阅读理解 Peanuts to
题型：北京高考真题难度：来源：
Proudly reading my words, I glanced around the room, only to find my classmates bearing big smiles
on their faces and tears in their eyes. Confused, I glanced toward my stone-faced teacher. Having no
choice, I slowly raised the report I had slaved over, hoping to hide myself. "What could be causing
everyone to act this way?"
Quickly, I flashed back to the day Miss Lancelot gave me the task. This was the first real talk I
received in my new school. It seemed simple: go on the Internet and find information about a man named
George Washington. Since my idea of history came from an ancient teacher in my home country, I had
never heard of that name before. As I searched the name of this fellow, it became evident that there were
two people bearing the same name who looked completely different! One invented hundreds of uses for
peanuts, while the other led some sort of army across America. I stared at the screen, wondering which
one my teacher meant. I called my grandfather for a golden piece of advice; flip (掷) a coin. Heads-the
commander, and tails-the peanuts guy. Ah! Tails, my report would be about the great man who invented
peanut butter, George Washington Carver.
Weeks later, standing before this unfriendly mass, I was totally lost. Oh well, I lowered the paper and
sat down at my desk, burning to find out what I had done wrong. As a classmate began his report, it all
became clear, "My report is on George Washington, the man who started the American Revolution." The whole world became quite! How could I know that she meant that George Washington?
Obviously, my grade was awful. Heartbroken but fearless, I decided to turn this around. I talked to
Miss Lancelot, but she insisted: No re-dos; no new grade. I felt that the punishment was not justified, and
I believed I deserved a second chance. Consequently, I threw myself heartily into my work for the rest
of the school year. Ten months later, that chance unfolded as I found myself sitting in the headmaster"s
office with my grandfather, now having an entirely different conversation. I smiled and flashed back to the
embarrassing moment at the beginning of the year as the headmaster informed me of my option to skip
the sixth grade. Justice is sweet!
B. Ridiculous.
C. Boring.
D. Puzzling.
B. He followed the advice and flipped a coin.
C. He forgot his teacher"s instruction.
D. He was new at the school.
B. ashamed
C. ready
D. eager
B. through his own efforts
C. with the help of his grandfather
D. under the guidance of his headmaster
答案
举一反三
"In wilderness(荒野) is the preservation of the world." This is a famous saying from a writer regarded
as one of the fathers of environmentalism. The frequency with which it is borrowed mirrors a heated
debate on environmental protection: whether to place wilderness at the heart of what is to be preserved.
As John Sauven of Greenpeace UK points out, there is a strong appeal in images of the wild, the
untouched; more than anything else, they speak of the nature that many people value most dearly. The
urge to leave the subject of such images untouched is strong, and the danger exploitation(开发) brings to
such landscapes(景观) is real. Some of these wildernesses also perform functions that humans need-the
rainforests, for example, store carbon in vast quantities. To Mr.Sauven, these "ecosystem services" far
outweigh the gains from exploitation.
Lee Lane, a visiting fellow at the Hudson Institute, takes the opposing view. He acknowledges that
wildernesses do provide useful services, such as water conservation. But that is not, he argues, a reason
to avoid all human presence, or indeed commercial and industrial exploitation. There are ever more
people on the Earth, and they reasonably and rightfully want to have better lives, rather than merely
struggle for survival. While the ways of using resources have improved, there is still a growing need for
raw materials, and some wildernesses contain them in abundance. If they can be tapped without reducing
the services those wildernesses provide, the argument goes, there is no further reason not to do so. Being
untouched is not, in itself, a characteristic worth valuing above all others.
I look forwards to seeing these views taken further, and to their being challenged by the other
participants. One challenge that suggests itself to me is that both cases need to take on the question of
spiritual value a little more directly. And there is a practical question as to whether wildernesses can be
exploited without harm.
This is a topic that calls for not only free expression of feelings, but also the guidance of reason. What
position wilderness should enjoy in the preservation of the world obviously deserves much more serious
thinking.
B. exploitation of wildernesses is harmful
C. wildernesses provide humans with necessities
D. the urge to develop the ecosystem services is strong
B. Wildernesses cannot guarantee better use of raw materials.
C. Useful services of wildernesses are not the reason for no exploitation.
D. All the characteristics concerning the exploitation should be treated equally.
B. Disapproving.
C. Sceptical.
D. Optimistic.
B. 
C. 
D. 
CP: Central PointP: PointSp: Sub-point(次要点)C: Conclusion
small window that 2 to the outside world.
His roommate was allowed to 3 in bed because some medical instruments would take some liquid
out of his lung every afternoon, 4 he could only lie in bed all day long
His roommate"s bed was close to the 5 . Every afternoon, when sitting up by the window, his
roommate would happily 6 him the ongoing scenes outside the window.
His roommate"s vivid descriptions made him feel like seeing the 7 scene with his own eyes. Never
ever had he been so 8 for a look at the world outside the window as he was now.
On a slightly rainy evening, he didn"t feel satisfied with his 9 suddenly: Why could his roommate
10 the beautiful landscapes outside the window while he couldn"t?
At midnight, he stared at the ceiling and 11 into thought. All of a sudden, his roommate began
coughing 12 and wanted to call the nurse, but failed to 13 the button of the bell. He 14 to be
sound asleep, but after second thoughts he wanted to 15 the bell button. In his 16 of seconds, he
shockingly found that his roommate had stopped 17 .
On his roommate"s death, he felt lonely, greatly miserable and guilty for not 18 his roommate.
The doctor thought that he did not want to face a(n) 19 bed every day, so he promised to 20
another ward for him. Just the moment he was lifted onto the stretcher(担架), he spotted the scene
outside the window-a pale wall.
| ( )1. A. less than ( )2. A. referred ( )3. A. sit up ( )4. A. when ( )5. A. park ( )6. A. bring ( )7. A. real ( )8. A. delighted ( )9. A. nurse ( )10. A. share ( )11. A. sank ( )12. A. politely ( )13. A. reach ( )14. A. attempted ( )15. A. give ( )16. A. wonder ( )17. A. speaking ( )18. A. saving ( )19. A. extra ( )20. A. spare | B. other than B. led B. write B. although B. wall B. tell B. obvious B. sorry B. disease B. enjoy B. broke B. hardly B. hold B. managed B. press B. failure B. calling B. teaching B. empty B. seek | C. rather than C. connected C. look out C. because C. window C. show C. clear C. thirsty C. doctor C. imagine C. ran C. constantly C. change C. pretended C. remove C. doubt C. breathing C. thanking C. old C. clean | D. more than D. appealed D. read D. while D. door D. draw D. original D. grateful D. situation D. experience D. stepped D. heavily D. use D. agreed D. repair D. hesitation D. coughing D. informing D. horrible D. find | |||||||||||||||
| 阅读理解 | ||||||||||||||||||
| How I Turned to Be Optimistic I began to grow up that winter night when my parents and I were returning from my aunt"s house, and my mother said that we might soon be leaving for America. We were on the bus then. I was crying, and some people on the bus were turning around to look at me. I remember that I could not bear the thought of never hearing again the radio program for school children to which I listened every morning. I do not remember myself crying for this reason again. In fact, I think I cried very little when I was saying goodbye to my friends and relatives. When we were leaving I thought about all the places I was going to see - the strange and magical places I had known only from books and pictures. The country I was leaving never to come back was hardly in my head then. The four years that followed taught me the importance of optimism, but the idea did not come to me at once. For the first two years in New York I was really lost-having to study in three schools as a result of family moves. I did not quite know what I was or what I should be. Mother remarried, and things became even more complex for me. Some time passed before my stepfather and I got used to each other. I was often sad, and saw no end to "the hard times." My responsibilities in the family increased a lot since I knew English better than everyone else at home. I wrote letters, filled out forms, translated at interviews with Immigration officers, took my grandparents to the doctor and translated there, and even discussed telephone bills with company representatives. From my experiences I have learned one important rule: Almost all common troubles eventually go away! Something good is certain to happen in the end when you do not give up, and just wait a little! I believe that my life will turn out all right, even though it will not be that easy. | ||||||||||||||||||
| 1. How did the author get to know America? | ||||||||||||||||||
| A. From her relatives B. From her mother C. From books and pictures D. From radio programs | ||||||||||||||||||
| 2. For the first two years in New York, the author _________. | ||||||||||||||||||
| A. often lost her way B. did not think about her future C. studied in three different schools D. got on well with her stepfather | ||||||||||||||||||
| 3. What can we learn about the author from Paragraph 4? | ||||||||||||||||||
| A. She worked as a translator B. She attended a lot of job interviews C. She paid telephone bills for her family D. She helped her family with her English | ||||||||||||||||||
| 4. The author believes that _________. | ||||||||||||||||||
| A. her future will be free from troubles B. it is difficult to learn to become patient C. there are more good things than bad things D. good things will happen if one keeps trying | ||||||||||||||||||
| 完形填空 | ||||||||||||||||||
| "Just sign here, sir," the deliveryman said as he handed Oscar Reyna a package. The package consisted of a long, narrow box 1 wrapped in brown paper. 2 the box, Oscar saw an umbrella inside - a very old one with a beautifully carved wooden handle. 3 he had not seen it in more than 20 years, he recognized it 4 . Oscar was 16 when he first saw the 5 umbrella. He had gone to a concert with his grandparents. As they were leaving, h noticed an umbrella on an empty seat, impressed by its 6 , Oscar felt a strong desire to find its 7 . Oscar 8 the manager to look in the record of advance ticket sales. Just as he thought, a name matched the seat 9 Oscar had found the umbrella. The name was Mrs. Katie O"Brien. Oscar talked his grandparents into going by Mrs. O"Brien"s 10 on their way home. He rang the bell, the door opened, and an elderly woman appeared. "May I 11 you?" she asked. "I"d like to return it if it"s yours," Oscar said, 12 the umbrella as if presenting a 13 that had long been wished for. "Why, yes! It"s mine," replied Mrs. O"Brien with a 14 smile and shining eyes. "It was given to me by my father years ago. Thank you so much for returning it. May I offer you a reward for your 15 ?" "No, ma"am," he said, "My grandmother says that a good deed is its own reward. " "Well, that"s 16 what my father used to say. What is your name, young man?" Years later Oscar was staring at the finely carved handle of the umbrella as he remembered Mrs. O"Brien. It was in perfect condition, considering how 17 it was. Why had it arrived here today? As if 18 , a note fell from the paper. It reads: Mrs. O"Brien wanted to 19 this umbrella as a present for a kind, 20 . gesture long ago. | ||||||||||||||||||
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