题目内容
（请给出正确答案）
A. however
B. whenever
C. whoever
D. no matter
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更多“Each one of us， _______ old or young， is a valuable member of society。A. howeverB. whene”相关的问题
A、The Senate has 100 members. Each of the 50 states elects two Senators.
B、A senator must be over 20 years old, a resident in the state which they represent.
C、The term for Senators is six years, but one third of them are elected every two years.
D、A senator must have been an American citizen for at least nine years.
第三节 短文理解2
阅读下列短文，从[A]、[B]、[C]三个选项中选择一个正确答案。
Henry Richardson s working in an important library. His job is to give new life to old books.
Richardson has saved(挽救) the lives of many books.His first job is to wash the pages. He takes off the old cover, and places each page in water. Then he carefully puts each one between sheets(纸张) of paper to dry. Some of the pages may be very thin or have missing parts. Richard-son mends these while they are still wet. He places each one on a heavy sheet(块) of glass. Then he carefully puts small pieces of paper on the places which need mending. These pieces of paper are very thin.They look like part of the old paper.
The washed pages are now white and clean. The pages are put together again in the old cover. At times, only the front and back parts of the old cover can be used. Sometimes a whole new cover must be made. Now the stronger, cleaner, and "newer" book s returned to the library, once again ready for use.
Why should old books be saved？
A．Because they give us a lot of information.
B．Because they are very interesting.
C．Because they may be the only copy.
Section A
Directions: In this section, you will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked about what was said. Both the conversation and the questions will be spoken only once. After each question there will be a pause. During the pause, you must read the four choices marked A, B, C and D, and decide which is the best answer.
听力原文：W: What are these things in our suitcase？ There aren't any toys at all. Where have you put them？
M: Oh, no; This is not our suitcase. The old lady must have taken ours by mistake. She was sitting next to us at the restaurant.
Q: What can we infer from the conversation？
(12)
A．The old lady sitting next to the couple likes toys very much.
B．An old lady took the couple's suitcase for her own.
C．The couple's suitcase was stolen in the restaurant.
D．The man forgot to put the toys in their suitcase.
A.older than Chinese
B.as old as Chinese
C.not so old as Chinese
D.very hard to learn
(85) In many modern countries it has for some time been fashionable to think that, by free education for all— whether rich or poor, clever or stupid—one can solve all the problems of society and build a perfect nation. But we can already see that free education for all is not enough; we find it in such countries a far larger number of people with university degrees than there are jobs for them to fill. Because of their degrees, they refuse to do what they think "low" work; and, in fact, work with the hands is thought to be dirty and shameful in such countries.
But we have only to think a moment to understand that the work of a completely uneducated farmer is far more important than the work of a professor—we can live without education, but we will die if we have no food.
In fact, when we say that all of us must be educated to fit us for life, it means that we must be educated in such a way that, firstly, each of us can do whatever job is suited to his brain and ability and, secondly, that we can realize that all jobs are necessary to society, and that it is very bad to be ashamed of one's work, or to scorn someone else's. Only such a type of education can be called valuable to society.
The first sentence of this passage means that______.
A．education is not the purpose of life
B．education is a way of life
C．education is to make people suitable for life
D．education is not fit for children
An Indian's name told the world what he was—a coward, a liar, a thief, or a brave.
When I was young, every Indian had at least three names during his lifetime. His first name was given to him at birth. It described something that had happened at that time.
Each Indian was supposed to keep his birth name until he was old enough to earn money for himself. But his friends would always give him a name of their own. No matter what his parents called him, his childhood friends would use the name they had chosen.
The Indian earned his real name when he was old enough for his first fight against the enemy, his life name depended on how he acted during this first battle. When he returned he would be given his tribal name by the chief. If he had done well, he would be given a good name. But if he had done poorly, he might be given a bad name.
A man was given many chances to improve his name, however. If in a later battle he was very brave in fighting against the enemy, be was given a better name. Some Indians had as many as twelve names all good and each better than the last.
All names given to one Indian belonged to him for the rest of his life. No one else could use them. Even he himself could not give them away. This was because no man could pass on his name unless the chief and the tribe asked him to do so.
According to the passage, Indian names were important because they ______.
A．described the character of a man
B．described the appearance of a man
C．were never used by other people
D．told us his profession
What is the purpose of this passage？
A．To farewell an old colleague
B．To introduce a new co-worker
C．To announce office manager' s resignation
D．To discuss an office party
Part A
Directions: Read the following four texts. Answer the questions below each text by choosing A, B, C or D . Mark your answers on ANSWER SHEET 1.
The history of English is conventionally, if perhaps too neatly, divided into three periods usually called Old (or Anglo-Saxon) English, Middle English, and Modem English. The earliest period begins with migration of certain Germanic tribes from the continent to Britain in the fifth century A. D, though no records of their language survive from before the seventh century, and it continues until the end of the seventh century or a bit later. By that time, Latin, Old Norse (the language of the Viking invaders), and especially the Anglo-Norman French of the dominant class after the Norman Conquest in 1066 had begun to have a substantial impact on the vocabulary, and the welldeveloped inflectional system that typifies the grammar of Old English had begun to break down.
The period of Middle English extends roughly from the twelfth century through the fifteenth. The influence of French (and Latin, often by way of French) upon the vocabulary continued throughout the period, the loss of some inflections and the reduction of others accelerated, and many changes took place within the grammatical systems of the language. A typical prose passage, especially one from the later part of the period, will not have such a foreign look to us as the prose of Old English, but it will not be mistaken for contemporary writing either.
The period of Modern English extends from the sixteenth century to our own day. The early part of this period say the completion of a revolution in vowel distribution that had begun in late Middle English and that effectively brought the language to something resembling its present pattern. Other important early deyelopments include the stabilizing effect on spelling of the printing press and the beginning of the direct influence of Latin, and to a lesser extent, Greek on the vocabulary. Later, as English came into contact with other cultures around the world and distinctive dialects of English developed in the many areas which Britain had colonized, numerous other languages made small but interesting contributions to our word-stock.
The earliest written record of English available to us started ______.
A．from the seventh century
B．from the fifth century
C．from the twelfth century
D．from the ninth century
What is the meaning of "We became instant friends. " in Paragraph 4？
A．We became friends right away.
B．We never talked to each other after then.
C．We did not keep our friendship for a long time.
D．We often helped each other after making friends.
Part A
Directions: Read the following four texts. Answer the questions below each text by choosing A, B, C or D . Mark your answers on ANSWER SHEET 1.
As everyone knows, words constantly take on new meanings. Since these do not necessarily, nor even usually, take the place of the old ones, we should picture this process as the analogy of a tree throwing out new branches which themselves throw out subordinate branches. The new branches sometimes overshadow and kill the old one but by no means always. We shall again and again find the earliest senses of a word flourishing for centuries despite a vast overgrowth of later senses which might be expected to kill them.
When a word has several meanings historical circumstances often, make one of them dominant during a particular period. Thus "station" is now more likely to mean a railway station than anything else; "speculation" more likely to bear its financial sense than any other. Until this century "plane" had as its dominant meaning "a flat surface" or "a carpenter's tool to make a surface smooth", but the meaning "an aeroplane" is dominant now. The dominant sense of a word lies uppermost in our minds. Whenever we meet the word, our natural impulse is to give it that sense. We are often deceived. To an old author the word may mean something different.
One of my aims is to make the reading of old books easy as far as certain words are concerned. If we read an old poem with insufficient regard for the change of the dictionary meanings of words we won't be able to understand the poem the old author intended. And to avoid this, knowledge is necessary.
We see good words or good senses of words losing their edge or more rarely getting a new edge that serves some different purpose. "Verbicide", the murder of a word, happens in many ways. Inflation is the commonest: those who taught us to say "awfully" for "very", "tremendous" for "great", and "unthinkable" for "undesirable" were verbicides.
I should be glad if I sent any reader away with a sense of responsibility to the language. It is unnecessary to think we can do nothing about it. Our conversation will have little effect, but if we get into print -- perhaps especially if we are leader-writers or reporters -- we can help to strengthen or weaken some disastrous word, can encourage a good and resist a bad Americanism. For many things the press prints today will be taken up by a great mass of people in a few years.
In the first paragraph the author believes ______.
A．only old words take on new meanings
B．a tree throws out new branches as the words pick up new meanings
C．words obtain new meanings from time to time
D．it is possible for the old words to lose their old senses
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