1、考前词汇与完型整训一A. apparently B. special C. grocery D. vaguelyE. admire F. scolded G. display H. simple I. off J. admit One of the qualities that most people _41_ in others is the willingness to admit ones mistakes. It is extremely hard sometimes to say a _42_ thing like I was wrong about that, and it is
2、even harder to say, I was wrong, and you were right about that.I had an experience recently with someone admitting to me that he had made a mistake fifteen years ago. He told me he had been the manager of a certain grocery in the neighborhood where I grew up, and he asked me if I remembered the egg
3、cartons（纸盒）. Then he related an incident and I began to remember _43_ the incident he was describing. I was about eight years old, and I went into the store with my mother to do the weekly _44_shopping. There was a _45_sale on eggs that day because there was an impressive display of eggs in dozen an
4、d half-dozen cartons. The cartons were piled high. I stopped in front of a_46_ to admire the piles. Just then a woman pushing her grocery cart knocked _47_ the piles of cartons. For some reason, I decided it was up to me to put the display back together, so I went to work.The manager heard the noise
5、 and came rushing over to see what had happened. When he appeared, I was on my knees examining to see if any of the eggs were broken, but to him it looked as though I was the culprit（罪犯）. He severely _48_ me and wanted me to pay for any broken eggs. I protested my innocence and tried to explain, but
6、 it did no good. Even though I quickly forgot all about the incident, _49_the manager did not. When a student takes notes in a lecture, he has to do four things. First of all, he has to understand what is said. _50_a speaker says, a student cant stop him in order to look up a new word or check an un
7、familiar sentence _51_. The second thing the student has to do is to _52_ what is important in the lecture. Often, the lecturer _53_ this directly or indirectly. If he says The next point is important, the student will have _54_ difficulty. The lecturer may, however, use a more informal _55_. A sent
8、ence such as This is the crunch , meaning this is the really important point, will often cause difficulty. Many lecturers _56_, or speak more slowly and loudly when they are making an important point. If the student cant _57_ these indirect signals, hell find it difficult to decide what is important
9、. The third task that _58_ the student is that he has to write down the important points. There are two more problems here _59_ deciding what is important. One is speed. The other is clarity (清晰). The student should use_60_forms, write down the important information words and write one point on each
10、 line. He ought to, if possible, choose a moment to write when the lecturer isnt giving _61_ information. Finally, the students notes must show the _62_ between the various points he has noted. If he makes intelligent use of spacing and underlining, together with the use of _63_ signs and the number
11、ing of points, he will be able to understand the _64_ of the lecture more easily. 50. A. LikeB. Since C. As D. For51. A. typeB. frameC. formD. pattern52. A. decideB. examineC. attachD. desire53. A. writesB. ordersC. signalsD. organizes54. A. littleB. fewC. a littleD. a few55. A. sortB. styleC. sight
12、D. section56. A. restB. breakC. pauseD. separate57. A. recognizeB. predictC. acceptD. relate58. A. confusesB. attractsC. influencesD. faces59. A. in addition toB. exceptC. more than D. rather than60. A. singleB. complexC. longD. short61. A. vitalB. unrelatedC. unimportantD. unnecessary62. A. correct
13、ionsB. collectionsC. connectionsD. conversations63. A. conditionalB. restrictedC. consequent D. regular64. A. contentB. frameworkC. importanceD. context41-45 EHDCB46-49 GIFA50-54CDACA55-59 BCADA60-64 DACDA二A. accompanied B. trend C. resist D. murder E. incredible F. severe G. involving H. tolerant I
14、. roughly J. particularDrunken drivingsometimes called Americas socially accepted form of41_has become a national infectious diseaseEvery hour of every day about three Americans on average are killed by drunken drivers, adding up to an42number of 250,000over the past decadeA drunken driver is usuall
15、y defined as one with a 010 blood alcohol content or 43three beers, glasses of wine or shots of whisky drunk within two hoursHeavy drinking used to be an acceptable part of the American strong man image and judges were not44in most courts, but the drunken slaughter has recently caused so many well-p
16、ublicized tragedies, especially45young children, that public opinion is no longer so 46 of itTwenty states have raised the legal drinking age to 21, altering a47in the 1960s to reduce it to 18After New Jersey lowered it to 18, the number of people killed by 18-20-year-old drivers more than doubled,
17、so the state recently upped it back to 21Reformers, however, fear raising the drinking age will have little effect unless48by educational programs to help young people to develop “responsible attitudes” about drinking and teach them to49strong pressure to drinkTough new laws have led to increased ar
18、rests and tests and, in many areas already, to a marked decrease in fatalities（死亡事故）Some states are also penalizing bars for serving customers too many drinksSome personal characteristics play an important role in the development of ones intelligenceBut people fail to realize the importance of train
19、ing these factors in young peopleThe so-called “non-intelligence factors” include ones feelings, will, motivation, interests and habitsAfter a 30-year follow up study of 8,000 males, American psychologists50that the main cause of disparities in intelligence is not intelligence51 , but non-intelligen
20、ce factors including the desire to learn, will power and self-confidence52people all know that one should have definite objectives, a strong will and good learning habits, quite a number of teachers and parents dont pay much attention to 53 these factorsSome parents are greatly worried when their ch
21、ildren fail to do well in their studiesThey blame either genetic factors, malnutrition（营养不良） or laziness, but they never take54consideration these non-intelligence factorsAt the same time, some teachers dont inquire into these, as reasons55students do poorlyThey simply give them more courses and exe
22、rcises, or56 criticize or laugh at themAfter all, these students lose self-confidenceSome of them just feel defeated and57themselves up as hopelessOthers may go astray（堕落）because they are sick of learningAn investigation of more than 1,000 middle school students in Shanghai showed that 465 percent o
23、f them were58of learning, because of examinations, 364 percent lacked persistence, initiative and consciousness and 103 percent were sick of learningIt is clear that the lack of cultivation of non-intelligence factors has been a main 59to intelligence development in teenagersIt even causes an imbala
24、nce between physiological and 60 development among a few studentsIf we dont start now to61the cultivation of non-intelligence factors, it will not only affect the development of the intelligence of teenagers, but also affect the quality of a whole generationSome experts have put forward62about how t
25、o cultivate students non-intelligence factorsFirst, parents and teachers should63understand teenage psychologyOn this basis, they can help them to pursue the objectives of learning， 64their interests and toughening their willpower50Acame outBfound outCmade outDworked out51Ain itselfBby itselfCitself
26、Don its own52AThoughBNeverthelessCHoweverDMoreover53Abelieving BstudyingCcultivatingDdeveloping54Afor BinCintoDover55AwhyBthatCwhen Dhow56AeverBevenCstillDmore57AputBgetChandleDgive58AafraidBaheadCawareDashamed59AdifficultyBquestionCthreatDobstacle60AintelligentBcharacteristic CpsychologicalDphysica
27、l61ApracticeBthrustCstrengthenD urge62AprojectsBwarningsCsuggestionsDdecision63AfullyBgreatly CveryDhighly64AinsuringBgoingCencouraging Dexciting41-45 D E I F G 46-49 H B A C50-54 B C A C C 55-59 A B D A D 60-64 C C C A D 三A. majorB. handlesC. gallery D. promotingAB. generally AC. successfullyAD. un
28、derground BC. daily BD. toolCD. experienceThe Shanghai Metro Operation Company is planning to introduce more art and fashion elements into its 41 tracks and stations, particularly those 42 Shanghais 2010 World ExpoExpressing the specific culture of the city will be the 43 features of metro stations
29、by 2010, when the World Expo is staged, according to an international Metro and Expo-related forum last weekAccording to the city officials on the forum, they want to share valuable experiences from other cities all over the world which have 44 used metro stations for art exhibitions“The Metro will
30、be an influential 45 for cultural exhibitions during the 2010 world Expo,” said Ying Minghong, chairman of Shanghai Shentong Metro GroupCurrently, the citys 140-kilometer metro network 46 16 percent of the citys overall public transport volumeBy 2010, Shanghai will have 11 metro lines, totaling some
31、 400 kilometersIt is estimated that about 50 percent of the 47 400,000 passengers during the World Expo period （from May 1 to October 31, 2010） are expected to use the metro as their major transportation 48 The huge amount of passengers can 49 a cultural communication through our metro cultureA worl
32、dwide poll of more than 100 million people has selected what it calls the new seven wonders of the worldThe new wonders are expected to boost _50_ to some popular destinations, but it is also prompting（唤起） some serious rethinking on the responsibility of tourists Of the _51_ seven wonders of the wor
33、ld, only the Pyramids of Giza are still standingBut the organizers of the New Seven Wonders say there is _52_ shortage of wonders in the worldTia Viering is communications chief for the Zurich-based committee A wonder, we have been known to say in the past, is what makes you _53_,” says Viering“It m
34、akes you _54_ and it takes your breath away for a second and you think Oh wow! Why? How? Who? When? And its not just a building that you think, Oh, thats sort of a nice building -it takes your breath away and it _55_ touches youViering says the _56_ was choosing only seven from a list of 21 of the w
35、orlds most awe-inspiring sitesAmong them are the ancient temples of Angkor WatSome fear rampant（无节制的） tourism is _57_ one of Cambodias most popular destinationsHistorical preservationist John Stubbs is with the World Monument Fund Theres not a minute to _58_ in looking after this precious place beca
36、use, without a doubt, it could be ruined by some wrong _59_, says Stubbs_60_ for many years, these monuments built for a 12th century king attract more than two million visitors every yearFrom just two hotels 10 years ago, today there are more than 100In what was once jungle, new shopping malls, piz
37、za restaurants and massage parlors _61_ the landscapeEven tourists have _62_ feelings about the commerce surrounding what were _63_ places of worshipPeople had various reactions I think it takes away from it, I do, says oneI dont,” says another“I feel that the importance of this place deserves peopl
38、e to watch it, see it, _64_ it50AadventureBtourismCcuriosityDworship51AimaginaryBnewly-electedChonorableDoriginal52AaBsuchCnoDanother53AwonderBsighClaughDagree54AescapeBwanderCstopDhurry55A emotionallyBphysicallyCcriticallyDartificially56AconflictBagreementCsurpriseDdifficulty57AdestroyingBchangingC
39、overdevelopingDdiscovering58AspendBfindCwasteDspare59AconceptsBdecisionsCdesignsDfindings60AIndependentBUnexpectedCUnknownDInaccessible61AuseBequipCdotDsymbolize62AsimilarBmixedCstrongDchangeable63AonceBpromisinglyCeverDeventually64AwitnessBloveCimproveDprotect41-49 AD/ D/ A/ AC/ C/ B/ BC/ BD/ CD50
40、54 BDCAC55 59 ADACB60 64 DCBAA四A. combine B. jointly C. discounts D. urged AB. regardingAC. launch AD. designed BC. influence BD. creative CD. includingChina plans to 41 a series of activities from April to October to promote the book reading habit among its citizens, especially children, young peop
41、le, women and rural residents.The activities include book 42 , prize contests for book reports, opening of new libraries in rural areas and urban communities, and book donation to disaster and poverty stricken areas, according to a circular (宣传品) issued 43 by the Publicity Department of the Communis
42、t Party of China Central Committee and the General Administration of Press and Publication.The circular 44 government departments of education, culture and civil affairs, and trade union organizations, the Communist Youth League and Womens federations at all levels to find 45 ways to promote reading
43、 habits among the public.All kinds of media, 46 radio, TV, magazines, newspapers, Internent and mobile phones, should be involved to set up new trends for book reading, and enhance the social 47 of activities 48 to promote reading, according to the circular.“promoting book reading is a long-term tas
44、k for us, and we should 49 it with the activities to promote spiritual civilization,” the circular said.Let children learn to judge their own work. A child learning to talk does not learn by being 50 all the time: if corrected too much, he will 51 talking. He notices a thousand times a day the diffe
45、rence 52 the language he uses and the language around him. Bit by bit, he makes the necessary changes to make his language 53 other peoples. In the same way, children learn to do all the other things they learn to do without being 54 - to walk, run, climb, whistle, ride a bicycle, compare their own
46、performances with those of more 55 people, and 56 make the needed changes.But in school we never give a child a (n) 57 to find out his mistakes and correct them for himself. We do it all for him. We act as if we thought that he would 58 notice a mistake 59 it was pointed out to him, or correct it un
47、less he was made to. Let him work out, with the help of other children if he wants it, what this word says, what the answer is to that problem, whether this is a good way of saying 60 doing this or not. If it is a matter of right answers, as it 61 be in mathematics or science, give him the answer bo
48、ok. Let him correct his own papers. Why should we teachers waster time on 62 routine work? Our job should be to help the child when he tells us that he cant find the 63 to get the right answer. Let the children learn what all 65 persons must some day learn, how to measure their own understanding, ho
49、w to know what they know or do not know.50. A. correctedB. orderedC. taughtD. persuaded51. A. beginB. continueC. likeD. stop52. A. amongB. betweenC. withinD. during53. A. similarB. of C. likeD. without54. A. taughtB. educatedC. organizedD. imitated55. A. ableB. cleverC. skilledD. intelligent56. A. n
50、aturallyB. eventuallyC. quickly D. slowly57. A. chanceB. timeC. occasionD. practice58. A. alwaysB. neverC. sometimesD. occasionally59. A. whenB. afterC. becauseD. unless60. A. andB. or C. butD. so61. A. shouldB. couldC. mayD. must62. A. thisB. suchC. thatD. some63. A. methodB. routeC. systemD. way64
51、. A. specialB. olderC. educatedD. native41-49 AC/ C/ B/ D/ BD/ CD/ BC/ AD/ A50-64 ADBCA CDABD BCBDC五 Aimaginary Blonely Cfailure Dcreated ABambition ACisolated ADproduced BCtaking BDattempted CDknocking I was the middle child of three, but there was a gap year on either side, and I hardly saw my fat
52、her before I was eight. For this and other reasons I was somewhat lonely. I had the 41 childs habit of making up stories and holding conversations with 42 persons, and I think from the very start my literary 43 was mixed up with the feeling of 44 . I knew that I had a natural ability with words and
53、a power of facing unpleasant facts, and I felt that it 45 a sort of private world in which I could get my own back for my failure in everyday life. However, the quantity of serious writing which I 46 all through my childhood would not add up to half a dozen pages. I wrote my first poem at the age of
54、 four or five, with my mother 47 it down on a piece of paper. I cannot remember anything about it except that it was about a tiger and the tiger had “chair-like teeth”a good enough expression. At eleven, when the war of 1914-18 broke out, I wrote a poem which was printed in the local newspaper, as w
55、as another, two years later, on the death of Kitchener. From time to time, when I was a bit older, I wrote bad and usually unfinished “nature poems”. I also, about twice, 48 a short story which was a 49 . That was the total of the would-be serious work that I actually set down on paper during all th
56、ose years. When I entered Berkeley, I hoped to earn a scholarship. Having been a Straight-A student, I believed I could _50_ tough subjects and really learn something. One such course was World Literature given by Professor Jayne. I was extremely interested in the ideas he _51_ in class. When I took
57、 the first exam, I was _52_ to find a 77, C-plus, on my test paper, for English was my best subject. I went to Professor Jayne, who listened to my arguments but remained _53_.I decided to try harder, although I didnt know what that means _54_ school had always been easy for me. I read the books more
58、 carefully, but got another 77. Again, I _55_ with Professor Jayne. Again, he listened _56_ but wouldnt change his mind. One more test before the final exam. One more _57_ to improve my grade. So I redoubled my efforts and, for the first time, learned the meaning of the word “ 58 ”. But my _59_ did
59、no good and everything went as before.The last hurdle was the final. No matter what grade I got, it wouldnt cancel three C-pluses. I might as well kiss the _60_ goodbye. I stopped working hard. I felt I knew the course material as well as I ever would. The night before the final, I even _61_ myself
60、to a movie. The next day I decided for once Id have fun with a test.A week later, I was surprised to find I got an A. I hurried into Professor Jaynes office. He _62_ to be expecting me. “If I gave you the grade as you expected, you wouldnt continue to work as hard.” I stared at him, _63_ that his an
61、alysis and strategy were correct. I had worked my head off, as I had never done before.I was _64_ when my course grade arrived: A-plus. It was the only A-plus given. The next year I received my scholarship. Ive always remembered Professor Jaynes lesson: you alone must set your own standard of excell
62、ence. 50AtakeBdiscussCcoverDget51AsoughtBpresentedCexchangedDobtained52AshockedBworriedCscaredDanxious53AunchangedBunpleasantCunfriendlyDunmoved54AwhenBbecauseCifDthough55AquarreledBreasonedCbargainedDchatted56AangrilyBpatientlyCsurprisedlyDnaturally57AchoiceBstepCchanceDmeasure58AtoughBdifficultCfinalDthorough59AambitionBconfidenceCeffortDmethod60AscholarshipBcourseCdegreeDsubject61AhelpedBfavoredCtreatedDrelaxed62AhappenedBprovedCpretendedDseemed63ArememberingBguessingCsupposingDrealizing64AanxiousBtouchedCspeechlessDcorrect4149 B A AB AC D AD BC BD C5064 ABADB BBCDC ACDDC