题目列表(包括答案和解析)
I made a promise to myself on the drive down to the vacation beach cottage. For two weeks I
1 try to be a loving husband and father. Totally 2 . No ifs, ands or buts. The idea had come to me as I listened to a commentator 3 my car's tape player. He was _4__ a passage about husbands being 5 of their wives. 6 he went on to say, “Love is an act 7 will. A person can choose to love. “To myself, I had to admit that I had been a selfish husband,
8 our love had been dulled by my own insensitivity (感觉迟钝). In unimportant ways, really scolding Evelyn for her tardiness (拖拉); 9 on the TV channel I wanted to watch; throwing 10 day-old newspapers that I knew Evelyn still wanted to read. Well, for two weeks all that would 11 . And it 12 . Right from the moment I kissed Evelyn at the door and said. That new yellow sweater looks 13 on you. “Oh, Tom, you noticed,” she said, surprised and 14 . Maybe a little puzzled. After the long drive, I wanted to sit and read. Evelyn suggested a walk on the beach. I started to refuse, but then I thought.” Evelyn's been alone here with the children 15 week and now she wants to be alone with me. “We walked on the beach while the children flew their kites. So it went. Two weeks of not calling the Wall Street investment (投资) firm 16 I am director; a visit 17 the shell museum, though I usually hate museums ( and I enjoyed it ) ; 18 my tongue while Evelyn's getting ready made us late for a dinner 19 . Relaxed (轻松) and happy, that's how the whole vacation passed. I made a new promise to keep on 20 to choose love.
1．
A. used to B. would
C. should D. could
2．
A. loving B. lovely
C. lovable D. loved
3．
A. at B. with
C. on D. for
4．
A. thinking B. writing
C. believing D. reading
5．
A. helpful B. useful
C. thoughtful D. hopeful
6．
A. Instead B. Then
C. Otherwise D. Thus
7．
A. in B. of
C. against D. at
8．
A. that B. but
C. when D. if
9．
A. insisting B. hanging
C. sticking D. suggesting
10．
A. about B. up
C. away D. in
11．
A. happen B. change
C. develop D. forbid
12．
A. would B. had
C. did D. was
13．
A. great B. big
C. sorry D. tight
14．
A. frightened B. anxious
C. disappointed D. pleased
15．
A. all of B. all
C. all of a D. all a
16．
A. which B. what
C. where D. that
17．
A. in B. at
C. by D. to
18．
A. stopping B. preventing
C. keeping D. holding
19．
A. date B. day
C. night D. evening
20．
A. reminding B. requiring
C. repaying D. remembering
1 try to be a loving husband and father. Totally 2 . No ifs, ands or buts. The idea had come to me as I listened to a commentator 3 my car's tape player. He was _4__ a passage about husbands being 5 of their wives. 6 he went on to say, “Love is an act 7 will. A person can choose to love. “To myself, I had to admit that I had been a selfish husband,
8 our love had been dulled by my own insensitivity (感觉迟钝). In unimportant ways, really scolding Evelyn for her tardiness (拖拉); 9 on the TV channel I wanted to watch; throwing 10 day-old newspapers that I knew Evelyn still wanted to read. Well, for two weeks all that would 11 . And it 12 . Right from the moment I kissed Evelyn at the door and said. That new yellow sweater looks 13 on you. “Oh, Tom, you noticed,” she said, surprised and 14 . Maybe a little puzzled. After the long drive, I wanted to sit and read. Evelyn suggested a walk on the beach. I started to refuse, but then I thought.” Evelyn's been alone here with the children 15 week and now she wants to be alone with me. “We walked on the beach while the children flew their kites. So it went. Two weeks of not calling the Wall Street investment (投资) firm 16 I am director; a visit 17 the shell museum, though I usually hate museums ( and I enjoyed it ) ; 18 my tongue while Evelyn's getting ready made us late for a dinner 19 . Relaxed (轻松) and happy, that's how the whole vacation passed. I made a new promise to keep on 20 to choose love.
1．
A. used to B. would
C. should D. could
2．
A. loving B. lovely
C. lovable D. loved
3．
A. at B. with
C. on D. for
4．
A. thinking B. writing
C. believing D. reading
5．
A. helpful B. useful
C. thoughtful D. hopeful
6．
A. Instead B. Then
C. Otherwise D. Thus
7．
A. in B. of
C. against D. at
8．
A. that B. but
C. when D. if
9．
A. insisting B. hanging
C. sticking D. suggesting
10．
A. about B. up
C. away D. in
11．
A. happen B. change
C. develop D. forbid
12．
A. would B. had
C. did D. was
13．
A. great B. big
C. sorry D. tight
14．
A. frightened B. anxious
C. disappointed D. pleased
15．
A. all of B. all
C. all of a D. all a
16．
A. which B. what
C. where D. that
17．
A. in B. at
C. by D. to
18．
A. stopping B. preventing
C. keeping D. holding
19．
A. date B. day
C. night D. evening
20．
A. reminding B. requiring
C. repaying D. remembering
Some students get so nervous before a test. They do poorly even if they know the material. Sian Beilock, a psychology professor at the University of Chicago in Illinois, has studied these highly anxious testtakers.
Sian Beilock says, “They start worrying about the consequences. They might even start worrying about whether this exam is going to prevent them from getting into the college they want. And when they worry, it actually uses up attention and memory resources. I talk about them as their cognitive(认知的)horsepower that they could otherwise be using to focus on the exam.”
Professor Beilock and another researcher, Gerardo Ramirez, have developed a possible solution. Just before an exam, highly anxious testtakers spend ten minutes writing about their worries about the test. The researchers tested the idea on a group of 20 anxious college students. They gave them two short math tests. After the first one, they asked the students to either sit quietly or write about their feelings about the upcoming second test. The researchers added to the pressure. They told the students that those who did well on the second test would get money. They also told them that their performance would affect other students as part of a team effort.
Professor Beilock says those who sat quietly scored an average of 12 percent worse on the second test. But the students who had written about their fears improved their performance by an average of five percent.
Next, the researchers used younger students in a biology class. They told them before final exams either to write about their feelings or to think about things unrelated to the test.
Professor Beilock says highly anxious students who did the writing got an average grade of B＋， compared to a B－for those who did not.
The research shows that for students who are highly testanxious, who'd done the writing intervention(排解), all of a sudden there was no relationship between test anxiety and performance. Those students most likely to worry were performing just as well as their classmates who don't normally get nervous in these testing situations.
But what if students do not have a chance to write about their fears immediately before an exam or presentation? Professor Beilock says students can try it themselves at home or in the library and still improve their performance.
16．The purpose of the passage is ________．
A. to build the confidence of the highly anxious testtakers
B. to introduce a research about the anxious testtakers
C. to improve the performance of the testtakers
D. to tell something about the highly anxious testtakers
17．The underlined word “them” in Paragraph 2 refers to ________．
A. attention and memory resources
B. worries about the consequences
C. concerns about the exam
D. cognitive horsepower
18．According to the research, the solution to the test anxiety is to________．
A. sit quietly before the exam
B. prepare well before the test
C. set their mind on happy memories
D. write about their feelings before the test
19．The result of the research suggests that ________．
A. proper amount of burden may turn out to be a good thing
B. avoiding facing the problem may contribute to relaxation
C. facing the fears bravely may help one to achieve more
D. taking no action before difficulty may result in success
完形填空
Once a circle missed a wedge(楔子). The circle wanted to be whole, so it went around looking for its missing piece. It was incomplete and 1 could roll only very slowly, while rolling, it 2 the flowers along the way, chatted with worms and enjoyed the 3 .
One day the circle found a piece that fit 4 . It was so happy. Now it could be 5 with nothing missing. It fixed the missing piece in itself and began to roll. 6 it was a perfect circle, it could roll very fast, too fast to 7 the flowers or talk to the worms. When it realized how 8 the world seemed when it rolled so quickly, it stopped, 9 its found piece by the side of the road and rolled slowly away.
The lesson of the story, I 10 , was that in some strange I 11 we are more whole when we are missing something. The man who has everything is 12 a poor man. He will never know what it feels like to desire, to hope, to nourish(滋养) his 13 with the dream of something 14 .
When we accept that 15 is part of human being, and when we can continue rolling 16 life and appreciate it, we will have achieved a wholeness that others can only 17 to. If we are brave enough to love, strong enough to forgive, 18 enough to share in another's happiness, and wise enough to know 19 is enough love to go around for us all, then we can achieve a fulfillment that 20 living creature will ever know.
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According to legend, a young man while wandering the desert came across a spring of delicious crystal-clear water. The water was so sweet, he 21 his leather container so he could bring some 22 to a tribal elder who had been his teacher.
After a four-day journey he 23 the water to the old man who took a deep drink, 24 warmly and thanked his student lavishly for the sweet water. The young man returned to his village with a happy 25 .
Later, the teacher let another student 26 the water. He spat it 27 , saying it was awful. It 28 had been no longer fresh and 29 unpleasant to drink because of the old leather container.
The student challenged his teacher: “Master, the water was smelly. Why did you 30 to like it?”
The teacher replied, “You only tasted the water. I tasted the 31 . The water was simply the container for an act of loving-kindness and nothing could be 32 .”
I think we understand this lesson best when we receive 33 gifts of love from young children. 34 it’s a tray or a bracelet, the 35 and proper response is 36 and expressed thankfulness because we love the idea within the gift.
Gratitude doesn’t always come naturally. 37 , most children and many adults value only the thing given 38 the feeling embodied in it. We should remind ourselves and 39 our children about the beauty and purity of feelings and expressions of gratitude. 40 , gifts from the heart are really gifts of the heart.
1. A．packed B．filled C．took D．carried
2. A．in B．away C．back D．up
3. A．presented B．mailed C．delivered D．showed
4. A．said B．laughed C．smiled D．nodded
5. A．heart B．mind C．moment D．occasion
6. A．smell B．watch C．taste D．feel
7. A．away B．out C．off D．on
8. A．apparently B．still C．sadly D．quickly
9. A．however B．instead C．nevertheless D．therefore
10. A．change B．pretend C．determine D．agree
11. A．sweat B．sense C．promise D．gift
12. A．clearer B．fresher C．sweeter D．purer
13. A．simple B．innocent C．worthless D．meaningless
14. A．Whether B．If C．Whatever D．Whichever
15. A．pretended B．lovely C．abnormal D．natural
16. A．devotion B．comfort C．imagination D．appreciation
17. A．Unfortunately B．Frankly C．Strangely D．Possibly
18. A．other than B．rather than C．better than D．more than
19. A．persuade B．teach C．improve D．advise
20. A．In a word B．Otherwise C．Thus D．After all
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