| 听下面5段对话。每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在 试卷的相应位置。听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。每段对 话仅读一遍。 |
| 1. What does the man like about the play? |
| A. The story B. The ending C. The actor |
| 2. Which place are the speakers trying to find? |
| A. A hotel. B. A bank. C. A restaurant. |
| 3. At what time will the two speakers meet? |
| A. 5:20. B. 5:10. C. 4:40. |
| 4. What will the man do? |
| A. Change the plan. B. Wait for a phone. C. Sort things out. |
| 5. What does the woman want to do? |
| A. See a film with the man. B. Offer the man some help. C. Listen to some great music. |
| 听下面一段材料，回答第1、2题。 |
| 1. Where is Ben? |
| A. In the kitchen B. At school C. In the park |
| 2. What will the children do in the afternoon? |
| A. Help set the table B. Have a party C. Do their homework |
| 听下面一段材料，回答第1、2题。 |
| 1. What are the two speakers talking about? |
| A. A family holiday B. A business trip C. A travel plan |
| 2. Where did Rachel go? |
| A. Spain B. Italy C. China |
| 听下面一段材料，回答第1至3题。 |
| 1. How did the woman get to know about third-hand smoke? |
| A. From young smokers. B. From a newspaper article. C. From some smoking parents. |
| 2. Why does the man say that he should keep away from babies? |
| A. He has just become a father. B. He wears dirty clothes. C. He is a smoker. |
| 3. What does the woman suggest smoking parents should do? |
| A. Stop smoking altogether. B. Smoke only outside their houses. C. Reduce dangerous matter in cigarettes. |
| 听下面一段材料，回答第1至4题。 |
| 1. Where does Michelle Ray come from? |
| A. A middle-sized city. B. A small town. C. A big city. |
| 2. Which place would Michelle Ray take her visitors to for shopping? |
| A. The Zen Garden B. The Highlands C. The Red River area |
| 3. What does Michelle Ray do for complete quiet? |
| A. Go camping. B. Study in a library. C. Read at home. |
| 4. What are the speakers talking about in general? |
| A. Late-night shopping. B. Asian food. C. Louisville. |
| 听下面一段材料，回答第1至4题。 |
| 1. Why do some people say they never have dreams accdording to Dr Garfield? |
| A. They forget about their dreams. B. They don't want to tell the truth. C. They have to bad experiences. |
| 2. Why did Davis stop having dreams? |
| A. He got a serious heart attack. B. He was too sad about his brother's death. C. He was frightened by a terrible dream. |
| 3. What is Dr Garfield's opinion about dreaming? |
| A. It is very useful. B. It makes things worse. C. It prevents the mind from working. |
| 4. Why do some people turn off their dreams completely? |
| A. To sleep better. B. To recover from illnesses. C. To say away from their problems. |
|
— I hear you ____ in a pub. What's it like? — Well, it's very hard work and I'm always tired, but I don't mind. |
|
A. are working B. will work C. were working D. will be working |
| The fact that so many people still smoke in public place _____ that we may need nationwide campaign to raise awareness of the riks of smoking. |
|
[ ] |
| A. suggest B. suggests C. suggested D. suggesting |
|
— Tommy is planning to buy a car. — I know. By next month, he _____ enough for a used one. |
|
A. saves B. saved C. will save D. will have saved |
| Between the two parts of the concert is an interval, _____ the audience can buy ice-cream. |
|
[ ] |
| A. when B. where C. that D. which |
| In that school, English is compulsory for all students, but French and Russian are _____. |
|
[ ] |
| A. special B. regional C. optional D. original |
| It was never clear _____ the man hadn't reported the accident sooner. |
|
[ ] |
| A. that B. how C. when D. why |
| Teachers have to constantly update their knowledge in order to maintain their professional _____. |
|
[ ] |
| A. consequence B. independence C. competence D. intelligence |
|
— Are you still mad at her? — Not really, but I can't _____ that her remarks hurt me. |
|
A. deny B. refuse C. reject D. decline |
|
— Linda didn't invite us to the party. — _____? I don't care. |
|
A. For what B. So what C. What's on D. What's up |
| — You look upset. What's the matter? — I had my proposal _____ again. |
|
[ ] |
| A. turned over B. turned on C. turned off D. turned down |
| Recently a survey _____ prices of the same goods in two different supermarkets has caused heated debate among citizens. |
|
[ ] |
| A. compared B. comparing C. compares D. being compared |
| We'd better discuss everything _____ before we work out the plan. |
|
[ ] |
| A. in detail B. in general C. on purpose D. on time |
| It sounds like something is wrong with the car's engine. _____, we'd better take it to the garage immediately. |
|
[ ] |
| A. Otherwise B. If not C. But for that D. If so |
| — I left my handbag on the train, but luckily someone gave it to a railway official. — How unbelievable to get it back! I mean, someone _____ it. |
|
[ ] |
| A. will have stolen B. might have stolen C. should have stolen D. must have stolen |
|
— You could always put the decision off a little bit longer. — _____ If I leave it much longer I might miss my chance. |
|
A. That's reasonable advice. B. Isn't it a good idea? C. Do you think so? D. I can't agree more. |
| 完形填空。 | ||||
| A boy was walking home from school when he saw a large, tempting (诱人的) apple on one of the branches of an apple tree hanging out over a tall fence. The boy wasn't much of a fruit-eater, 1 a bar of chocolate if given the choice, 2 , as they say, the forbidden fruit can be tempting. Seeing the apple, the boy wanted it. The more he looked at it, the 3 he felt and the more he wanted that apple. 4 as high as he could, but even as his tallest 5 he was unable to touch It. He began to 6 up and down, as high as he could, at the 7 of each jump stretching his arms to get the apple. Still it remained out of 8 . Not giving up, he though, if only he had something to 9 on. His school bag wouldn't give enough height and he didn't want to 10 the things inside, like his lunch box, pencil case, and Gameboy. Looking 11 , he hoped he might find an old box, a rock, or, 12 luck, even a ladder, but it was a tidy neighborhood and there was nothing he could use. He had tired everything he could think to do. 13 seeing any other choices, he gave up and started to walk 14 . At first he felt angry and disappointed thinking about how hungry he had become from his 15 , and how he really wanted that apple. The more he 16 like this, the more unhappy he became. 17 , the boy of our story was a preetty smart guy,even if he cloudn't always get what get he wanted. He started to say to himself. This isn't 18 , I don't have the apple and I'm feeling miserable as well. There's 19 more Ican do to get the apple-that is unchangeable-but we are supposed to be able to 20 our feelings. If that's the case, what can I do to feel better? | ||||
|
| 阅读理解。 |
| We know the famous ones-the Thomas Edisons and the Alexander Graham Bells-but what about the less famous inventors? What about the people who invented the traffic light and the windshield wiper (雨刮器)? Shouldn't we know who they are? Joan Mclean thinks so. In fact, Mclean, a professor of physics at Mountain University in Range, feels so strongly about this matter that she's developed a course on the topic. In addition to learning "who" invented "what", however, Mclean also likes her students to learn the answers to the "why" and "how" questions. According to Mclean, "When students learn the answers to these questions, they are better prepared to recognize opportunities for inventing and more motivated to give inventing a try." So,just what is the story behind the windshield wiper? Well, Mary Anderson came up with the idea in 1902 after a visit to Mew York City. The day was cold and stormy, but Anderson still wanted to see the sights, so she jumped aboard a streetcar. Noticing that the driver was struggling to see through the snow covering the windshield, she found herself wondering why there couldn't be a buolt-in devic for cleaing the window. Still wondering about this when she returned home to Birmingham, Alabama, Anderson started drafting out solutions. One of her ideas, a lever (操作杆) on the inside of a vehicle that would contral an arm on the outside, became the first windshield wiper. Today we benefit from countless inventions and innovations,It's hard to imagine driving without Garrett A. Morgan's traffic light. It's equally impossible to picture a world without Katherine J. Blodgett's innovation that makes glass invisible. Can you picture life without clear windows and eyeglasses? |
| 1. By mentionong "traffic light" and "windshield wiper", the author indicates that countless inventions are _____. |
| A. beneficial, because their inventors are famous B. beneficial, though their inventors are less famous C. not useful, because their inventors are less famous D. not useful, though their inventors are famous |
| 2. Professor Joan McLean's course aims to _____. |
| A. add colour and variety to students' campus life B. inform students of the windshield wiper's invention C. carry out the requirements by Mountain University D. prepare students to try theie own invention |
| 3. Tommy Lee's invention of the unbreakable umbrella was _____. |
| A. not eventually accepted by the umbrella producer B. inspired by the story behind the windshield wiper C. due to his dream of being caught in a rainstorm D. not related to Professor Joan McLean's lectures |
| 4. Which of the following can best serve as the title of this passage? |
| A. How to Help Students to Sell Their Inventions to Producers? B. How to Design a Built-in Dervice for Cleaning the Window? C. Shouldn't We Know Who Inventd the Windshield Wiper? D. Shouldn't We Develop Invention Courses in Universities? |
| 阅读理解。 |
 |
| 1. Which of the following is discouraged by the Friends organization? |
| A. To build massive complexes for public amusement. B. To prevent possible damages to the National Park. C. To help protect and improve the Park for all to enjoy. D. To sponsor publicationsand projects in local school. |
| 2. One of thebenefits for members of Friends is to _____. |
| A. have Friends' goods free of charge B. visit any place not open to the public C. take part in work parties if they want to D. give talks in their fields on current issues |
| 3. The purpose of this poster is to invite more people to _____. |
| A. raise money for the Friends organization B. join the Friends organization and be members of it C. work as managers for Pembroke shire National Park D. enjoy the landscape of Pembroke shire National Park |
| 阅读理解。 | ||
The project, called Hywind, is the world's first large-scale deepwater wind turbine (涡轮发电机). Although | ||
| 1. The Hywind project uses totally new technology to ensure the stability of _____. | ||
| A. the cables which tie the spar to the ocean floor B. the spar which is floating in deep-sea water C. the blades driven by strong and steady sea wind D. the stones filled in the spar below the sea surface | ||
| 2. To balance a bigger turbine high on a flatting spar, a new type of turbine is to be designed with its gearbox sitting _____. | ||
| A. on the sea floor B. on the spar top C. at sea level D. behind the blades | ||
| 3. Wide applications of deepwater wind power technology can _____. | ||
| A. solve the technical problems of deepwater windmills B. make financial profits by producing more turbines C. settle the arguments about environmental problems D. explore low-carbon power resources available at sea |
| 阅读理解。 |
| Shay asked, "Do you think they'll let me play?" Shay's father knew that most of the boys would not want someone like Shay on their team, but the father also understood that if his son, mentally and physically disabled, were allowed to play, it would give him a much-needed sense of belonging and some confidence. Shay's father approached one of the boys on the field and asked if Shay could play, not expecting much. The boy looked around and said, "We're losing by six runs (分) and the game is in the eighth inning (局). I guess he can be on our team and we'll try to put him in to bat in the final inning." Shay struggled over to the team's bench and put on a team shirt with a broad smile and his father had a small tear in his eye and warmth in heart. The boys saw the father's joy at his son being accepted. In the bottom of the eighth inning, Shay's team scored a few runs but was still behind by three. In the top of the final inning, Shay put on a glove and played in the field. Even though no hits came his way, he was obviously joyful just to be in the game and on the field. In the bottom of the final inning, Shay's team scored again. Now, Shay was scheduled to be next at bat. Would they let Shay bat and give away their chance to win the game? Surprisingly, Shay was given the bat. Everyone knew that a hit was almost impossible. The first pitch (投) came and Shay missed. The pitcher again took a few steps forward to throw the ball softly towards Shay. As the pitch came in, Shay swung at the ball and hit a slow ground ball right back to the pitcher. The pitcher could have easily thrown he ball to the first baseman and Shay would have been out and that would have been the end of the game.Instead, the pitcher threw the ball right over the head of the first baseman, beyond the reach of all teammates. The audience and the players from both teams started screaming, "Shay, run to first!" Never in his life had Shay ever run that far but made it to first base, wide-eyed and shocked. Everyone should, "Run to second!" Catching his breath, Shay awkwardly ran towards second.By the time Shay rounded towards second base, the smallest guy on their team, who had a chance to be the hero for his team fir the first time,could have thrown the ball to the second baseman, but he understood the pitcher's intentions and he too intentionally threw the ball high and far over the third baseman's head. All were screaming, "Shay, Shay, Shay, all the way Shay." Shay reached third base when one opposing player ran to help him and shouted, "Shay, run to third." As Shay rounded third, all were on their feet, crying, "Shay, run home!" Shay ran to home, stepped on the home base and was cheered as the hero who the who won the game for his team. That day, the boys from both teams helped bring a piece true love and humanity into this world. Shay didn't make it to another summer and died that winter, having never forgotten being the hero and making his father so happy and coming home and seeing his mother tearfully hug her little hero of the day! |
| 1. Not expecting much, Shay's father still asked the boy if Shay could play, mainly because the father _____. |
| A. noticed some of the boys on the field were heisting B. guessed his presence would affect the boy's decision C. learned some of the boys on the field knew Shay well D. understood Shay did need a feeling of being accepted |
| 2. In the bottom of the final inning Shay was given the bat because the boys _____. |
| A. believed they were sure to win the game B. would like to help Shay enjoy the game C. found Shay was so eager to be a winner D. fell forced to give Shay another chance |
| 3. The smallest boy threw the ball high and far over the third baseman's head, probably because that boy _____. |
| A. was obviously aware of the pitcher's purpose B. looked forward to winning the game for his team C. failed to throw the ball to the second baseman D. saw that Shay already reached second base |
| 4. Which of the following has nothing to do with Shay's becoming the hero for his team? |
| A. The pitcher did not throw the ball to the first baseman. B. The audience and the players from both teams cheered for him. C. The opposing players failed to stop his running to home. D. One of the opposing players ran to help him. |
| 5. What to you think is the theme of the story? |
| A. True human nature could be realized in the way we treat each other. B. Everyone has his own strength even if mentally or physically disabled. C. Everyone can develop his team spirit in sports and please his parents. D. The results of the game should not be the only concern of the players. |
| 任务型阅读。请认真阅读下列短文，并根据所读内容在文章后表格中的空格里填入一个最恰当的单词。 注意：每个空格只填一个单词。 |
| When Should a Leader Apologize and When Not? Why Difficult? When we wrong someone we know, even not intentionally, we are generally expected to apologize so as to improve the situation. But when we're acting as leaders, the circumstances are different. The act of apology is carried out not merely at the level of the individual but also at the level of the institution. It is a performance in which every expression matters and every word becomes part of the public record. Refusing to apologize can be smart, or it can be stupid. So, readiness to apologize can be seen as a sign of strong character or as a sign of weakness. A successful apology can turn hate into personal and organizational harmony-while an apology that is too little, too late, or too obviously strategic can bring on individual and institutional ruin. What, then, is to be done? How can leaders decide if and when to apologize publicly? Why Now? The question of whether leaders should apologize publicly has never been more urgent. During the last decade or so, the United States in particular has developed an apology culture-apologies of all kinds and for all sorts of wrongdoings are made far more frequently than before. More newspaper writers have written about the growing importance of public apologies. More articles, cartoons, advice columns, and radio and television programs have similarly dealt with the subject of private apologies. Why Bother? Why do we apologize? Why do we ever put ourselves in situations likely to be difficult, embarrassing, and even risky? Leaders who apologize publicly could be an easy target. They are expected to appear strong and capable. And whenever they make public statements of any kind, their individual and institutional reputations are in danger. Clearly, then, leaders should not apologize often or lightly. For a leader to express apology, there needs to be a good, strong reason. Leaders will publicly apologize if and when they think the costs of doing so are lower than the costs of not doing so. Why Refuse? Why is it that leaders so often refuse to apologize, even when a public apology seems to be in order? Their reasons can be individual or institutional. Because leaders are public figures, their apologies are likely to be personally uncomfortable and even professionally risky. Leaders may also be afraid that admission of a mistake will damage or destroy the organization for which they are responsible. There can be good reasons for hanging tough in tough situations, as we shall see, but it is a high-risk strategy. |
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| 书面表达。 |
下面这幅照片展现了女儿为回家妈妈拿包的情景。请根据你对这幅照片的理解用英语写一篇短文。 你的短文应包含以下内容： 1. 描述照片内容，如情景、人物、动作，等等； 2. 结合自身实际，谈谈你的感想； 3. 举例说明你能为家长减负做些什么。 注意： 1. 可参照图中文字及下面文章开头所给提示，作必要的发挥想象。 2. 词数150左右。开头已经写好，不计入总词数。 3. 作文中不得提及考生所在学校和本人姓名。 The burden of students has been a hot topic for years, but the load of parents has received little attention, especially from their own children. _____________________________________________________________________________________ ________________________________________________________________________________________ |
