| ( ) 1. A. think ( ) 2. A. money ( ) 3. A. unhappy ( ) 4. A. exchanged ( ) 5. A. proving ( ) 6. A. replied ( ) 7. A. simple ( ) 8. A. special ( ) 9. A. Therefore ( )10. A. meeting with ( )11. A. nature ( )12. A. relief ( )13. A. relatives ( )14. A. Besides ( )15. A. strong ( )16. A. told ( )17. A. raise ( )18. A. friends ( )19. A. visit ( )20. A. richer | B. produce B. advice B. unhelpful B. solved B. recording B. learned B. weak B. lively B. However B. dealing with B. plan B. secret B. classmates B. And B. strange B. gave B. protect B. teachers B. support B. harder | C. explain C. love C. unknown C. found C. analyzing C. chatted C. lazy C. brilliant C. Indeed C. talking with C. wish C. pity C. parents C. However C. different C. added C. shape C. travelers C. wisdom C. rougher | D. explore D. agreement D. unpopular D. shared D. guessing D. listened D. blind D. humorous D. Anyhow D. fighting with D. major D. fault D. families D. For D. unique D. saved D. enjoy D. leaders D. knowledge D. clearer |
| 阅读理解。 | |||
| I was wondering when it would happen. As everyone who lives in London and other cities around Britain will know, urban foxes are now commonplace. I recently saw one in the middle of the day, wandering along a street in Pimlico. Twenty years ago, that sight would have stopped the traffic. Now, it is barely worth a remark. Foxes are large animals, as big as many dogs. Of course, as in the terrifying incident at Homerton, one would attack a baby sooner or later. Actually, this has already happened. In 2002, at Dartford in Kent, a fox bit a 14-week-old boy in the living room of the family home while his mother was sleeping. The last government preferred to ignore the incident; it was, after all trying to ban foxhunting at the time. It could see that some folk love urban foxes, perhaps having the same affection for wildlife as the people I have seen in London parks feeding rats along with squirrels and ducks. The foxites even include animal scientists, who would seem to have persuaded Bristol City Council (whose advisory Living with Urban Foxes has been adopted by the Chartered Institute of Environmental Health) that foxes never attack humans. But then they also deny that country foxes target lambs, when every hill farmer I know would tell them differently. A lamb is much the same size as a baby. It is no more difficult to get into a house than into a hen cage. According to Living with Urban Foxes, “the fox population is stable”, and has not significantly increased. Is this true? When I first lived in London in the late 1970s, urban foxes had an almost mythical status. They were like yetis. You never saw one; you weren’t sure they really existed. Now, they are part of the scene. I wouldn’t be surprised to find one. Friends in the suburbs are plagued（困扰）with them. A study in Bristol showed that an astonishing 8 percent of pets caged in gardens are killed by foxes each year. Surely, if foxes are now harming babies, it is time for something to be done about them, yet this is not as straightforward as it might seem. While country residents refer to foxes as harmful animals, that is not how they are officially classified; this means that local authorities do not have a statutory obligation（法定的义务）to control them. It would be an easy thing for this government to change the legislation. | |||
| 1.What is the author’s purpose in writing the passage? | |||
| A. To urge the government to control urban foxes. B. To show how to provide food for urban foxes. C. To protect urban foxes from traffic accidents. D. To prove urban foxes are not dangerous as expected. | |||
| 2.The underlined word “foxites” in Paragraph 3 probably refers to those who ______. | |||
| A. hate urban foxes B. love urban foxes C. support foxhunting D. oppose foxhunting | |||
| 3.What is the author’s attitude toward Living with Urban Foxes? | |||
| A. Support. B. Praise. C. Disbelief. D. Tolerance. | |||
| 4.What kind of people is the author worried about most? | |||
| A. Farmers. B. Students. C. Drivers. D. Babies. | |||
| 阅读理解。 | |||
| One day Edward brought a caterpillar ( a kind of worm) into the classroom he had found in an ear of corn. We placed the caterpillar in a glass fish tank with a metal mesh（网状物）cover for its protection. We couldn’t be sure what type of leaves the caterpillar would eat, but as it had been found in an ear of corn we decided to feed it leaves from particular garden vegetables. Soon we began collecting information about the caterpillar and noticing changes. The children wrote about what they saw in small groups. Three weeks into the caterpillar observation, the teacher started a whole-group discussion going like this: Teacher: “What do you notice about the caterpillar?” Students: “It’s twice as big as when Edward brought it to the class.” The students also commented that the caterpillar’s color had changed- yellowish and brownish colors clearly appeared. Teacher: “What do you think will happen next?” Students: “I think it’s gonna make a cocoon（茧）.” Teacher: “Wait a minute! What do you mean? The caterpillar will become a cocoon?” There was a considerable pause allowing the children to organize their thoughts and make a prediction. At this point we took an informal survey showing more than half the class believed the caterpillar would make a cocoon. Then, to further our learning, we connected the research to literature by reading The Very Hungry Caterpillar by Eric Carle(1969). This book presents a fictional account of the “transformation” undergoing by a caterpillar: egg- larva- pupa- butterfly. When reading the book, the teacher used the terms kids already knew like larva or pupa. She also pointed out an error in the book, moths have cocoons and butterflies have chrysalides（蝶蛹）. Eventually, it developed a cocoon, which lay unnoticed for a week as the children had become distracted by other activities and events in our school and classroom. One day, the class noticed an open “case” with the contents gone. The children decided the caterpillar had “finished growing” and had changed into a butterfly or a moth. They guessed the creature had managed to escape through a tear in the mesh cover of the tank and found its way to a nearby park where there were many trees and some gardens. All these conjectures seemed reasonable and were supported by the teacher. | |||
| 1.The children gave the caterpillar vegetable leaves in the garden as food based on ______. | |||
| A. what it looked like B. where it tended to make its way C. where it had been found D. what they had learned from watching it | |||
| 2.Which is NOT one of the changes happening to the caterpillar while it was in the classroom? | |||
| A. Color. B. Size. C. Form. D. Behavior. | |||
| 3.The underlined word “conjectures” in the last paragraph could be replaced by ______. | |||
| A. experiments B. guesses C. statistics D. elements | |||
| 4.Which of the following might be the best title of the passage? | |||
| A. Firsthand Nature B. Animal Protection C. An Amazing Caterpillar D. An interesting Experience | |||
| 完形填空。 | |||
| The night was dark, though sometimes the moving clouds allowed a star or two to be seen in the sky. The poor men held on to any bit of wood they could find. They called to the Marie (圣母玛丽亚) for _1_, but she was far _2_ the reach of the human voice. At one o"clock in the morning, the water was getting _3_ , and a strong _4_ had begun to blow. Suddenly _5_ were seen in the distance; another ship! The shouts of the swimmers were heard on board, and willing hands pulled them out of the water. The _6_ of the ship that had so _7_ arrived on the scene in time to save their lives was Ellen. What had brought her to the exact spot through the _8_ and the pathless sea? Her captain had known _9_ about the wreck (沉船) and had indeed attempted to sail away from it. But let him speak for himself. "I was forced by the wind," he said long afterwards, "to _10_ my course (航道). Just as I did it, a small _11_ flew across the ship once or twice and then _12_ at my face. I took _13_ of this until exactly the same thing happened at a _14_ time, which caused me to think it rather _15_ , while I was thus _16_ it, the same bird for the third time, made its appearance and flew _17_ in the same way as before. I was then _18_ to change my course back to the original (原来的) one. I had not gone far _19_ I heard strange noises; and when I tried to _20_ where they came from, I found I was in the middle of people who had been shipwrecked (船只失事). I immediately did my best to save them." | |||
| ( )1. A. food ( )2. A. between ( )3. A. colder ( )4. A. smoke ( )5. A. people ( )6. A. name ( )7. A. slowly ( )8. A. light ( )9. A. everything ( )10.A. continue ( )11.A. light ( )12.A. flew ( )13.A. no care ( )14.A. good ( )15.A. interesting ( )16.A. searching ( )17.A. back ( )18.A. decided ( )19.A. when ( )20.A. listen to | B. help B. out B. deeper B. wave B. lights B. owner B. early B. wind B. nothing B. turn B. fish B. stopped B. good care B. second B. funny B. expecting B. about B. advised B. while B. search for | C. rest C. beyond C. saltier C. sand C. ships C. captain C. immediately C. darkness C. something C. change C. plane C. stayed C. no notice C. third C. common C. considering C. up C. persuaded C. as C. make sure | D. stop D. in D. warmer D. wind D. houses D. person D. fortunately D. water D. anything D. sail D. bird D. looked D. some notice D. long D. unusual D. hearing D. down D. invited D. after D. look out |