During Christmas break from college, a young man wanted to borrow his father's car to drive to a New Year's Eve____to be held in Vermont. The father was____about the son hitting one of the roadblocks that people set up all over the place on New Year's Eve. The____that was reached was that the son would be allowed to use the car, but he would not drink at all.
So he drove to Vermost, got completely____and attempted to drive home. On the way home he hit a roadblock. He was told to____the car and stand in a line of people that were being given the infamous sobriety(not drunk)____. However, the policeman____him out. He was____standing off to the side while the others were____the police officer how well they could walk a____line, etc.
At 700 a．m, his father got up to answer the____. There were____policemen there. They asked him if he was the____of that red FLAT. He replied, “Yes, I am，”One of the policeman asked him if he was driving the car the evening before and he said that his son had been the driver.
When the young man____himself in front of the policemen, he knew he was some sort of____. Upon questioning, he____that he driving the car, but when asked if he had been____， he said, “No！”When the policeman asked if he could see his car, he was unable to remember the____. He said that it was in the garage.
And when the four of them walked out to look at the car, instead of looking at the car he had driven the____before, they saw a____car parked there.
A．party B．meeting C．concert D．sports meeting
A．sure B．worried C．curious D．anxious
A．suggestion B．condition C．conclusion D．agreement
A．excited B．tired C．pleased D．drunk
A．stop B．get out of C．drive D．get into
A．punishment B．test C．education D．talk
A．gave B．made C．missed D．found
A．considered B．required C．suggested D．left
A．showing B．explaining C．asking D．telling
A．long B．straight C．calm D．direct
A．telephone B．call C．doorbell D．question
A．many B．two C．four D．one
A．manager B．father C．student D．owner
A．stood B．found C．put D．took
A．danger B．test C．trouble D．accident
A．believed B．told C．admitted D．said
A．driving B．hurting C．drinking D．missing
A．drive B．test C．time D．line
A．day B．morning C．night D．afternoon
A．similar B．familiar C．police D．damaged
A good teacher is one who remembers what it was like to be young. As he1 himself in his student’s place, he is able to understand his 2 and they’re able to understand him. 3 ,he remembers that his students have a real 4 for knowledge. He therefore keeps up with5 developments in his field so that his 6 are lively and up-to-date.
Secondly, he is 7 what it was like to be bored8 ,so he will make an effort 9 interesting. He neither mumbles(含糊的说话)his material 10reads it from old notes.
Instead, he11 his lectures to follow by turns with discussion and make his 12 more active, spirited with examples.
Most important, a good 13 remembers how sensitive his feelings were 14he was young. He knows how important his 15 can be and is never unkind or 16critical. He also remembers that he 17 the instructors who asked the most 18him. So he tries to be, in 19 ,the teacher he dreamed of 20 when he was young.
1.A.lay B.placed C.put D.made
2.A.pupils B.classmates C.fellows D.friends
3.A.The first B.One C.Above all D.First
4.A.thirst B.requirement C.wish D.desire
5.A.the later B.the latest C.later D.the lateliest
6.A.materials B.classes C.pupils D.teachers
7.A.sure B.known C.clear D.clever
8.A.at school B.in school C.on duty D.in class
9.A.to do B.to be C.to have D.to get
10.A.or B.no C.not D.nor
11.A.should make B.could have C.would cause D.might let
12.A.lecture notes B.classes C.lessons D.words
13.A.teacher B.man C.student D.headmaster
14.A.so B.how C.and D.when
15.A.friendship B.kindness C.subjects D.activities
16.A.necessarily B.very C.unnecessarily D.greatly
17.A.hoped B.respected C.longed D.wished
18.A.about B.to C.at D.of
19.A.words B.short C.word D.sentence
20.A.taking B.doing C.having D.being
Tim Becker and his neighbors are doing something to make their neighborhood a trouble-free area.
When Tim Becker gets in his car to go shopping, he doesn’t1 drive to a store and back home. He always looks2 up and down the streets of his neighborhood. He looks for anything
3 such as strange cars, loud noises, 4windows, or people gathering on street comers.
Tim 5 to a neighborhood watch group in Stoneville, Indiana, USA. The neighborhood watch group 6on the third Wednesday of every month. That’s 7 .Tim gets together with about ten of his neighbors to discuss community 8.Members of the neighborhood watch group want to help the police 9 their homes, streets, and families safe.
Tina Stedman, president of 10 neighborhood watch group, agrees with Tim.“People seem to think that crime happens to other people but not 11them. Well, it’s never happened to me,” she said,“but I don’t think anyone has the 12 to steal from other people or to make them feel 13sitting in their own homes.”
Alex, a member of the group, said that all the neighbors14 out for one another,“We 15 each other’s homes. We keep watch on the neighborhood at night and on weekends. Usually a16 of four or five of us goes out together. If something doesn’t look right, then we call the 17 .For example, if we notice a group of teenagers who seem to be looking for 18,or someone destroying property, we report to the police.”
Alex feels the neighborhood watch groups 19 a lot in keeping crime down. Her husband Jim agrees,“Police are good people, but they can’t do 20 .”
1.A.yet B.still C.just D.rather
2.A.carefully B.clearly C.nervously D.coldly
3.A.familiar B.unusual C.expensive D.interesting
4.A.curtained B.open C.old D.broken
5.A.attends B.belongs C.goes D.turns
6.A.meets B.quarrels C.sings D.searches
7.A.where B.why C.when D.how
8.A.politics B.wealth C.health D.safety
9.A.keep B.hold C.let D.protect
10.A.its B.his C.their D.your
11.A.round B.on C.about D.to
12.A.right B.chance C.courage D.mind
13.A.unlucky B.unsafe C.disappointed D.discouraged
14.A.set B.let C.hold D.look
15.A.care B.enter C.watch D.manage
16.A.group B.set C.number D.crowd
17.A.judges B.police C.firemen D.doctors
18.A.work B.burden C.service D.trouble
19.A.produce B.find C.get D.help
20.A.anything B.evening C.harm D.wrong
The Ministry of Education has spared no efforts to bring on IT learning. What is its main aim? Is it to teach students how to learn the computer or is it meant to change the usual method of teaching in order to1 students’ strong interest in computers?
Teaching students computer knowledge and skills is different 2 giving class lessons through the use of computers. And schools are beginning to pay much attention to using computers to teach students. There is 3 about the fact that IT learning plays an important role as a new teaching tool in this day of technology. 4 ,views differ on whether the schools can achieve their targets, as success 5 whether they can make use of computers effectively.
Let’s take the subject of Chinese as an example and see6 difficulties the experts face in their IT management. At present,20 percent of lessons are given with the help of computers. In other words, in a period of 10 weeks, a Chinese-language teacher must spend two weeks to teach the subject7 .In carrying out such a major policy as IT learning, the experts should know the8 that different teachers teaching different subjects have different demands, thus making it 9 to see the policy through.
Some teachers, having already got some computer knowledge, will still be forced to10 the training courses with those who have zero knowledge about computer.
Another problem is that new teachers may be sent to work in schools11 IT learning has just started. All teachers—including the seniors who are very 12 in teaching, but who suddenly have no idea what to do when it comes to computers will have to13 from the very beginning. They will become14 and their teaching performances may be badly affected. The experts have found out how much of each subject is taught by computers in every school, and have 15 all schools to complete the given work. A hard-pressed teacher may put the daily teaching 16 or the courses onto the computer just to order the required time for IT learning and then17 the usual way. Furthermore, he may leave school work to his18 through the computer before class comes to an end in order to “complete” his IT learning19 . 20 the teaching of the Chinese language is concerned, do computer lessons really achieve the desire goals to raise the students’ level of Chinese, pass on common values and so on? I am not so sure.
1.A.show B.be C.match D.have
2.A.with B.to C.in D.from
3.A.no reason B.no doubt C.no need D.no time
4.A.However B.Therefore C.And D.So
5.A.depends on B.leads to C.results in D.believes in
6.A.that B.such C.what D.how
7.A.the usual way B.the regular way C.the best way D.the new way
8.A.fact B.message C.news D.truth
9.A.easy B.helpful C.hard D.fast
10.A.sit for B.run for C.give D.attend
11.A.for which B.that C.where D.which
12.A.interested B.satisfied C.successful D.experienced
13.A.work B.start C.teach D.manage
14.A.pleased B.disappointed C.certain D.comfortable
15.A.ordered B.improved C.encouraged D.instructed
16.A.methods B.skills C.programs D.performances
17.A.make a living B.give lessons C.go to lectures D.does work
18.A.work-mates B.headmasters C.instructors D.students
19.A.skills B.experiences C.duties D.methods
20.A.As B.So long as C.Even though D.As far as
He has been called the “missing link”.Half-man, half-beast. He is supposed to live in the highest mountain in the world—Mount Everest.
He is known as the Abominable Snowman. The 1 of Snowman has been around for
2 .Climbers in the 1920s reported finding marks like those of human feet high up on the side of Mount Everest. The native people said they 3 this creature and called it the “Yeti”,and they said that they had 4 caught Yetis on two occasions 5 none has ever been produced as evidence.
Over the years, the story of the Yetis has 6 . In 1916, Eric Shipton took photographs of a set of tracks in the snow of Everest. Shipton believed that they were not 7 the tracks of a monkey or bear and 8 that the Abominable Snowman might really 9 .
Further efforts have been made to find out about Yetis. But the only things people have ever found were 10 footprints. Most believe the footprints are nothing more than 11 animal tracks, which had been made 12 as they melted and refroze in the snow. 13 ,in 1964,a Russian scientist said that the Abominable Snowman was 14 and was a remaining link with the prehistoric humans. But, 15 ,no evidence has ever 16 been produced.
These days, only a few people continue to take the story of Abominable Snowman 17 ,but if they ever 18 catching one, they may face a real 19 : Would they put it in a 20 or give it a room in a hotel?
1.A.event B.story C.adventure D.description
2.A.centuries B.too long C.some time D.many years
3.A.heard from B.cared for C.knew of D.read about
4.A.even B.hardly C.certainly D.probably
5.A.as B.though C.when D.until
6.A.developed B.changed C.occurred D.continued
7.A.entirely B.naturally C.clearly D.simply
8.A.found B.declared C.felt D.doubted
9.A.exist B.escape C.disappear D.return
10.A.clearer B.more C.possible D.rare
11.A.huge B.recent C.ordinary D.frightening
12.A.strange B.large C.deep D.rough
13.A.In the end B.Therefore C.After all D.However
14.A.imagined B.real C.special D.familiar
15.A.so B.besides C.again D.instead
16.A.rightly B.actually C.normally D.particularly
17.A.lightly B.jokingly C.seriously D.properly
18.A.succeed in B.insist on C.depend on D.join in
19.A.decision B.situation C.subject D.problem
20.A.zoo B.mountain C.museum D.laboratory
People do not analyze every problem they meet. Sometimes they try to remember a solution from the last time they had a 1 problem. They often accept the opinion or ideas of other people. Other times they begin to act without thinking; they try to find a solution by trial and error. 2 ,when all of these methods fail, the person with a problem has to start analyzing. There are six 3 in analyzing a problem.
4 the person must recognize that there is a problem. For example, Sam’s bicycle is broken, and he cannot ride it to class as he usually does. Sam must 5 that there is a problem with his bicycle.
Next the person must find the problem. Before Sam can repair his bicycle, he must know why it does not work. For example, he must 6 the parts that are wrong.
Now the person must look for 7 that will make the problem clearer and lead to 8 solutions. For example, suppose Sam decides that his bike does not work because there is something wrong with the brakes. 9 ,he can look in his bicycle repair book and read about brakes, 10 his friends at the bike shop, or look at his brakes carefully.
After 11 the problem, the person should have 12 suggestions for a possible solution. Take Sam as an example 13 ,his suggestions might be: tighten or loosen the brakes; buy new brakes and change the old ones.
In the end, one 14 seems to be the solution to the problem. Sometimes the 15 idea comes quite 16 because the thinker suddenly sees something new or sees something in a 17 way. Sam, for example, suddenly sees there is a piece of chewing gum(口香糖) stuck to a brake. He 18 hits on the solution to his problem: he must 19 the brake.
Finally the solution is 20 .Sam does it and finds his bicycle works perfectly. In short he has solved the problem.
1.A.serious B.usual C.similar D.common
2.A.Besides B.Instead C.Otherwise D.However
3.A.ways B.conditions C.stages D.orders
4.A.First B.Usually C.In general D.Most importantly
5.A.explain B.prove C.show D.see
6.A.check B.determine C.correct D.recover
7.A.answers B.skills C.explanation D.information
8.A.possible B.exact C.real D.special
9.A.In other words B.Once in a while C.First of all D.At this time
10.A.look for B.talk to C.agree with D.depend on
11.A.discussing B.settling down C.comparing with D.studying
12.A.extra B.enough C.several D.countless
13.A.secondly B.again C.also D.alone
14.A.suggestion B.conclusion C.decision D.discovery
15.A.next B.clear C.final D.new
16.A.unexpectedly B.late C.clearly D.often
17.A.simple B.different C.quick D.sudden
18.A.fortunately B.easily C.clearly D.immediately
19.A.clean B.separate C.loosen D.remove
20.A.recorded B.completed C.tested D.accepted