题目列表(包括答案和解析)
One day a heavy storm hit a village. Nothing was ____41____ but a rock fell from the nearby mountain. The rock rolled down from the mountain and __42_____ in the middle of the main oad in the village. It was very big and shaped more or less __43__ a ball. The villagers decided to move it away since it was blocking the street. Several of the ___44___ men came to try to lift it out of the road. No matter _____45____ they tried, they couldn’t move it.
All of this time a young boy was ___46_____ the men trying to move the rock.. “Excuse me,” he said, “but I think I could move it.” “You,” they shouted, “____47___ are you talking about? All of us have just tried and can’t ___48_____ move it a little.” They all ____49______ the boy.
The next ___50_____ some villagers came to the street. To their great __51____, the rock was gone. More people ran out to see for themselves. It was true the rock was not in the road any more. The little boy stood in the street, smiling, “ I told you I could move it. I did it last night.” ___52_____ he walked over to ___53____ the rock had been and ____54_____ some dirt with a shovel( 铲 ) “You see,” he said, “ I dug a hole __55____ the rock and it rolled down into the hole by itself. Then I covered it with dirt.”
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Sub-Saharan Africa has the world’s highest hunger rate. But according to a new report, African farmers also have ideas that could help the world fight hunger and poverty. Danielle Nierenberg from the Worldwatch Institute in Washington spent a year visiting twenty-five countries south of the Sahara. In Nairobi, Kenya, for example, Ms Nierenberg found women farmers growing vegetables just outside their doorsteps in the Kibera settlement. She says they are finding ways to make their lives better. The women feed their families and sell their surplus. They use the money to send their children to school.
Last year, about 925,000,000 people worldwide did not get enough to eat. Half of all people in the world now live in and around cities. Researchers like Ms Nierenberg are looking increasingly at creative ideas to feed those who don’t have enough good food to eat. She says there are a lot of lessons that people in the Western world can learn from Africa. And what they are doing can certainly be done in other developing countries.
Farmers in the developing world lose between twenty and forty percent of their harvest before it ever reaches market. There are many reasons why food gets wasted. Farmers are without electricity and cold storage. They lack good seeds and fertilizer. They lack good roads. Conditions like these keep small farmers in poverty. Ms Nierenberg says more attention needs to be paid to protecting harvests. She says, “Given all that we invest in producing food in the first place, we need to devote the same amount of attention to making sure that it is not wasted.”
In Nigeria, village processing centers are helping farmers reduce their losses and earn more money. They centers process cassava, a root vegetable, into basic food products. In Uganda, the Worldwatch report says some schools are teaching children how to grow local kinds of crops. And in South Africa and Kenya the report praises the breeding(培育) of local kinds of livestock. These animals may produce less milk or meat than other breeds, but they can survive heat and drought conditions.
1.We could learn from the new report in Para.1 that .
A.sub-Saharan Africa has the world’s highest hunger rate
B.African farmers have ideas to help fighting hunger and poverty
C.women farmers grow vegetables in the Kibera settlement
D.women farmers grow vegetables to send their children to school.
2.The underlined word “surplus” in Para.1 is closest in meaning to .
A. private vegetables B. side products
C. leftover vegetables D. home-made products
3.Ms Nierenberg suggests that .
A.the women spend more money on education instead of farming
B.more and more African people should live in and around cities
C.researchers find creative ideas to feed the people suffering hunger
D.people in the Western world do the same as the Africans have done
4.Which of the following statements is NOT true according to the passage?
A.Farmers in developing world often lose some of their harvest
B.Small farmers in developing countries often suffer poverty.
C.Farmers should pay more attention to protecting their harvest
D.Attention should be paid to saving food instead of producing food
5.The best title of this passage should be .
A.A New Report About African Farmers Fighting Hunger
B.Creative Ideas to Feed Those Who Have No Enough Food
C.Looking to Africa for Ideas About How to Fight Hunger
D.Animals That Can Survive Heat and Drought Conditions
When Christopher Columbus landed on the then unnamed Costa Rica in 1502, he saw many Indians wearing gold earrings. So he thought the land must be rich in gold. He named the place Costa Rica, which means “rich coast” in Spanish.
Though little gold was found, Costa Rica today is indeed rich with coffee and bananas. Coffee is the most important product in Costa Rica and most of it is exported (出口) to other countries like America and Germany. Bananas are the country’s second most important export.
Costa Ricans also grow many other crops such as fruits, corn and beans for their own use. Costa Ricans love colors and their houses are painted in bright colors.
Education is very important to the Costa Ricans. Almost every village has a school and education is a must for children between seven and fourteen years of age. Boys and girls go to separate (单独的) schools. Classes begin in March and end in November. The other three months of the year are harvest time and the children have to help their parents to pick coffee beans.
1.What’s the main idea of the first paragraph?
A. How Columbus found Costa Rica.
B. How Costa Rica got its name.
C. What the Costa Ricans wore.
D. What language the Costa Ricans spoke.
2.The Costa Ricans may NOT paint their houses ______.
A. pink and red B. grey and black
C. blue and green D. yellow and orange
3.In Costa Rica, boys and girls between seven and fourteen ______.
A. must go to school
B. study in the same school
C. do not have to go to school at all
D. can choose to stop schooling at any time
4.From December to February, school children in Costa Rica ______.
A. have lessons every day
B. have their examinations
C. help their parents pick coffee beans
D. help their parents decorate their houses
5.This passage is mainly about ______.
A. Christopher Columbus
B. Costa Rica
C. some products from Costa Rica
D. the education of Costa Rica
Usually, when your teacher asks a question, there is only one correct answer. But there is one question that has millions of current answers. That question is “What’s your name?” Everyone gives a different answer, but everyone is correct.
Have you ever wondered about people’s names? Where do they come from? What do they mean?
People’s first names, or given names, are chosen by their parents. Sometimes the name of a grandparent or other member of the family is used. Some parents choose the name of a well-known person. A boy could be named George Washington Smith; a girl could be named Helen Keller Jones.
Some people give their children names that mean good things. Clara means “bright”; Beatrice means “one who gives happiness”; Donald means “world ruler”; Leonard means “as brave as a lion”.
The earliest last names, or surnames, were taken from place names. A family with the name Brook or Brooks probably lived near brook(小溪)；someone who was called Longstreet probably lived on a long, paved road. The Greenwood family lived in or near a leafy forest.
Other early surnames came from people’s occupations. The most common occupational name is Smith, which means a person who makes things with iron or other metals. In the past, smiths were very important workers in every town and village. Some other occupational names are: Carter — a person who owned or drove a cart; Potter —a person who made pots and pans.
The ancestors of the Baker family probably baked bread for their neighbors in their native village. The Carpenter’s great-great-great-grandfather probably built houses and furniture.
Sometimes people were known for the color of their hair or skin, or their size, or their special abilities. When there were two men who were named John in the same village, the John with the gray hair probably became John Gray. Or the John was very tall could call himself John Tallman. John Fish was probably an excellent swimmer and John Lightfoot was probably a fast runner or a good dancer.
Some family names were made by adding something to the father’s name. English-speaking people added –s or –son. The Johnsons are descendants of John; the Roberts family’s ancestor was Robert. Irish and Scottish people added Mac or Mc or O. Perhaps all of the MacDonnells and the McDonnells and the O’Donnells are descendants of the same Donnell.
1.Which of the following aspects do the surnames in the passage NOT cover?
A. Places where people lived.
B. People’s characters.
C. Talents that people possessed.
D. People’s occupations.
2.According to the passage, the ancestors of the Potter family most probably _______.
A. owned or drove a cart
B. made things with metals
C. made kitchen tools or contains
D. built houses and furniture
3.Suppose and English couple whose ancestors lived near a leafy forest wanted their new-born son to become a world leader, the baby might be named _______.
A. Beatrice Smith B. Leonard Carter
C. George Longstreet D. Donald Greenwood
4.The underlined word “descendants” in the last paragraph means a person’s _____.
A. later generations B. friends and relatives
C. colleagues and partners D. later sponsors
The teacher was leaving the village, and everybody seemed sorry. The miller lent him the small cart and horse to carry his goods to Christminster, the city of his destination. Such a vehicle proved of quite enough size of the teacher’s belongings, for his only article, in addition to the packing-case of books, was a piano that he had bought when he thought of learning instrumental music. But the eagerness having faded, he had never acquired the skill of playing, and the purchased article had been a permanent trouble to him.
The headmaster had gone away for the day, being a man who disliked the sight of changes. He didn’t mean to return till the evening, when the new teacher would have arrived, and everything would be smooth again.
The blacksmith, the carpenter and the teacher were standing in confused attitudes in the sitting room before the instrument. The teacher had remarked that even if he got it into the cart he should not know what to do with it on his arrival at Christminster, since he was only going into a temporary place just at first.
A little boy of eleven, who had been assisting in the packing, joined the group of men, and said, “Aunt has got a fuel-house, and it could be put there, perhaps, till you’ve found a place to settle in, sir.”
“Good idea,” said the blacksmith. The smith and the carpenter started to see about possibility of the suggested shelter, and the boy and the teacher were left standing alone.
“Sorry I am going, Jude?” asked the latter kindly.
Tears rose into the boy’s eyes. He admitted that he was sorry.
“So am I,” said the teacher. He continued, “Well---don’t speak of this everywhere. You know what a university is, and a university degree? It is the necessary hallmark(标志) of a man who want to do anything in teaching. My plan, or dream, is to be a university graduate. By going to Christminster, I shall be at headquarters(总部), so to speak, and if my plan is practical at all, I consider that being on the spot will afford me a better chance.”
The smith and his companion returned. Old Miss Fawly’s fuel-house was big enough, and she seemed willing to give the instrument standing-room there. So it was left in the school till the evening, when more hands would be available for removing it; and the teacher gave a final glance round.
1.The teacher purchased the instrument to ___________________.
A．teach his students instrumental music
B．better equip the village school
C．learn to play it himself
D．let students appreciate elegant art of music
2. It seemed that the teacher __________________.
A．was not getting on well with the headmaster
B．had lived a rather simple life in the village
C．was likely to continue to practise playing the piano
D．was tired of teaching
3. Why did the teacher leave for Christminster?
A．Because he was admitted to a university there.
B．Because he was offered a temporary job with better pay there.
C．Because he preferred the life in a big city to that in a village.
D．Because he thought he had better chance to attend university there.
4.Which of the following can be inferred from the text?
A．The teacher was torn between the eagerness to go to the city and his love for the village.
B．The teacher was going into a temporary place in Christminster at first.
C．The teacher moved his piano into the fuel-house with the help of some other people.
D．The teacher had so much belongings that he had to borrow a cart.
5.The motivation of the teacher’s moving lay in his ___________.
A．devotion B．admiration C．inspiration D．ambition
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