题目
题型：江西省模拟题难度：来源：
"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 right 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 corner 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 sort 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.
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.
B. made an outline for
C. made some space for
D. chose some colors for
B. thought they would be rich
C. began to think about their designs
D. began to play games
B. thought they had a fair chance
C. put their own designs in a corner
D. thought they would not win the prize
B. loved poster competitions very much
C. felt surprised to win the competition
D. became wise and rich after the competition
答案
核心考点
举一反三
middle schools and high schools.
78% of the schools have at least one fastfood place within less than a half mile or about a 10minute
walk.
Half the area"s schools have a fastfood restaurant a third of a mile or closer, about a fiveminute walk.
In some cases, the restaurant is right next door or across the street.
There are three to four times as many fastfood restaurants within less than a mile of schools than they
would be expected.
Most public and private schools in Chicago are only a fiveto10minute walk from at least one fastfood
restaurant. The city is facing the same problem like other areas. Children and teens are surrounded by
unhealthy options.
Students can pick up fast foods, including hamburgers, French fries, fried chicken and doughnuts, on
the way to and from school. Some high school students can go off campus at lunchtime to eat it. "Five
days a week we send children to an environment where there"s an abundance of highcalorie,
lownutritionalquality, inexpensive food," says Bryn Austin.
The research comes from growing concerns that American schoolchildren are gaining weight. About
31% of kids aged 6 to 19 are overweight or at risk of becoming so. On days when kids eat fast food,
they have more calories, more fat, more sugar and fewer fruits and vegetables than on other days.
Kelly Brownell from Yale University said, "Just like there are drugfree zones around schools, there
should be zones around schools that are free of junk food, including fastfood restaurants, minimarkets
and gas stations that sell food inside."
B. fastfood restaurants are doing harm to students
C. there are many fastfood restaurants around schools
D. fastfood restaurants around schools have been a problem
B. high in calories and low in nutrition
C. inexpensive for students to buy
D. high in nutrition and low in calories
B. set up zones free of junk food around schools
C. charge fastfood restaurants around school
D. close all the gas stations around schools
B. Zones Free of Junk Food in Need Around Schools
C. FastFood Restaurants Crowd Chicago Schools
D. FastFood Restaurants Should Not Be Allowed
to a new literacy (读写能力) project that inspires boys to read and rewards them with free haircuts.
George Cook ?, a sixth grader at Middle Township Middle School in Cape May Court House, is
just one of the 2010 Youth Leaders for Literacy Grant winners for his creative communitybased
project that offers reading inspiration.
America"s youngsters created some big ideas to get kids reading. This year, Youth Leaders for
Literacy is awarding 30 cash grants of $ 500 each to winners, totaling $ 15,000.
The National Education Association (NEA) joined forces with Youth Service America (YSA) to
develop Youth Leaders for Literacy to encourage community service through innovative (创新的)
youthdesigned programs that benefit others in their communities. The national competition received
more than 200 entries (参赛作品)-an amount that continues to grow each year with the program"s
popularity.
"Educators and parents face a daily challenge of how to develop children"s interest in reading,"
said NEA President Reg Weaver. "When youngsters are encouraged to brainstorm and design
literacy programs for their generation, it"s another solution for the__reading__blues that really
works."
Developed in 2001, the youthled activities are started on NEA"s Read Across America Day,
celebrated this year on Monday, March 3, and end during YSA"s Global Youth Service Day,
scheduled for April 25-27, 2010. Attached is a list of the 30 grant winners being honored from
across the country.
"The Youth Leaders for Literacy Grant winners demonstrate global caring and decisions,
showing the world that young people can be leaders today, not in some distant tomorrow," said
Steve Culbertson, president and CEO of YSA. "By combining the dynamics of leadership, service
and learning, the Youth Leaders for Literacy recipients build one of the most important skills-the
ability to read."
B. Because he looked good when turning pages.
C. Because he offered the youngsters free haircuts.
D. Because he helped Youth Leaders for Literacy before.
B. It is not easy to develop children"s interest in reading.
C. Youth Leaders for Literacy will choose over 30 winners this year.
D. 200 people enter Youth Leaders for Literacy competition each year.
B. people"s feeling on reading
C. youngsters" unwillingness to read
D. the colour of the readers" face
B. The Ability to Read Is Very Important
C. How to Design New Reading Program for Youngsters
D. Youth Leaders for Literacy Pays Off
private tutors (指导教师) for our children is now widespread. And this year, as always, the
Easter holidays will be peak time (高峰期) for tutor demand.
"My husband and I tried to tutor her at home, but we found all our knowledge was out of date.
We also tried a group revision course but all the children were sitting exams for different boards (入
学考试). On the whole, we think onetoone tuition works best and it is worth the money," says
Ashan Sabri from London, whose daughter Zarren, 18, is having tuition in biology in preparation for
Alevels this summer.
The real question is: does tutoring do any good?
"It"s not the magic bullet," says educator Judith Ireson. "It"s still up to the child to do the learning.
If he or she isn"t interested, then sending them to a private tutor won"t do any good."
In this case, it"s time to break open the Champagne (香槟酒)? "Not necessarily," says Elaine
Tyrrell, head of a private school.
"While we recommend private tutoring for children whose first language isn"t English, we don"t
encourage it for the others," says Tyrrell. "With the level of education they get here, children really
ought to be able to pass the entrance exams. Besides, our biggest worry is that they might just get
in with the help of lastminute tutoring, but once they get to that school, they won"t be able to manage."
It"s a point really worth considering. After all, who would want his child to stay at the bottom of
the class?
B. a student
C. a famous educator
D. a headmaster of a private school
B. Taking different kinds of exams.
C. Taking part in group revision courses.
D. Hiring a private tutor to help her.
because ________.
B. the education that children receive in class is enough for them
C. the quality of private tutoring may be poor
D. children may be misled by private tutors
B. Critical.
C. Uninterested.
D. Uncertain.
States. Yale, Princeton, and Columbia were opened soon after Harvard. In the early years, these
schools were much alike. Only young men could go to college. All the students studied the same
subjects, and everyone learned Latin, and Greek. Little was known about science then. When the
students graduated, most of them became ministers or teachers.
In 1782, Harvard started a medical school for young men who wanted to become doctors. Later,
lawyers could receive their training (训练) in Harvard"s law school. In 1825, besides Latin and
Greek, Harvard began teaching modern languages, such as French and German. Soon it began teaching
American history.
As knowledge increased, Harvard and other colleges began to teach many new subjects. Students
were allowed to choose the subjects that interested them. Today, there are many different kinds of
colleges and universities. Most of them are made up of smaller schools that deal with special fields of
learning. There"s so much to learn that one kind of school can"t offer it all.
B. Harvard
C. Princeton
D. Columbia
B. People, young or old, might study in the colleges.
C. Students studied only some languages and science.
D. When the students finished their school, they all became lawyers or teachers.
B. law and something about medicine
C. many new subjects
D. the subjects that interested students
B. the world-famous colleges in America
C. how colleges have changed
D. what kinds of lessons each college teaches
an international computer programming contest. The Battle of the Brains took place in Harbin, China.
__1__
Jerry Cain, coach of Stanford University Team California, says, "One of the programming problems
was trying to figure out how to break an arbitrary chocolate bar into a certain number of pieces of a
certain numb er of sizes and to do it as quickly as possible. __2__"
The students first listed the problems in order of difficulty.__3__ They designed ways to test their
solutions. And they wrote needed software systems. Even the winning team from Shanghai Jiaotong
University in China was not able to solve all the problems within the given time limit. Stanford"s team
solved five problems and finished in the 14th place. Stanford was one of twentyone American universities
that took part in the contest this year.
__4__ It began in 1970 at Texas A&M University. The contest quickly became popular in the
United States and Canada. It developed and grew as more and more schools took part in local and
area contests.
The first final competition was held in 1977 at the Association for Computing Machinery Computer
Science conference. Today, a network of universities holds area competitions that send the winners to
the world finals, now organized by IBM. Contest spokesman Doug Heintzman says the world champions
receive prizes and scholarships. __5__
A. The competitors show real interest in IBM.
B. Then they figured out the requirements of each.
C. And that"s probably the simplest of all of them.
D. This competition is an opportunity to be recognized by famous universities from the world.
E. Threeperson teams from each school had five hours to solve eleven real world problems.
F. The official name of the Battle of the Brains is the ACM International Collegiate Programming Contest.
G. They are also guaranteed an offer of employment with IBM.
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