This is a true story of Mother’s Sacrifice during the Japan Earthquake. After the earthquake, the rescuers reached the ruins of a young woman’s house. They saw her dead body through the cracks. However, her was strange as she knelt on her knees; her body was forward, and her two hands were supported by an object. The collapsed house had on her back and head.
With many difficulties, the leader of the rescue team put his hand a narrow gap on the wall to reach the woman’s body. He was that this woman would be still alive. However, the cold and stiff body told him that she had passed away .
He and the rest of the left the house and were going to search the next collapsed building. For some reason, the team leader was by a force to go back to the house for the dead woman. This time, he carefully passed his hand through the cracks to search the little space under the dead body. Suddenly, he screamed with , “A child! There is a child!”
The whole team worked together. They carefully the piles of ruined objects around the dead woman. There was a three-month-old boy in his mother’s body. , the woman had used her body to protect her son when the house collapsed. The little boy was still sleeping when the team leader picked him up.
The medical doctor came quickly to examine the little boy. he opened the blanket, he saw a cellphone inside the blanket. There was a text on the screen. It said, “If you , you must remember that I love you.” This cel
lphone was passed around from one hand to another among the rescuers. Everybody that read the message . As is known, it is mother’s love that protects us from cold and hunger, but at certain points, it is mother’s love that shelters us from danger and death.
A．expression B．position C．pose D．behavior
A．placing B．leaning C．falling D．relying
A．stood B．covered C．slipped D．crashed
A．across B．beyond C．through D．beneath
A．hoping B．confirming C．determining D．predicting
A．in advance B．for sure C．on purpose D． in honour
A．team B．villagers C．doctors D．volunteers
A．arouse B．attacked C．grasped D．driven
A．broad B．smooth C．narrow D．deep
A．sorrow B．excitement C．satisfaction D．disappointment
A．removed B．discovered C．wrapped D．folded
A．delivered B．blocked C．held D．treasured
A．Unfortunately B．Obviously C．Coincidently D．Hopefully
A．helplessly B．unconsciously C．peacefully D．bitterly
A．Until B．Since C．Before D．After
A．telephone B．letter C．information D．message
A．survive B．wake C．live D．spot
A．relieved B．sighed C．signed D．wept
A．unconditional B．permanent C．fundamental D．unbearable
A．mean ingful B．critical C．controversial D．influential
Seasonal influenza is characterized by a sudden fever, cough, headache, muscle and joint pain, sore throat and runny nose. Most people recover from fever and 1 symptoms within a week without requiring medical attention. But influenza can 2 severe illness or death in people at high risk. The time from infection to illness is about two days.
Yearly influenza epidemics can 3 affect all age groups, but the highest risk of complications occur among children younger than age two, adults age 65 or older, and people of 4 age with certain medical conditions, such as chronic heart, lung, kidney, liver, blood or metabolic diseases, or weakened immune systems.
Seasonal influenza 5 easily and can sweep through schools, nursing homes or businesses and towns. When an 6 person coughs, infected droplets get into the air and another person can breathe them 7 and be exposed. The virus can also be spread by hands infected with the virus. 8 transmission, people should cover their mouth and nose with a tissue when coughing, and 9 their hands regularly.
Drugs for influenza are 10 in some countries and effectively prevent and treat the illness. Some influenza viruses develop 11 to the antiviral medicines, limiting the effectiveness of treatment.
Influenza epidemics occur 12 during autumn and winter in temperate regions. Illnesses result in hospitalizations and deaths mainly among high-risk groups. Worldwide, these annual epidemics result in about three to five million 13 of severe illness, and about 250 000 to 500 000 deaths.
Influenza can cause serious public health and economic problems. In 14 countries, epidemics can result in high levels of worker absenteeism and productivity 15 . 16 most people recover from a bout(轮) of influenza, there are large numbers of people who need hospital treatment and many 17 die from the disease every year. 18 is known about the effects of influenza epidemics in developing countries.
The most 19 way to prevent the disease or severe outcomes from the illness is vaccination. Vaccination is especially important for people at higher risk of serious influenza complications, and for people who live with or care 20 high risk individuals.
( ) 1. A. its B. it’s C. all D. other
( ) 2. A. cause B. lead C. result D. bring
( ) 3. A. lightly B. slightly C. seriously D. heavily
( ) 4. A. all B. any C. no D. both
( ) 5. A. goes B. spreads C. comes D. happens
( ) 6. A. to infect B. infecting C. infected D. infect
( ) 7. A. off B. away C. out D. in
( ) 8. A. To prevent B. To protect C. To prepare D. To prefect
( ) 9. A. wash B. washing C. to wash D. washed
( ) 10. A. free B. available C. useful D. helpful
( ) 11. A. assistance B. resistance C. consistence D. preference
( ) 12. A. monthly B. weekly C. daily D. yearly
( ) 13. A. pieces B. states C. conditions D. cases
( ) 14. A. developed B. developing C. big D. small
( ) 15. A. lose B. losses C. loose D. lost
( ) 16. A. For B. Because C. While D. Whether
( ) 17. A. / B. which C. do D. who
( ) 18. A. Little B. Much C. Few D. Lot
( ) 19. A. Affective B. effective C. attractive D. aggressive
( ) 20. A. about B. ofC. for D. to
Last Sunday, in my return from a weekend in the country, I took a taxi from Waterloo Station to my home in North London. We hadn’t gone very far 1 we had to stop at one of the many traffic lights. Just as the light was changing to 2a policeman pulled 3 the door of the taxi, jumped in, shouted to the driver,“ 4that blue car in front. It’s been stolen,” and he sat down on the seat beside me. Then he seemed to see me for the first time for he said quickly but5 ,“Sorry sir, but I’ve got to catch that car.”The taxi driver 6 the speed without saying anything. After a few hundred yards the blue car stopped at 7traffic light and we drew up8 .The policeman got out, ran round to the driver’s door of the blue car, opened it and 9 the driver out. I couldn’t hear what was said, but after a few minutes the policeman 10 to me and I went up to him. He asked me to help him take the car thief to the nearest 11.The three of us got into the 12 .We drove off 13the taxi following. I didn’t like sitting next to the 14 ,who was a young, rather tough-looking man, but I had no 15. 16 it wasn’t far to the police-station. When we got there the policeman took my name and address, thanked me for my 17 and said I could go. So I got back into my taxi and we drove off again. The taxi-driver said18that that was the second time in a month he had been 19 to he1p the police, and he 20it wouldn’t happen again.
1.A.until B.because C.after D.before
2.A.orange B.yellow C.red D.green
3.A.out B.up C.open D.aside
4.A.Follow B.Catch C.Knock D.Watch
5.A.politely B.apologically C.gently D.clearly
6.A.increased B.kept C.slowed D.removed
7.A.a B.the C.another D.the other
8.A.off B.beside C.alongside D.away
9.A.brought B.tried C.pulled D.spat
10.A.smiled B.came C.referred D.signed
11.A.car-park B.police-station C.traffic-light D.railway-station
12.A.blue taxi B.stolen car C.passing car D.first taxi
13.A.with B.by C.of D.in
14.A.thief B.driver C.policeman D.man
15.A.luck B.choice C.reason D.way
16.A.Finally B.Naturally C.Fortunately D.Unfortunately
17.A.deed B.action C.help D.words
18.A.happily B.angrily C.curiously D.proudly
19.A.obliged B.seen C.begged D.allowed
20.A.thought B.guessed C.believed D.hoped
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