閱讀下列短文，從每題所給的四個(gè)選項(xiàng)（A、B、C和D）中，選出最佳選項(xiàng)。

A HOLIDAY jet pilot (飛行員) said that he would land and call the police after a woman refused to stop smoking.

He warned Maureen Harkavy, “Put that cigarette out, or I’ll land the plane and have you arrested.”

Maureen, 47, was so shocked she wrote to the airline’s chairman. But his reply was even ruder.

“You seem to think you have a God-given right to pollute your neighbours’ atmosphere,” wrote John Ferriday of Paramount Airways.

(a)Said Maureen, “I only found out about it when I was checking in. I’m a nervous flyer so I lit a cigarette during the flight. A stewardess (空姐) asked me to put it out, but I said I wanted to carry on as there was no rule against smoking on the plane.” She was just finishing her cigarette when the pilot arrived.

(b) I’ve never seen such an unpleasant letter. She said, “I don’t think I’ll ever fly again.” But there was a funny side. Maureen explained, “We were offered duty-free (免稅) cigarette from the stewardess on the plane!”

(c) Mr. Ferriday went on; “Believe me, you haven’t. Especially when you travel on my planes.”

Maureen and her husband Michael were moved to Paramount flight just before they left Portugal. But they were not told of the company’ s (公司的) no smoking policy.

(d) “He was loud and rude,” said Maureen. “He said if I lit another cigarette he would land the plane at Bordeaux and hand me to the French police.”

Later, from her home in Mosely, Birmingham, Maureen wrote to the company and received the rude reply.

1.The second half of the story has been in wrong order. (Parts a-d) Choose the rearranged order which you think is right.

A. a, c, b, d B. c, a, b, d

C. c, a, d, b D. d, a, b, c

2.Maureen Harkavy ____ on the plane.

A. accepted the warning

B. agreed to the warning

C. refused to do what she was told to

D. was so shocked that she wrote to the airline’s chairman

3.From the story we can see that the writer probably takes the side of ____ .

A. the pilot B. the airline’s chairman

C. the stewardress D. Maureen Harkavy

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___3.__

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短文改錯(cuò)。

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刪除：把多余的詞用斜線（﹨）劃掉。

修改：在錯(cuò)的詞下劃一橫線（___），并在該詞下面寫出修改的詞。

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I’m tired and covered in dust. I’ve been digging all day and I’ll be doing the same tomorrow. Sound awful, doesn’t it ? But I’ve never had so many fun in my life. As an archaeology student, I have already knew something about the Qin Tomb and the terracotta warriors. Most Chinese children can tell you Qin Shihuang was the emperor first unified China. He was a brilliant ruler, and he was also a cruel man who killed thousands of people. When he became the king of the state, he immediately ordered workers to construct an underground tomb for him, which is said to contain great treasures. But, the actual entrance to the tomb has ever been found, nor has the tomb been opened. There are ancient descriptions of crossbows hiding at the tomb’s entrance. It’s said that if everyone steps across the entrance, the crossbows will fire.

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Does a 16-year-old have the ability to change the world, 1.(benefit) hundreds of thousands of people?

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“She deserves all the praise she’s getting for her hard work, devotion 6.intelligence,” said her science teacher. “Her project is 7. (extreme) helpful for the medical diagnoses that we need in parts of the world 8. Ebola is most common.”

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2. 條件和費(fèi)用。

3. 其他特別注意的事項(xiàng)。

注意

1.詞數(shù) 100 左右。

2.可以適當(dāng)增加細(xì)節(jié)，以使行文連貫。

3.開頭語和結(jié)束語已為你寫好。

Dear Sir/Madam,

I have read your advertisement in the newspaper.

_________________________________ ___________________________________

_________________________________ ___________________________________

_________________________________ ___________________________________

_________________________________ ___________________________________

_________________________________ ___________________________________

_________________________________ ___________________________________

_________________________________ ___________________________________

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Your s sincerely ,

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閱讀理解。

As I walked along the Edgware Road, I felt as though the world was closing in on me. All the sounds I take for granted, had gone. I had entered a world of silence. This unsettling experience occurred a few weeks ago when I agreed to go deaf for the day to support the work of the charity Hearing Dogs for Deaf People, for which I am an ambassador.

When I managed to take a cab to the office of my manager, Gavin, I couldn’t hear what the taxi driver was saying to me. Conversation was impossible. Then, when I reached the office, I had to ring the intercom five times as I couldn’t hear a response.

Everybody said I was shouting at them--- I simply wasn’t aware of how loudly I was speaking as I couldn’t hear my own voice. Gavin kept telling me my phone was ringing, but I didn’t realize. I was too busy trying to concentrate on reading his lips. And when he tried to tell me a code to put into my phone, I had to keep asking him to repeat it, more slowly. Eventually he lost his patience and snapped at me: “Just give me the phone!” I was shocked.

People couldn’t be bothered to repeat themselves, so they kept trying to do things for me that I was perfectly capable of doing myself. I felt I’d lost control.

Being deaf for the day was extraordinarily tiring. I had to work so hard to “l(fā)isten” with my eyes, get people’s attention and use my other senses to make up for my lack of hearing. It was a huge, exhausting effort.

Until that experience I didn’t realize how much I took my own hearing for granted, or the sorts of emotions and experiences deaf people go through. If a deaf person asks you to repeat something, never think: “It doesn’t matter.” It does matter.

1.Why did the author focus on reading Gavin’s lips?

A. By doing this he could understand what Gavin was saying.

B. He wanted to be aware of what the code was.

C. He attempted to get the code into the phone by himself.

D. He didn’t want to bother Gavin to repeat what he was saying.

2.What advice does the author give in the passage?

A. Speak at the top of your voice if you can’t hear others speaking.

B. Repeat things as slowly as possible for the deaf.

C. Take your own hearing for granted.

D. Do as many things as possible for the deaf.

3.What can be inferred from the passage?

A. It’s boring to live in a world of silence.

B. The author has to use gestures to communicate with his friends.

C. There are many other ways to help the deaf understand others.

D. Many ordinary people just take hearing for granted until they lose it.

4.What can be the best title of the passage?

A. Helping the Deaf with More Patience

B. Don’t Take Your Hearing for Granted

C. Listening with Eyes

D. The Importance of Reading Lips

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科目：高中英語 來源：2016屆江蘇蘇錫常鎮(zhèn)四市高三教學(xué)情況調(diào)研（二）英語試卷（解析版） 題型：填空題

請(qǐng)認(rèn)真閱讀下列短文, 并根據(jù)所讀內(nèi)容在文章后表格中的空格里填入一個(gè)最恰當(dāng)?shù)膯卧~。注意: 每個(gè)空格只填1個(gè)單詞。請(qǐng)將答案寫在答題紙上相應(yīng)題號(hào)的橫線上。

How Technology Can Help Language Learning

Intelligence, according to Howard Gardner, is of eight types—verbal-linguistic, logical-mathematical, musical-rhythmic, visual-spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic. This is the first in a series of posts that explore and understand how each of the above forms of intelligence is affected by technology-mediated education.

Verbal-linguistic Intelligence involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish goals. Such intelligence is developed by three specific activities: reading, writing and interpersonal communication—both written and oral. The traditional tools that have been used to efficiently develop verbal/linguistic intelligence—textbook, pencil, and paper—are giving way to technology in many schools. E-books, Internet lesson plans, online assignments and word processing software, or a subset of the above, are now common in schools. Technology allows addition of multisensory (多種感覺的) elements that provide meaningful contexts to help comprehension, thus expanding the learning ground of language and linguistics.

Research into the effect of technology on the development of the language and literacy skills vis-à-vis reading activities of children has offered evidence for favorable effects of digital-form books. A study shows that digital reading materials have become common in developing countries in early childhood classrooms to support engagement in storybooks while enhancing the emergent literacy (早期讀寫能力) among children. E-books are also being increasingly used to teach reading among beginners and children with reading difficulties.

Technology can be used to improve reading ability in many ways. It can enhance (加強(qiáng)) and sustain the interest levels for children by allowing immediate feedback on performance and providing added practice when necessary. Recent research shows that students are able to improve their sight word vocabulary, fluency, and comprehension through computer-based reading.

Technology can also help in improvement of writing skills. Word processing software promotes not only composition but also editing and revising in ways that streamline the task of writing. Desktop publishing and web-based publishing allow the work to be taken beyond the classroom into a virtual world that allows more constructive interactions.

Technology enhanced oral communication is indeed useful in that it allows students from remote locations, or from all over the world to communicate orally through video and audio conferencing tools. For example, students of languages in Australian universities overcome the problem of insufficient contact with native language speakers by using online audio and video tools that allow the development of aural, vocal and visual-cognition skills that are important in verbal and linguistic education. Oral group discussions in the form of video conferencing can help non-native speakers of a language with natural language negotiation and cultural intonations in ways that have not been possible due to geographic isolation.

Computer definitely aided language learning and computer mediated communication enhance teaching and learning experiences in the areas of linguistics and language intelligence. Although there have not been comprehensive studies on the use of technologies to aid K-12 English-language learners, there have been many individual computer programs and other technologies that accelerate the acquisition of phonics, vocabulary, fluency, and reading-comprehension skills and other language building blocks.

Title: How Technology Can Help Language Learning

Paragraph outline

Detailed information

Brief introduction to Verbal-linguistic Intelligence

●Howard Gardner thinks that intelligence is of eight types, 1.________ from verbal-linguistic to naturalistic intelligence.

●Verbal-linguistic Intelligence, 2.________ of three aspects, is developed by three specific activities.

●Technology is 3._______ traditional tools used to develop verbal/linguistic intelligence efficiently.

●The learning ground of language and linguistics has been 4._______ by adding multisensory elements to language learning.

Effects on language and literacy skills

Digital reading materials have been used to help children in developing countries get 5.________ in storybooks, enhancing the emergent literacy among them.

Effects on reading ability

Technology can enhance and sustain children’s interest levels by providing immediate feedback and extra practice.

Effects on writing skills

Technology allows our work to be taken in a virtual world with more constructive6.________.

Effects on oral communication

Technology allows students to communicate orally through video and audio conferencing tools7.________ geographic isolation.

Conclusion

●There is no8.________ that technology enhances teaching and learning experiences concerning linguistics and language intelligence.

●Although there is a 9._______ of comprehensive studies on the use of technologies to aid K-12 English-language learners, there have been other technologies that10.________ the acquisition of language building blocks.

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