Jim was ashamed of himself for _______ rude words to the beggar in the street the week before.
| A．having said | B．having been said |
| C．saying | D．being said |
A
解析試題分析：say與其邏輯主語“Jim”之間是主動關(guān)系，故用現(xiàn)在分詞的主動式，又因為現(xiàn)在分詞的動作發(fā)生在謂語動詞動作之前，故用現(xiàn)在分詞的完成時的主動式，故選A。
考點：非謂語動詞的用法
點評：解題思路，①解析句子結(jié)構(gòu)，確定設(shè)空在句子中充當(dāng)?shù)墓δ埽ㄈ鐮钫Z、定語或賓補）；②找準(zhǔn)相關(guān)動詞的邏輯主語，確定該動詞與邏輯主語是什么關(guān)系（主動還是被動）；③搜索句子中相關(guān)的時間信息，確定非謂語動詞的恰當(dāng)形式；④將該選項置入空中，看是否能夠做到字從意順，或是否能傳達有效信息、完成交際任務(wù)。
閱讀快車系列答案科目：高中英語 來源： 題型：閱讀理解
Jim suffered heart problems. In conversation he expressed little joy and it seemed that his life was drawing to a close.
When his heart problems led to operation, Jim went through it successfully, and a full recovery was expected. Within days, however, his heart was not beating properly. Jim was rushed back to operation, but nothing was found to explain the cause of his illness. He died on the operating table on the day before his 48th birthday.
Dr. Bruce Smaller, a psychologist (心理學(xué)家), had had many conversations with him, and the more he learned, the stranger he realized Jim’s case was. When Jim was a child, his father, a teacher, suffered a heart attack and stayed home to recover. One morning Jim asked his father to look over his homework, promising to come home from school at noon to pick it up. His father agreed, but when Jim returned his father had died. Jim’s father was 48.
“I think all his life Jim believed he killed his father，” Dr. Smoller says.“He felt that if he had not asked him to, too. at his homework，his father would have lived. Jim had been troubled by the idea. The operation was the trial(判決) he had expected for forty years.” Smoller believes that Jim willed himself not to live to the age of 48.
Jim’s case shows the powerful role that attitude (態(tài)度) plays m physical health, and that childhood experiences produce far-reaching effect on the health of grown-ups. Although most cases are less direct than Jim’s, studies show that childhood events, besides genes, may well cause such midlife diseases as cancer, heart disease and mental illness.
59. Jim was sent back to operation because__________.
A. his heart didn’t work well B. he expected a full recovery
C. his life was drawing to a close D. the first one wasn’t well performed
60. What made Dr. Smaller feel strange about Jim’s case?
A. Jim died at a young age. B. Jim died on the operating table.
C. Both Jim and his father died of the same disease.
D. Jim’s death is closely connected with his father’s.
61. From Smoller’s words, we can infer that__________.
A. Jim’s father cared little about his study B. Smoller agreed that Jim did kill his father
C. Jim thought he would be punished some day D. Smoller believed Jim wouldn’t live to the age of 48
62. Which of the following could have strong effect on one’s physical health according to the text?
| a. One’s genes. b. One’s life in childhood. c. One’s physical education. d. The date of one’s birthday. e. The opinions one has about something. |
A. a, b, d B. a, b, e C. a, c, e D b, c, d
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科目：高中英語 來源：湖南省長郡中學(xué)2009-2010學(xué)年度高一上學(xué)期期末考試 題型：閱讀理解
第三部分閱讀技能（共兩節(jié)，共16小題，滿分26分）
第一節(jié)閱讀理解（共12小題；每小題1.5分，滿分18分）
One morning I was woken by my mother’s angry voice. I opened my eyes and found it was seven forty , so jumped out of bed and rushed to a nearby bus stop without breakfast. Fortunately the bus started going as soon as I got on it. I was sure I could reach the school before the bell rang.
However, the bus suddenly stopped. There was something wrong with it and we had to get off and wait for another one. I felt I couldn’t wait and the school was only fifteen minutes’ walk, so I ran to the school as fast as possible. Just at this moment, it began to rain hard.
I reached the classroom with all my clothes wet through. Mr. Smith, our physics teacher, had begun his class. I was always afraid of him. I hesitated (猶豫) for a moment, and then I opened the door.
“It’s you again, Jim,” Mr. Smith said angrily. “I’ve told you not to be late, but you...” Then he suddenly stopped when he noticed my wet clothes. He quickly took off his own jacket and asked me to put it on. “I don’t want you to catch a cold,” he said kindly. I went to my seat with Mr. Smith’s jacket on. It was a bit large for me but I felt very warm in it. I found, for the first time, Mr. Smith’s physics class so interesting and I changed my mind, there and then, about being afraid of him.
49. According to this passage, classes in Jim’s school probably began at _______.
A. 9 am B. 8 am C. 7 am D. 7:30 am
50. Why did Jim not open the door at first?
A. He was afraid of facing Mr. Smith.
B. He didn’t like to have the physics class.
C. Mr. Smith didn’t let him go into the classroom.
D. He didn’t want to interrupt others.
51. Jim found Mr. Smith’s physics lesson interesting that day because ________.
A. he knew physics was very important B. he wanted to go to a famous college
C. he didn’t want to fall behind the others D. he was moved by his physics teacher
52. We can infer from the passage that _______.
A. Jim usually went to school by bike B. it was the first time Jim had been late
C. Jim was often late for school D. Jim’s mother also got up late that morning
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科目：高中英語 來源：2011-2012學(xué)年內(nèi)蒙古牙克石林業(yè)一中高二下學(xué)期期末考試英語試卷（帶解析） 題型：閱讀理解
When I was an official of a school in Palo Alto, California, Polly Tyner, the president of our board, wrote a letter that was printed in the Palo Alto Times. Polly’s son, Jim, had great difficulty in school. He was classified as the educationally handicapped and required a great deal of patience on the part of his parents and teachers. But Jim was a happy kid with a great smile that lit up the room. His parents knew his difficulties, but they always tried to help him see his strengths so that he could walk with pride. Shortly after Jim finished high school, he was killed in a motorcycle accident. After his death, his mother submitted this letter to the newspaper.
“Today we buried our 20-year-old son. He was killed in a motorcycle accident on Friday night. How I wish I had known that the last time I had talked to him would be the last time. If I had only known that, I would have said to him, ‘Jim, I love you and I’m always so proud of you.’ I would have taken the time to count the many blessings he had brought to the lives of the people who loved him. I would have taken the time to appreciate his beautiful smile, his laughter, and his genuine love to other people.
“When I put all the good things on the scale and try to balance them with all the irritating (惱人的) things such as the radio that was always too loud, the haircut that wasn’t to our liking, the dirty socks under the bed, etc., I find that the irritations really don’t amount to much.
“I won’t get another chance to tell my son all that I would have wanted him to hear, but, other parents, do have a chance. Tell your young people what you would want them to hear as if it may be your last conversation. The last time I talked to Jim was the morning of the day when he died. He called me to say, ‘Hi, Mom! I just called to say I love you. You have to go to work now. Bye.’ That day, he gave me something to treasure forever. ”
If there is any purpose at all for Jim’s death, maybe it is to make others appreciate life more and to tell people, especially family members, that they should take the time to let each other know just how much they care. You may never have another chance. Do it today!
【小題1】What’s the meaning of the underlined phrase “the educationally handicapped”?
| A．The learning difficulty. |
| B．The physical problems. |
| C．The psychological problems. |
| D．The communication difficulty. |
| A．He was always sad about his school marks. |
| B．His parents always scolded him about his bad school marks. |
| C．His study needed more attention from his parents and teachers. |
| D．He was killed in a car accident. |
| A．He was a lovely boy with a beautiful smile who always loved others. |
| B．He was physically sick but always happy. |
| C．He was an irritating boy with some bad habits. |
| D．He seldom expressed his love for his parents. |
| A．memorize her son |
| B．teach parents to appreciate their children |
| C．teach children how to be good boys |
| D．give some advice on how to deal with children’s problems |
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科目：高中英語 來源：2013年全國普通高等學(xué)校招生統(tǒng)一考試英語（江蘇卷帶解析） 題型：閱讀理解
Mark Twain has been called the inventor of the American novel. And he surely deserves additional praise: the man who popularized the clever literary attack on racism.
I say clever because anti-slavery fiction had been the important part of the literature in the years before the Civil War. H. B. Stowe’s Uncle Tom’s Cabin is only the most famous example. These early stories dealt directly with slavery. With minor exceptions, Twain planted his attacks on slavery and prejudice into tales that were on the surface about something else entirely. He drew his readers into the argument by drawing them into the story.
Again and again, in the postwar years, Twain seemed forced to deal with the challenge of race. Consider the most controversial, at least today, of Twain’s novels, Adventures of Huckleberry Finn. Only a few books have been kicked off the shelves as often as Huckleberry Finn, Twain’s most widely read tale. Once upon a time, people hated the book because it struck them as rude. Twain himself wrote that those who banned the book considered the novel “trash and suitable only for the slums (貧民窟).” More recently the book has been attacked because of the character Jim, the escaped slave, and many occurences of the word nigger. (The term Nigger Jim, for which the novel is often severely criticized, never appears in it.)
But the attacks were and are silly—and miss the point. The novel is strongly anti-slavery. Jim’s search through the slave states for the family from whom he has been forcibly parted is heroic. As J. Chadwick has pointed out, the character of Jim was a first in American fiction—a recognition that the slave had two personalities, “the voice of survival within a white slave culture and the voice of the individual: Jim, the father and the man.”
There is much more. Twain’s mystery novel Pudd’nhead Wilson stood as a challenge to the racial beliefs of even many of the liberals of his day. Written at a time when the accepted wisdom held Negroes to be inferior (低等的) to whites, especially in intelligence, Twain’s tale centered in part around two babies switched at birth. A slave gave birth to her master’s baby and, for fear that the child should be sold South, switched him for the master’s baby by his wife. The slave’s lightskinned child was taken to be white and grew up with both the attitudes and the education of the slave-holding class. The master’s wife’s baby was taken for black and grew up with the attitudes and intonations of the slave.
The point was difficult to miss: nurture (養(yǎng)育), not nature, was the key to social status. The features of the black man that provided the stuff of prejudice—manner of speech, for example— were, to Twain, indicative of nothing other than the conditioning that slavery forced on its victims.
Twain’s racial tone was not perfect. One is left uneasy, for example, by the lengthy passage in his autobiography (自傳) about how much he loved what were called “nigger shows” in his youth—mostly with white men performing in black-face—and his delight in getting his mother to laugh at them. Yet there is no reason to think Twain saw the shows as representing reality. His frequent attacks on slavery and prejudice suggest his keen awareness that they did not.
Was Twain a racist? Asking the question in the 21st century is as wise as asking the same of Lincoln. If we read the words and attitudes of the past through the “wisdom” of the considered moral judgments of the present, we will find nothing but error. Lincoln, who believed the black man the inferior of the white, fought and won a war to free him. And Twain, raised in a slave state, briefly a soldier, and inventor of Jim, may have done more to anger the nation over racial injustice and awaken its collective conscience than any other novelist in the past century.
【小題1】 How do Twain’s novels on slavery differ from Stowe’s?
| A．Twain was more willing to deal with racism. |
| B．Twain’s attack on racism was much less open. |
| C．Twain’s themes seemed to agree with plots. |
| D．Twain was openly concerned with racism. |
| A．target readers at the bottom |
| B．a(chǎn)nti-slavery attitude |
| C．rather impolite language |
| D．frequent use of “nigger” |
| A．Jim’s search for his family was described in detail. |
| B．The slave’s voice was first heard in American novels. |
| C．Jim grew up into a man and a father in the white culture. |
| D．Twain suspected that the slaves were less intelligent. |
| A．slaves were forced to give up their babies to their masters |
| B．slaves’ babies could pick up slave-holders’ way of speaking |
| C．blacks’ social position was shaped by how they were brought up |
| D．blacks were born with certain features of prejudice |
| A．The attacks. | B．Slavery and prejudice. |
| C．White men. | D．The shows. |
| A．Twain had done more than his contemporary writers to attack racism. |
| B．Twain was an admirable figure comparable to Abraham Lincoln. |
| C．Twain’s works had been banned on unreasonable grounds. |
| D．Twain’s works should be read from a historical point of view. |
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科目：高中英語 來源：2010-2011學(xué)年北京市高二上學(xué)期期中考試英語題 題型：閱讀理解
When I was an official of a school in Palo Alto, California, Polly Tyner, the president of our board, wrote a letter that was printed in the Palo Alto Times. Polly’s son, Jim, had great difficulty in school. He was classified as the educationally handicapped and required a great deal of patience on the part of his parents and teachers. But Jim was a happy kid with a great smile that lit up the room. His parents knew his difficulties, but they always tried to help him see his strengths so that he could walk with pride. Shortly after Jim finished high school, he was killed in a motorcycle accident. After his death, his mother submitted this letter to the newspaper.
“Today we buried our 20-year-old son. He was killed in a motorcycle accident on Friday night. How I wish I had known that the last time I had talked to him would be the last time. If I had only known that, I would have said to him, ‘Jim, I love you and I’m always so proud of you.’ I would have taken the time to count the many blessings he had brought to the lives of the people who loved him. I would have taken the time to appreciate his beautiful smile, his laughter, and his genuine love to other people.
“When I put all the good things on the scale and try to balance them with all the irritating (惱人的) things such as the radio that was always too loud, the haircut that wasn’t to our liking, the dirty socks under the bed, etc., I find that the irritations really don’t amount to much.
“I won’t get another chance to tell my son all that I would have wanted him to hear, but, other parents, do have a chance. Tell your young people what you would want them to hear as if it may be your last conversation. The last time I talked to Jim was the morning of the day when he died. He called me to say, ‘Hi, Mom! I just called to say I love you. You have to go to work now. Bye.’ That day, he gave me something to treasure forever. ”
If there is any purpose at all for Jim’s death, maybe it is to make others appreciate life more and to tell people, especially family members, that they should take the time to let each other know just how much they care. You may never have another chance. Do it today!
1.Who was Jim?
|
A．The child of the Tyners’. |
B．The writer’s relative. |
|
C．The president of a school board. |
D．An official of a school. |
2. What’s the meaning of the underlined phrase “the educationally handicapped”?
|
A．The learning difficulty. |
B．The physical problems. |
|
C．The psychological problems. |
D．The communication difficulty. |
3.According to the writer, which of the following about Jim is TRUE？
|
A．He was always sad about his school marks. |
|
B．His parents always scolded him about his bad school marks. |
|
C．His study needed more attention from his parents and teachers. |
|
D．He was killed in a car accident. |
4.The purpose of Polly’s letter is to .
|
A．memorize her son |
|
B．teach parents to appreciate their children |
|
C．teach children how to be good boys |
|
D．give some advice on how to deal with children’s problems |
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