he was in the first third grade

导读：　he was in the first third grade篇一：2011年英语三级模拟试题及答案 ...

he was in the first third grade篇一：2011年英语三级模拟试题及答案

英语三级测试试题

Part II Reading Comprehension (30%)

Questions 1 to 4 are based on the following passages:

He was in the first third-grade class I taught at Saint Mary’s School in Morris, Minnesota. All 34 of my students were dear to me, but Mark Eklund was one in a million. Very neat in appearance, he had that happy-to-be-alive attitude that made even his occasional mischievous

delightful.

One morning my patience was growing thin when Mark talked once too often, and then I made a novice-teacher’s mistake. I looked at Mark and said, “ If you say one more word, I am going to tape your mouth shut!” But he talked again. Without saying a word, I proceeded to Mark’s desk, tore off two pieces of tape and made a big X with them over his mouth. After class

he said to me, “Thank you for correcting me, Sister!”

The years flew by, and before I knew it Mark was in my class again. One Friday, things just didn’t feel right. We had worked on a new concept all week, and I sensed that the students were growing frustrated with themselves—and edgy with one another. So I asked them to list the names of the other students in the room on two sheets of paper, leaving a space between each name. Then I told them to think of the nicest thing they could say about each of their classmates

and write it down.

It took the remainder of the class period to finish the assignment, but as the students left the room, each one handed me the papers. Charlie smiled. Mark said, “ Thank you for teaching

me, Sister. Have a good weekend.”

That Saturday, I wrote down the name of each student on a separate sheet of paper, and I listed what everyone else had said about that individual. On Monday I gave each student his or her list. Some of them ran tow pages. Before long, th4e entire class was smiling. “Really?” I heard whispered. “I never knew that meant anything to anyone!” “I didn’t know others liked me

so much!”

No one ever mentioned those papers in class again. Several years later, after I returned from a vacation, my parents met me at the airport. From them I knew that Mark was killed in Vietnam. So I attended the funeral. After the funeral, Mark’s father took a wallet out of his pocket. “They found this on Mark when he was killed. We thought you might recognize it.” Opening the billfold, he carefully removed two worn pieces of notebook paper that had obviously been taped, folded and refolded many times. I knew without looking that the papers were the ones on which I had listed all the good things each of Mark’s classmates had said

about him.

Mark’s classmates started to gather around us. Charlie smiled rather sheepishly and said, “I still have my list. It’s in the top drawer of my desk at home.” Chuck’s wife said, “ Chuck asked

me to put his in our wedding album.”

That’s when I finally sat down and cried. I cried for Mark and for all his friends who would

never see him again.

1. When Mark was in the third grade, he ＿＿＿.

A) was very shy and quiet

B) was rough and disobedient

C) never talked without permission

D) often talked without permission

2. One Friday, the students were growing frustrated with themselves because ＿＿＿.

A) the new concept they had been working on was too difficult

B) they were not interested in learning the new concept

C) the teacher was not familiar with the new concept

D) the teacher became very impatient with them

3. After the funeral, Mark’s mother thanked the author for ________.

A) correcting Mark for misbehaving at school many times

B) giving Mark the list of all the good things said about

C) teaching Mark for such a long period of time

D) asking Mark’s classmates to have dinner with them

4. The reason why the students kept the lists of all the good things is that ＿＿＿.

A) they missed each other after they departed

B) they wanted to show the lists to their husbands or wives

C) they valued the teacher’s effort for copying all the good things about them

D) they treasured what made them feel good about themselves

Passage II

Questions 5 to 8 are based on the following passage:

There is a popular belief among parents that schools are no longer interested in spelling. No school I have taught in has ever ignored spelling or considered it unimportant as a basic skill. There are, however, vastly different ideas about how to teach it, or how much priority it must be given over general language development and writing ability. The problem is, how to encourage a child to express himself freely and confidently in writing without holding him back with the

complexities of spelling?

If spelling becomes the only focal point of his teacher’s interest, clearly a bright child will be likely to “play safe”. He will tend to write only words within his spelling range, choosing to avoid adventurous language. That’s why teachers often encourage the early use of dictionaries and

pay attention to content rather than technical ability.

I was once shocked to read on the bottom of a sensitive piece of writing about a personal

experience: “This work is terrible! There are far too many spelling errors and your writing is illegible.” It may have been a sharp criticism of the pupil’s technical abilities in writing, but it was also a sad reflection on the teacher who had omitted to read the essay, which contained some beautiful expressions of the child’s deep feelings. The teacher was not wrong to draw attention

to the error, but if his priorities had centered on the child’s ideas, an expression his

disappointment with the presentation would have given the pupil more motivation to seek

improvement.

5. Teachers differ in their opinions about _____.

A) the difficulties in teaching spelling

B) the role of spelling in general language development

C) the complexities of the basic writing skills

D) the necessity of teaching spelling

6. The expression “play safe” probably means _____.

A) to write carefully

B) to do as teachers say

C) to use dictionaries frequently

D)to avoid using words one is not sure of

7. Teachers encourage the use of dictionaries so that _____.

A) students will be able to express their ideas more freely

B) teachers will have less trouble in correcting mistakes

C) students will have more confidence in writing

D) students will learn to be independent of teachers

8. The major point discussed in the passage is ______.

A) the importance of developing writing skills

B) the complexities of spelling

C) the correct way making compositions

D) the relationship between spelling and the content of a composition

Passage III

Questions 9 to 12 are based on the following passage:

Population tends to grow at an exponential rate. This means that they progressively double. As an example of this type of growth rate, take one penny and double it every day for one month. After the first week, you would have only 64 cents, but after the fourth week you would have

over a million dollars.

This helps explain why the population has come on “all of a sudden”. It took form the beginning of human life to the year 1830 for the population of the earth to reach one billion. That represents a time span of at least two million years. Then it took from 1830 to 1930 for world population to reach 2 billion. The next billion was added by 1960, only thirty years, and in 1975

world population reached 4 billion, which is another billion people in only fifteen years.

World population is increasing at a rate of 9,000 per hour, 220,000 per day, 80 million per year. This is not only due to higher birth rates, but to lower death rates as well. The number of

births has not declined at the same rate as the number of deaths.

Some countries, such as Columbia, Thailand, Morocco, Costa Rica, and the Philippines, are doubling their populations about every twenty-one years, with a growth rate of 3.3 percent a year or more. The United States is doubling its population about every eighty-seven years, with a rate of 0.8 percent per year. Every time a population double, the country involved needs twice as much of everything, including hospitals, schools, resources, food and medicines to care for its people. It is easy to see that this is very difficult to achieve for the more rapidly growing

countries.

9. This passage chiefly discussed_______.

A) the growth of world population

B) one type of the exponential rate

C) the population problem of more rapidly growing countries

D) the possible ways of dealing with the rapid population growth

10. According to the passage, what helps to explain why the population problem has come

on “all of a sudden”?

A) The penny which doubles itself every day for one month.

B) The time span of at least two million years in human history.

C) An illustration of the exponential growth rate given by the author.

D) The large amount of money you would luckily make after the fourth week.

11. Which of the following statements is NOT true?

A) World population is increasing at a rate of 150 per minutes.

B) Lower death rate also contributes to world population growth.

C) The population of Columbia has been doubling every year for 21 years.

D) The United States is usuall6y doubling its population about every 87 years.

12. When a population doubles, the country involved needs twice as much of everything,

including ______.

A) hospitals and medicines B) schools and students

C) food and manpower resources D) all of the above

Passage IV

Questions I3 to 15 are based on the following passage:

For years it has been possible to set up cameras to take pictures of cars as they speed

along highways, jump lights or drive too fast down the street.

However even if the pictures are taken automatically, someone still has to do all the paperwork of issuing fines. But now a British company called EEV has come up with a

computerized video system that can do it all automatically.

They suggest that all number plates have a bar code as well as the usual number. The bar

codes are just strips of lines like those you see on food packets but bigger. EEV’s high speed video camera system can read a bar coded number plate even if the car is doing over 100 miles per hour. The computer controlling the system could then use the information from the bar code to find out the name and address of the driver (from vehicle records), print out the fine and send it off automatically. The inventors also suggest that the system could watch traffic to help catch

stolen cars.

The new electronic system could be watching everyone that passes the cameras! Many people find the idea that “big brother is watching you” is more of a worry than a few motorists getting away with driving too fast. Moreover, some people will be very unhappy to realize that

with new system the police could find out where a particular car has been.

13. The best title for the article could be ______.

A) People Who Drive Too Fast

B) Stop People from Driving Too Fast

C) EEV and the Police System

D) Implications of Computerized Systems for Motoring Offense

14. A traditional function of the camera as used by the traffic police system is to ______.

A) take snapshots of cars on highways

B) catch cars violating traffic rules

C) send fines to fast motorists

D) make the traffic system fully automatic

15. The newly-invented system functions more efficiently with the aid of __________.

A) car number plates C) bar coded numbers on number plates

B) vehicle speeding records D) print-out fines

Part III Vocabulary and Structure (20%)

Directions: There are 30 incomplete sentences in this part. For each sentence there are four choices marked A), B), C) and D). Choose the ONE that best completes the sentence. Then mark the corresponding letter on the Answer Sheet with a single line through the center.

1. There is no ______ in insisting on the impossible.

A) mind C) meaning

B) sense D) help

2. She asked that the letter be ______ in order that the contents should remain a secret..

A) eliminated C) ruined

B) destroyed D) spoiled

3. In spite of the thunderstorm, the children slept______ all night.

A) soundly C) sensitively

he was in the first third grade篇二：2011年12月英语三级考试最后冲刺试题及答案(第十二套)

Part II Reading Comprehension (30%)

Directions: There are 4 reading passages in this part. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice and mark the corresponding letter on the Answer Sheet with a single line through the center.

Passage I

Questions 1 to 4 are based on the following passages:

He was in the first third-grade class I taught at Saint Mary’s School in Morris, Minnesota. All

34 of my students were dear to me, but Mark Eklund was one in a million. Very neat in appearance, he had that happy-to-be-alive attitude that made even his occasional mischievous delightful.

One morning my patience was growing thin when Mark talked once too often, and then I made a novice-teacher’s mistake. I looked at Mark and said, “ If you say one more word, I am going to tape your mouth shut!” But he talked again. Without saying a word, I proceeded to Mark’s desk, tore off two pieces of tape and made a big X with them over his mouth. After class he said to me, “Thank you for correcting me, Sister!” The years flew by, and before I knew it Mark was in my class again. One Friday, things just didn’t feel right. We had worked on a new concept all week, and I sensed that the students were growing frustrated with themselves—and edgy with one another. So I asked them to list the names of the other students in the room on two sheets of paper, leaving a space between each name. Then I told them to think of the nicest thing they could say about each of their classmates and write it down.

It took the remainder of the class period to finish the assignment, but as the students left the room, each one handed me the papers. Charlie smiled. Mark said, “ Thank you for teaching me, Sister. Have a good weekend.”

That Saturday, I wrote down the name of each student on a separate sheet of paper, and I listed what everyone else had said about that individual. On Monday I gave each student his or her list. Some of them ran tow pages. Before long, th4e entire class was smiling. “Really?” I heard whispered. “I never knew that meant anything to anyone!” “I didn’t know others liked me so much!”

No one ever mentioned those papers in class again. Several years later, after I returned from a vacation, my parents met me at the airport. From them I knew that Mark was killed in Vietnam. So I attended the funeral. After the funeral, Mark’s father took a wallet out of his pocket. “They found this on Mark when he was killed. We thought you might recognize it.”

Opening the billfold, he carefully removed two worn pieces of notebook paper that

had obviously been taped, folded and refolded many times. I knew without looking that the papers were the ones on which I had listed all the good things each of Mark’s classmates had said about him.

Mark’s classmates started to gather around us. Charlie smiled rather sheepishly and said, “I still have my list. It’s in the top drawer of my desk at home.” Chuck’s wife said, “ Chuck asked me to put his in our wedding album.”

That’s when I finally sat down and cried. I cried for Mark and for all his friends who would never see him again.

1. When Mark was in the third grade, he ＿＿＿.

A) was very shy and quiet

B) was rough and disobedient

C) never talked without permission

D) often talked without permission

2. One Friday, the students were growing frustrated with themselves because ＿＿＿.

A) the new concept they had been working on was too difficult

B) they were not interested in learning the new concept

C) the teacher was not familiar with the new concept

D) the teacher became very impatient with them

3. After the funeral, Mark’s mother thanked the author for ________.

A) correcting Mark for misbehaving at school many times

B) giving Mark the list of all the good things said about

C) teaching Mark for such a long period of time

D) asking Mark’s classmates to have dinner with them

4. The reason why the students kept the lists of all the good things is that ＿＿＿.

A) they missed each other after they departed

B) they wanted to show the lists to their husbands or wives

C) they valued the teacher’s effort for copying all the good things about them

D) they treasured what made them feel good about themselves

Passage II

Questions 5 to 8 are based on the following passage:

There is a popular belief among parents that schools are no longer interested in spelling. No school I have taught in has ever ignored spelling or considered it unimportant as a basic skill. There are, however, vastly different ideas about how to teach it, or how much priority it must be given over general language development and writing ability. The problem is, how to encourage a child to express himself freely and confidently in writing without holding him back with the complexities of spelling?

If spelling becomes the only focal point of his teacher’s interest, clearly a bright child will be likely to “play safe”. He will tend to write only words within his spelling range, choosing to avoid adventurous language. That’s why teachers often encourage the early use of dictionaries and pay attention to content rather than technical ability.

I was once shocked to read on the bottom of a sensitive piece of writing about a personal experience: “This work is terrible! There are far too many spelling errors and your writing is illegible.” It may have been a sharp criticism of the pupil’s technical abilities in writing, but it was also a sad reflection on the teacher who had omitted to read the essay, which contained some beautiful expressions of the child’s deep feelings. The teacher was not wrong to draw attention to the error, but if his priorities had centered on the child’s ideas, an expression his disappointment with the presentation would have given the pupil more motivation to seek improvement.

5. Teachers differ in their opinions about _____.

A) the difficulties in teaching spelling

B) the role of spelling in general language development

C) the complexities of the basic writing skills

D) the necessity of teaching spelling

6. The expression “play safe” probably means _____.

A) to write carefully

B) to do as teachers say

C) to use dictionaries frequently

D)to avoid using words one is not sure of

7. Teachers encourage the use of dictionaries so that _____.

A) students will be able to express their ideas more freely

B) teachers will have less trouble in correcting mistakes

C) students will have more confidence in writing

D) students will learn to be independent of teachers

8. The major point discussed in the passage is ______.

A) the importance of developing writing skills

B) the complexities of spelling

C) the correct way making compositions

D) the relationship between spelling and the content of a composition

Passage III

Questions 9 to 12 are based on the following passage:

Population tends to grow at an exponential rate. This means that they progressively double. As an example of this type of growth rate, take one penny and double it every day for one month. After the first week, you would have only 64 cents, but after the fou

rth week you would have over a million dollars.

This helps explain why the population has come on “all of a sudden”. It took form the beginning of human life to the year 1830 for the population of the earth to reach one billion. That represents a time span of at least two million years. Then it took from 1830 to 1930 for world population to reach 2 billion. The next billion was added by 1960, only thirty years, and in 1975 world population reached 4 billion, which is another billion people in only fifteen years.

World population is increasing at a rate of 9,000 per hour, 220,000 per day, 80 million per year. This is not only due to higher birth rates, but to lower death rates as well. The number of births has not declined at the same rate as the number of deaths.

Some countries, such as Columbia, Thailand, Morocco, Costa Rica, and the Philippines, are doubling their populations about every twenty-one years, with a growth rate of 3.3 percent a year or more. The United States is doubling its population about every eighty-seven years, with a rate of 0.8 percent per year. Every time a population double, the country involved needs twice as much of everything, including hospitals, schools, resources, food and medicines to care for its people. It is easy to see that this is very difficult to achieve for the more rapidly growing countries.

9. This passage chiefly discussed_______.

A) the growth of world population

B) one type of the exponential rate

C) the population problem of more rapidly growing countries

D) the possible ways of dealing with the rapid population growth

10. According to the passage, what helps to explain why the population problem has come on “all of a sudden”?

A) The penny which doubles itself every day for one month.

B) The time span of at least two million years in human history.

C) An illustration of the exponential growth rate given by the author.

D) The large amount of money you would luckily make after the fourth week.

11. Which of the following statements is NOT true?

A) World population is increasing at a rate of 150 per minutes.

B) Lower death rate also contributes to world population growth.

C) The population of Columbia has been doubling every year for 21 years.

D) The United States is usuall6y doubling its population about every 87 years.

12. When a population doubles, the country involved needs twice as much of everything, including ______.

A) hospitals and medicines B) schools and students

C) food and manpower resources D) all of the above

Passage IV

Questions I3 to 15 are based on the following passage:

For years it has been possible to set up cameras to take pictures of cars as they speed along highways, jump lights or drive too fast down the street.

However even if the pictures are taken automatically, someone still has to do all the paperwork of issuing fines. But now a British company called EEV has come up with a computerized video system that can do it all automatically.

They suggest that all number plates have a bar code as well as the usual number. The bar codes are just strips of lines like those you see on food packets but bigger. EEV’s high speed video camera system can read a bar coded number plate even if the car is doing over 100 miles per hour. The computer controlling the system could then use the information from the bar code to find out the name and address of the driver (from vehicle records), print out the fine and send it off automatically. The inventors also suggest that the system could watch traffic to help catch stolen cars.

The new electronic system could be watching everyone that passes the cameras! Many people find the idea that “big brother is watching you” is more of a worry than a few motorists getting away with driving too fast. Moreover, some people will be very unhappy to realize that with new system the police could find out where a particular car has been.

13. The best title for the article could be ______.

A) People Who Drive Too Fast

B) Stop People from Driving Too Fast

C) EEV and the Police System

D) Implications of Computerized Systems for Motoring Offense

14. A traditional function of the camera as used by the traffic police system is to ______.

A) take snapshots of cars on highways

B) catch cars violating traffic rules

C) send fines to fast motorists

D) make the traffic system fully automatic

15. The newly-invented system functions more efficiently with the aid of __________.

A) car number plates C) bar coded numbers on number plates

B) vehicle speeding records D) print-out fines

Part III Vocabulary and Structure (20%)

Directions: There are 30 incomplete sentences in this part. For each sentence there are four choices marked A), B), C) and D). Choose the ONE that best completes the se

he was in the first third grade篇三：高三期末阅读作业五

阅读作业五

When I taught at Saint Mary’s School in Morris, Minn, I had a really unusual student named Mark Elkland. He was then in the first third grade class, in which all 34 of my students were to me, and Mark was the dearest of all. Very neat in appearance, he had that happy-be-alive attitude that made him again and again that talking without permission was misbehavior “Thank you for correcting me, Sister !” I didn’t know what to make of it at first, but before -teacher’s mistake I looked at him and said, “If you say one more word, I am going toyour mouth shut !”

It was barely ten Chuck, a boy sitting behind Mark, cried out, “Mark is talking again!” I hadn’t asked any of the students to help mein front on it.

I remembered the as if it had occurred yesterday. I walked to my desk very , opened my drawer and took out a roll of masking tape . Without saying a word , I walked to Mark’s desk , took off two pieces of tape and a big X with them over his mouth . I then returned to the front of the room.

As I glanced at Mark to see how he was doing, he winkled at me . That did it !

I started laughing . The class cheered as I walked back to Mark’s desk , the tape and shrugged my shoulders . To my , his words still were, “Thank you for correcting me , Sister.”

16．A．polite B．important C．rude D．dear

17．A．even B．just C．only D．once

18．A．remind B．persuade C．stop D．correct

19．A．agreeable B．acceptable C．considerable D．suitable

20．A．however B．therefore C．but D．yet

21．A．reply B．way C．response D．look

22．A．angry B．bored C．satisfied D．annoyed

23．A．perseverance B．patience C．love D．strength

24．A．good B．strict C．inexperienced D．immoral

25．A．let B．tie C．leave D．tape

26．A．before B．when C．until D．and

27．A．punish B．follow C．scold D．watch

28．A．measure B．punishment C．decision D．announcement

29．A．act B．play C．stand D．work

30．A．sign B．view C．sight D．scene

31．A．nervously B．sadly C．bravely D．seriously

32．A．draw B．made C．covered D．hung

33．A．tightened B．removed C．fastened D．tore

34．A．disappointment B．joy C．amusement D．anger

35．A．eager B．first C．joyful D．thankful

DAABA CBBCD ADBAD

A(2010山东A)

Christopher Thomas, 27, was a writer by night and a teacher by day when he noticed he was always tired and was losing weight fast. Diagnosed with diabetes(糖尿病), Thomas would need to inject himself with insulin(胰岛素) three times a day for the rest of his life or risk nerve damage, blindness, and even death. And if that weren't bad enough, he had no health insurance.

After a month of feeling upset, Thomas decided he'd better find a way to fight back. He left Canton, Michigan for New York, got a job waiting tables, nicknamed himself the Diabetic Rockstar, and created diabeticrockstar.com, a free online community for diabetics and their loved ones—a place where over 1,100 people share personal stories, information, and resources.

Jason Swencki’s son, Kody, was diagnosed with type diabetes at six. Father and son visit the online children's forums(论坛) together most evenings. "Kody gets so excited, writing to kids from all over," says Swencki, one of the site's volunteers. "They know what he's going through, so he doesn't feel alone." Kody is anything but alone: Diabetes is now the seventh leading cause of death in the United States, with 24 million diagnosed cases. And more people are being diagnosed at younger ages.

These days, Thomas's main focus is his charity（慈善机构）, Fight It, which provides medicines and supplies to people—225 to date—who can't afford a diabetic's huge expenses. Fight-it.org has raised about $23,000—in products and in cash. In May, Thomas will hold the first annual Diabetic Rockstar Festival in the Caribbean.

Even with a staff of 22 volunteers, Thomas often devotes up to 50 hours a week to his cause, while still doing his full-time job waiting tables. "Of the diabetes charities out there, most are putting money into finding a cure," says Bentley Gubar, one of Rockstar's original members. "But Christopher is the only person I know saying people need help now."

26. Which of the following is true of Christopher Thomas?

A. He needs to go to the doctor every day.

B. He studies the leading cause of diabetes.

C. He has a positive attitude to his disease.

D. He encourages diabetics by writing articles.

27. Diabeitcrockstar.com was created for _________.

A. diabetics to communicate B. volunteers to find jobs

C. children to amuse themselves D. rock stars to share resources

28. According to the text, Kody ______.

A. feel lonely because of his illness B. benefits from diabeticrockstar.com

C. helps create the online kid’s forums D.writes children’s stories online

29. What can we learn about Fight It?

A. It helps the diabetics in financial difficulties.B. It organizes parties for volunteer once a year.

C. It offers less expensive medicine to diabetics.D. It owns a well-known medical web-site.

30. The last paragraph suggests that Thomas ______.

A. works full-time in a diabetes charityB. employs 22 people for his website

C. helps diabetics in his own wayD. tries to find a cure for diabetes

B （2010上海A）

The elephant was lying heavily on its side, fast asleep. A few dogs started barking at it. The elephant woke up in a terrible anger: it chased the dogs into the village where they ran for safety. That didn't stop the elephant. It destroyed a dozen houses and injured several people. The villagers were scared and angry. Then someone suggested calling Parbati, the elephant princess.

Parbati Barua's father was a hunter of tigers and an elephant tamer. He taught Parbati to ride an elephant before she could even walk. He also taught her the dangerous art of the elephant round-up -- how to catch wild elephants.

Parbati hasn't always lived in the jungle. After a happy childhood hunting with her father, she was sent to boarding school in the city. But Parbati never got used to being there and many years later she went back to her old fife. "Life in the city is too dull. Catching elephants is an adventure and the excitement lasts for days after the chase," she says.

But Parbati doesn't catch elephants just for fun. "My work," she says, "is to rescue man from the elephants, and to keep the elephants safe from man." And this is exactly what Parbati has been doing for many years. Increasingly, the Indian elephant is angry: for many years, illegal hunters have attacked it and its home in the jungle has been reduced to small pieces of land. It is now fighting back. Whenever wild elephants enter a tea garden or a village, Parbati is called to guide the animals back to the jungle before they can kill.

The work of an elephant tamer also involves love and devotion. A good elephant tamer will spend hours a day singing love songs to a newly captured elephant. "Eventually they grow to love their tamers and never forget them. They are also more loyal than humans," she said, as she climbed up one of her elephants and sat on the giant, happy animal. An elephant princess indeed!

1. For Parbati, catching elephants is mainly to ______.

A．get long lasting excitement B．keep both man and elephants safe

C．send them back to the jungle D．make the angry elephants tame

2. Before Parbati studied in a boarding school，______.

A．she spent her time hunting with her father B．she learned how to sing love songs

C．she had already been called an elephant princess D．she was taught how to hunt tigers

3. Indian elephants are getting increasingly angry and they revenge because ______.

A．they are caught and sent for heavy work B．illegal hunters capture them and kill them

C．they are attacked and their land gets limited D．dogs often bark at them and chase them

4. The passage starts with an elephant story in order to explain that in India ______.

A．people easily fall victim to elephants' attacks B．the manelephant relationship is getting worse

C．elephant tamers are in short supply D．dogs are so powerful as elephants

C

Andy rode slowly on his way to school, day-dreaming about the fishing trip that his father had promised him. He was so busy dreaming about all the fish he would catch that he was unaware of everything else around him.

He rode along until a strange sound drew him to the present. He came to a stop and looked curiously up to the heavens. What he saw shocked and terrified him. A huge swarm of bees filled the sky like a black cloud and the buzzing mass seemed to be heading angrily towards him.

With no time to waste, Andy sped off in the opposite direction, riding furiously — but without knowing how to escape the swarm. With a rapidly beating heart and his legs pumping furiously, he sped down the rough road. As the bees came closer, his panic increased. Andy knew that he was sensitive to bee stings (蜇). The last sting had landed him in hospital — and that was only one bee sting! He had been forced to stay in bed for two whole days. Suddenly, his father’s words came to him. “When you are in a tight situation, don’t panic. Use your brain and think your way out of it.”

On a nearby hill, he could see smoke waving slowly skywards from the chimney of the Nelson family home. “Bees don’t like smoke,” he thought. “They couldn’t get into the house.” Andy raced towards the Nelson house, but the bees were gaining ground. Andy knew he could not reach the house in time. He estimated that the bees would catch up with him soon.

Suddenly, out of the corner of his eyes, he spotted a small dam used by Mr. Nelson to irrigate his vegetable garden. Off his bike and into the cool water he dived, disappearing below the surface and away from the savage insects. After holding his breath for as long as he could, Andy came up for air and noticed the bees had gone. Dragging himself out of the dam, he struggled up the hilly slope and rang the doorbell. Mrs. Nelson took him inside and rang his mother.

“You’ll really need that fishing break to help you recover,” laughed his mother with relief. “Thank goodness you didn’t panic!” But Andy did not hear her. He was dreaming once again of the fish he would catch tomorrow.”

59．Why did Andy fail to notice the swarm of bees earlier?

A. He was going fishing with his father. B. He was listening to a strange sound.

C. He was riding to school. D. He was lost in the thought of the fishing trip.

60．Which of the following is NOT mentioned about the swarm of bees in the passage?

A. They crowded like a black cloud. B. They shocked and terrified Andy.

C. They tried to attack Andy in a mass. D. They made Andy stay in hospital for two days.

61．How did Andy avoid the bees in the end?

A. He rode off in the opposite direction. B. He hid himself under the water.

C. He rushed into the Nelson house. D. He asked Mr. Nelson for help.

62．Which of the following can best describe Andy’s escape from the bees?

A. No pains, no gains. B.Once bitten, twice shy.

C. Where there is a will, there is a way. D. In time of danger, one’s mind works fast.

【答案】Passage 1 CABAC

he was in the first third grade篇四：2010全新英语三级真题试题

大学英语三级测试试题（1）

学院、系、班级___________ 学号_________ 姓名__________

【Part II Reading Comprehension (30%)

Questions 1 to 4 are based on the following passages:

He was in the first third-grade class I taught at Saint Mary‘s School in Morris, Minnesota. All

34 of my students were dear to me, but Mark Eklund was one in a million. Very neat in appearance, he had that happy-to-be-alive attitude that made even his occasional mischievous delightful.

One morning my patience was growing thin when Mark talked once too often, and then I made a novice-teacher‘s mistake. I looked at Mark and said, ― If you say one more word, I am going to tape your mouth shut!‖ But he talked again. Without saying a word, I proceeded to Mark‘s desk, tore off two pieces of tape and made a big X with them over his mouth. After class he said to me, ―Thank you for correcting me, Sister!‖

The years flew by, and before I knew it Mark was in my class again. One Friday, things just didn‘t feel right. We had worked on a new concept all week, and I sensed that the students were growing frustrated with themselves—and edgy with one another. So I asked them to list the names of the other students in the room on two sheets of paper, leaving a space between each name. Then I told them to think of the nicest thing they could say about each of their classmates and write it down.

It took the remainder of the class period to finish the assignment, but as the students left the room, each one handed me the papers. Charlie smiled. Mark said, ― Thank you for teaching me, Sister. Have a good weekend.‖

That Saturday, I wrote down the name of each student on a separate sheet of paper, and I listed what everyone else had said about that individual. On Monday I gave each student his or her list. Some of them ran tow pages. Before long, th4e entire class was smiling. ―Really?‖ I heard whispered. ―I never knew that meant anything to anyone!‖ ―I didn‘t know others liked me so much!‖

No one ever mentioned those papers in class again. Several years later, after I returned from a vacation, my parents met me at the airport. From them I knew that Mark was killed in Vietnam. So I attended the funeral. After the funeral, Mark‘s father took a wallet out of his pocket. ―They found this on Mark when he was killed. We thought you might recognize it.‖

Opening the billfold, he carefully removed two worn pieces of notebook paper that had obviously been taped, folded and refolded many times. I knew without looking that the papers were the ones on which I had listed all the good things each of Mark‘s classmates had said about him.

Mark‘s classmates started to gather around us. Charlie smiled rather sheepishly and said, ―I still have my list. It‘s in the top drawer of my desk at home.‖ Chuck‘s wife said, ― Chuck asked me to put his in our wedding album.‖

That‘s when I finally sat down and cried. I cried for Mark and for all his friends who

would never see him again.

1. When Mark was in the third grade, he ＿＿＿.

A) was very shy and quiet

B) was rough and disobedient

C) never talked without permission

D) often talked without permission

2. One Friday, the students were growing frustrated with themselves because ＿＿＿.

A) the new concept they had been working on was too difficult

B) they were not interested in learning the new concept

C) the teacher was not familiar with the new concept

D) the teacher became very impatient with them

3. After the funeral, Mark‘s mother thanked the author for ________.

A) correcting Mark for misbehaving at school many times

B) giving Mark the list of all the good things said about

C) teaching Mark for such a long period of time

D) asking Mark‘s classmates to have dinner with them

4. The reason why the students kept the lists of all the good things is that ＿＿＿.

A) they missed each other after they departed

B) they wanted to show the lists to their husbands or wives

C) they valued the teacher‘s effort for copying all the good things about them

D) they treasured what made them feel good about themselves

Passage II

Questions 5 to 8 are based on the following passage:

There is a popular belief among parents that schools are no longer interested in spelling. No school I have taught in has ever ignored spelling or considered it unimportant as a basic skill. There are, however, vastly different ideas about how to teach it, or how much priority it must be given over general language development and writing ability. The problem is, how to encourage a child to express himself freely and confidently in writing without holding him back with the complexities of spelling?

If spelling becomes the only focal point of his teacher‘s interest, clearly a bright child will be likely to ―play safe‖. He will tend to write only words within his spelling range, choosing to avoid adventurous language. That‘s why teachers often encourage the early use of dictionaries and pay attention to content rather than technical ability.

I was once shocked to read on the bottom of a sensitive piece of writing about a personal experience: ―This work is terrible! There are far too many spelling errors and your writing is illegible.‖ It may have been a sharp criticism of the pupil‘s technical abilities in writing, but it was also a sad reflection on the teacher who had omitted to read the essay, which contained some beautiful expressions of the child‘s deep feelings. The teacher was not wrong to draw attention to the error, but if his priorities had centered on the child‘s ideas, an expression his disappointment with the presentation would have given the pupil more motivation to seek improvement.

5. Teachers differ in their opinions about _____.

A) the difficulties in teaching spelling

B) the role of spelling in general language development

C) the complexities of the basic writing skills

D) the necessity of teaching spelling

6. The expression ―play safe‖ probably means _____.

A) to write carefully

B) to do as teachers say

C) to use dictionaries frequently

D)to avoid using words one is not sure of

7. Teachers encourage the use of dictionaries so that _____.

A) students will be able to express their ideas more freely

B) teachers will have less trouble in correcting mistakes

C) students will have more confidence in writing

D) students will learn to be independent of teachers

8. The major point discussed in the passage is ______.

A) the importance of developing writing skills

B) the complexities of spelling

C) the correct way making compositions

D) the relationship between spelling and the content of a composition

Passage III

Questions 9 to 12 are based on the following passage:

Population tends to grow at an exponential rate. This means that they progressively double. As an example of this type of growth rate, take one penny and double it every day for one month. After the first week, you would have only 64 cents, but after the fourth week you would have over a million dollars.

This helps explain why the population has come on ―all of a sudden‖. It took form the beginning of human life to the year 1830 for the population of the earth to reach one billion. That represents a time span of at least two million years. Then it took from 1830 to 1930 for world population to reach 2 billion. The next billion was added by 1960, only thirty years, and in 1975 world population reached 4 billion, which is another billion people in only fifteen years.

World population is increasing at a rate of 9,000 per hour, 220,000 per day, 80 million per year. This is not only due to higher birth rates, but to lower death rates as well. The number of births has not declined at the same rate as the number of deaths.

Some countries, such as Columbia, Thailand, Morocco, Costa Rica, and the Philippines, are doubling their populations about every twenty-one years, with a growth rate of 3.3 percent a year or more. The United States is doubling its population about every eighty-seven years, with a rate of 0.8 percent per year. Every time a population double, the country involved needs twice as much of everything, including hospitals, schools, resources, food and medicines to care for its people. It is easy to see that this is very difficult to achieve for the more rapidly growing countries.

9. This passage chiefly discussed_______.

A) the growth of world population

B) one type of the exponential rate

C) the population problem of more rapidly growing countries

D) the possible ways of dealing with the rapid population growth

10. According to the passage, what helps to explain why the population problem has come on ―all of a sudden‖?

A) The penny which doubles itself every day for one month.

B) The time span of at least two million years in human history.

C) An illustration of the exponential growth rate given by the author.

D) The large amount of money you would luckily make after the fourth week.

11. Which of the following statements is NOT true?

A) World population is increasing at a rate of 150 per minutes.

B) Lower death rate also contributes to world population growth.

C) The population of Columbia has been doubling every year for 21 years.

D) The United States is usuall6y doubling its population about every 87 years.

12. When a population doubles, the country involved needs twice as much of everything, including ______.

A) hospitals and medicines

C) food and manpower resources B) schools and students D) all of the above

Passage IV

Questions I3 to 15 are based on the following passage:

For years it has been possible to set up cameras to take pictures of cars as they speed along highways, jump lights or drive too fast down the street.

However even if the pictures are taken automatically, someone still has to do all the paperwork of issuing fines. But now a British company called EEV has come up with a computerized video system that can do it all automatically.

They suggest that all number plates have a bar code as well as the usual number. The bar codes are just strips of lines like those you see on food packets but bigger. EEV‘s high speed video camera system can read a bar coded number plate even if the car is doing over 100 miles per hour. The computer controlling the system could then use the information from the bar code to find out the name and address of the driver (from vehicle records), print out the fine and send it off automatically. The inventors also suggest that the system could watch traffic to help catch stolen cars.

The new electronic system could be watching everyone that passes the cameras! Many people find the idea that ―big brother is watching you‖ is more of a worry than a few motorists getting away with driving too fast. Moreover, some people will be very unhappy to realize that with new system the police could find out where a particular car has been.

13. The best title for the article could be ______.

A) People Who Drive Too Fast

B) Stop People from Driving Too Fast

C) EEV and the Police System

D) Implications of Computerized Systems for Motoring Offense

14. A traditional function of the camera as used by the traffic police system is to ______.

A) take snapshots of cars on highways

B) catch cars violating traffic rules

C) send fines to fast motorists

D) make the traffic system fully automatic

15. The newly-invented system functions more efficiently with the aid of __________.

A) car number plates C) bar coded numbers on number plates

B) vehicle speeding records D) print-out fines

Part III Vocabulary and Structure (20%)

Directions: There are 30 incomplete sentences in this part. For each sentence there are four choices marked A), B), C) and D). Choose the ONE that best completes the sentence. Then mark the corresponding letter on the Answer Sheet with a single line through the center.

1. There is no ______ in insisting on the impossible.

A) mind

B) sense

C) meaning D) help C) ruined D) spoiled 2. She asked that the letter be ______ in order that the contents should remain a secret.. A) eliminated B) destroyed

3. In spite of the thunderstorm, the children slept______ all night.

A) soundly C) sensitively

B) noisily D) quickly

4.These books were very dear to him and he bought them at ______ expense when he was studying abroad.

A) considerate

B) considerable C) considering D) considered

5. Nothing that I can see ______ what you have described.

A) compares C) resembles

B) relates D) consists

6. Now the income of the family was ______ more than one-third.

A) dropped off

B) returned to C) cut down D) reached for

7. I was very tired. Otherwise, I ______ to the theatre with you.

A) had gone C) would go

B) went D) would have gone

8. Do you consider ______ more people over?

A) any good sending C) that any good sending

B) any good to send D) it any good sending

9. It was raining hard, but by the time class was over, the rain ______ .

A) had stopped

B) stopped

A) go out

B) go off C) might have stopped D) would stop 10. Without enough air, the fire will easily ______. C) go over D) go though

11. The paper parcel ______ a clean shirt, socks, and a handkerchief.

A) composed C) constituted

B) contained D) was made up of

12. ______ , he‘ll make a first-class tennis player.

A) Giving time C) Being given time

he was in the first third grade篇五：高二(下)英语培优练习(二 )

高二（下）英语培优练习二

1．—Mum! Tom has broken my MP4 player!

—__ After all, he couldn't have done it on purpose．

A．What's the trouble? B．It doesn't matter．C．No problem． D．How come?

2．The operation is ___ success and the patient is now out of___ danger．

A．a, the B．a,/ C．/,the D．/, /

3．How do you think it___ that humans can speak so many different languages?

A．came out B．came off C．came about D．came round

4．The US economy has recently showed ___ of improvement with the unemployment

rate dropping from 9% to 8．6%．

A．signs B．symbols C．signals D．marks

5．—What was John trying to prove to the police?

—．

A．Where B．When C．Who D．What

6．—It is time to go to school now．

—How nice it would be if you ____ a bit longer with me!

A．have stayed B．stay C．would stay D．stayed

7．we will try to

be admitted to a desired university．

A．what B．which C．where D．when

8．—What do you think the lecture given by a famous professor yesterday?

—It is the most instructive lecture that I ____since I came to this school．

A．have attended B．had attended C．am attending D．attended

9．"Even if he failed to kill passers-by in his car after he got drunk, he ___be put into

prison for three years," the judge said．

A．will B．could C．might D．shall

10．—How about the shoes I bought you last Sunday, Bruce?

—Well, they ___very comfortably．

A．wear B．are wearing C．have worn D．are worn

11．I held doubt about the new coach's ability．

A．until, that B．not until, when C．until, since D．not until, that

12．—I got shocked when I heard our manager speak fluent French．

—Nothing surprising! He ___ for his master's degree in Paris University for four

years．

A．studied B．has been studying C．has studied D．studies

13．I had intended to attend their get-together yesterday, but I had an unexpected

visitor, so I must them an apology．

A．supply B．provide C．show D．offer

14．—How did she find the trip to Beijing last month?

—．

A．where B．when C．that D．until

15．With all the exercises needed ___, he went straight home, happy and relaxed．

A．to finish B．finished C．finishing D．to be finished

二. 完型填空

He was in the first third grade class I taught at Saint Mary's School in Moms,

Minnesota．．Very

neat had that happy-to-be-alive attitude that his occasional

mischievousness （恶作剧） delightful．

Mark talked constantly．I had to permission was ．What impressed me so much, though, was his sincere

I had to correct him for misbehaving．"Thank you for correcting

me．I became accustomed to

hearing it many times a day．

was growing thin when Mark talked once too often, and

word, I am going to tape your mouth It wasn't ten seconds later before

Chuck blurted （ 脱口说出） out, "Mark is talking again．any of the

it had occurred this morning．I

walked to my desk, very purposely opened and took out a roll of

tape．and made a big X with his mouth．I then returned to the front of the

room．As I glanced at Mark to see how he was doing, he winked （眨眼） at me．That

did it! I started the

tape, and shrugged （耸肩） my shoulders．His first words were, "Thank you for

correcting me, Sister".

1．A．boring B．dear C．unfriendly D．familiar

2．A．shape B．habit C．character D．appearance

3．A．even B．ever C．just D．yet

4．A．refuse B．answer C．remind D．scold

5．A．affordable B．accessible C．acceptable D．available

6．A．every time B．last time C．next time D．first time

7．A．right away B．long ago C．long before D．before long

8．A．strength B．patience C．confidence D．energy

9．A．contribution B．decision C．promise D．mistake

10．A．one B．another C．some D．no

11．A．narrow B．shut C．open D．wide

12．A．ordered B．persuaded C．asked D．permitted

13．A．observe B．watch C．see D．notice

14．A．act B．insist C．base D．take

15．A．as far as B．as long as C．even if D．as if

16．A．door B．book C．drawer D．window

17．A．tore B．took C．cut D．put

18．A．beneath , B．over C．through D．above

19．A．shouting B．whispering C．laughing D．crying

20．A．removed B．played C．replaced D．covered

三. 短文填词

Dear Mum and Dad,

Tomorrow is my birthday．It means I am 1 8 years

old and become an a ．Now I'm writing to you 1．

2．

future plan． ） to bring 3．

me up．It is you that first gave me encouragement when I

（尤其 ） when I was not getting 4．

my studies．Indeed, your inspiration was 5．

6．

confidence． ） 7．

the college entrance examination．to 8．

preparing for it．I am s my dream will come true． 9．

Believe in me, Mum and Dad．a difference． 10．

四． 书面表达

目前，社会上出现父母为孩子包办一切的现象。这种现象引发诸多问题；如：孩子缺乏

独立处理问题的能力；缺乏应对社会竞争的能力；缺乏社会责任感„„你怎样看待这种现

象？

请根据以下要求，写一篇题为“How Should Parents Help Children to Be

Independent?”的短文。

短文应包括：1．反映这种现象；2．谈谈这种现象造成的后果；

3．发表你的看法或提出你的建议。

注意：1．字数120左右。

2．开头部分已给出， 不计入总词数。

How Should Parents Help Children to Be Independent?

Children are the apple of parents’ eyes, which is particularly true in single-child

families．

However,．．．

he was in the first third grade篇六：单元测试

第一卷 (共65分)

一、单项选择(共15小题；每小题1分，满分15分)

1. --- He is not your friend, is he? --- _______.

A. Yes, but he was. B. No, but he isn‟t. C. Yes, and he isn‟t. D. No, but he was.

2. --- Did you pass the driving test? --- No, but I ought to _______.

A. do B. be C. have D. have done

3. The children are in _______ need of love and attention. Which answer is wrong?

A. much B. great C. bad D. desperate

4. After _______ , the sick dog was thrown away into the river.

A. killed B. been killed C. being killed D. killing

5. ______ it ______ for my daughter, I wouldn‟t have put off my visit to Paris.

A. Had, not been B. Were, not C. If, isn‟t D. If, wasn‟t

6. ______ can you expect to get a pay rise.

A. With hard work B. Although work hard

C. Only with hard work D. Now that he works hard

7. I am a ______ friend of his, because we all live very ______ to our school, and I know very well that he sleeps with the windows ______ even in summer.

A. closing；close； close B. close；closely；closing

C. closing；closely；closed D. close；close；closed

8. He was _____ into prison because of the crime.

A. sent B. cast C. committed D. above all

9. ----The boss said we had only three days to finish the work.

----Don‟t worry. We have already ______ two thirds of it.

A. got down B. got through C. given in D. given away

10. The teenagers should not _____ the net. Because it more or less affects our study. Which one is wrong?

A. be addicted to B. be lost in C. be given to D. interesting in

11. I was _______ of crossing the road _______ the car accident happened.

A. around the time; when B. on the point; that

C. at the moment; when D. on the point; when

12. ----How do you find the book? ----It‟s _____.

A. of great useful B. of very value C. of great usefulness D. of great use

13. ----Who cleaned the classroom? ----We consider Tom _____ it.

A. to clean B. cleaning C. to have cleaned D. to have been cleaning

14. ----Shall we meet tonight? ----Sorry, I‟m busy. How about ______ day?

A. every other B. the other C. any other D. some other

15. In the busy time, he usually_____ temporary workers.

A. take into B. take down C. takes on D. takes away

二、完形填空(共20小题；每小题1分，满分20分)

When I taught at Saint Mary‟s School in Morris, Minn, I had a really unusual student

named Mark Elkland. He was then in the first third grade class, in which all 34 of my students were 16 to me, and Mark was the dearest of all. Very neat in appearance, he had that

Mark often talked in class. I had again and again that talking without every time I had to correct him for his misbehavior “Thank you for correcting me, Sister !” I didn‟t know what to make of it at first, but before long I became 22 at hearing it so many times a day. -teacher‟s mistake I looked at him and said, “If you say one more word, I am going to your mouth shut !”

It was barely ten a boy sitting behind Mark, cried out, “Mark is talking again!” I hadn‟t asked any ofMark, but since I had stated the 28 in front of the class, I had to 29 on it.

I remembered the as if it had occurred yesterday. I walked to my desk very 31 , opened my drawer and took out a roll of masking tape . Without saying a word , I walked to Mark‟s desk , took off two pieces of tape and a big X with them over his mouth . I then returned to the front of the room.

As I glanced at Mark to see how he was doing, he winkled at me . That did it !

I started laughing . The class cheered as I walked back to Mark‟s desk , the tape and shrugged my shoulders . To my 34 , his 35 words still were, “Thank you for correcting me , Sister.”

16．A．polite B．important

17．A．even

18．A．remind

19．A．agreeable

20．A．however

21．A．reply

22．A．angry

23．A．perseverance

24．A．good

25．A．let

26．A．before

27．A．punish

28．A．measure

29．A．act

30．A．sign

31．A．nervously

32．A．draw

33．A．tightened B．just B．persuade B．acceptable B．therefore B．way B．bored B．patience B．strict B．tie B．when B．follow B．punishment B．play B．view B．sadly B．made B．removed C．rude C．only C．stop C．considerable C．but C．response C．satisfied D．dear D．once D．correct D．suitable D．yet D．look D．annoyed C．love D．strength C．inexperienced D．immoral C．leave C．until C．scold C．decision C．stand C．sight C．bravely C．covered C．fastened D．tape D．and D．watch D．announcement D．work D．scene D．seriously D．hung D．tore

34．A．disappointment B．joy

35．A．eager B．first C．amusement C．joyful D．anger D．thankful

三、阅读理解(共20小题,每小题1.5分,满分30分)

A

A lot of people are familiar with the story of Brave Gelert, a dog that faithfully defended the prince‟s son, but which was then killed while it was fast asleep through a terrible misunderstanding. However, only a few people know that the story is really a pack of lies. Let me explain.

About a hundred or so years ago there was a hotel owner in Wales who was fed up with business being so bad. His hotel was stuck in the middle of nowhere and hardly anyone came to stay. Then, one day, he had an idea. A famous prince called Llewellyn had lived in the area during the Middle Ages and had been keen on dogs. This is hardly surprising as hunting was extremely popular at that time. So what he did was to make up the story of the brave and faithful Gelert and how he had been killed by his ungrateful master.

Of course, people would be far more likely to believe the story if there was something they could see. So one day, the hotel keeper went to the top of a high hill and built a sort of monument from the stones he found lying around A friend of his, who was an accountant, helped him to construct it .The "tale" soon caught on and developed a life of its own. Afterwards, people came from far and wide to see the spot where the dog was buried. Needless to say, business became very good for the hotel owner.

36. According to the tale, the dog was killed by ___.

A. a hotel owner B. a famous accountant C. its master D. the prince's son

37. The owner of the hotel successfully improved his business by ___.

A. making up a story B. constructing a hotel on the hill

C. showing people around his hotel D. inviting a friend to help him

38. The hotel owner built the stone monument in order to

A. make more money B. remember the loyal dog

C. show off

D. honor the prince 39. What could be the best title for this passage? A. A Prince and His Dog C. Magnificent Hotel B. A Profit - Making Lie D. A Faithful but Unlucky Dog

B

Fred Michel is one of 7.2 million Americans who moonlight, or hold more than one job. Once a week, after his day job as medical director of a mental health center, the 40-year-old psychiatrist(精神病大夫) heads to a part-time job at a treatment center for young people. Twice a month, he travels three hours to another teenage treatment center.

Last year, 5.4 percent of the American workforce held second jobs, according to the US Labor Department, and that looks set to increase this year.

Many workers like the safety that moonlighting provides, says Carl Hausamn, the writer of “Moonlighting: 148 Great Ways to Make Money on the Side.”

The information from the US Labor Department shows that 40 percent of US moonlighters in 1997 took a second job to meet household expenses or pay off debts. Others save money or buy some special things.

People also take second jobs with an eye to the future-wanting to try out a new field or gain experience.

Michel started moonlighting when medical systems were unstable(不稳定的). He wanted to make sure he wasn‟t tied to one system that ended up failing.

Just as the purposes for moonlighting vary, the moonlighters cross all age and racial groups. And they work in a variety of industries-no longer just service, office and sale jobs.

“Technology just affects your ability to make money,” Hausman says. “That makes a frequent change in moonlighting.”

As its name means, moonlighting still occurs mostly at night. And that results in some pressures. Chief among them is time.

Full-time employers could misunderstand, too. Some companies do not allow after-hour work because they fear it will affect their employees‟ 9-to-5 performance.

“The primary employer is saying, „Wait, I‟m paying you for the sharp, fresh, energetic you,‟” says Tom Gimbel, president and founder of LaSalle Staffing in Chicago. “If you‟re burning yourself at both ends, It‟s going to show.”

Still, the good done to the moonlighters can be great. Besides extra income, moonlighters enjoy variety , freedom and chance to do something new. They also may find their part-time jobs to strengthen what they do full time.

Besides, “it‟s fun,” Michel says. Not only do this part-time jobs offer a chance to network, stretch his professional skills and make more money, but they also give him the variety he wouldn‟t find just in a full-time job.

“It‟s a way of pulling from the spice cabinet,” he says, “and offering a little variety throughout the day.”

40. What is the article mainly about?

A. The ways of moonlighting.

B. The reasons for moonlighting .

C. The problems with moonlighting.

D. The kinds of people who moonlight.

41. The reason why Fred Michel began to moonlight is that ____.

A. he found it exciting to do a part-time job

B. he needed to make ends meet with more money

C. he feared he would lose his present job one day

D. he felt more and more pressure from his employer

42. Some companies don‟t allow their workers to moonlight because they are afraid ___.

A. their workers can not do extra-hour work for them

B. their workers will be too tired to try their best at work

C. their workers will one day turn to some other different jobs

D. their workers will not get to work and be off work on time

43. The underlined sentence “It‟s a way of pulling from the spice cabinet.” in the last paragraph means___.

A. moonlighting gets you away from the job you don‟t enjoy

B. moonlighting offers you freedom to make extra money

C. moonlighting strengthens your professional skills

D. moonlighting brings you chances to do something different

C

Franz Schubert was a well-known musician in the world. But he lived a very hard life and often went hungry. One day, being very hungry, he went into a small restaurant in Vienna, hoping he might meet some friends there. He looked around and saw nobody he could borrow any money from. Then his eyes fell on a pa. per on one of the tables. In it was a little poem. He took the paper with the poem. After he com. posed a piece of music for the poem, he took his work to the owner of the restaurant. He only received a dish of beef and potato for it.

Thirty years after his death, this manuscript(手稿) by Schubert was sold for 40 00C francs. It was his famous Berceuse(摇篮曲).

44. Schubert often_____________.

A. had his meal in restaurants

B. looked for his friends there

C. ate beef and potato there

D. had not enough food to eat

45. Schubert went into a restaurant because he thought____________.

A. the owner might give him some food

B. he could eat the food without money

C. some friends of his might be there and lend him some money

D. he could write his famous Berceuse there

46. From the passage we didn't know that____________.

A. where Schubert composed his famous Berceuse

B. why Schubert composed his famous Berceuse

C. whether it was hard for Schubert to make a living

D. who bought his famous Berceuse for 40 000 francs

he was in the first third grade篇七：大学英语4(浙江大学版)原文 第二单元

All the Good Things

[1] He was in the first third-grade class I taught at Saint Mary's School in Morris, Minnesota. All 34 of my students were dear to me, but Mark Eklund was one in a million[N]. Very neat in appearance, he had that happy-to-be-alive attitude[N] that made even his occasional mischievousness delightful.

[2] Mark also talked incessantly. I had to remind him again and again that talking without permission was not acceptable. What impressed me so much, though, was his sincere response every time I had to correct him for misbehaving—"Thank you for correcting me, Sister[N]!" I didn't know what to make of it at first, but before long I became accustomed to hearing it

many times a day.

[3] One morning my patience was growing thin[N] when Mark

talked once too often, and then I made a novice-teacher's mistake.

I looked at Mark and said, "If you say one more word, I am going to

tape your mouth shut[N]!"

[4] It wasn't ten seconds later when Chuck blurted out, "Mark is talking again." [N] I hadn't asked any of the students to help me watch Mark, but since I had stated the punishment in front of the class, I had to act on it.

[5] I remember the scene as if it had occurred this morning. I walked to my desk, very deliberately opened the drawer and took out a roll of masking tape. Without saying a word, I proceeded to Mark's desk, tore off two pieces of tape and made a big X with them over his mouth. I then returned to the front of the room.

[6] As I glanced at Mark to see how he was doing, he winked at me. That did it! [N] I started laughing. The entire class cheered as I walked back to Mark's desk, removed the tape, and shrugged my shoulders. His first words were, "Thank you for correcting me, Sister."

[7] At the end of the year I was asked to teach junior-high math. The years flew by, and before I knew it[N] Mark was in my classroom again. He was more handsome than ever and just as polite[N]. Since he had to listen carefully to my instructions in the "new math", he did not talk as much in the ninth grade[N] as he had in the third.

[8] One Friday, things just didn't feel right[N]. We had worked hard on a new concept all week, and I sensed that the students were growing frustrated with themselves—and edgy with one another. I had to change the mood of the class before it got out of hand. So I asked them to list the names of the other students in the room on two sheets of paper, leaving a space between each name. Then I told them to think of the nicest thing they could say about each of their classmates and write it down.

[9] It took the remainder of the class period to finish the assignment, but as the students left the room, each one handed me the papers. Charlie smiled. Mark said, "Thank you for teaching me, Sister. Have a good weekend."

[10] That Saturday, I wrote down the name of each student on a separate sheet of paper, and I listed what everyone else had said about that individual. On Monday I gave each student his or her list. Some of them ran two pages. Before long, the entire class was smiling. "Really?" I heard whispered[N]. "I never knew that meant anything to anyone!" "I didn't know others liked me so much!"

[11] No one ever mentioned those papers in class again. I never knew if they discussed them after class or with their parents. But it didn't matter. The exercise had accomplished its purpose. The students were happy with themselves and one another again.

[12] That group of students moved on. Several years later, after I returned from a vacation, my parents met me at the airport. As we were driving home, Mother asked the usual questions about the trip—the weather, my experiences in general. There was a slight lull in the conversation. Mother gave Dad a sideways glance and simply said, "Dad?" My father cleared his throat as he usually did before saying something important. "The Eklunds called last night," he began.

[13] "Really?" I said. "I haven't heard from them for several years. I wonder how Mark is."

[14] Dad responded quietly. "Mark was killed in Vietnam," he said. "The funeral is tomorrow, and his parents would like it if you could attend." To this day I can still point to the exact spot on I-494[N] where Dad told me about Mark.

[15] I had never seen a serviceman in a military coffin before. Mark looked so handsome, so mature. All I could think at that moment was, Mark, I would give all the masking tape in the world if only you could talk to me[N].

[16] After the funeral, most of Mark's former classmates headed to Chuck's farmhouse for lunch. Mark's mother and father were there, obviously waiting for me. "We want to show you something," his

father said, taking a wallet out of his pocket. "They found this on Mark when

he was killed. We thought you might recognize it."

[17] Opening the billfold, he carefully removed two worn pieces of

notebook paper that had obviously been taped, folded and refolded many

times. I knew without looking that the papers were the ones on which I had

listed all the good things each of Mark's classmates had said about him.

"Thank you so much for doing that," Mark's mother said. "As you can see,

Mark treasured it."

[18] Mark's classmates started to gather around us. Charlie smiled rather sheepishly and said, "I still have my list. It's in the top drawer of my desk at home." Chuck's wife said, "Chuck asked me to put his in our wedding album." "I have mine too," Marilyn said. "It's in my diary." Then Vicki,

another

classmate, reached into her pocket-book, took out her wallet and showed her worn and ragged list to the group. "I carry this with me at all times," Vicki said without hesitation. "I think we all saved our lists."

[19] That's when I finally sat down and cried. I cried for Mark and for all his friends who would never see him again. (1050 words)

Mother Tongue

Amy Tan

[1] I am a writer. And by that definition, I am someone who has always loved language. I am fascinated by language in daily life. I spend a great deal of my time thinking about the power of language—the way it can evoke an emotion, a visual image, a complex idea, or a simple truth. Language is the tool of my trade. And I use them all—all the Englishes I grew up with.

[2] Recently, I was made keenly aware of the different Englishes I do use. I was giving a talk to a large group of people, the same talk I had already given to half a dozen other groups. The nature of the talk was about my writing, my life, and my book, The Joy Luck Club. The talk was going along well enough until I remembered one major difference that made the whole talk sound wrong. My mother was in the room. And it was perhaps the first time she had heard me give a lengthy speech, using the kind of English I have never used with her—a speech filled with carefully constructed grammatical phrases, burdened, it suddenly seemed to me, with nominalized forms, past perfect tenses, conditional phrases, all the forms of standard English that I had learned in school and through books, the forms of English I did not use at home with my mother.

[3] Just last week, I was walking down

the street with my mother, and I again found

myself conscious of the English I was using,

the English I do use with her. We were talking

about the price of new and used furniture and I

heard myself saying this: "Not waste money

that way." My husband was with us as well,

and he didn't notice any switch in my English.

And then I realized why. It's because over the

twenty years that we have been together I've

often used the same kind of English with him, and sometimes he even uses it with me. It has become our language of intimacy, a different sort of English that relates to family talk, the language I grew up with.

[4] You should know that my mother's expressive command of English doesn't reflect how much she actually understands[N]. She reads financial reports, listens to Wall Street Week (a TV financial news program), converses daily with her stockbroker, and reads many types of books with ease. Yet some of my friends tell me they only understand 50 percent of what my mother says. Some say they understand 80 to 90 percent. Some say they understand none of it, as if she were speaking pure Chinese. But to me, my mother's English is perfectly clear, perfectly natural. It's my mother tongue. Her language, as I hear it, is vivid, direct, full of observation and imagery. That was the language that helped shape the way I saw things, expressed things, made sense of the world.

[5] Lately, I've been giving more thought to the kind of English my mother speaks. Like others, I have described it to other people as "broken" English. But I shrink with pain when I say that. It always bothered me that I can think of no way to describe it other than "broken", as if it were damaged and needed to be fixed, as if it lacked certain wholeness and soundness. I've heard other terms used, "limited English", for example. But they seem just as bad, as if everything is limited, including people's perceptions of the "limited" English speaker.

[6] I know this for a fact[N], because when I was growing up, my mother's "limited" English limited my perception of her. I was ashamed of her English. I believed that her English reflected the quality of what she had to say. That is, because she expressed them imperfectly her thoughts were imperfect. And I had plenty of empirical evidence to support me: the fact that people in department stores, at banks, and at restaurants did not take her seriously, did not give her good service, pretended not to understand her, or even acted as if they did not hear her.

[7] My mother has long realized the limitations of her English as well. When I was fifteen, she used to ask me to call people on the phone to pretend I was she. In this guise, I was forced to ask for information or even complain and yell at people who had been rude to her. One time it was a call to her stockbroker in New York. She had cashed out her small stock portfolio[N] and it just so happened we were going to go to New York the next week, our very first trip outside California. I had to get on the phone and say in an adolescent voice that was not very convincing, "This is Mrs. Tan."

[8] And my mother was standing in the back whispering, "Why he don't send me check, already two weeks late. So mad he lie to me, losing me money."

[9] And then I said in perfect English, "Yes, I'm getting rather concerned. You had agreed to send the check two weeks ago, but it hasn't arrived."

[10] Then she began to talk more loudly, "what he want, I come to New York tell him front of his boss, you cheating me?" And I was trying to calm her down, make her be quiet, while telling the stockbroker, "I can't tolerate any more excuses. If I don't receive the check immediately, I am going to

speak to your manager when I'm in New York next

week."

[11] Why were there not more Asian Americans

represented[N] in American literature? Why are

there

few Asian Americans enrolled in creative writing programs? Why do so many Chinese students go into engineering? Well, these are broad sociological questions I can't begin to answer. But I have noticed in surveys that Asian students, as a whole, always do significantly better on math achievement tests than in English. And this makes me think that there are other Asian-American students whose English spoken in the home might also be described as "broken" or "limited". And perhaps they also have teachers who are steering them away from writing and into math and science, which is what happened to me. Fortunately, I happen to be rebellious in nature and enjoy the challenge of disproving assumptions made about me[N]. I became an English major my first year in college, after being enrolled as a pre-med. (1079 words)

he was in the first third grade篇八：双语美文

双语美文：赞美他人 永远不迟

He was in the first third grade class I taught at Saint Mary's School in Morris, Minn. All 34 of my students were dear to me, but Mark Eklund was one in a million. Very neat in appearance, he had that happy-to-be-alive attitude that made even his occasional mischievousness delightful.

我在明尼苏达州莫里斯的圣玛丽学校教书，他在我教的第一个三年级的班上。全班34个学生每一个都讨我喜欢，但马克·埃克隆却是独一无二的。他外表干干净净，是个乐天派，所以即便是他偶尔的调皮捣蛋，也依然讨人喜欢。 Mark often talked incessantly. I had to remind him again and again that talking without permission was not acceptable. What impressed me so much, though, was his sincere response every time I had to correct him for

misbehaving. "Thank you for correcting me, Sister!" I didn't know what to make of it at first, but before long I became accustomed to hearing it many times a day.

马克常常说个不停。我不得不一而再、再而三地提醒他，未经允许不能讲话。不过，令我印象深刻的是，每当我不得已指出他的过错的时候，他都非常诚恳地对我说：“谢谢你指出我的问题，修女！”起初，我不知该作何反应，但很快，我便习惯了一天听到这句话好多遍。

One morning my patience was growing thin when Mark talked once too often, and then I made a novice-teacher's mistake. I looked at him and said, "If you say one more word, I am going to tape your mouth shut!"

一天早上，马克又一次讲个不停，我终于不耐烦了，于是犯了个新老师才会犯的错误。我盯着他说：“再说一个字，我就拿胶带把你的嘴封上！” It wasn't ten seconds later when Chuck, another student, blurted out, "Mark is talking again." I hadn't asked any of the students to help me watch Mark, but since I had stated the punishment in front of the class, I had to act on it.

结果不到十秒钟，另一个学生查克就脱口而出：“马克又在讲话了。”我并没有让任何同学帮我盯着马克，不过既然我已经当着全班的面说过他再说话就要罚他，我得说话算话。

I remember the scene as if it had occurred this morning. I walked to my desk, very deliberately opened my drawer and took out a roll of masking tape. Without saying a word, I proceeded to Mark's desk, tore off two pieces of tape and made a big X with them over his mouth. I then returned to the front of the room. As I glanced at Mark to see how he was doing, he winked at me. When I

walked back to Mark's desk and removed the tape, his first words were, "Thank you for correcting me, Sister."

接下来的一幕我至今仍记忆犹新，仿佛就发生在今天早上。我走到讲桌前，不慌不忙拉打开抽屉，拿出一卷胶带，然后一言不发地走到马克桌前，撕下两截胶带，在他嘴上贴了个大大的“X”，然后转身走回教室前面。我瞟了瞟马克看他有什么反应，结果看到他朝我眨了眨眼睛。而当我回到马克桌前给他撕下胶带时，他说的第一句话便是：“谢谢你指出我的问题，修女。”

One Friday, I asked the students to list the names of the other students in the room on two sheets of paper, leaving a space between each name. Then I told them to think of the nicest thing they could say about each of their

classmates and write it down. It took the remainder of the class period to finish the assignment, and as the students left the room, each one handed me the paper.

在一个星期五，我让同学们把班上除自己之外其他同学的名字写在两张纸上，名字与名字间留点空隙。然后我让他们想想每位同学最好的地方是什么，并把这也写下来。大家用那堂课剩余的时间完成了这项任务，到下课离开教室的时候他们把各自的两张纸交给了我。

That Saturday, I wrote down the name of each student on a separate sheet of paper, and I listed what everyone else had said about that individual. On Monday I gave each student his or her list. Before long, the entire class was smiling. "Really?" I heard the whispers. "I never knew that meant anything to anyone!" "I didn't know others liked me so much!" Then Mark said, "Thank you for teaching me, Sister."

星期六的时候，我分别把每位同学的名字各写在一张纸上，然后把其他同学对他的评价列在上面。到了星期一，我把各人的单子分发给他们。很快全班同学脸上都扬起了笑容。“真有这么好？”我听见有人轻声说。“我从不知道那会对别人有意义！”还有人说：“原来大家这么喜欢我啊！”而马克说：“修女，感谢你的教导。”

No one ever mentioned those pieces of paper in class again. I never knew if they discussed them after class or with their parents.

后来再没人在课堂上提起过这些纸，我也不清楚他们有没有在课下与同学或者父母谈论过。

Soon I was asked to teach junior-high math. The years flew by, and before I knew it Mark was in my classroom again. He was more handsome and more polite than ever. Maybe since he had to listen carefully to my instruction in the "new math", he did not talk as much in the ninth grade as he had in the third.

很快我就被调去教初中数学了。几年的时间一晃而过，在我还未意识到的时候，马克又出现在了我的课堂。他比以前帅气了，人也更加彬彬有礼。也许是因为他必须认真听我用“新数学”法讲课，九年级的他不再像三年级时那样爱讲话了。

That group of students moved on.

[cn]就这样，这一批学生毕业了。

Several years later, after I returned from vacation, my parents met me at the airport. Mother gave Dad a side-ways glance and simply said, "Dad?" My father cleared his throat as he usually did before saying something important. "The Eklunds called last night," he began. "Really?" I said. "I haven't heard from them in years. I wonder how Mark is." Dad responded quietly. "Mark was killed in Vietnam," he said. "The funeral is tomorrow, and his parents would like it if you could attend."

几年后的一天，我度假归来，父母来机场接我。妈妈斜斜地瞟了爸爸一眼，只说了两个字：“她爸？”爸爸清了清嗓子——但凡有要事宣布，他都会这样。说：“埃克隆家昨晚打了个电话过来。”“是吗？”我说，“好几年没他们的消息了，不知道马克怎么样了。”爸爸轻声地回答道：“马克在越战中牺牲了，葬礼在明天举行。他父母希望你能去参加。”

I had never seen a serviceman in a military coffin before. Mark looked so handsome, so mature.

我从未见过军人躺在军用棺材里的样子。马克看上去是那样英俊，那样成熟。 After the funeral, Mark's mother and father found me. "We want to show you something," his father said. "They found this on Mark when he was killed. We thought you might recognize it." Opening a billfold, he carefully removed two worn and frazzled pieces of notebook paper that had obviously been taped, folded and refolded many times. I knew without looking that the pieces of paper were the ones on which I had listed all the good things that Mark's classmates had said about him. "Thank you so much for doing that." Mark's mother said. "As you can see, Mark behaved better and better at school. It's all because of you and your list."

葬礼结束后，马克的父母找到了我。“我们想给您看一样东西，”他爸爸说，“马克牺牲的时候他们在他身上找到了这个。我们想您可能认得。”他打开皮夹，小心翼翼地取出两张破损不堪的笔记本纸。很明显，这两张纸用胶带补过、反复折叠过。不用看我也知道，这就是当初那两张纸，我当时把马克的同学们对他的表扬都写在了上面。“您所做的这些，我们感激不尽，”马克的妈妈说，“您也看到了，马克在学校里的表现越来越好。这都归功于您和您的这张单子。”

Mark's classmates started to gather around us. Charlie smiled rather sheepishly and said, "I still have my list. It's in the top drawer of my desk at home." Chuck's wife said, "Chuck asked me to put this in our wedding album." "I have mine too," Marilyn said. "It's in my diary." Then Vicki, another

classmate, reached into her pocketbook, took out her wallet and showed her worn list to the group. "I carry this with me at all times," Vicki said without batting an eyelash. "I think we all saved our lists."

这时，马克的同学们也围了过来。查利腼腆地笑着说：“这张单子我现在还保留着，就在我家书桌最上面的抽屉里。”查克的妻子说：“查克让我把这个放在我们的结婚纪念册里。”“我的也在，”玛丽莲说，“就在我日记本里。”接着，另一个同学维姬从手提袋里取出钱包，给大家看那张已经磨损了的纸。“我一直把这个带在身上，”维姬眼睛一眨不眨地说，“我想我们都保存着自己的单子。”

That's when I finally sat down and cried.

那一刻，我终于坐下大哭起来。

Sometimes the smallest things could mean the most to others. The

density of people in society is so thick that we forget life will end one day and we don't know when that one day will be. Compliment the people you love and care about, before it is too late.

有时候，即便是最微不足道的事情，对他人也可能意义非凡。在这个社会上，在熙熙攘攘的人群中，我们哪里还会记得某天人生终会走到尽头，更不知道那一天何时到来。所以，趁一切都还来得及，去赞美你爱着、关心着的人吧！

he was in the first third grade篇九：九年级英语素质检测卷

九年级英语素质检测2014.01

第一部分 听力部分

第一节.听小对话，选择图片。（共5小题，每小题1分，共5分)

()1. What’s Lucy’s favorite subject ?

A．Science B. MathsC.Chinese

()2.How does Tom learn Chinese?

A. On the computer. B. By himself. C. On the recorder.

()3.Where did Kate go yesterday?

A . Bank. B. Hospital. C. Theater.

()4.When is the boy’s birthday?

A . June 8. B. June 19. C. June 20.

( ) 5. Why won’t Liu Ying go to Hong Kong on vacation this May Day holiday?

A. It’s too hot. B. It’s too touristy. C. It’s too expensive.

第二节．听长对话，回答问题。（共5小题, 每小题1分，共5分）

听下面一段较长的对话，回答第6至7两小题。

()6. What time does Mary get up?

A. 6:00 a.m. B. 7:00 a.m. C. 7:30 a.m.

()7. How does Mary get to school?

A. On footB. By bikeC. By bus

听下面一段较长对话，回答第8至10三小题。

()8. Why is Jeff tired today?

A. He had a volleyball match yesterday.

B. He didn’t sleep well last night.

C. He got up too early this morning.

()9. When is Jeff having the math test?

A. This afternoon. B. Tomorrow.C. This morning

()10. What should Jeff do?

A. Go to bed early. B. Have a rest. C. Drink water .

第三节. 听独白，请根据独白的内容，从题中所给的A、B、C三个选项中选择正

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( )11. A. Running B. Doing some reading C. Watching TV

()12. A. videos B. music C. books

()13. A. Sleeping B. Swimming C. Singing

()14. A. bus B. car C. subway

( )15. A. 6:00 p.m. B. 7:00 p.m. C. 8:00 p.m.

第二部分笔试部分

二. 单项填空（本题有15小题，每小题1分，共15分)

请从A、B、C、D四个选项中选出可以填入空白处的最佳选项。

( )16. The man is very rich. He has __________ airplane.

A: a B: the C; an D: /

( )17. How do you learn English?_______.

A .For the people B. By working with my friends

C .I don’t like English D. We like English

( )18 I used to go to sleep ________ my bedroom light ________.

A. with, open B. with, on C. and, open D. in, on

( )19. —Can I get my ears pierced, Mom? —No. As a student, you ________ do that.

A. are allowed to B. should be allowed to

C. may not D. shouldn’t be allowed to

( )20.The Voice of China is very popular , lots of people love to _________ to watch it.

A. wake up B. get up C. stay up D. make up

( A. if B. unless C. when D. that

( )22. Are you considering _____ a job these days?

A. change B. to change C. changed D. changing

( ) 23. I don’t know _________.

A. what to do it B. how to do C. what to do D. to do what

( ) 24.He ______ be a history teacher.

A. used to B. be used to C. use to be D. be use

( )25. — I’m afraid that I’ll fail the math test.

— _____________!

A. Work hard B. Have a good rest. C. Well done. D. Don’t worry

( )26．My hobby is collecting stamps．I need __________ before I have 3000 stamps．

A．more one B．any more C．one more D．more than

( )27. The price of the book is __________ so I would rather not buy it.

A. low B. high C. cheap D. expensive

( )28. Do you know what__________ before you __________?

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A.was happened; came

B. is happening; come D. happened; had come C. had happened; came

A. appear; disappeared ( )29. He made his final __________ last winter and__________ from then on.B. appearance; disappeared

D. appearance; appeared C. disappearance; appeared

( )30. Could you tell me__________?

A. what’s the matter with you

C. what the matter with you is B. what was the matter with you D. what the matter with you was

三. 完型填空（本题有15小题，每小题1分，共15分)

Mark was in the first third-grade class I at Saint Mary's School in Morris, Minnesota. He very much and I had to remind him again and again that talking without for misbehaving, he would say, "Thank you for correcting me, Sir!" I didn't know what to make of it at first, hearing it many times a day.

One morning growing thin when Mark talked once too often, and then I made a novice-teacher's (新手老师的) mistake. I looked at Mark and said, "If you to help me watch Mark, but since I had said the punishment a roll of masking tape. Without saying a word, I went to Mark's desk, tore off two pieces of tape and made a big X with them over his mouth. I then

As I glanced at Mark to see how he was doing, he winked (眨眼) at me. That did it! I started laughing. The whole class as I walked back to Mark's desk, removed the tape, and shrugged ( ) 31. A. studied B. taught C. lived D. learned

( )32.A. singingB. speakingC. talkingD. laughing

( ) 33. A. thatB. him C. itD. her

( ) 34. A but B. soC. andD. however

( ) 35. A. angerB. pleasureC. patienceD. care

( ) 36. A. talk B. speak C. readD. say

( ) 37. A. bodyB. handC. headD. mouth

( ) 38. A. sentencesB. seconds C. hours D. words

( ) 39. A. HeB. IC. Mark D. Chuck

( ) 40. A forB. at C. in the front of D.in front of

( ) 41. A. rememberB. think C. imagine D. wonder

( )42.A. took out B. took off C. took place D. took up

( ) 43. A. moved B. returnedC. rushedD. jumped

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( ) 44. A cried B. shoutedC. cheeredD. worried

( ) 45. A. tapingB. helping C. teaching D. correcting

四、阅读理解（本题有15小题，每小题2分，共30分）

阅读下面短文，从每个小题所给的A、B、C、D四个选项中选出最佳选项。

（A）

()46. Peter’s study group meeting will be on____________.

A. Sunday morning B. Monday afternoon

C. Saturday evening D. Friday afternoon

( )47. From Peter’s plan we learn that Peter likes ___________.

A. table tennis B. music C. art D. basketball

( )48. What will Mary do on Wednesday evening?

A. Study for an exam .B. See her friends.

C. Play basketball. D. Go to her art class.

（B）

Charles Chaplin was born in London on April 16, 1889. His parents

were music hall actors. The Chaplin family were very poor, and life

was difficult in London. Charlie, as he was called, used to do his

mother's job in the theatre when she was ill.

When he was only 17 years old, Chaplin got his first real job as an

actor. What he did was to do silly things to make people laugh in the theatre. Seven years later he went to the USA. And over the next four years, he formed his own way of art. He developed the

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character* of a homeless gentleman which became very popular.

From the 1920s to the 1950s, Chaplin made his most famous films. The film Modern Times (1936) shows his care about the modern industry workers. Many of his films describe the poor life and hard time of the working people during that period.

Although Charlie Chaplin was British, he lived in the USA until 1953. But he never got US nationality. Then Chaplin, his wife' and his five children had to move to Switzerland where he lived until he died. When he was 83 years old, he won his only Oscar for the music he wrote for the film Limelight. He was named Sir Charles Chaplin at the age of 85. Charlie Chaplin died in Switzerland on December 25th, 1975.

( )49. Chaplin used to when his mother was ill.

A. look after her

B. do the housework D. do his father's job C. do his mother's job

( )50. From Paragraph 2, we can know that .

A. Chaplin went to the USA when he was 24 years old

B. Chaplin became famous when he was 17 years old

C. people liked Chaplin because he was a homeless gentleman

D. Chaplin did many silly things to make people laugh in the street

( )51. Chaplin made his most famous films.

A. From 1889 to 1936

C. From 1953 to 1975

A. the acting

（C）

I often hear some students say English is difficult, and it gives them a headache. So they can't learn it well. But English is very easy for me. I'm good at it. I'm very glad to tell you something about how I study English.

First, I think an interest in English is very important. When I was in Grade One, we had a new subject-English. It was fresh for me. I was interested in it, so I worked hard at it. Soon we had an English exam and I got a very good mark. How happy I was! After that, I learned English harder and harder. Our English teacher often teaches us English songs.The songs sound nice. I often think how interesting English is!

Second, I think English is a foreign language. I should learn it well in the following ways: Listen to the teacher carefully, speak bravely, read aloud and have a good vocabulary. Then practice again and again, never be tired. And I also have a good habit: Asking whenever*I have a question, I must make it clear by asking our English teacher. How happy I am when I understand!

Besides this, I often read English stories, jokes and easy novels. From these I know English is not only interesting, but also useful. They help me understand a lot of things. So to do more reading is an important way to learn English well.

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B. From the 1920s to the 1950s D. From the 1950s to the 1980s D. the music ( )52. Chaplin won the Oscar for when he was 83 years old. B. the art C. the film

he was in the first third grade篇十：b4u2_passage_1

All the Good Things

1 He was in the first third-grade class I taught at Saint Mary's School in Morris, Minnesota. All 34 of my students were dear to me, but Mark Eklund was one in a million. Very neat in appearance, he had that happy-to-be-alive attitude that made even his occasional mischievousness delightful. 2 Mark also talked incessantly. I had to remind him again and again that talking without

permission was not acceptable. What impressed me so much, though, was his sincere response every time I had to correct him for misbehaving. "Thank you for correcting me, Sister!" I didn't know what to make of it at first, but before long I became accustomed to hearing it many times a day.

3 One morning my patience was growing thin when Mark talked once too often, and then I made a novice-teacher's mistake. I looked at Mark and said, "If you say one more word, I am going to tape your mouth shut!"

4 It wasn't ten seconds later when Chuck blurted out, "Mark is talking again." I hadn't asked any of the students to help me watch Mark, but since I had stated the punishment in front of the class, I had to act on it.

5 I remember the scene as if it had occurred this morning. I walked to my desk, very deliberately opened the drawer and took out a roll of masking tape. Without saying a word, I proceeded to Mark's desk, tore off two pieces of tape and made a big X with them over his mouth. I then returned to the front of the room.

6 As I glanced at Mark to see how he was doing, he winked at me. That did it! I started laughing. The entire class cheered as I walked back to Mark's desk, removed the tape, and shrugged my shoulders. His first words were, "Thank you for correcting me, Sister.

7 At the end of the year I was asked to teach junior-high math. The years flew by, and before I knew it Mark was in my classroom again. He was more handsome than ever and just as polite. Since he had to listen carefully to my instructions in the new math", he did not talk as much in the ninth grade as he had in the third.

8 One Friday, things just didn't feel right. We had worked hard on a new concept all week, and I sensed that the students were growing frustrated with themselves and edgy with one another. I had to change the mood of the class before it got out of hand. So I asked them to list the names of the other students in the room on two sheets of paper, leaving a space between each name. Then I told them to think of the nicest thing they could say about each of their classmates and write it down.

9 It took the remainder of the class period to finish the assignment, but as the students left the room, each one handed me the papers. Charlie smiled. Mark said, "Thank you for teaching me, Sister. Have a good weekend."

10 That Saturday, I wrote down the name of each student on a separate sheet of paper, and I listed what everyone else had said about that individual. On Monday I gave each student his or

her list. Some of them ran two pages. Before long, the entire class was smiling. "Really?" I heard whispered. "I never knew that meant anything to anyone!" "I didn't know others liked me so much!"

11 No one ever mentioned those papers in class again. I never knew if they discussed them after class or with their parents. But it didn't matter. The exercise had accomplished its purpose. The students were happy with themselves and one another again.

12 That group of students moved on. Several years later, after I returned from a vacation, my parents met me at the airport. As we were driving home, Mother asked the usual questions

about the trip, the weather, my experiences in general. There was a slight lull in the conversation. Mother gave Dad a sideways glance and simply said, "Dad?" My father cleared his throat as he usually did before saying something important. "The Eklunds called last night," he began. 13 "Really?" I said. "I haven't heard from them for several years. I wonder how Mark is.

14 Dad responded quietly. "Mark was killed in Vietnam," he said. "The funeral is tomorrow, and his parents would like it if you could attend." To this day I can still point to the exact spot on I-494 where Dad told me about Mark.

15 I had never seen a serviceman in a military coffin before. Mark looked so handsome, so mature. All I could think at that moment was, Mark, I would give all the masking tape in the world if only you could talk to me.

16 After the funeral, most of Mark's former classmates headed to Chuck's farmhouse for lunch. Mark's mother and father were there, obviously waiting for me. "We want to show you

something," his father said, taking a wallet out of his pocket. "They found this on Mark when he was killed. We thought you might recognize it."

17 Opening the billfold, he carefully removed two worn pieces of notebook paper that had obviously been taped, folded and refolded many times. I knew without looking that the papers were the ones on which I had listed all the good things each of Mark's classmates had said about him. "Thank you so much for doing that," Mark's mother said. "As you can see, Mark treasured it."

18 Mark's classmates started to gather around us. Charlie smiled rather sheepishly and said, "I still have my list. It's in the top drawer of my desk at home." Chuck's wife said, "Chuck asked me to put his in our wedding album." "I have mine too," Marilyn said. "It's in my diary. " Then Vicki, another classmate, reached into her pocket-book, took out her wallet and showed her worn and ragged list to the group. "I carry this with me at all times," Vicki said without hesitation. "I think we all saved our lists."

19 That's when I finally sat down and cried. I cried for Mark and for all his friends who would never see him again.

he was in the first third grade相关热词搜索：thirdgrade inthethirdgrade firstsecondthird