題目列表(包括答案和解析)
閱讀下面短文，掌握其大意，從每題所給的A、B、C、D四個選項中，選出最佳選項，并在答題卡上將該項涂黑。
My job was to make classroom observations and encourage a training program that would enable students to feel good about themselves and take charge of their lives. Donna was one of the volunteer teachers who participated in this 36 .
One day, I entered Donna’s classroom, took a seat in the back of the room and 37 . All the students were working 38 a task. The student next to me was filling her page with “I Can’ts.” “I can’t kick the soccer ball.” “I can’t get Debbie to like me.” Her page was half full and she showed no 39 of stopping. I walked down the row and found 40 was writing sentences, describing things they couldn’t do.
By this time the activity aroused my 41 , so I decided to check with the teacher to see what was going on 42 I noticed she too was busy writing. “I can’t get John’s mother to come for a parents’ meeting.” …… I felt it best not to 43 .
After another ten minutes, the students were 44 to fold the papers in half and bring them to the front. They placed their “I Can’t” statements into an empty shoe box. Then Donna
45 hers. She put the lid on the box, tucked it under her arm and headed out the door. Students followed the teacher. I followed the students. Halfway down the hallway Donna got a shovel from the tool house, and then marched the students to the farthest corner of the playground. There they began to 46 . The box of “I Can’ts” was placed at the 47 of the hole and then quickly covered with dirt. At this point Donna announced, “Boys and girls, please join hands and 48 your heads.” They quickly formed a circle around the grave.
Donna delivered the eulogy (悼詞). “Friends, we gathered here today to 49 the memory of ‘I Can’t.’ He is 50 by his brothers and sisters ‘I Can’ and ‘I Will’. May ‘I Can’t’ rest in 51 . Amen!”
She turned the students 52 and marched them back into the classroom. They celebrated the 53 of “I Can’t”. Donna cut a large tombstone from paper. She wrote the words “I Can’t” at the top and the date at the bottom, then hung it in the classroom. On those rare occasions when a student 54 and said, “I Can’t,” Donna 55 pointed to the paper tombstone. The student then remembered that “I Can’t” was dead and chose other statement.
A. job B. project C. observation D. course
A. checked B. noticed C. watched D. waited
A. on B. with C. as D. for
A. scenes B. senses C. marks D. signs
A. nobody B. somebody C. everyone D.anyone
A. curiosity B. suspect C. sympathy D. worry
A. and B. or C. but D. so
A. insert B. interrupt C. talk D. request
A. taught B. shown C. forced D. instructed
A. added B. wrote C. made D. folded
A. cry B. pray C. dig D. play
A. back B. bottom C. top D. edge
A. drop B. raise C. fall D. lift
A. keep B. thank C. forgive D. honor
A. remembered B. punished C. removed D. replaced
A. silence B. heart C. peace D. memory
A. down B. up C. off D. around
A. birth B. passing C. loss D. starting
A. awoke B. reminded C. forgot D. apologized
A. simply B. hardly C. seriously D. angrily
Can people change their skin color without suffering like pop king Michael Jackson? Perhaps yes.Scientists have found the gene that determines skin color.
The gene comes in two versions, one of which is found in 99 per cent of Europeans.The other is found in 93 t0 100 per cent of Africans, researchers at Pennsylvania State University report in the latest issue of Science.
Scientists have changed the color of a dark - striped zebrafish(斑馬魚) to uniform gold by inserting a version of the pigment(色素) gene into a young fish.As with humans, zebrafish skin color is deter-mined by pigment cells，which contain melanin(黑色素).The number, size and darkness of melanin perpigment cell determine skin color.
It appears that, like the golden zebrafish, light - skinned Europeans also have a mutation (變異) in the gene for melanin production.This results in less pigrnented skin.
However, Keith Cheng, leader of the research team, points out that the mutation is different in hu-man ancl zebrafish genes.
Humans acquired dark skin in Africa about l.5 million years ago to protect bodies from ultra - violetrays of the sun. which can cause skin cancer.
But when modem humans leave Africa to live in northem latitudes, they need more sunlight on their skin to produce vitamin D. So the related gene changes, according to Cheng.
Asians have the same version of the gene as Africans, so they probably acquired their light skin through the action of some other gene that affects skin color, said Cheng.
The new discovery could lead to medical treatments for skin cancer.lt also could lead to research in-to ways to change skin color without damaging it like chemical treatment did on Michael Jackson.
【小題1】Scientists have done an experiment on a dark -striped zebrafish in order to
| A．fincl the different genes o humans' |
| B．prove the humans' skin color is determined by the pigment gene |
| C．find out the reason why the Africans' skin color is dark |
| D．fincl out the ways of changing people's skin color |
| A．nowadays people who want to change their skin color have to suffer 8 lot from the damage caused by the chemical treatment |
| B．Europeans and Africans have the same gene |
| C．the new discovery could help to find medical treatments for skin cancer |
| D．there are two kinds of genes |
| A．scientists have found out that people's skin color is determined by the gene |
| B．the new discovery could lead to research into ways to change skin color safely |
| C．pop king Michael Jackson often changed his skin color as he liked |
| D．people can not change their skin color without any pain |
| A．they are bom light - skinned people |
| B．light - skinned Europeans have mutation in the gene for melanin production |
| C．they have fewer activities outside |
| D．they pay much attention to protecting their skin |
| A．neutral | B．negative | C．indifferent | D．positive |
完形填空 （共15小題；每小題1分，滿分15分）
My job was to make classroom observations and encourage a training program that would enable students to feel good about themselves and take charge of their lives. Donna was one of the volunteer teachers who participated in this 36 .
One day, I entered Donna’s classroom, took a seat in the back of the room and 37 .All the students were working on a task. The student next to me was filling her page with “I Can’ts.” “I can’t kick the soccer ball.” “I can’t get Debbie to like me.” Her page was half full and she showed no 38 of stopping. I walked down the row and found 39 was writing sentences, describing things they couldn’t do.
By this time the activity aroused my 40 , so I decided to check with the teacher to see what was going on, 41 I noticed she too was busy writing “I can’t get John’s mother to come for a parents’ meeting.” …I felt it best not to interrupt.
After another ten minutes, the students were instructed to fold the papers in half and bring them to the front. They placed their “I Can’t” statements into an empty shoe box. Then Donna 42 hers. She put the lid on the box, tucked it under her arm and headed out the door.
Students followed the teacher. I followed the students. Halfway down the hallway Donna got a shovel(鏟子) from the tool house, and then marched the students to the farthest corner of the playground. There they began to 43 . The box of “I Can’ts” was placed at the 44 of the hole and then quickly covered with dirt. At this point Donna announced, “Boys and girls, please join hands and 45 your heads.” They quickly formed a circle around the grave.
Donna delivered the eulogy(悼詞).“Friends, we gathered here today to honor the memory of ‘I Can’t.’ He is 46 by his brothers and sisters ‘I Can’ and ‘I Will’. May ‘I Can’t’ rest in 47 . Amen!”
She turned the students 48 and marched them back into the classroom. They celebrated the 49 of “I Can’t”. Donna cut a large tombstone from paper. She wrote the words “I Can’t ”at the top and the date at the bottom, then hung it in the classroom. On those rare occasions when a student forgot and said, “I Can’t,” Donna 50 pointed to the paper tombstone. The student then remembered that “I Can’t” was dead and chose other statement.
A. job B. project C. observation D. course
A. checked B. noticed C. watched D. waited
A. scenes B. senses C. marks D. signs
A. nobody B. somebody C. everyone D. anyone
A. curiosity B. suspect C. sympathy D. worry
A. and B. or C. but D. so
A. added B. wrote C. made D. folded
A. cry B. pray C. dig D. play
A. back B. bottom C. top D. edge
A. drop B. raise C. fall D. lift
A. remembered B. punished C. removed D. replaced
A. silence B. heart C. peace D. memory
A. down B. up C. off D. around
A. birth B. passing C. loss D. starting
A. simply B. hardly C. seriously D. angrily
Are the lives of city kids the same as those in villages? In lots of ways, they are very different. But what are those differences?
Hu Peng from Wuhan and four of his friends decided to find out. Earlier this month, they went to live for a week in Caidian, a village near Wuhan. Hu and his Junior l classmates went door to door in Caidian and asked kids lots of questions. They want to learn more about village kids' everyday lives, so they asked questions like this: Do your parents teach you how to do the housework? How much money do you usually spend on dinner? What would you do if a thief came into your house? They also asked 150 city kids the same questions.
On April 12, the team gave a report to their class. They told about many differences between children's lives in cities and those of children in villages. The biggest difference is about independence. Hu's team found that 60 percent of city kids can't do much housework, but 90 percent of village kids can care for themselves.
City kids told Hu they care about schoolwork a lot, and they have no time for washing clothes or making their beds. Village kids said they help their parents a lot : cooking, cleaning the houses and feeding pigs. Hu's team also found that village kids have less pocket money. Many have never used computers. They like playing in rivers or on mountains. Some don't even like to make new friends.
Hu and his friends said their trip gave them more self- confidence (自信) because they have done something by themselves. But it also worried them a bit because they found they still have a lot to learn. "When we grow up, our parents can't take care of us," Hu said. "We have to learn to take care of ourselves. " Shen Guanquan, one of Hu's friends said, "When people learn to care for themselves, they learn to do lots of difficult things. "
How many city kids went to learn about village kids' everyday lives?
A. Three. B. Four. C. Five. D. Six.
Their report showed that most city kids ＿＿.
A. help their parents a lot B. have less pocket money
C. can take care of themselves D. still have a lot to learn
The underlined word "it" in the last paragraph means ＿＿.
A. their trip B. their report C. a village kid D. a city kid
Hu Peng and his friends finished their report by ＿＿.
A. visiting schools in the village
B. questioning village and city kids from door to door
C. watching village and city kids' everyday lives
D. questioning village and city kids' parents
London ［2009-4-01］—In the first
meeting between Chinese President
Hu Jintao and US President Barack
Obama prior to the Group of 20 
summit in London, the two leaders pledged that both countries will be working together to help the world resist the financial crisis.
China and the US have agreed to prioritize（使……更重要; 優化） t
he two countries’ relations by establishing the new strategic economic dialogue.
The two teams will be headed by Vice Premier Wang Qishan and State Councilor Dai Bingguo from the Chinese side and Secretary of State Hillary Clinton and Treasury Secretary Timothy Geithner from the US side.
President Hu Jintao and US President Barack Obama made the announcement to the press before they went into the official meeting, their first, at Winfield House, residence of the US ambassador to the UK.
Although it is thei
r first meeting, they have kept a close contact, which Obama said will “set the stage” for both countries “to tackle the challenges in the years to come. ”
Both presidents highlighted the importance of China-US relations, especially during the current economic crisis.
Obama said he hoped their meeting will be constructive and open not only about the whole state of the world economy during the current crisis, but to the efforts to improve peace and security for both countries and the world.
Hu said all the positive results the two countries have achieved have not come easily, adding that he hoped to develop good working relationship and personal friendship with Obama.
Sino-US relations are of fundamental interests not only to both countries, but to peace, stability and prosperity to Asia and the world.
【小題1】What is the best title of this passage?
| A．Hu, Obama set up new economic dialogue. |
| B．Sino-US relations will be improved. |
| C．China and the US are working together to resist economic crisis. |
| D．China and the US have achieved positive results. |
| A．By trusting and helping each other. |
| B．By sharing their common interests. |
| C．By establishing the new strategic economic dialogue. |
| D．By establishing new economic policy. |
| A．The US ambassador to the UK. |
| B．Residence of UK ambassador to the US. |
| C．The living place of US ambassador to the UK. |
| D．The residence of British Queen. |
| A．The two presidents agreed to work together to resist the financial crisis |
| B．The two presidents announced to the press before the official meeting |
| C．Both countries will make efforts to improve peace and security |
| D．Sino-US relations are of fundamental interests only to both countries |
湖北省互聯網違法和不良信息舉報平臺 | 網上有害信息舉報專區 | 電信詐騙舉報專區 | 涉歷史虛無主義有害信息舉報專區 | 涉企侵權舉報專區
違法和不良信息舉報電話：027-86699610 舉報郵箱：58377363@163.com