题目
题型：北京高考真题难度：来源：
James shook his money box again. Nothing! He carefully 1 the coins that lay on the bed.
＄24.52 was all that he had. The bicycle he wanted was at least ＄90! 2 on earth was he going to get
the 3 of the money?
He knew that his friends all had bicycles. It was 4 to hang around with people when you were the only
one without wheels. He thought about what he could do. There was no 5 asking his parents, for he knew
they had no money to 6 .
There was only one way to get money, and that was to 7 it. He would have to find a job. 8 who
would hire him and what could he do? He decided to ask Mr. Clay for advice, who usually had 9 on most
things.
"Well, you can start right here," said Mr.. clay. "My windows need cleaning and my car needs washing."
That was the 10 of James" s odd-job (零工) business. For three months he worked every day after
finishing his homework. He took dogs and babies for walks, cleared out cupboards, and mended books. He
lost count of the 11 of jobs that people found for him to do. He took dogs and babies for walks, cleared out
cupboards, and mended books. He lost count of the 12 of cars he washed and windows he cleaned, but the
13 increased and he knew that he would soon have 14 for the bicycle he longed for.
The day 15 came when James counted his money and found ＄94. 32. He 16 no time and went down
to the shop to pick up the bicycle he wanted. He rode 17 home, looking forward to showing his new bicycle
to his friends. It had been hard 18 for the money, but James knew that he valued his bicycle far more 19
he had bought it with his own money. He had 20 what he thought was impossible, and that was worth even
than the bicycle.
| ( )1. A. cleaned ( )2. A. How ( )3. A. amount ( )4. A. brave ( )5. A. point ( )6. A. split ( )7. A. borrow ( )8. A. Or ( )9. A. decisions ( )10. A. beginning ( )11. A. similarity ( )12. A. brand ( )13. A. effort ( )14. A. all ( )15. A. finally ( )16. A. gave ( )17. A. patiently ( )18. A. applying ( )19. A. since ( )20. A. deserved | B. covered B. Why B. part B. hard B. reason B. spend B. earn B. So B. experience B. introduction B. quality B. number B. pressure B. enough B. instantly B. left B. proudly B. asking B. if B. benefited | C. counted C. Who C. sum C. smart C. result C. spare C. raise C. For C. opinions C. requirement C. suitability C. size C. money C. much C. normally C. took C. silently C. looking C. than C. achieved | D. checked D. What D. rest D. unfair D. right D. save D. collect D. But D. knowledge D. opening D. variety D. type D. trouble D. some D. regularly D. wasted D. tiredly D. working D. though D. learned |
1-5: CADBA 6-10: CBDCA | |||
| 阅读理解。 | |||
| How I Turned to Be Optimistic I began to grow up that winter night when my parents and I were returning from my aunt"s house, and my mother said that we might soon be leaving for America. We were on the bus then. I was crying, and some people on the bus were turning around to look at me. I remember that I could not bear the thought of never hearing again the radio program for school children to which I listened every morning. I do not remember myself crying for this reason again. In fact, I think I cried very little when I was saying goodbye to my friends and relatives. When we were leaving I thought about all the places I was going to see-the strange and magical places I had known only from books and pictures. The country I was leaving never to come back was hardly in my head then. The four years that followed taught me the importance of optimism, but the idea did not come to me at once. For the first two years in New York I was really lost-having to study in three schools as a result of family moves. I did not quite know what I was or what I should be. Mother remarried, and things became even more complex for me. Some time passed before my stepfather and I got used to each other. I was often sad, and saw no end to "the hard times." My responsibilities in the family increased a lot since I knew English better than everyone else at home. I wrote letters, filled out forms, translated at interviews with Immigration officers, took my grandparents to the doctor and translated there, and even discussed telephone bills with company representatives. From my experiences I have learned one important rule: Almost all common troubles eventually go away! Something good is certain to happen in the end when you do not give up, and just wait a little! I believe that my life will turn out all right, even though it will not be that easy. | |||
| 1. How did the author get to know America? | |||
| A. From her relatives B. From her mother C. From Books and pictures D. From radio programs | |||
| 2. Upon leaving for America the author felt _____. | |||
| A. confused B. excited C. worried D. amazed | |||
| 3. For the first two years in New York, the author _____. | |||
| A. often lost her way B. did not think about her future C. studied in three different schools D. got on well with her stepfather | |||
| 4. What can we learn about the author from Paragraph 4? | |||
| A. She worked as a translator B. She attended a lot of job interviews C. She paid telephone bills for her family D. She helped her family with her English | |||
| 5. The author believes that _____. | |||
| A. her future will be free from troubles B. it is difficult to learn to become patient C. there are more good things than bad things D. good things will happen if one keeps trying | |||
| 语法填空。 | |||
| Jane was walking round the department store. She remembered how difficult 1______ was to choose a suitable Christmas present for her father. She wished that he was as easy 2______ (please) as her mother, who was always delighted with perfume. Besides, shopping at this time of the year was not 3______ pleasant experience: people stepped on your feet or 4______ (push) you with their elbows (肘部), hurrying ahead to get to a bargain. Jane paused in front of a counter 5______ some attractive ties were on display. "They are real silk," the assistant tried to attract her. "Worth double the price." But Jane knew from past experience that her 6______ (choose) of ties hardly ever pleased her father. Jane stopped where a small crowd of men had gathered. She found some good quality pipes 7______ sale. She did not hesitate for long: although her father smoked a pipe only once in a while, she knew that this was a present which was bound to please 8______. When Jane got home, with her small but well-chosen present in her bag, her parents were already 9______ table having supper. Her mother was excited. "Your father has at last decided to stop smoking," Jane 10______ (inform). | |||
| 阅读理解。 | |||
| Lisa was running late. Lisa, 25, had a lot to do at work, plus visitors on the way: her parents were coming in for Thanksgiving from her hometown. But as she hurried down the subway stairs, she started to feel uncomfortably warm. By the time she got to the platform, Lisa felt weak and tired-maybe it hadn"t been a good idea to give blood the night before, she thought. She rested herself against a post close to the tracks. Several yards away, Frank, 43, and his girlfriend, Jennifer, found a spot close to where the front of the train would stop. They were deep in discussion about a house they were thinking of buying. But when he heard the scream, followed by someone yelling, "Oh, my God, she fell in!" Frank didn"t hesitate. He jumped down to the tracks and ran some 40 feet toward the body lying on the rails. "No! Not you!" his girlfriend screamed after him. She was right to be alarmed. By the time Frank reached Lisa, he could feel the tracks shaking and see the light coming. The train was about 20 seconds from the station. It was hard to lift her. She was just out. But he managed to raise her the four feet to the platform so that bystanders could hold her by the grins and drag her away from the edge. That was where Lisa briefly regained consciousness, felt herself being pulled along the ground, and saw someone else holding her purse. Lisa thought she"d been robbed. A woman held her hand and a man gave his shirt to help stop the blood pouring from her head. And she tried to talk but she couldn"t, and that was when she realized how much pain she was in. Police and fire officials soon arrived, and Frank told the story to an officer. Jennifer said her boyfriend was calm on their 40一minute train ride downtown-just as he had been seconds after the rescue, which made her think about her reaction at the time. "I saw the train coming and I was thinking he was going to die," she explained. | |||
| 1. What was the most probable cause for Lisa"s weakness? | |||
| A. She had run a long way. B. She felt hot in the subway. C. She had done a 1ot of work. D. She had donated blood the night before. | |||
| 2. Why did Jennifer try to stop her boyfriend? | |||
| A. Because they would miss their train. B. Because he didn"t see the train coming. C. Because she was sure Lisa was hard to lift. D. Because she was afraid the train would kill him. | |||
| 3. How did Frank save Lisa? | |||
| A. By lifting her to the platform. B. By helping her rise to her feet. C. By pulling her along the ground. D. By dragging her away from the edge. | |||
| 4. When did Lisa become conscious again? | |||
| A. When the train was leaving. B. After she was back on the platform. C. After the police and fire officials came. D. When a man was cleaning the blood from her head. | |||
| 5. The passage is intended to ______. | |||
| A. warn us of the danger in the subway B. show US how to save people in the subway C. tell US about a subway rescue D. report a traffic accident | |||
| 阅读理解。 | |||
| We once had a poster competition in our fifth grade art class. "You could win prizes," our teacher told US as she wrote the poster information on the blackboard. She passed out sheets of construction paper while continuing, "The first prize is ten dollars. You just have to make sure that the words on the blackboard appear somewhere on your poster." We studied the board critically. Some of US looked with one eye and held up certain colors against the blackboard, rocking the sheets to the fight or left while we conjured up our designs. Others twisted their hair around their fingers or chewed their erasers while deep in thought. We had plans for that ten-dollar grand prize, each and every one of US. I"m going to spend mine on candies, one hopeful would announce, while another practiced looking serious, wise and rich. Everyone in the class made a poster. Some of us used parts of those fancy paper napkins, while others used nothing but colored construction paper. Some of US used big designs, and some of us preferred to gather our art tidily down in one comer of our poster and let the space draw the viewer"s attention to it. Some of US would wander past the good students" desks and then return to our own projects with a growing sense of hopelessness. It was yet another grown-up trick of the soil they seemed especially fond of making all of US believe we had a fair chance, and then always-always-rewarding the same old winners. I believe I drew a sailboat, but I can"t say that with any certainty. I made it. I admired it. I determined it to be the very best of all of the posters I had seen, and then I turned it in. Minutes passed. No one came along to give me the grand prize, and then someone distracted me, and I probably never would have thought about that poster again. I was still sitting at my desk, thinking, what poster? When the teacher gave me an envelope with a ten- dollar bill in it and everyone in the class applauded for me. | |||
| 1. What was the teacher"s requirement for the poster? | |||
| A. It must appear in time. B. It must be done in class. C. It must be done on a construction sheet. D. It must include the words on the blackboard. | |||
| 2. The underlined phrase in paragraph 3 most probably means _____. | |||
| A. formed an idea for B. made an outline for C. made some space for D. chose some colors for | |||
| 3. After the teacher"s words,all the students in the class _____. | |||
| A. 1ooked very serious B. thought they would be rich C. began to think about their designs D. began to play games | |||
| 4. After seeing the good students" designs,some students _____. | |||
| A. 1oved their own designs more B. thought they had a fair chance C. put their own designs in a comer D. thought they would not win the prize | |||
| 5. We can infer from the passage that the author _____. | |||
| A. enjoyed grown-up tricks very much B. 1oved poster competitions very much C. felt surprised to win the competition D. became wise and rich after the competition | |||
| 阅读理解。 | |||
| A few years ago I had an "aha!" moment regarding handwriting. I had in my hand a sheet of paper with handwritten instructions on it for some sort of editorial task. It occurred at first that I did not recognize the handwriting, and then I realized whose it must be. I finally became aware of the fact that I had been working with this colleague for at least a year, maybe two, and yet I did not recognize her handwriting at that point. It was a very important event in the computerization of life-a sign that the informal. Friendly communication of people working together in an office had changed from notes in pen to instant messages and emails. There was a time when our workdays were filled with little letters, and we recognized one another"s handwriting the way we knew voices or faces. As a child visiting my father"s office, I was pleased to recognize, in little notes on the desks of his staff, the same handwriting I would see at home in the notes he would leave on the fridge-except that those notes were signed "dad" instead of "RFW". All this has been on my mind because of the talk about The Rise and Fall of Handwriting, a book by Florey. Sire shows in her book a deep concern about the fall of handwriting and the failure of schools to teach children to write well, but many others argue that people in a digital age can"t be expected to learn to hold a pen. I don"t buy it. I don"t want to see anyone cut off from the expressive,personal associations that a pen still promotes better than a digital keyboard does. For many a biographer, part of really getting to know their subjects is learning to read their handwriting. What some people advocate is teaching one of the many attractive handwritings based on the handwriting of 16th-century Italy. That may sound impossibly grand-as if they want kids to learn to draw by copying classical paintings. However, they have worked in many school systems. | |||
| 1. Why was the author surprised at not recognizing his colleague"s handwriting? | |||
| A. He had worked with his colleague long enough. B. His colleague"s handwriting was so beautiful. C. His colleague"s handwriting was so terrible. D. He still had a 1ot of work to do. | |||
| 2. People working together in an office used to _____. | |||
| A. talk more about handwriting B. take more notes on workdays C. know better one another"s handwriting D. communicate better with one another | |||
| 3. The author"s father wrote notes in pen _____. | |||
| A. to both his family and his staff B. to his family in small letters C. to his family on the fridge D. to his staff on the desk | |||
| 4. According to the author,handwritten notes _____. | |||
| A. are harder to teach in schools B. attract more attention C. are used only between friends D. carry more message | |||
| 5. We can learn from the passage that the author _____. | |||
| A. thinks it impossible to teach handwriting B. does not want to lose handwriting C. puts the blame on the computer D. does not agree with Florey |