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1、第二节 完形填空（共20小题；每小题1.5分，共30分）阅读下面短文，掌握其大意，从每题所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。Inspiration“Mama, when I grow up, Im going to be one of those!” I said this after seeing the Capital Dancing Company perform when I was three. It was the first time that my _36_ took on a vivid form and acted as something
2、 important to start my training. As I grew older and was _37_ to more, my interests in the world of dance _38_ varied but that little girls dream of someday becoming a _39_ in the company never left me. In the summer of 2005 when I was 18, I received the phone call which made that dream a _40_; I be
3、came a member of the company _41_ back to 1925.As I look back on that day now, it surely _42_ any sense of reality. I believe I stayed in a state of pleasant disbelief _43_ I was halfway through rehearsals (排练) on my first day. I never actually _44_ to get the job. After being offered the position,
4、I was completely _45_. I remember shaking with excitement.Though I was absolutely thrilled with the change, it did not come without its fair share of _46_. Through the strict rehearsal period of dancing six days a week, I found it vital to _47_ up the material fast with every last bit of concentrati
5、on. It is that extreme _48_ to detail (细节) and stress on practice that set us _49_. To then follow those high-energy rehearsals _50_ a busy show schedule of up to five performances a day, I discovered a new _51_ of the words “hard work.” What I thought were my physical _52_ were pushed much further
6、than I thought _53_. I learned to make each performance better than the last.Today, when I look at the unbelievable company that I have the great _54_ of being a part of, not only as a member, but as a dance captain, I see a _55_ that has inspired not only generations of little girls but a splendid
7、company that continues to develop and grow-and inspires people every day to follow their dreams.36. A. hobby B. plan C. dream D. word37.A connected B. expanded C. exposed D. extended38. A. rarely B. certainly C. probably D. consistently39.A. director B. trainer C. leader D. dancer40. A. symbol B. me
8、mory C. truth D. reality41. A. bouncing B. dating C. turning D. tracking42. A. lacksB. addsC. makesD. brings43. A. while B. since C. until D. when44.A. cared B. expected C. asked D. decided45.A. motivated B. relaxed C. convinced D. astonished46.A. challenges B. profits C. advantages D. adventures47.
9、A. put B. mix C. build D. pick 48.A. attention B. association C. attraction D. adaptation49.A. apart B. aside C. off D. back50.A. over B. by C. with D. beyond51.A. function B. meaning C. expression D. usage52.A. boundaries B. problems C. barriers D. efforts53.A. necessary B. perfect C. properD. poss
10、ible54.A. talent B. honor C. potential D. responsibility55.A. victory B. trend C. tradition D. desire第三部分：阅读理解（共两节，40分）第一节（共15小题；每小题2分，共30分）阅读下列短文，从每题所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。AThe Basics of MathMade ClearBasic Math introduces students to the basic concepts of mathematics, as well as the fu
11、ndamentals of more tricky areas. These 30 fantastic lectures are designed to provide students with an understanding of arithmetic and to prepare them for Algebra(代数) and beyond.The lessons in Basic Math cover every basic aspect of arithmetic. They also look into exponents(指数), the order of operation
12、s, and square roots. In addition to learning how to perform various mathematical operations, students discover why these operations work, how a particular mathematical topic relates to other branches of mathematics, and how these operations can be used practically.Basic Math starts from the relative
13、ly easier concepts and gradually moves on to the more troublesome ones, so as to allow for steady and sure understanding of the material by students. The lectures offer students the chance to “make sense” of mathematical knowledge that may have seemed so frightening. They also help students prepare
14、for college mathematics and overcome their anxiety about this amazingand completely understandablefield of study.By the conclusion of the course, students will have improved their understanding of basic math. They will be able to clear away the mystery(神秘性) of mathematics and face their studies with
15、 more confidence than they ever imagined. In addition, they will strengthen their ability to accept new and exciting mathematical challenges.Professor H. Siegel, honored by Kentucky Educational Television as “the best math teacher in America,” is a devoted teacher and has a gift for explaining mathe
16、matical concepts in ways that make them seem clear and obvious. From the basic concrete ideas to the more abstract problems, he is master in making math lectures learner-friendlier and less scary.With a PhD in Mathematics Education from Georgia State University, Dr. Siegel teaches mathematics at Cen
17、tral Arizona College. His courses include various make-up classes and a number of lectures for future primary school teachers.If the course fails to provide complete satisfaction to you, you can easily exchange it for any other course that we offer. Or you can get your money back.56. What does the c
18、ourse Basic Math mainly cover? A. Algebra. B. College Mathematics. C. Arithmetic. D. Mathematics Education.57. What benefits can students expect from Basic Math? A. Stronger imaginative ability. B. Additional presentation skills. C. More mathematical confidence. D. Greater chances of becoming teache
19、rs.58. What can we learn about Professor H. Siegel? A. He is a guest lecturer at Kentucky Educational Television. B. He is to deliver 30 lectures in Basic Math. C. He works in Georgia State University. D. He specializes in training teachers.59. Where is the passage most likely to have been taken fro
20、m? A. A news report. B. A book review C. A lesson plan. D. An advertisementBPeanuts to ThisProudly 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
21、 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
22、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 invente
23、d 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. Headsthe commander, and tailsthe peanuts guy. Ah! Tails, my report would be about
24、 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
25、 is on George Washington, the man who started the American Revolution.” The whole world became quiet! 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;
26、 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 headmasters office with my grandfather,
27、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!60. What did the authors classmates think about his report?A. Controversial. B. Ridicu
28、lous.C. Boring. D. Puzzling.61. Why was the author confused about the task?A. He was unfamiliar with American history.B. He followed the advice and flipped a coin.C. He forgot his teachers instruction.D. He was new at the school.62. The underlined word “burning” in Para. 3 probably means _.A. annoye
29、d B. ashamedC. ready D. eager63. In the end, the author turned things around _.A. by redoing his taskB. through his own effortsC. with the help of his grandfatherD. under the guidance of his headmasterCDecision-making under StressA new review based on a research shows that acute stress affects the w
30、ay the brain considers the advantages and disadvantages, causing it to focus on pleasure and ignore the possible negative (负面的) consequences of a decision.The research suggests that stress may change the way people make choices in predictable ways.“Stress affects how people learn,” says Professor Ma
31、ra Mather. “People learn better about positive than negative outcomes under stress.”For example, two recent studies looked at how people learned to connect images(影像) with either rewards or punishments. In one experiment, some of the participants were first stressed by having to give a speech and do
32、 difficult math problems in front of an audience; in the other, some were stressed by having to keep their hands in ice water. In both cases, the stressed participants remembered the rewarded material more accurately and the punished material less accurately than those who hadnt gone through the str
33、ess.This phenomenon is likely not surprising to anyone who has tried to resist eating cookies or smoking a cigarette while under stress at those moments, only the pleasure associated with such activities comes to mind. But the findings further suggest that stress may bring about a double effect. Not
34、 only are rewarding experiences remembered better, but negative consequences are also easily recalled.The research also found that stress appears to affect decision-making differently in men and women. While both men and women tend to focus on rewards and less on consequences under stress, their res
35、ponses to risk turn out to be different.Men who had been stressed by the cold-water task tended to take more risks in the experiment while women responded in the opposite way. In stressful situations in which risk-taking can pay off big, men may tend to do better, when caution weighs more, however,
36、women will win.This tendency to slow down and become more cautious when decisions are risky might also help explain why women are less likely to become addicted than men: they may more often avoid making the risky choices that eventually harden into addiction.64. We can learn from the passage that p
37、eople under pressure tend to _.A. keep rewards better in their memoryB. recall consequences more effortlesslyC. make risky decisions more frequentlyD. learn a subject more effectively65. According to the research, stress affects people most probably in their _.A. ways of making choicesB. preference
38、for pleasureC. tolerance of punishmentsD. responses to suggestions66.The research has proved that in a stressful situation, _.A. women find it easier to fall into certain habitsB. men have a greater tendency to slow downC. women focus more on outcomesD. men are more likely to take risksDWilderness“I
39、n 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 preserv
40、ed. 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) bring
41、s to such landscapes(景观) is real. Some of these wildernesses also perform functions that humans needthe 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, ta
42、kes 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 rightf
43、ully 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,
44、 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 th
45、at 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 wildern
46、ess should enjoy in the preservation of the world obviously deserves much more serious thinking.67. John Sauven holds that_. A. many people value nature too much B. exploitation of wildernesses is harmful C. wildernesses provide humans with necessities D. the urge to develop the ecosystem services i
47、s strong68. What is the main idea of Para. 3? A. The exploitation is necessary for the poor people. 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 tr
