【2011·河北邯鄲市二�！緼

To the students

Reading is very important to help you learn English. It is also a lot of fun. But to learn as much as you can from reading, it is important to read different kinds of English. For example, the English you need when you read a train timetable is very different from the English you need when you read a story. This book has a lot of different kinds of English.

There are six sections in the book:

Section 1 is Messages: In this section somebody wants to send information in writing to somebody else. There is a test on timetables and a test on timetables. There is also a test on text messages and another on e-mails.

       Section 2 is People: In this part all the tests are about people, in different ways. For example, there is an informal letter between friends. There is formal English in biography . There is a CV and a job application（申請） that you can use as a model to help with your writing, as well as testing your reading.

Section 3 is Places: In this section , too, many different styles of English are shown, some informal and some formal. There is the informal English of a holiday postcard．There are also the formal English of a novel—like all the fiction extracts in the book – and a formal letter of complaint（投訴）.

       Section 4 is Things: You will find some descriptive writing in this section. There are descriptions of clothes and of a computer. There are more examples of letters, including an informal letter thanking someone for a present. And there is a test about buying and booking on the Internet.

       Section 5 is Fiction: There are many different kinds of fiction in this section, from an adventure story to jokes, a comic and a cartoon. There are also (as in other sections) examples of American and British English.

       Section 6 is Fact: This section has different kinds of newspaper stories, an encyclopedia entry, a recipe and advice on how to survive and earthquake.

You can do these tests in any order you like, You can do a complete section or jump about between sections. You can do all the tests with a fiction text, or all the tests with a letter text or a newspaper text, or all the tests with a formal or informal text. Or you can do the ones you like best first. Who knows, maybe you will like the others too, when you do them.

I enjoyed writing this book and I hope you enjoy using it.

Michael Dean

41．If you’re fond of jokes, you can go to            .

       A．Section 6               B．Section 5                C．Section 4                D．Section 3

42．When a student learns to write letters, he can refer to           .

       A．Section 1, 2 and 3                                       B．Section 2, 3 and 4

       C．Section 3, 4 and 5                                       D．Section 4, 5 and 6

43．The author suggests students do the tests          .

       A．in whatever order they like                           B．section by section

       C．from the very beginning                              D．from the easiest part

44．The main purpose of the text is to            .

       A．introduce the contents of the book

       B．give students advice on  how to use the book

       C．present different styles of English

       D．suggest students use different English according to different aims.

【答案】41-44 BBAA 

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完型填空（共20小題；每小題1.5分，滿分30分）

閱讀下面短文，掌握其大意，然后從各題所給的四個選項（A、B、C和D）中，選出最佳選項，并在答題卡上將該項涂黑。

“I am so proud of you and all you have achieved. I   21  your opinion from. The L. A. Times with my family and thought about you as my student at Hibbing High School.”

It was    22  Margarel Leibfried, — a teacher who helped me believe that I could become   23  .

Thirty years ago, in Hibbing, I  24  high school as a bookish introvert（內(nèi)向）made all the more shy because I was the school’s only non—while student. I always felt  25  being swept away by a sea of golden hair schoolmates. By 10th grade, I’d developed strange behavior, hoping to   26  being laughed at as a “brain”. I spent a lot of time alone, reading and writing stories.

Ms. Leibfried taught composition grammar, as well as the usual – memorizing vocabulary and reading  27  .

Exciting to me, that is. Many of my classmates expressed dislike for novels because they were “not real.” For once, I didn’t care what they thought. Ms. Leibfried seemed to notice my   28  in both reading and writing, and she took the time to draw me out; she   29   offered reading suggestions.

That year’s big task was a book report, to be read aloud to   30  .   31  , Ms. Leibfried suggested I do something “a little different.” Instead of a report. I was to    32   a passage from a book, memorize it and reeite it in front of the class.

The morning of the presentations, I remember  33  sweating（出汗）so badly as I walked to the front of the class that I held my hands  34  in prayer（祈禱）formation, so I wouldn’t wipe them on my shirt. I finished and,   35  , the class broke out in applause（鼓掌）. “As a writer and a good reader, Marie has  36  a particularly sensitive part of novel and   37  it beautifully,” Ms. Leibfried said, smiling. I felt, maybe for the first time, confident.

I can now appreciate how much  38  it must have taken for those teachers to let me move away so   39  from the lesson plan. With today’s pressure on teachers to “teach to the test,” I wonder if any would or could take the time to find the potential（潛力）in a single,    40   student. Good teaching helps make productive and fully realized adults – a result that won’t show up in each term’s test scores.

21．A．shared                    B．proved                    C．introduced              D．explained

22．A．written                   B．signed                     C．marked                   D．said

23．A．a(chǎn) student                 B．a(chǎn) teacher                 C．a(chǎn) writer                  D．a(chǎn)n adult

24．A．left                         B．served                    C．entered                   D．missed

25．A．in charge of            B．in honor of              C．in danger of            D．in need of

26．A．escape                    B．stand                      C．enjoy                      D．a(chǎn)dmit

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28．A．mistakes                 B．interest                   C．condition                D．trouble

29．A．still                         B．never                      C．only                       D．even

30．A．the teachers            B．the parents              C．the class                 D．the public

31．A．Therefore               B．However                 C．Besides                   D．Otherwise

32．A．pick                       B．write                      C．read                       D．describe

33．A．my face                  B．my legs                   C．my hands                D．my neck

34．A．cupped                   B．closed                     C．tied                        D．covered

35．A．to my sadness         B．to my surprise         C．to my joy                D．to my delight

36．A．looked out               B．picked out               C．put out                   D．carried out

37．A．carried                    B．drew                      C．delivered                 D．designed

38．A．courage                  B．a(chǎn)ttention                  C．knowledge              D．pleasure

39．A．seriously                 B．broadly                   C．similarly                  D．carly

40．A．good                      B．bad                         C．shy                        D．strange

    

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B

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       A．tiring and uncomfortable                              B．cheap but pleasant

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       A．16                         B．17                          C．20                          D．25

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       B．Mr. Pawley valued the 66 letters.

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