2008-2013Äê¹ã¶«Ó¢Óï¸ß¿¼ÍêÐÎÌî¿ÕÕæÌâ

2008-2013Äê¹ã¶«Ó¢Óï¸ß¿¼ÍêÐÎÌî¿ÕÕæÌâ

2008Äê¹ã¶«¸ß¿¼Ó¢ÓïÊÔÌâ ÍêÐÎÌî¿Õ

Tales of the supernatural are common in all parts of Britain. In particular, there was (and perhaps still is) a belief in fairies(ÏÉÅ®). Not all of these 21 are the friendly, people-loving characters that appear in Disney films, and in some folktales they are 22 and cause much human suffering. This is true in the tales about the Changeling. These tell the story of a mother whose baby grows 23 and pale and has changed so much that it is almost 24 to the parents. It was then 25 that the fairies had come and stolen the baby away and 26 the human baby with a fairy Changeling. There were many ways to prevent this from happening: hanging a knife over the baby?s head while he slept or covering him with some of his father?s clothes were just two of the recommended 27 . However, hope was not lost even if the baby had been 28 . In those cases there was often a way to get the 29 baby back. You could 30 the Changeling on the fire--then it would rise up the chimney, and you would hear the sound of fairies? laughter and soon after you would find your own child safe and sound nearby.

21. A. babies B. believers C. fairies D. supermen 22. A. powerful B. cruel C. frightened D. extraordinary 23. A. sick B. slim C. short D. small 24. A. uncomfortable B. unbelievable C. unacceptable D. unrecognizable 25. A. feared B. predicted C. heard D. reported 26. A. covered B. changed C. replaced D. terrified 27. A. cases B. tools C. steps D. methods 28. A. missed B. stolen C. found D. lost 29. A.1ittle B. pale C. sad D. real 30. A. seize B. burn C. place D. hold ´ð°¸

±¾ÎÄÖ÷ÒªÊÇ˵Ӣ¹úµÄÉñ»°¹ÊÊÂÖзÇËùÓÐÏÉÅ®¶¼ÊÇÉÆÁ¼µÄ£¬Óеĺܲпᣬ³£¸øÈËÃÇ´øÀ´Í´¿à¡£ 21. C ½áºÏǰ¾ä¿ÉÖª£¬±¾¾äÒâΪ¡°²¢²»ÊÇËùÓеÄÏÉÅ®(fairies)¶¼ÏñµÏ˹ÄáµçÓ°ÖгöÏÖµÄÈËÎïÄÇÑùÓÑÉÆ¡¢ÌÖÈËϲ°®¡±¡£

22. B ÓëÇ°ÃæµÄfriendlyÏà¶Ô£¬ºóÃæµÄand cause much human sufferingҲ˵Ã÷ÁËÕâÒ»µã¡£ 23. A ÓÉÓëÖ®²¢ÁеÄpale (²Ô°×)¿ÉÖª£¬ÊÇÓв¡µÄÓ¤¶ù¡£

24. D ÒòΪ¡°±ä»¯Èç´ËÖ®´ó¡±£¬ËùÒÔ¸¸Ä¸Ò²¡°ÎÞ·¨Ê¶±ð£¬±æ²»³öÀ´¡±¡£

25. A º¢×Ó±äµÃ±æÈϲ»³öÀ´ÁË£¬Õâʱ¡°ÈËÃǵ£ÐÄ(it is feared that¡­)¡±±»ÏÉÅ®À´»»ÁËÒ»¸öº¢×ÓÁË¡£ 26. C ÓÉǰÎÄstolen the baby away¿ÉÖª£¬ÊÇÓÃa fairy ChangelingÀ´È¡´úÁËthe human baby£»±íʾ¡°È¡´ú¡±ÓÃreplace = take the place of¡£

27. D ÓÉǰÎĵÄmany ways¿ÉÖª£¬ÓëwaysͬÒåµÄÊÇmethods¡£ 28. B ÓÉǰÎÄstolen the baby away¿ÉÖª¡£

29. D ÓëÓÃÀ´È¡´úµÄ¼ÙµÄÏà¶Ô£¬Ó¦µ±Îª¡°ÕæµÄ¡±¡£ 30. C °Ñthe Changeling¡°·Åµ½¡±»ðÉÏÃæ¡£

2009Äê¹ã¶«¸ß¿¼Ó¢ÓïÊÔÌâ ÍêÐÎÌî¿Õ

Alfred Nobel became a millionaire and changed the ways of mining, construction, and warfare as the inventor of dynamite (Õ¨Ò©). On April 12, 1888, Alfred's brother Ludwig died of heart attack. A major French newspaper ___21___ his brother for him and carried an article ___22___ the death of Alfred Nobel. ¡°The merchant of death is dead.¡± the article read. ¡°Dr. Alfred Nobel, who became ___23___ by finding ways to kill more people faster than ever before, died yesterday. ¡± Nobel was ___24___ to find out not that he had died, but that, when his time was up, he would be thought of only as one who profited from ___25___ and destruction.

To make sure that he was ___26___ with love and respect. Nobel arranged in his ___27___ to give the largest part of his money to ___28___ the Nobel prizes, which would be awarded to people who made great ___29___ to the causes of peace, literature, and the sciences. So ___30___, Nobel had to die before he realized what his life was really about.

21. A. found B. misunderstood C. mistook D. judged 22. A. introducing B. announcing C. implying D. advertising 23. A. famous B. sick C. rich D. popular 24. A. upset B. anxious C. excited D. pleased 25. A. death B. disease C. trouble D. attack 26. A. repaid B. described C. supported D. remembered 27. A. book B. article C. will D. contract 28. A. establish B. form C. develop D. promote 29. A. additions B. sacrifices C. changes D. contributions 30. A. generally B. basically C. usually D. certainly ´ð°¸

±¾ÎļÇÐðÁ˰¢¶û·ðÀ׵¡¤Åµ±´¶û¾ö¶¨ÉèÁ¢Åµ±´¶û½±½ðµÄ¾­¹ý¡£ 21. C¡£Òòmistake A for B (½«AÎóÒÔΪB)Êǹ̶¨´îÅä¡£

22. B¡£Óɳ£Ê¶¿ÉÖª£¬±¨ÉçÓ¦ÊÇ¡°·¢²¼¡±ÏûÏ¢£¬¹ÊÓÃannounce (give information about)¡£ 23. C¡£ÓÉÊ×¾äbecame a millionaire¿ÉÖª¡£

24. A¡£¸ù¾Ý³£Ê¶£¬¿´µ½×Ô¼º±¾À´ËÀÈ´±¨µÀËÀÁËÕâÑùµÄÏûÏ¢£¬ÌرðÊÇ˵×Ô¼ºÍ¨¹ýkill more people fasterÀ´·¢²ÆµÄÆÀÂÛ£¬Ó¦µ±ÊÇ¡°²»¸ßÐË£¬¿àÄÕ(unhappy or annoyed)¡±£¬²»¿ÉÄÜÊÇ¡°Ð˷ܵÄ(excited)¡±¡°¸ßÐ˵Ä(pleased)¡±¡°¿ÊÍûµÄ(anxious)¡±¡£

25. A¡£Óëdestruction(»ÙÃð)²¢ÁеÄÓ¦ÊÇdeath(ËÀÍö)£¬ÉÏÎĵÄwarfare (Õ½Õù), kill more people ºÍThe merchant of death is deadÒ²¶¼ËµÃ÷ҪѡA¡£

26. D¡£ÓɺóÎÄÉèÁ¢½±½ð¿ÉÖª£¬ÊÇΪÁ˸ıä×ÔÎÒÐÎÏó£¬ÒªÉè·¨¡°±»±ðÈ˳äÂú°®Óë×ð¾´µØÃú¼Ç(be remember with love and respect)¡±¡£

27. C¡£ÓÉ×îºóÒ»¾äNobel had to die before he realized¡­¿ÉÖª£¬ÊÇÔÚ¡°ÒÅÖö(will)¡±ÖÐ×÷µÄ°²ÅÅ¡£

28. A¡£¸ù¾ÝÓëÃû´Êthe Nobel prizesµÄ´îÅ䣬ÓÖ½áºÏ³£Ê¶£¬Ó¦µ±ÊÇ¡°ÉèÁ¢¡±Åµ±´¶û½±½ð¡£ 29. D¡£½±½ðÓ¦µ±Êǽ«¸øÄÇЩΪÊÀ½çºÍƽ¡¢ÎÄѧºÍ¿ÆÑ§µÈÁìÓò×÷³ö¹ý¾Þ´ó¹±Ï×µÄÈË¡£make contributions to¡­(¶Ô¡­¡­×÷³ö¹±Ï×)Êǹ̶¨´îÅä¡£

30. A¡£ÒÅÖöÖа²ÅÅÉèÁ¢½±½ð£¬Òò´Ë£¬¡°ÆÕ±é(by or to most people, widely)¡±ÈÏΪ£¬Ëûµ½ËÀʱ²ÅÒâʶµ½ËûµÄÈËÉúµÄÕæÕýÒâÒå¡£

2010Äê¹ã¶«¸ß¿¼Ó¢ÓïÊÔÌâ ÍêÐÎÌî¿Õ

Every country has its own culture. Even though each country uses doors. Doors may have__21___functions and purposes which lead to ___22__differences.

When I first came to America, I noticed that a public building had two different__23___ and they had distinct functions. You have to push the door with the word ¡°PUSH¡± to go out of the building and to pull the door with the word ¡°PULL¡± to____24____the building. This was new to me, because we use the ____25____door in South Korea. For quite a few times I failed to go out of a shopping centre and was embarrassed.

The way of using school bus doors was also ____26____to me. I used to take the school bus to classes. The school decided that when the driver opened both the front and back doors, ____27____who were getting off the bus should get off first, and students who were getting on should get on ____28____. In South Korea, we do not need to wait for people to get off. One morning, I hurried to the bus, and when the bus doors opened, I___29____tried to get on the school bus through the front door. All the students around looked at me, I was totally ____30____, and my face went red.

21. A. different B. important C. practical D. unusual 22. A. national B. embarrassing C. cultural D. amazing 23. A. exits B. entrances C. signs D. doors 24. A. enter B. leave C. open D. close 25. A. main B. same C. front D. back 26. A. annoying B. hard C. satisfying D. strange 27. A. parents B. students C. teachers D. drivers 28. A. sooner B. later C. faster D. earlier 29. A. politely B. patiently C. unconsciously D. slowly 30. A. embarrassed B. annoyed C. unsatisfied D. excited ´ð°¸

±¾ÎÄÖ÷Òª½²²»Í¬¹ú¼ÒÃŵŦÄܲ»Í¬£¬Ê¹ÓÃÃŵķ½Ê½Ò²²»Í¬¡£¡£ 21. A Óɱ¾¶ÎÊ×¾ä¿ÉÖª¡£

22. C Óɱ¾¶ÎÊ×¾ä¿ÉÖª£¬ÃŵŦÄܲ»Í¬µ¼ÖÂÁËÎÄ»¯²îÒì¡£

23. D ÓɵÚÒ»¶Î¿ÉÖª£¬±¾ÎÄÊÇ̸¸÷¸ö¹ú¼Ò¡°ÃÅ¡±ÎÄ»¯µÄ²»Í¬£»¶Ô±È¸ù¾Ýǰ¶ÎÖÐDoors may have¡­functionsºÍ±¾¾ä»°ºóÃæµÄand they (Ö¸´ú¿Õ¸ñÄÚÈÝ) had distinct function£¬²»Äѵóö´ð°¸ÊÇD£»µ±Äã¿´µ½25Ì⴦ʱ£¬¾Í¸üÄÜÈÃÎÒÃǼáÐÅ£¬´ð°¸ÊÇDÁË¡£

24. A Óëgo out of the buildingÏà¶Ô£¬Ó¦ÊÇenter the building¡£

25. B ÓëÇ°Ãæ23ÌâµÄdifferent doorsÏà¶Ô£¬Ó¦ÊÇthe same door¡£25ÌâÓë23Ì⣬¿É»¥ÏàµÃµ½Æôʾ£¬Ñ¡³ö´ð°¸¡£

26. D ÁªÏµÇ°Ò»¶ÎµÄThis(ÃŵŦÄÜ) was new (not familiar, not experienced before ) to me¿ÉÖª£¬ÃŵÄʹÓ÷½Ê½¶ÔÎÒÀ´Ëµ£¬¡°Ò²(alsoÒ»´ÊÊÇÖØÒªÐÅÏ¢´Ê)ºÜİÉú(ÓënewͬÒåÓ¦ÊÇstrange)¡±¡£strangeµÄÒâ˼ÊÇunfamiliar, not known or experienced before(²»ÊìµÄ£¬²»ÖªµÀ»òÒÔǰûÓо­Àú¹ýµÄ)ÓëºóÎÄÄÚÈÝÎǺϡ£

27. B ÓɺóÃæµÄand students who were getting on should get on¡­¿ÉÖª¡£ 28. B ÓëÇ°ÃæµÄfirstÏà¶Ô£¬¼´ÒªÏÈϺóÉÏ¡£

29. C ÓÉǰÎÄ¿ÉÖª£¬Òòº«¹ú²»±ØµÈ±ðÈËÏÂÁËÔÙÉϵÄϰ¹ß£¬×÷Õßϰ¹ßÕâÑùÁË£¬ËùÒÔ¿´µ½Ð£³µ½«ÃÅ´ò¿ªºó£¬¾Í¡°ÎÞÒâʶµØ¡±ÉϳµÁË¡£

30. A ÖÜΧËùÓеÄÈ˶¼¿´×Å×Ô¼º£¬µ±È»¾Í»á¡°¸Ðµ½ÞÏÞΡ±£¬Á³Ò²¾ÍºìÁË¡£

2011Äê¹ã¶«¸ß¿¼Ó¢ÓïÊÔÌâ ÍêÐÎÌî¿Õ

It has been argued by some that gifted children should be grouped in special classes. The ___1___has been on the belief that in regular classes these children are held back in their intellectual (ÖÇÁ¦µÄ) growth by ___2___situation that has designed for the ___3___children. There can be little doubt that ___4___classes can help the gifted children to graduate earlier and take their place in life sooner. However, to take these ___5___out of the regular classes may create serious problems.

I observed a number of ___6___children who were taken out of a special class and placed in a ___7___ class. In the special class, they showed little ability to use their own judgment, relying ___8___ on their teachers? directions. In the regular class, having no worry about keeping up, they began to reflect ___9___ on many problems, some of which were not on the school program. Many are concerned that gifted children become ___10___ and lose interest in learning. However this ___11___ is more often from parents and teachers than from students, and some of these ___12___simply conclude that special classes should be set up for those who are ___13___. Some top students do feel bored in class, but why they ___14___so goes far beyond the work they have in school. Studies have shown that to be bored is to be anxious. The gifted child who is bored is an ___15___child.

1. A. principle 2. A. designing 3. A. smart

4. A. regular 5. A. children 6. A. intelligent 7. A. separate 8. A. specially 9. A. directly

B. theory B. curious B. special

C. argument D. classification

D. average

B. grouping C. learning D. living

C. mature C. small

D. creative

B. programs C. graduates D. designs B. competent C. ordinary D. independent B. regular B. slightly B. cleverly

C. new

D. boring

D. quickly

C. wrongly D. heavily C. voluntarily

10. A. doubted 11. A. concern 12. A. students 13. A. talented 14. A. believe ´ð°¸

B. bored

C. worried D. tired

C. scholars D. teachers

D. interested D. feel

B. conclusion C. reflection D. interest

B. adults

B. worried C. learned B. think

C. say

15. A. outstanding B. intelligent C. anxious D. ordinary

±¾ÎÄÖ÷Òª½²ÊöÓеÄÈË£¬Ö÷ÒªÊÇÀÏʦºÍ¼Ò³¤£¬Ö÷ÕÅ·Ö¿ì°àºÍÆÕͨ°à¼°ÆäÀíÓÉ¡£ 1. C ÓÉǰ¾äµÄargued¿ÉÖª(Ìá³ö¹Ûµã£¬¼´ÂÛµã)£¬Ìîargument(ÂÛ¾Ý)¡£(´ÊÓ︴ÏÖ) 2. C ΪѧÉú(children)Éè¼ÆµÄµ±È»ÊÇ¡°Ñ§Ï°¡±Çé¾³¡£(´ÊÓïͬÏÖ)

3. D ÓëÇ°ÃæµÄgifted childrenÏà¶Ô£¬Ó¦Ñ¡average(ÆÕͨµÄ£¬Ò»°ãµÄ)¡£(´ÊÓïͬÏÖ) 4. B ÓɾäÖеÄthe gifted children¿ÉÖª£¬Ìîspecial¡£ÓÐÖúÓÚÌì²ÅѧÉúÔç±ÏÒµµÄÓ¦ÊÇ¡°ÌØÊâµÄ¡±Ñ§Ð£¡£(´ÊÓ︴ÏÖ)

5. A ´ÓÆÕͨ°à(the regular classes)Àï·Ö³öÀ´µÄÓ¦ÊÇ¡°Ñ§Éú(children)¡±¡£(´ÊÓïͬÏÖ) 6. A ´Óspecial class³öÀ´µÄÓ¦ÊÇintelligentѧÉú¡£ 7. B ÓëÇ°ÃæµÄspecial classÏà¶Ô£¬Ó¦ÊÇregular classes¡£ 8. D ÓÉÇ°ÃæµÄlittle¿ÉÖª£¬ÓÃheavilyÓëÖ®Ïà¶Ô¡£

9. C ÓÉhaving no worry about keeping up¿ÉÖª£¬»á¡°×Ô¶¯µØ£¬×ÔÈ»¶øÈ»µØ¡±¿¼ÂÇÐí¶àÎÊÌâ¡£ 10. B ÓɺóÃæµÄlose interest¿ÉÖª¡£

11. A ÓÉÇ°ÃæµÄconcerned(µ£Ðĵģ»ÓÇÂǵÄ)¿ÉÖª£¬Ñ¡concern(µ£ÐÄ£»ÓÇÂÇ)¡£ 12. B Ö¸ÉÏÎĵÄparents and teachers£¬ÓÃadults½ÏºÃ¡£

13. A Ö¸ÉÏÎÄÖеÄgifted£¬Ó¦µ±ÓÃͬÒå´Êtalented£¬Ò²ÓëϾäÖеÄtop studentsͬÒå¡£ 14. D ´Ë´¦µÄfeel so¾ÍÊÇָǰÎĵÄfeel bored¡£ 15. C ÓÉǰ¾ä¿ÉÖª£¬anxiousÊÇͬ´Ê¸´ÏÖ¡£

2012Äê¹ã¶«¸ß¿¼Ó¢ÓïÊÔÌâ ÍêÐÎÌî¿Õ

We all know that some things are obviously right. For example, it is right to be ___1___ to other people. It is also right to look after the environment. Some things are ___2___ wrong, too. For instance, we should not hurt or bully(ÆÛ¸º) others, nor should we litter. Rules often tell us what is right or wrong.

Rules can help the public make the right ___3___, and remain safe. Car divers have to obey traffic regulations that tell them the right things to do on the road to avoid crashes. Cyclists who give signals before turning or stopping help prevent ___4___. If people follow rules without taking other matters into consideration, it will be ___5___ for them to form what is sometimes called a ¡°black and white¡± view. For example, they may believe that people should always tell the truth, and that lying is ___6___ acceptable. Such people always stick to their views, even if it means that they may get into ___7___. Sometimes it may not be so easy to know ___8___ what is right or wrong. Some people choose not to eat meat because they believe that it is ___9___ to eat animals, but other argue that they can eat meat and ___10___ be kind to animals; some insist that stealing is always wrong, but others

ÁªÏµ¿Í·þ£º779662525#qq.com(#Ìæ»»Îª@) ËÕICP±¸20003344ºÅ-4