was nearly blind. Once inside, he read her mail and helped her pay her bills.
Mailboxes were sometimes used for things other than mail. One note left in a mailbox read. "Nat, take these eggs to Marian; she"s baking a cake and doesn"t have any eggs. " Mailboxes might be buried in the snow, or broken, or lying on the groom:. bat the mail was always delivered On cold days Dad might find one of his customers waiting for him with a cup of hot chocolate. A young wrote letters but had no stamps, so she left a few button on the envelope in the mailbox; Dad paid for the stamps. One businessman used to leave large amounts of cash in his mailbox for Dad to take to the bank. Once, the amount came to 8 32,000.
A dozen years ago, when I traveled back to my hometown on the sad occasion of Dad’s death, the mailboxes along the way reminded me of some of his stories. I thought I knew them all, but that wasn"t the case.
As I drove home, I noticed two lamp poles, one on each side of the street. When my dad was around, those poles supported wooden boxes about four feet off the ground. One box was painted green and the other was red, and each had a long narrow hole at the top with white lettering: SANTA CLAUS, NORTH POLE. For years children had dropped letters to Santa through those holes.
I made a turn at the comer and drove past the post office and across the railroad tracks to our house. Mom and I were sitting at the kitchen table when I heard footsteps. There, at the door, stood Frank Townsend, Dad"s postmaster and great friend for many years. So we all sat down at the table and began to tell stories.
At one point Frank looked at me with tears in his eyes. " What are we going to do about the letters this Christmas?" he asked.
"The letters?"
"I guess you never knew. "
"Knew what?"
" Remember, when you were a kid and you used to put your letters to Santa in those green and red boxes on Main Street? It was your dad who answered all those letters every year. "
I just sat there with tears in my eyes. It wasn’t hard for me to imagine Dad sitting at the old table in our basement reading those letters and answering each one. I have since spoken with several of the people who received Christmas letters during their childhood, and they told me how amazed they were that Santa had known so much about their homes and families.
For me, just knowing that story about my father was the gift of a lifetime.
小题1:It can be inferred from the passage that the writer regarded his travels with Dad us_____.
| A．great chances to help other people |
| B．happy occasions to play with baby chickens |
| C．exciting experience* with a lot of fun |
| D．good opportunities to enjoy chocolate cookies |
| A．Dad had a strong sense of duty |
| B．Dad was an honest and reliable man |
| C．Dad had a strong sense of honor |
| D．Dad was a kind and generous man |
| A．Dad read letters for a blind lady for years. |
| B．Dad paid for the stamps for a young girl. |
| C．Dad delivered some eggs to Marian. |
| D．Dad answered children"s Christmas letters every year. |
| A．offering analyses | B．providing explanations |
| C．giving examples | D．making comparisons |
| A．Santa Claus lived alone in the cold North Pole. |
| B．Santa Claus answered all their letters every year. |
| C．Santa Claus had unique mailboxes for the children. |
| D．Santa Claus had so much information about their families. |
| A．The Mail | B．Christmas Letters |
| C．Special Mailboxes | D．Memorable Travels |
It goes like this: You can’t take any means of transportation more than once. We would start from home, walking two blocks to the rail station. We’d take the train into the city center, then a bus, switching to the tram, then maybe a taxi. We always considered taking a horse carriage in the historic district, but we didn’t like the way the horses were treated, so we never did. At the end of the day, we took the subway to our closest station, where Mom’s friend was waiting to give us a ride home—our first car ride of the day.
The good thing about Transportation Days is not only that Mom taught us how to get around. She was born to be multimodal (多方式的). She understood that depending on cars only was a failure of imagination and, above all, a failure of confidence—the product of a childhood not spent exploring subway tunnels.
Once you learn the route map and step with certainty over the gap between the train and the platform, nothing is frightening anymore. New cities are just light-rail lines to be explored. And your personal car, if you have one, becomes just one more tool in the toolbox—and often an inadequate one, limiting both your mobility and your wallet.
On Transportation Days, we might stop for lunch on Chestnut Street or buy a new book or toy, but the transportation was the point. First, it was exciting enough to watch the world speed by from the train window. As I got older, my mom helped me unlock the mysteries that would otherwise have paralyzed my first attempts to do it myself: How do I know where to get off? How do I know how much it costs? How do I know when I need tickets, and where to get them? What track, what line, which direction, where’s the stop, and will I get wet when we go under the river?
I’m writing this right now on an airplane, a means we didn’t try on our Transportation Days and, we now know, the dirtiest and most polluting of them all. My flight routed me through Philadelphia. My multimodal mom met me for dinner in the airport. She took a train to meet me.
小题1:Which was forbidden by Mom on Transportation Days?
| A．Having a car ride. |
| B．Taking the train twice. |
| C．Buying more than one toy. |
| D．Touring the historic district. |
| A．Building confidence in herself. |
| B．Reducing her use of private cars. |
| C．Developing her sense of direction. |
| D．Giving her knowledge about vehicles. |
| A．displayed |
| B．justified |
| C．ignored |
| D．ruined |
| A．Airplane. |
| B．Subway. |
| C．Tram. |
| D．Car. |
If you say to your children “I’m sorry I got angry with you, but …” what follows that “but” can render the apology ineffective: “I had a bad day” or “your noise was giving me a headache ” leaves the person who has been injured feeling that he should be apologizing for his bad behavior in expecting an apology.
Another method by which people appear to apologize without actually doing so is to say “I’m sorry you’re upset”; this suggests that you are somehow at fault for allowing yourself to get upset by what the other person has done.
Then there is the general, all covering apology, which avoids the necessity of identifying a specific act that was particularly hurtful or insulting, and which the person who is apologizing should promise never to do again. Saying “I’m useless as a parent” does not commit a person to any specific improvement.
These pseudo-apologies are used by people who believe saying sorry shows weakness. Parents who wish to teach their children to apologize should see it as a sign of strength, and therefore not resort to these pseudo-apologies.
But even when presented with examples of genuine contrition, children still need help to become aware of the complexities of saying sorry. A three-year-old might need help in understanding that other children feel pain just as he does, and that hitting a playmate over the head with a heavy toy requires an apology. A six-year-old might need reminding that spoiling other children’s expectations can require an apology. A 12-year-old might need to be shown that raiding the biscuit tin without asking permission is acceptable, but that borrowing a parent’s clothes without permission is not.
小题1:According to the author, saying “I’m sorry you’re upset” most probably means “_______”.
| A．You have good reason to get upset |
| B．I’m aware you’re upset, but I’m not to blame |
| C．I apologize for hurting your feelings |
| D．I’m at fault for making you upset |
| A．the complexities involved should be ignored |
| B．their ages should be taken into account |
| C．parents need to set them a good example |
| D．parents should be patient and tolerant |
| A．a social issue calling for immediate attention |
| B．not necessary among family members |
| C．a sign of social progress |
| D．not as simple as it seems |
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- 9下表为1976～1990年苏联经济增长率(%)简表。其中，1990年经济发展出现负增长的原因是 （ ）年份(年)19
- 10如右图所示，一金属框abcd从离磁场区域上方高h处自由下落，进入与线框平面垂直的匀强磁场中，在进入磁场的过程中，不可能发