• 英语 温州市2018年高三浙江省第二次模拟试题
单选题 本大题共10小题,每小题2.5分,共25分。在每小题给出的4个选项中,有且只有一项是符合题目要求。
1

阅读理解(共10小题;每小题2.5分,满分25分)

    阅读下面材料,从每题所给的四个选项(A、B、C 和D)中,选出最佳选项。

                                A

    Rene Descartes’ explanation of pain has long been acknowledged in medicine. He proposed that pain is a purely physical phenomenon — that tissue injury makes specific nerves send a signal to the brain, causing the mind to notice pain. The phenomenon, he said, is like pulling on a rope to ring a bell in the brain. It is hard to overstate how deeply fixed this account has become. In medicine, doctors see pain in Descartes’ terms as a physical process, a sign of tissue injury.

    The limitations of this explanation, however, have been apparent for some time, since people with obvious injuries sometimes report feeling no pain at all. Later, researchers proposed that Descartes’ model be replaced with what they called the gate control theory of pain. They argued that before pain signals reach the brain, they must first go through a gating mechanism in the spinal cord (脊髓). In some cases, this imaginary gate could simply stop pain signals from getting to the brain.

    Their most amazing suggestion was that what controlled the gate were not just signals from sensory nerves but also emotions and other “output” from the brain. They were saying that pulling on the rope may not necessarily make the bell ring. The bell itself (the mind) could stop it. This theory led to a great deal of research into how such factors as mood, gender, and beliefs influence the experience of pain. In a British study, for example, researchers measured pain threshold and tolerance levels in 53 ballet dancers and 53 university students by using a common measurement: after putting your hand in body-temperature water for two minutes to establish a baseline condition, you put your hand in a bowl of ice water and start a clock running. You mark the time when it begins to hurt: that is your pain threshold. Then you mark the time when it hurts too much to keep your hand in the water: that is your pain tolerance. The test is always stopped at 120 seconds, to prevent injury.

    The results were striking. On average female students reported pain at 16 seconds and pulled their hands out of the ice water at 37 seconds. Female dancers were almost three times as long on both counts. Men in both groups had a higher threshold and tolerance for pain, but the difference between male dancers and male non-dancers was nearly as large. What explains that difference? Probably it has something to do with the psychology of ballet dancers --- a group known for self-discipline, physical fitness, and competitiveness, as well as by a high rate of chronic (慢性) injury. Their driven personalities and competitive culture evidently accustom them to pain. Other studies along these lines have shown that outgoing people have greater pain tolerance and that, with training, one can reduce one’s sensitivity to pain.

    There is also striking evidence that very simple kinds of mental suggestion can have powerful effects on pain. In one study of 500 patients undergoing dental procedures, those who were given a placebo injection (安慰剂) and promised that it would relieve their pain had the least discomfort --- not only less than the patients who got a placebo and were told nothing but also less than the patients who got actual drug without any promise that it would work.

    Today it is abundantly evident that the brain is actively involved in the experience of pain and is no more bells on a string. Today every medical textbook teaches the gate control theory as fact. There’s a problem with it, though. It explains people who have injuries but feel no pain, but it doesn’t explain the reverse, which is far more common --- the millions of people who experience chronic pain, such as back pain, with no signs of injury whatsoever. So where does the pain come from? The rope and clapper are gone, but the bell is still ringing.

The author implies that the reason why the gate control was “amazing” was that it _______.

Aoffered an extremely new and original explanation

Bwas just opposite to people’s everyday experiences

Cwas grounded in a ridiculous logic

Dwas so sensible that it should have been proposed centuries before

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1

                                A

    Rene Descartes’ explanation of pain has long been acknowledged in medicine. He proposed that pain is a purely physical phenomenon — that tissue injury makes specific nerves send a signal to the brain, causing the mind to notice pain. The phenomenon, he said, is like pulling on a rope to ring a bell in the brain. It is hard to overstate how deeply fixed this account has become. In medicine, doctors see pain in Descartes’ terms as a physical process, a sign of tissue injury.

    The limitations of this explanation, however, have been apparent for some time, since people with obvious injuries sometimes report feeling no pain at all. Later, researchers proposed that Descartes’ model be replaced with what they called the gate control theory of pain. They argued that before pain signals reach the brain, they must first go through a gating mechanism in the spinal cord (脊髓). In some cases, this imaginary gate could simply stop pain signals from getting to the brain.

    Their most amazing suggestion was that what controlled the gate were not just signals from sensory nerves but also emotions and other “output” from the brain. They were saying that pulling on the rope may not necessarily make the bell ring. The bell itself (the mind) could stop it. This theory led to a great deal of research into how such factors as mood, gender, and beliefs influence the experience of pain. In a British study, for example, researchers measured pain threshold and tolerance levels in 53 ballet dancers and 53 university students by using a common measurement: after putting your hand in body-temperature water for two minutes to establish a baseline condition, you put your hand in a bowl of ice water and start a clock running. You mark the time when it begins to hurt: that is your pain threshold. Then you mark the time when it hurts too much to keep your hand in the water: that is your pain tolerance. The test is always stopped at 120 seconds, to prevent injury.

    The results were striking. On average female students reported pain at 16 seconds and pulled their hands out of the ice water at 37 seconds. Female dancers were almost three times as long on both counts. Men in both groups had a higher threshold and tolerance for pain, but the difference between male dancers and male non-dancers was nearly as large. What explains that difference? Probably it has something to do with the psychology of ballet dancers --- a group known for self-discipline, physical fitness, and competitiveness, as well as by a high rate of chronic (慢性) injury. Their driven personalities and competitive culture evidently accustom them to pain. Other studies along these lines have shown that outgoing people have greater pain tolerance and that, with training, one can reduce one’s sensitivity to pain.

    There is also striking evidence that very simple kinds of mental suggestion can have powerful effects on pain. In one study of 500 patients undergoing dental procedures, those who were given a placebo injection (安慰剂) and promised that it would relieve their pain had the least discomfort --- not only less than the patients who got a placebo and were told nothing but also less than the patients who got actual drug without any promise that it would work.

    Today it is abundantly evident that the brain is actively involved in the experience of pain and is no more bells on a string. Today every medical textbook teaches the gate control theory as fact. There’s a problem with it, though. It explains people who have injuries but feel no pain, but it doesn’t explain the reverse, which is far more common --- the millions of people who experience chronic pain, such as back pain, with no signs of injury whatsoever. So where does the pain come from? The rope and clapper are gone, but the bell is still ringing.

The author refers to “chronic back pain” as an example of something that is _______.

Acostly, because it troubles millions of people

Bpuzzling, because it sometimes has no obvious cause

Cdisappointing, because it does not improve with treatment

Dworrying, because it lies beyond the reach of medicine

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1

                                A

    Rene Descartes’ explanation of pain has long been acknowledged in medicine. He proposed that pain is a purely physical phenomenon — that tissue injury makes specific nerves send a signal to the brain, causing the mind to notice pain. The phenomenon, he said, is like pulling on a rope to ring a bell in the brain. It is hard to overstate how deeply fixed this account has become. In medicine, doctors see pain in Descartes’ terms as a physical process, a sign of tissue injury.

    The limitations of this explanation, however, have been apparent for some time, since people with obvious injuries sometimes report feeling no pain at all. Later, researchers proposed that Descartes’ model be replaced with what they called the gate control theory of pain. They argued that before pain signals reach the brain, they must first go through a gating mechanism in the spinal cord (脊髓). In some cases, this imaginary gate could simply stop pain signals from getting to the brain.

    Their most amazing suggestion was that what controlled the gate were not just signals from sensory nerves but also emotions and other “output” from the brain. They were saying that pulling on the rope may not necessarily make the bell ring. The bell itself (the mind) could stop it. This theory led to a great deal of research into how such factors as mood, gender, and beliefs influence the experience of pain. In a British study, for example, researchers measured pain threshold and tolerance levels in 53 ballet dancers and 53 university students by using a common measurement: after putting your hand in body-temperature water for two minutes to establish a baseline condition, you put your hand in a bowl of ice water and start a clock running. You mark the time when it begins to hurt: that is your pain threshold. Then you mark the time when it hurts too much to keep your hand in the water: that is your pain tolerance. The test is always stopped at 120 seconds, to prevent injury.

    The results were striking. On average female students reported pain at 16 seconds and pulled their hands out of the ice water at 37 seconds. Female dancers were almost three times as long on both counts. Men in both groups had a higher threshold and tolerance for pain, but the difference between male dancers and male non-dancers was nearly as large. What explains that difference? Probably it has something to do with the psychology of ballet dancers --- a group known for self-discipline, physical fitness, and competitiveness, as well as by a high rate of chronic (慢性) injury. Their driven personalities and competitive culture evidently accustom them to pain. Other studies along these lines have shown that outgoing people have greater pain tolerance and that, with training, one can reduce one’s sensitivity to pain.

    There is also striking evidence that very simple kinds of mental suggestion can have powerful effects on pain. In one study of 500 patients undergoing dental procedures, those who were given a placebo injection (安慰剂) and promised that it would relieve their pain had the least discomfort --- not only less than the patients who got a placebo and were told nothing but also less than the patients who got actual drug without any promise that it would work.

    Today it is abundantly evident that the brain is actively involved in the experience of pain and is no more bells on a string. Today every medical textbook teaches the gate control theory as fact. There’s a problem with it, though. It explains people who have injuries but feel no pain, but it doesn’t explain the reverse, which is far more common --- the millions of people who experience chronic pain, such as back pain, with no signs of injury whatsoever. So where does the pain come from? The rope and clapper are gone, but the bell is still ringing.

From the passage we know that ________.

Aall the theories about pain are not correct

Bsome data from the researches on pain is wrong

Cthere has been no perfect theory about pain so far

Done’s mood can’t affect the pain one feels

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1

                                B

    Going to school means learning newskills and facts in such subjects as reading, math, science, history, art ormusic. Teachers teach and students learn, and many scientists are interested infinding ways to improve both the teaching and learning processes.

    Some researchers, such as Sian Beilockand Susan Levine, are trying to learn about learning. Beilock and Levine arepsychologists at the University of Chicago. Psychologists study the ways peoplethink and behave, and these researchers want to know how a person’s thoughtsand behavior are related.

    In a new study about the way kidslearn math in elementary school, Beilock and Levine found a surprisingrelationship between what female teachers think and what female students learn:If a female teacher is uncomfortable with her own math skills, then her femalestudents are more likely to believe that boys are better than girls at math.

    “If these girls keep gettingmath-anxious female teachers in later grades, it may create a snowball effect on their math achievement,”Levine told Science News. The study suggests that if these girls grow upbelieving that boys are better at math than girls are, then these girls may notdo as well as they would have if they were more confident.

    Just as students find certain subjectsto be difficult, teachers can find certain subjects to be difficult tolearn—and teach. The subject of math can be particularly difficult foreveryone. Researchers use the word “anxiety” to describe such feelings: anxietyis uneasiness or worry. (Many people, for example, have anxiety about going tothe dentist because they’re worried about pain.)

    The new study found that when ateacher has anxiety about math, that feeling can influence how her femalestudents feel about math. The study involved 65 girls, 52 boys and 17 first-and second-grade teachers in elementary schools in the Midwest. The studentstook math achievement tests at the beginning and end of the school year, and theresearchers compared the scores.

    The researchers also gave the studentstests to tell whether the students believed that a math superstar had to be aboy. Then the researchers turned to the teachers: To find out which teacherswere anxious about math, the researchers asked the teachers how they felt attimes when they came across math, such as when reading a sales receipt. Ateacher who got nervous looking at the numbers on a sales receipt, for example,was probably anxious about math.

    Boys, on average, were unaffected by ateacher’s anxiety. On average, girls with math-anxious teachers scored lower onthe end-of-the-year math tests than other girls in the study did. Plus, on thetest showing whether someone thought a math superstar had to be a boy, 20 girlsshowed feeling that boys would be better at math—and all of these girls hadbeen taught by female teachers who had math anxiety.

    According to surveys done before thisone, college students who want to become elementary school teachers have thehighest levels of anxiety about math. Plus, nine of every 10 elementaryteachers are women, Levine said.

    This study was small,and it’s often difficult to see large patterns in small studies, David Gearytold Science News. Geary, a psychologist at the University of Missouriin Columbia, studies how children learn math. “This is an interesting study,but the results need to be interpreted as preliminary and in need ofreplication with a larger sample,” Geary said. That means that the results arejust showing something that might be happening, but more studies should bedone. If more studies find the same trend as this one, then it’s possible thata teacher’s anxiety over math really is affecting her female students.

The underlined part in paragraph 4 most probably means that girls may ______.

Aend up learning math with anxiety from their teachers

Bstudy the ways their female teachers behave

Chave an influence on their math-anxious female teachers

Dgain unexpected achievement in such subjects as math

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1

                                B

    Going to school means learning newskills and facts in such subjects as reading, math, science, history, art ormusic. Teachers teach and students learn, and many scientists are interested infinding ways to improve both the teaching and learning processes.

    Some researchers, such as Sian Beilockand Susan Levine, are trying to learn about learning. Beilock and Levine arepsychologists at the University of Chicago. Psychologists study the ways peoplethink and behave, and these researchers want to know how a person’s thoughtsand behavior are related.

    In a new study about the way kidslearn math in elementary school, Beilock and Levine found a surprisingrelationship between what female teachers think and what female students learn:If a female teacher is uncomfortable with her own math skills, then her femalestudents are more likely to believe that boys are better than girls at math.

    “If these girls keep gettingmath-anxious female teachers in later grades, it may create a snowball effect on their math achievement,”Levine told Science News. The study suggests that if these girls grow upbelieving that boys are better at math than girls are, then these girls may notdo as well as they would have if they were more confident.

    Just as students find certain subjectsto be difficult, teachers can find certain subjects to be difficult tolearn—and teach. The subject of math can be particularly difficult foreveryone. Researchers use the word “anxiety” to describe such feelings: anxietyis uneasiness or worry. (Many people, for example, have anxiety about going tothe dentist because they’re worried about pain.)

    The new study found that when ateacher has anxiety about math, that feeling can influence how her femalestudents feel about math. The study involved 65 girls, 52 boys and 17 first-and second-grade teachers in elementary schools in the Midwest. The studentstook math achievement tests at the beginning and end of the school year, and theresearchers compared the scores.

    The researchers also gave the studentstests to tell whether the students believed that a math superstar had to be aboy. Then the researchers turned to the teachers: To find out which teacherswere anxious about math, the researchers asked the teachers how they felt attimes when they came across math, such as when reading a sales receipt. Ateacher who got nervous looking at the numbers on a sales receipt, for example,was probably anxious about math.

    Boys, on average, were unaffected by ateacher’s anxiety. On average, girls with math-anxious teachers scored lower onthe end-of-the-year math tests than other girls in the study did. Plus, on thetest showing whether someone thought a math superstar had to be a boy, 20 girlsshowed feeling that boys would be better at math—and all of these girls hadbeen taught by female teachers who had math anxiety.

    According to surveys done before thisone, college students who want to become elementary school teachers have thehighest levels of anxiety about math. Plus, nine of every 10 elementaryteachers are women, Levine said.

    This study was small,and it’s often difficult to see large patterns in small studies, David Gearytold Science News. Geary, a psychologist at the University of Missouriin Columbia, studies how children learn math. “This is an interesting study,but the results need to be interpreted as preliminary and in need ofreplication with a larger sample,” Geary said. That means that the results arejust showing something that might be happening, but more studies should bedone. If more studies find the same trend as this one, then it’s possible thata teacher’s anxiety over math really is affecting her female students.

What is the finding of the new study?

ANo male students were affected by their teachers’ anxiety.

BAlmost all the girls got lower scores in the tests than the boys.

CAbout 30% of the girls thought boys are better at math than girls.

DGirls with math-anxious teachers all failed in the math tests.

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1

                                B

    Going to school means learning newskills and facts in such subjects as reading, math, science, history, art ormusic. Teachers teach and students learn, and many scientists are interested infinding ways to improve both the teaching and learning processes.

    Some researchers, such as Sian Beilockand Susan Levine, are trying to learn about learning. Beilock and Levine arepsychologists at the University of Chicago. Psychologists study the ways peoplethink and behave, and these researchers want to know how a person’s thoughtsand behavior are related.

    In a new study about the way kidslearn math in elementary school, Beilock and Levine found a surprisingrelationship between what female teachers think and what female students learn:If a female teacher is uncomfortable with her own math skills, then her femalestudents are more likely to believe that boys are better than girls at math.

    “If these girls keep gettingmath-anxious female teachers in later grades, it may create a snowball effect on their math achievement,”Levine told Science News. The study suggests that if these girls grow upbelieving that boys are better at math than girls are, then these girls may notdo as well as they would have if they were more confident.

    Just as students find certain subjectsto be difficult, teachers can find certain subjects to be difficult tolearn—and teach. The subject of math can be particularly difficult foreveryone. Researchers use the word “anxiety” to describe such feelings: anxietyis uneasiness or worry. (Many people, for example, have anxiety about going tothe dentist because they’re worried about pain.)

    The new study found that when ateacher has anxiety about math, that feeling can influence how her femalestudents feel about math. The study involved 65 girls, 52 boys and 17 first-and second-grade teachers in elementary schools in the Midwest. The studentstook math achievement tests at the beginning and end of the school year, and theresearchers compared the scores.

    The researchers also gave the studentstests to tell whether the students believed that a math superstar had to be aboy. Then the researchers turned to the teachers: To find out which teacherswere anxious about math, the researchers asked the teachers how they felt attimes when they came across math, such as when reading a sales receipt. Ateacher who got nervous looking at the numbers on a sales receipt, for example,was probably anxious about math.

    Boys, on average, were unaffected by ateacher’s anxiety. On average, girls with math-anxious teachers scored lower onthe end-of-the-year math tests than other girls in the study did. Plus, on thetest showing whether someone thought a math superstar had to be a boy, 20 girlsshowed feeling that boys would be better at math—and all of these girls hadbeen taught by female teachers who had math anxiety.

    According to surveys done before thisone, college students who want to become elementary school teachers have thehighest levels of anxiety about math. Plus, nine of every 10 elementaryteachers are women, Levine said.

    This study was small,and it’s often difficult to see large patterns in small studies, David Gearytold Science News. Geary, a psychologist at the University of Missouriin Columbia, studies how children learn math. “This is an interesting study,but the results need to be interpreted as preliminary and in need ofreplication with a larger sample,” Geary said. That means that the results arejust showing something that might be happening, but more studies should bedone. If more studies find the same trend as this one, then it’s possible thata teacher’s anxiety over math really is affecting her female students.

Which of the following is TRUE according to the text?

A117 students and teachers took part in the new study.

BThe researchers felt surprised at the findings of their study.

CBeilock and Levine are interested in teaching math.

DMen teachers are better at teaching math than women teachers.

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1

                                C

       PeteRichards was the loneliest man in town on the day that little Jean Grace openedthe door of his shop.

       Pete'sgrandfather had owned the shop until his death.Then the shop became Pete's.The front windowwas full of beautiful old things: jewelry of a hundred years ago, gold andsilver boxes, carved figures from China and Japan and other nations.

       On thiswinter afternoon, a child stood there, her face close to the window.With large and seriouseyes, she studied each piece in the window.Then, looking pleased, shestepped back from the window and went into the shop.Pete himselfstood behind the counter.His eyes were cold as he lookedat the small girl." Please," she began, " would you let me lookat the pretty string of blue beads in the window?" Pete took the string ofblue beads from the window.The beads were beautiful againsthis hand as he held the necklace up for her to see.

       "Theyare just right," said the child as though she were alone with the beads."Will youwrap them up in pretty paper for me, please? I've been looking for a reallywonderful Christmas present for my sister.

       "Howmuch money do you have?" asked Pete.

       She put ahandful of pennies on the counter."This is all Ihave," she explained simply."I've been saving themoney for my sister's present."

       Petelooked at her, his eyes thoughtful.Then he carefully closed hishand over the price mark on the necklace so that she could not see it.How could he tellher the price? The happy look in her big blue eyes struck him like the pain ofan old wound.

       "Justa minute," he said and went to the back of the shop."What's yourname?" he called out.He was very busy aboutsomething.

       "JeanGrace," answered the child.

       When Petereturned to the front of the shop, he held a package in his hand.It was v/rappedin pretty Christmas paper.

       "Thereyou are," he said."Don't lose it on the way home."

       She smiledhappily at him as she ran out of the door.Through the window hewatched her go.He felt more alone than ever.

       Somethingabout Jean Grace and her string of beads had made him feel once more the painof his old grief.The child's hair was as yellow as the sunlight; her eyes wereas blue as the sea.Once upon a time, Pete had loved a girl with hair of thatsame yellow and with eyes just as blue.And the necklace of bluestones had been meant for her.

       But onerainy night, a car had gone off the road and struck the girl.After she died,Pete felt that he had nothing left in the world except his grief.The blue eyes ofJean Grace brought him out of that world of self-pity and made him rememberagain all that he had lost.The pain of remembering wasso great that Pete wanted to run away from the happy Christmas shoppers whocame to look at his beautiful old things during the next ten days.

       When thelast shopper had gone, late on Christmas Eve, The door opened and a young womancame in.Pete could not understand it, but he felt that he had seenher before.Her hair was sunlight yellow and her eyes were sea-blue.Without speaking,she put on the counter a package wrapped in pretty Christmas paper.When Pete openedthe package, the string of blue beads lay again before him.

       Did thiscome from your shop?" she asked.

       Petelooked at her with eyes no longer cold."Yes, it did," hesaid.

       "Are thestones real?"

       "Yes.They aren't thebest turquoise(绿松石), but they are real."

       "Canyou remember to whom you sold them?"

       "Shewas a small girl.Her name was Jean.She wanted them for hersister's Christmas present."

       "Howmuch were they?"

       "Ican't tell you that," he said."The seller never tellsanyone else what a buyer pays."

       "ButJean has never had more than a few pennies.How could she pay forthem?"

       "Shepaid the biggest price one can ever pay," he said.

       For amoment there was no sound in the little shop.Then somewhere in the city,church bells began to ring.It was midnight and thebeginning of another Christmas Day.

       "Butwhy did you do it?" the girl asked.

       Pete put thepackage into her hands.

       "Thereis no one else to whom I can give a Christmas present," he said."It isalready Christmas morning.Will you let me take you toyour home? I would like to wish you a Merry Christmas at your door."

       And so, tothe sound of many bells, Pete Richards and a girl whose name he had not yet learnedwalked out into the hope and happiness of a new Christmas Day.

Pete did not say the price of the necklace because ______.

Athe seller never tells anyone else what a buyer pays

Bhe priced the necklace too high

Che knew it would disappoint the girl

Dhe didn't want to sell the necklace

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1

                                C

       PeteRichards was the loneliest man in town on the day that little Jean Grace openedthe door of his shop.

       Pete'sgrandfather had owned the shop until his death.Then the shop became Pete's.The front windowwas full of beautiful old things: jewelry of a hundred years ago, gold andsilver boxes, carved figures from China and Japan and other nations.

       On thiswinter afternoon, a child stood there, her face close to the window.With large and seriouseyes, she studied each piece in the window.Then, looking pleased, shestepped back from the window and went into the shop.Pete himselfstood behind the counter.His eyes were cold as he lookedat the small girl." Please," she began, " would you let me lookat the pretty string of blue beads in the window?" Pete took the string ofblue beads from the window.The beads were beautiful againsthis hand as he held the necklace up for her to see.

       "Theyare just right," said the child as though she were alone with the beads."Will youwrap them up in pretty paper for me, please? I've been looking for a reallywonderful Christmas present for my sister.

       "Howmuch money do you have?" asked Pete.

       She put ahandful of pennies on the counter."This is all Ihave," she explained simply."I've been saving themoney for my sister's present."

       Petelooked at her, his eyes thoughtful.Then he carefully closed hishand over the price mark on the necklace so that she could not see it.How could he tellher the price? The happy look in her big blue eyes struck him like the pain ofan old wound.

       "Justa minute," he said and went to the back of the shop."What's yourname?" he called out.He was very busy aboutsomething.

       "JeanGrace," answered the child.

       When Petereturned to the front of the shop, he held a package in his hand.It was v/rappedin pretty Christmas paper.

       "Thereyou are," he said."Don't lose it on the way home."

       She smiledhappily at him as she ran out of the door.Through the window hewatched her go.He felt more alone than ever.

       Somethingabout Jean Grace and her string of beads had made him feel once more the painof his old grief.The child's hair was as yellow as the sunlight; her eyes wereas blue as the sea.Once upon a time, Pete had loved a girl with hair of thatsame yellow and with eyes just as blue.And the necklace of bluestones had been meant for her.

       But onerainy night, a car had gone off the road and struck the girl.After she died,Pete felt that he had nothing left in the world except his grief.The blue eyes ofJean Grace brought him out of that world of self-pity and made him rememberagain all that he had lost.The pain of remembering wasso great that Pete wanted to run away from the happy Christmas shoppers whocame to look at his beautiful old things during the next ten days.

       When thelast shopper had gone, late on Christmas Eve, The door opened and a young womancame in.Pete could not understand it, but he felt that he had seenher before.Her hair was sunlight yellow and her eyes were sea-blue.Without speaking,she put on the counter a package wrapped in pretty Christmas paper.When Pete openedthe package, the string of blue beads lay again before him.

       Did thiscome from your shop?" she asked.

       Petelooked at her with eyes no longer cold."Yes, it did," hesaid.

       "Are thestones real?"

       "Yes.They aren't thebest turquoise(绿松石), but they are real."

       "Canyou remember to whom you sold them?"

       "Shewas a small girl.Her name was Jean.She wanted them for hersister's Christmas present."

       "Howmuch were they?"

       "Ican't tell you that," he said."The seller never tellsanyone else what a buyer pays."

       "ButJean has never had more than a few pennies.How could she pay forthem?"

       "Shepaid the biggest price one can ever pay," he said.

       For amoment there was no sound in the little shop.Then somewhere in the city,church bells began to ring.It was midnight and thebeginning of another Christmas Day.

       "Butwhy did you do it?" the girl asked.

       Pete put thepackage into her hands.

       "Thereis no one else to whom I can give a Christmas present," he said."It isalready Christmas morning.Will you let me take you toyour home? I would like to wish you a Merry Christmas at your door."

       And so, tothe sound of many bells, Pete Richards and a girl whose name he had not yet learnedwalked out into the hope and happiness of a new Christmas Day.

The eyes of Jean Grace brought Pete out of his world of self-pity and he ______.

Atried to forget the memory of his sweetheart

Bbegan to look at the world optimistically

Cremembered his lost love

Dno longer felt the pain in him

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1

                                C

       PeteRichards was the loneliest man in town on the day that little Jean Grace openedthe door of his shop.

       Pete'sgrandfather had owned the shop until his death.Then the shop became Pete's.The front windowwas full of beautiful old things: jewelry of a hundred years ago, gold andsilver boxes, carved figures from China and Japan and other nations.

       On thiswinter afternoon, a child stood there, her face close to the window.With large and seriouseyes, she studied each piece in the window.Then, looking pleased, shestepped back from the window and went into the shop.Pete himselfstood behind the counter.His eyes were cold as he lookedat the small girl." Please," she began, " would you let me lookat the pretty string of blue beads in the window?" Pete took the string ofblue beads from the window.The beads were beautiful againsthis hand as he held the necklace up for her to see.

       "Theyare just right," said the child as though she were alone with the beads."Will youwrap them up in pretty paper for me, please? I've been looking for a reallywonderful Christmas present for my sister.

       "Howmuch money do you have?" asked Pete.

       She put ahandful of pennies on the counter."This is all Ihave," she explained simply."I've been saving themoney for my sister's present."

       Petelooked at her, his eyes thoughtful.Then he carefully closed hishand over the price mark on the necklace so that she could not see it.How could he tellher the price? The happy look in her big blue eyes struck him like the pain ofan old wound.

       "Justa minute," he said and went to the back of the shop."What's yourname?" he called out.He was very busy aboutsomething.

       "JeanGrace," answered the child.

       When Petereturned to the front of the shop, he held a package in his hand.It was v/rappedin pretty Christmas paper.

       "Thereyou are," he said."Don't lose it on the way home."

       She smiledhappily at him as she ran out of the door.Through the window hewatched her go.He felt more alone than ever.

       Somethingabout Jean Grace and her string of beads had made him feel once more the painof his old grief.The child's hair was as yellow as the sunlight; her eyes wereas blue as the sea.Once upon a time, Pete had loved a girl with hair of thatsame yellow and with eyes just as blue.And the necklace of bluestones had been meant for her.

       But onerainy night, a car had gone off the road and struck the girl.After she died,Pete felt that he had nothing left in the world except his grief.The blue eyes ofJean Grace brought him out of that world of self-pity and made him rememberagain all that he had lost.The pain of remembering wasso great that Pete wanted to run away from the happy Christmas shoppers whocame to look at his beautiful old things during the next ten days.

       When thelast shopper had gone, late on Christmas Eve, The door opened and a young womancame in.Pete could not understand it, but he felt that he had seenher before.Her hair was sunlight yellow and her eyes were sea-blue.Without speaking,she put on the counter a package wrapped in pretty Christmas paper.When Pete openedthe package, the string of blue beads lay again before him.

       Did thiscome from your shop?" she asked.

       Petelooked at her with eyes no longer cold."Yes, it did," hesaid.

       "Are thestones real?"

       "Yes.They aren't thebest turquoise(绿松石), but they are real."

       "Canyou remember to whom you sold them?"

       "Shewas a small girl.Her name was Jean.She wanted them for hersister's Christmas present."

       "Howmuch were they?"

       "Ican't tell you that," he said."The seller never tellsanyone else what a buyer pays."

       "ButJean has never had more than a few pennies.How could she pay forthem?"

       "Shepaid the biggest price one can ever pay," he said.

       For amoment there was no sound in the little shop.Then somewhere in the city,church bells began to ring.It was midnight and thebeginning of another Christmas Day.

       "Butwhy did you do it?" the girl asked.

       Pete put thepackage into her hands.

       "Thereis no one else to whom I can give a Christmas present," he said."It isalready Christmas morning.Will you let me take you toyour home? I would like to wish you a Merry Christmas at your door."

       And so, tothe sound of many bells, Pete Richards and a girl whose name he had not yet learnedwalked out into the hope and happiness of a new Christmas Day.

By saying "She paid the biggest price one can ever pay," Pete meant that Jean Grace     .

Agave the most money for the necklace

Bgave all she had with her for the necklace

Cappreciated the value of the necklace

Dwanted to have the best thing in the shop

分值: 2.5分 查看题目解析 >
1

                                C

       PeteRichards was the loneliest man in town on the day that little Jean Grace openedthe door of his shop.

       Pete'sgrandfather had owned the shop until his death.Then the shop became Pete's.The front windowwas full of beautiful old things: jewelry of a hundred years ago, gold andsilver boxes, carved figures from China and Japan and other nations.

       On thiswinter afternoon, a child stood there, her face close to the window.With large and seriouseyes, she studied each piece in the window.Then, looking pleased, shestepped back from the window and went into the shop.Pete himselfstood behind the counter.His eyes were cold as he lookedat the small girl." Please," she began, " would you let me lookat the pretty string of blue beads in the window?" Pete took the string ofblue beads from the window.The beads were beautiful againsthis hand as he held the necklace up for her to see.

       "Theyare just right," said the child as though she were alone with the beads."Will youwrap them up in pretty paper for me, please? I've been looking for a reallywonderful Christmas present for my sister.

       "Howmuch money do you have?" asked Pete.

       She put ahandful of pennies on the counter."This is all Ihave," she explained simply."I've been saving themoney for my sister's present."

       Petelooked at her, his eyes thoughtful.Then he carefully closed hishand over the price mark on the necklace so that she could not see it.How could he tellher the price? The happy look in her big blue eyes struck him like the pain ofan old wound.

       "Justa minute," he said and went to the back of the shop."What's yourname?" he called out.He was very busy aboutsomething.

       "JeanGrace," answered the child.

       When Petereturned to the front of the shop, he held a package in his hand.It was v/rappedin pretty Christmas paper.

       "Thereyou are," he said."Don't lose it on the way home."

       She smiledhappily at him as she ran out of the door.Through the window hewatched her go.He felt more alone than ever.

       Somethingabout Jean Grace and her string of beads had made him feel once more the painof his old grief.The child's hair was as yellow as the sunlight; her eyes wereas blue as the sea.Once upon a time, Pete had loved a girl with hair of thatsame yellow and with eyes just as blue.And the necklace of bluestones had been meant for her.

       But onerainy night, a car had gone off the road and struck the girl.After she died,Pete felt that he had nothing left in the world except his grief.The blue eyes ofJean Grace brought him out of that world of self-pity and made him rememberagain all that he had lost.The pain of remembering wasso great that Pete wanted to run away from the happy Christmas shoppers whocame to look at his beautiful old things during the next ten days.

       When thelast shopper had gone, late on Christmas Eve, The door opened and a young womancame in.Pete could not understand it, but he felt that he had seenher before.Her hair was sunlight yellow and her eyes were sea-blue.Without speaking,she put on the counter a package wrapped in pretty Christmas paper.When Pete openedthe package, the string of blue beads lay again before him.

       Did thiscome from your shop?" she asked.

       Petelooked at her with eyes no longer cold."Yes, it did," hesaid.

       "Are thestones real?"

       "Yes.They aren't thebest turquoise(绿松石), but they are real."

       "Canyou remember to whom you sold them?"

       "Shewas a small girl.Her name was Jean.She wanted them for hersister's Christmas present."

       "Howmuch were they?"

       "Ican't tell you that," he said."The seller never tellsanyone else what a buyer pays."

       "ButJean has never had more than a few pennies.How could she pay forthem?"

       "Shepaid the biggest price one can ever pay," he said.

       For amoment there was no sound in the little shop.Then somewhere in the city,church bells began to ring.It was midnight and thebeginning of another Christmas Day.

       "Butwhy did you do it?" the girl asked.

       Pete put thepackage into her hands.

       "Thereis no one else to whom I can give a Christmas present," he said."It isalready Christmas morning.Will you let me take you toyour home? I would like to wish you a Merry Christmas at your door."

       And so, tothe sound of many bells, Pete Richards and a girl whose name he had not yet learnedwalked out into the hope and happiness of a new Christmas Day.

At the end of the story we see that Pete _____ .

Afound another girl that he could trust

Bmet someone who truly loved him

Cfound a place to go at last

Dregained his ability to love

分值: 2.5分 查看题目解析 >
填空题 本大题共5小题,每小题10分,共50分。把答案填写在题中横线上。
1

第二节(共5小题,每小题2分,满分10分)

    据短文内容,从短文后的选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。

    Why are Americans Fascinated with Guns?

    “More people in the USA can buy a gun and more people die by the gun thanin any other country in the world.” This sentence appeared in an Americannewspaper in December 1980, after the murder in New Work of John Lennon, theBritish pop star. His murder shocked the American world, the huge majority bemugged(袭击并抢劫) sometime during their lives. In 1980, there were about23000 murders in the USA.   31  

    There are gun stores pretty much everywhere. And you can get a licenseeasily.   32   John Lenon’s murderer just walked into agun store and bought a revolver—no questions asked. You can even buy guns bymail order.   

    Why are Americans so eager to own guns.   33   Actually,Americans seem to have a long history of owning guns. Their forefathers werefrontiersmen who had once used guns against outlaws, cattle rustlers, and theIndians. Today people want to use guns to protect themselves against gangsters,muggers and burglars. Another reason is that hunting is popular there.

      34 But it doesn’t help. There is the National RifleAssociation. There are 3 million members, and they have friends with influencein Congress. They also have strong support from gun manufacturers.

    And many Americans themselves would not like to give up their guns. It’stheir rights as free people to own a gun. It was written into the Bill ofRights in 1790.

       35  New York is a wonderful city, but maleNew Yorkers between the age of 21 and 44 are more likely to be murdered than todie of any other cause. And murders take place mainly in poor districts. Mostof the murders are gangsters killing gangsters. Sometimes people even getmugged in the center of Manhattan, in their own flats. Maybe this is why peoplehave chains and peepholes on their doors, and sometimes a locked turnstiles andan armed security guard downstairs. But still they do not feel safe.

    A. So Americans love to own guns.

    B. So the result is violence and murder.

    C. Self-defence might be one reason.

    D. You can easily make a gun by yourself.[]

    E. You don’t even have to say what you want it for.

    F. Now many Americans want a new law to control theownership of guns, especially handguns.

    G. At the root of thisviolence is the gun, which Americans can buy and keep in their homes as easilyas if it was a toy.

分值: 10分 查看题目解析 >
1

第一节  完型填空 (共20小题;每小题1.5分,满分30分)

    阅读下面短文,从短文后各题所给的四个选项(A、B、C 和D)中,选出可以填入空白处的最佳选项。

    Dear Sara,

    As we drove off from Columbia University, I wanted to write a letter toyou to tell you all that is on my mind.

    First, I want to tell you how 36 we are. Getting into Columbia isa real testament(证明) of what a great well-rounded student you are. Youracademic, artistic, and social skills have truly 37 in the last fewyears. Whether it is getting the highest grade in Calculus, completing yourelegant fashion design, successfully  38  your painted running shoes, or becoming one ofthe top speakers in Model United Nations, you have become a talented andaccomplished young woman. You should be as proud of  39  as we are.

    College will be the most important  40  in your life. It is in college that you will  41  discover what learning is about. You oftenquestion “What good is this course?”. I  42  you to be inquisitive(好问的),  43  I also want to tell you: “Education is whatyou have  44  after all that is taught is forgotten.” What Imean by that is the materials taught isn’t as  45  as you gaining the ability to learn a newsubject, and the ability to  46  a new problem. That is  47  what learning in college is about---this willbe the period where you go from teacher-taught to master-inspired, after whichyou must become  48 . So do takeeach subject  49 , and even ifwhat you learn isn’t critical for your life, the skills of learning will besomething you  50  forever.

    Do you best in classes, but don’t let  51  get to you. Your mother and I have noexpectation for your grades. If you graduate and learn something in your fouryears, we would feel happy. Your Columbia degree will take you far, even if youdon’t graduate with honors. So please don’t give yourself pressure. During yourlast few months in high school, you were so happy because there was  52  pressure and college applications arefinished. But in the past few weeks, we saw you are beginning to  53  (did you know you bite your nails when you arenervous?). Please don’t be worried. The only thing that  54  is that you learned. May your years atColumbia be the  55  of your life, and may you blossom into justwhat you dream to be.  

                                            Love,

                                      Dad (& Mom)

36. 

    A. proud                 

    B.disappointed             

    C. sad                          

    D. comfortable

37. 

    A. spread                

    B.developed                 

    C. blossomed                

    D. ended

38. 

    A. buying                

    B.getting                            

    C.selling                      

    D. throwing

39. 

    A. myself                

    B.themselves                

    C. yourself                   

    D. ourselves

40. 

    A. decades               

    B.weeks                      

    C. months                     

    D. years

41. 

    A. truly                   

    B.slowly                      

    C. possibly                   

    D. hardly

42. 

    A. encourage           

    B.force                        

    C. ask                          

    D. order

43. 

    A. and                    

    B.or                            

    C. so                            

    D. but

44. 

    A. gone                   

    B.left                          

    C. started                      

    D. ended

45. 

    A. meaningful         

    B.interesting                

    C. reasonable                

    D. important

46. 

    A. find                    

    B.discover                   

    C. analyze                    

    D. discuss

47. 

    A. consequently              

    B.really                       

    C.occasionally              

    D. merely

48. 

    A. self-learner         

    B.self-educator            

    C. self-employer           

    D. self-feeder

49. 

    A. carelessly            

    B.fully                        

    C. casually                    

    D. seriously

50. 

    A. forget                 

    B.treasure                    

    C. understand                

    D. read

51. 

    A. importance          

    B.interest                     

    C. pressure                   

    D. honor

52. 

    A. much                  

    B.some                        

    C. little                        

    D. heavy

53. 

    A. excite                 

    B.worry                      

    C. relax                        

    D. defend

54. 

    A. matters               

    B.results                 

    C. comes                      

    D.goes

55. 

    A. longest               

    B. hardest                     

    C. fastest                      

    D. happiest

分值: 30分 查看题目解析 >
1

第二节 (共10小题;每小题1.5分,满分15分)

    阅读下面材料,在空白处填入适当的内容(1个单词)或括号内单词的正确形式。

    A Chinese soldier prepared a   56    (year) worth of mealsfor his wife before returning to Tibet,   57    he’s stationed. Hisparting gift included over 1,000 dumplings and 150 liters of soup and a numberof sweet treats with notes    58    (hide) around the house. Yin Yunfeng,27, will call and send    59    (message) to his wife, 26-year-old ZhaoMai, to show where he keeps these gifts whenever she is feeling lonely.

    Because Yin Yunfeng is stationed in Tibet,     60   couple only sees each other once a year. Zhao Mai is a schoolteacher who often doesn’t have time to cook for    61   (she). Yin Yunfeng made up his mind to prepare the dishes afterseeing on his last visit home that his wife couldn’t have meals made    62   (fresh) for herself. In turn, he prepared single-portioned(分离的) meals enoughfor her to eat for a year and   63    (store) them in thefreezers of his home and of nearby friends.

    “I have to admit his foodpackages help keep me going and it’s great   64    (know) that he lovesme,” Zhao Mai said in a translation provided by a newspaper. “In some way,every time I have my meal I know he is   65    me.”

分值: 15分 查看题目解析 >
1

第一节:应用文写作(满分15分)

    假定你是中学生李华,作为成员之一,刚刚访问完英国的姐妹学校Morley College回国。请你给Morley College的校长Mr. Declan写一封感谢信,内容包括:

    1感谢对方的热情款待;

    2你的收获;

    3邀请对方来访。

注意:

    1词数80左右;

    2可适当增加细节,以使行文连贯。

______________________________________________________________________________________

分值: 15分 查看题目解析 >
1

第二节  读后续写(满分25分)

    阅读下面短文,根据所给情节进行续写,使之构成一个完整的故事。

    It was one o’clock in the morning. In the Rivesville town art gallery, awindow opened and a man came in. His name was Harry Black, and he was a thief.It was dark in the art gallery, but Harry had a light. He looked acrossthe room at a painting.

    “There it is!” he said.

    Harry moved quickly across the room. He stood and looked at the painting.

    “A million dollars for this?” he thought. “I don’t understand it.”

    But he took a knife from his coat. Then he took the painting very, veryslowly from its frame. Harry went back across the room to the window, but hewalked into a table. There was a beautiful blue glass vase on the table. Itfell on the floor and broke into pieces. He ran across the piece of glassto the window.

    Harry rented a room in Mrs. Allen’s house. He went quietly up to his roomand closed the door. In his room, Harry took the painting from his bag. Hewrapped it with a newspaper and put the newspaper under his bed.

    In the morning, Janey Allen was putting old bottles into a box. On theTV, a reporter was at the Rivesville art gallery. He was talking aboutthe lost painting and the broken glass vase. Janey glanced at the photo ofthe blue vase.

    At that time Harry wasn’t in his room. He was talking on histelephone. Janey was looking for old newspapers. Every Friday morning, she tookthem from every room in the house. Then later, the newspaper recycling truckarrived.

    Janey opened Harry’s door and looked into his room. She always took hisold newspapers or bottles for recycling. She found a newspaper under Harry’sbed. She put the old newspapers into a black recycling box. Then she ran fromthe house and saw the truck. “Wait!” she said. And she quickly gave thebox to one of the men.

    Harry came back to the house. He saw the recycling truck, and he wasJaney.

    “The newspaper——!Oh, no!” Harrysaid.

注意:

    1.所续写短文的词数应为150左右;

    2.应使用5个以上短文中标有下划线的关键词语:

    3.续写部分分为两段,每段的开头语已为你写好;

    4.续写完成后,请用下划线标出你所使用的关键词语。

Paragraph1:

    Hechased after the truck._____________________________________________________________

Paragraph2:

    ThenJaney called the police on the telephone.____________________________________________

___________________________________________________________

分值: 25分 查看题目解析 >
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