D
He was 11 years old and went fishing every chance he got from the dock at his family's cabin on an island in the middle of a New Hampshire lake.
On the day before the bass season opened, he and his father were fishing early in the evening, catching sunfish and perch(鱸魚)with worms. Then he tied on a small silver lure(魚餌)and practiced casting. The lure struck the water and caused colored ripples in the sunset, then silver ripples as the moon rose over the lake.
When his pole doubled over, he knew something huge was on the other end. His father watched with admiration as the boy skillfully worked the fish alongside the dock.
Finally, he very gingerly lifted the exhausted fish from the water. It was the largest one he had ever seen, but it was a bass. The boy and his father looked at the handsome fish, gills playing back and forth in the moonlight. The father lit a match and looked at his watch. It was 10 P.M.--- two hours before the season opened. He looked at the fish, then at the boy.
"You'll have to put it back, son," he said.
"Dad!" cried the boy.
"There will be other fish," said his father.
"Not as big as this one," cried the boy.
He looked around the lake. No other fishermen or boats were anywhere around in the moonlight. He looked again at his father. Even though no one had seen them, nor could anyone ever know what time he caught the fish, the boy could tell by the clarity of his father's voice that the decision was not negotiable. He slowly worked the hook out of the lip of the huge bass and lowered it into the black water.
The creature swished its powerful body and disappeared. The boy suspected that he would never again see such a great fish.
That was 34 years ago. Today, the boy is a successful architect in New York City. His father's cabin is still there on the island in the middle of the lake. He takes his own son and daughters fishing from the same dock.
He was right. He has never again caught such a magnificent fish as the one he landed that night long ago. But he does see that same fish---again and again---every time he comes up against a question of ethics(道德規(guī)范).
66. Why did the father ask his son to put the perch back?
A. Because the father disliked the perch.  B. Because the father was afraid of being fined.
C. Because the ethics must be observed.
D. Because the son was more experience in fishing than his father.
67. The underlined word “negotiable” in the passage refers to _________.
A. reasonable     B. transferable     C. acceptable    D. reliable
68. When does the architect (the father’s son) think of that perch put back?
A. When he takes his own son and daughters fishing from the same dock.
B. When he builds many famous buildings.
C. When he pays a visit to his old father.
D. When he faces some problems about ethics.
69. Which word can not be used to describe the boy’s father?
A. honest    B. noble-minded      C. caring        D. generous
70. From the passage, we can learn _________.
A. how we do the right thing and are strengthened
B. how we have a chance to beat the system and take it
C. how we master some skills of going fishing
D. how we understand our parents’ words is very important
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科目:高中英語 來源:不詳 題型:完形填空


Section B
Directions: Read the following passage carefully and answer the questions according to the information given in the passage and the required words limit. Write your answer on your answer sheet.
Every woman worries about the day when she glimpses the first wrinkle (皺紋) in her otherwise smooth skin. But for many, that day is arriving even earlier than they expected.
Sun and cigarettes in adolescence and early adulthood are the sinner (罪魁禍首) behind age spots, broken blood vessels and irregular pigmentation (色素沉著) by the time you’re in your 30’s. Avoiding those two is the best way to keep skin look young as long as possible. But if damage is done, don’t lose hope. You can take advantage of a lot of skin-care products.
What can you expect from these and other skin-care products? Here’s some advice from the experts:
Sunblock
It seems obvious, but dermatologists (皮膚科醫(yī)生) say many people still wrongly assume that sun protection is required only for a day at pool or beach. In fact, you need it every day. Wonder what your skin would like if you’d kept it protected from the sun? “Look at your butt (臀部),” says Dr. Steven Cohen, chief of the dermatology department at Montefiore Medical Center in New York. “It’s smooth, without wrinkle.”
Spot removers
To specifically target “sun spots” and even out skin color, dermatologists recommend products with hydroquinone (氫醌;對苯二酚), which gradually whitens the skin. Side effects include redness and irritation. Avoid these products if you’re pregnant because they can hurt a developing fetus (胎兒).
One more point: you’re never too late to protect your skin. You may feel like giving up when you see the consequences of teenage tans (dark color spot) in your mirror, but that’s no excuse for skipping daily sunblock. Sun damage is accumulative—and that means every day’s rays do a little more harm. So keep on doing it, and you may get a big surprise after ten or more years.   
81. What do the underlined words “those two” in Paragraph Two refer to? (No more than 3 words)
___________________________________________________________
82. How should a pregnant woman deal with skin-care products? (No more than 3 words)
___________________________________________________________
83. Why does the author use the example of “Look at your butt”? (No more than 11 words)
___________________________________________________________
84. What is the main idea of the passage? (No more than 13 words)
___________________________________________________________

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科目:高中英語 來源:不詳 題型:完形填空


III. Cloze   (20 points)
I’d meant to go to Miros that day. I’d packed my bag and was ready. The motor-boat__36__ in on time. The sky was cloudy, but the wind wasn’t too strong for the two-hour __37__. I stood at my window, staring at the boat. Then I lost __38__ of her, an old light-house partly blocked my view of the harbour. A dozen passengers were __39__ their way there. I was about to join them---when a man’s face __40__ at the light-house window.
This was strange, because the light-house had been empty, unused and __41__ for thirty years. It was stranger still---because I’d seen that __42__ before. I couldn’t place it but it was, or had once been, familiar to me. I opened my window and __43__ across.
“I know we’ve met before, but I can’t remember where.”
I __44__ him to open his if he could and answer me. He did neither. The face behind the glass __45__ motionless. Seeing him more clearly now, I knew he was not looking at me. He seemed to be looking upwards, __46__ the clouds. How well I’d known that face, sometime, somewhere!
I __47__ again. “We met years ago. Was it in Athens in the 1950s? I used to live in Plaka.”
He didn’t reply nor give any __48__ that he’d heard. I went back further, to __49__ I was in the navy.” Perhaps we met at sea during the war,” and that thought at once __50__ him to mind. Commander Leftis! He was Commander Leftis of course! How could I have forgotten? I’d saved his life once. But surely he…
The motor-boat __51__ her bell. I turned my eyes. The wind had risen, but she was pulling. __52__. Laughing, I called, “Now I’ve missed her, and it’s your __53__, Commander!’
As the boat drew away, the face at the window faded. __54__ minute it was there, looking up. I could see the whites of the eyes. The __55__ it was gone.
Well, I didn’t rush to the light-house. I knew that Leftis was dead. He died at sea in 1963 or ’64. But there’s one other thing I ought to tell you: the motor-boat never reached Miros. It was lost in a storm, with all the passengers.
36.A.reached    B.a(chǎn)rrived     C.went  D.came
37.A.voyage     B.crossing    C.travel       D.boating
38.A.sight B.way   C.patience    D.chances
39.A.searching  B.finding     C.making     D.hurrying
40.A.placed      B.existed      C.occurred   D.a(chǎn)ppeared
41.A.locked      B.opened     C.rebuilt      D.chained
42.A.man  B.face   C.window    D.light-house
43.A.jumped     B.ran    C.shouted     D.screamed
44.A.expected B.hoped       C.believed    D.a(chǎn)sked
45.A.became     B.remained  C.seemed     D.grew
46.A.through    B.a(chǎn)fter  C.for    D.a(chǎn)t
47.A.persuaded B.repeated    C.tried  D.continued
48.A.suggestion       B.a(chǎn)nswer      C.sign   D.a(chǎn)ction
49.A.when B.which       C.where       D.how
50.A.kept  B.brought    C.caused      D.changed
51.A.beat  B.rang  C.turned on  D.put on
52.A.up    B.down C.in      D.out
53.A.problem   B.question    C.duty  D.fault
54.A.Each B.Every       C.One   D.Some
55.A.next  B.rest   C.other D.last

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科目:高中英語 來源:不詳 題型:完形填空


三、完形填空:(共20小題;每小題1分,滿分20分)
One day a mother rat and her babies were out in an open field. They were playing and having a good time when ___21___ a hungry cat came on the scene! It hid ___22___ a big tree and then ___23___ forward through tall grass ___24___ it could almost hear them talk. ___25___ the mother rat and her babies knew ___26___ had happened, the cat ___27___ from its hiding-place and started to run ___28___ them.
The mother rat and her babies all ___29___ at once. They hurried towards ___30___ home, which was under a pile of large stones. ___31___ the baby rats were ___32___ scared that they could not run very ___33___. Closer and closer the cat came. In no time the cat could catch ___34___. What was to be done?
The mother rat stopped running, ___35___ round and faced the cat, ___36___, “Wow! Wow! Wow-wow!” just like ___37___ angry dog. The cat was so surprised and ___38___ that it ran away.
The mother rat turned to her babies, “Now you see ___39___ important it is to learn ___40___ second language!”
21. A. naturally           B. suddenly           C. nearly             D. certainly
22. A. or                 B. between           C. by                D. behind
23. A. crawled            B. jumped            C. looked             D. climbed
24. A. before             B. when              C. until               D. while
25. A. Before             B. After              C. Unless             D. Otherwise
26. A. where              B. what              C. which             D. when
27. A. jumped            B. started             C. walked            D. appeared
28. A. over               B. through            C. after             D. against
29. A. stood              B. fled               C. left               D. cried
30. A. to                 B. for                C. its               D. their
31. A. Because            B. But               C. Therefore          D. Although
32. A. as                 B. much              C. so               D. very
33. A. freely              B. hardly             C. soon             D. quickly
34. A. ahead              B. down              C. that              D. them
35. A. turned            B. walked             C. jumped           D. ran
36. A. saying             B. speaking           C. shouting          D. telling
37. A. a                 B. an                 C. their             D. that
38. A. pleased            B. excited             C. frightened         D. worried
39. A. so                B. why                C. what             D. how
40. A. our               B. their                C. a                D. An

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科目:高中英語 來源:不詳 題型:完形填空


E
任務型讀寫
Directions : Read the following text and choose the most suitable heading from A---E for each paragraph. 
A. Classroom participation
B. Differences in American university education
C. Examination system
D. Competition among students
E. Honest policy in students' school work
F. (AB) Students' responsibility for learning
56                
There is considerable variety in university classrooms in the United States. Because of diverse teaching methods and non-standardized curricula (課程), no two courses are the same.    Undergraduate courses are considerable different from graduate courses. The classroom atmosphere in expensive, private universities may differ from that in community colleges, which are free and open to everyone.
57                
Participation in the classroom is not only accepted but also expected of the student in many courses. Some professors base part of the final grade on the student's oral participation. Although there are formal lectures during which the student has a passive role (i.e., listening and taking notes), many courses are organized around classroom discussions, student questions, and informal lectures.
58                
Many teachers believe that the responsibility for learning lies with the student. (Courses are not designed merely for students to pass exams.) The ideal student is considered to be one who is motivated to learn for the sake of learning, not the one interested only in getting high grades.
59                
Ideally, the teacher-student relationship at universities is characterized by trust. Thus, cheating on tests, Plagiarizing (抄襲) in written work, presenting other's ideas as original, and turning in homework completed by someone else are all prohibited (禁止).
60                 
Relationships between students in the classroom can be cooperative or competitive. International students should not hesitate to ask for help if it is needed. in classes where such a grading curve is used, students may be reluctant to share lecture notes or information for fear that their own grades will suffer.

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科目:高中英語 來源:不詳 題型:閱讀理解

                                    
B
“I sat-in at a restaurant for six months, and when they finally agreed to serve me, they didn’t have what I wanted”---so went a famous line. In reality, the sit-in movement was not a joke. It began in Greensboro, North Carolina, at 4:30 P.M., on the afternoon of February 1, 1960. On that day, Ezell Blair Jr., Joseph McNeil, David Richmond, and Franklin McClain entered an F.W. Woolworth store. They sat down at a segregated(隔離的)lunch counter, ordered coffee, and then refused to leave when told, ‘We don’t serve Negroes.”
The four young men had expected not to be served. What no one had expected, however, was that they would sit there and politely, but firmly, refuse to leave. This was 1960, and throughout the South black people were not allowed to sit at the same lunch counters with whites, swim at the same beaches, use the same water fountains, or worship at the same churches. Segregation was the law, and it meant separation of the races in every way.
The next day, the four returned to Woolworth’s---this time accompanied by sixteen other students. Again they sat at the lunch counter and requested service. Again they were refused. And again, they declined to leave. On Wednesday, February 3, seventy students filled the Woolworth’s store. This time, the group included white students as well as black. Many brought school books and studied while they waited. By this time, their protest had become known nationwide as a “sit-in”.
On Thursday, there was trouble. An angry group of white teenagers began shoving(推搡) and cursing them but were quickly removed by the police. By February 10, the sit-in movement had spread to five other states.
By September 1961, more than 70,000 people, both black and white, had participated in sit-ins at segregated restaurants and lunch counters, kneel-ins at segregated churches, read-ins at segregated libraries, and swim-ins at segregated pools and beaches. Over 3,600 people had been arrested, and more than 100 students had been driven away. But they were getting results. On June 10, 1964, the U.S Senate passed a major civil rights bill outlawing(宣布為非法)racial discrimination in all public places. President Lyndon Johnson signed it on July 2, and it became law. But the highest credit still goes to the four brave students from North Carolina who first sat-in and waited it out.
60. In this passage, “ sit-in” refers to _________.
A. an activity where people sit together and drink coffee freely
B. a bill which outlaws racial discrimination in all public places
C. a form in which people peacefully sit and decline to leave
D. a polite behavior that everyone enjoys
61. Which statement can be concluded from the fifth paragraph in the passage?
A. The sit-in movement was not successful.
B. The sit-in movement had a positive result.
C. Only black people participated in sit-ins.
D. A lot of protesters were arrested, with some students driven away from school
62. What was the purpose of the civil rights bill passed in 1964?
A. The highest credit went to the four brave students.
B. It declared that segregation was a law.
C. The students were allowed to participate in sit-ins.
D. It made racial segregation against the law in all public places.
63. What is the passage mainly about?
A. Segregation was the law in the South.
B. The first sit-in was in 1960.
C. The sit-ins helped to end segregation.
D. The civil rights bill was passed in 1964 by the U.S. Senate.

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科目:高中英語 來源:不詳 題型:完形填空


E
71    It might understand more than you think.
A dog named Rico recognizes the names of about 200 objects, say researchers in Germany.   72   Its word-learning skills are as good as those of a parrot or chimpanzee.
In one experiment,the researchers took all 200 items that Rico is supposed to know and divided them into 20 groups of 10 objects.   73   In four tests,Rico got 37 out of 40 commands right.As the dog couldn’t see anyone to get clues,the scientists believe Rico must understand the meanings of certain words.
In another experiment,the scientists took one toy that Rico had never seen before and put it in a room with seven toys whose names the dog already knew.   74    
The correct object was chosen in seven out of 10 tests.suggesting that the dog had worked out the answer by process of removing.A month later,Rico remembered half of the new names,which is even more impressive.
75   Even if they do,they can’t talk back.Still,it wouldn't hurt to sweet-talk your dog
every now and then You might just get a big,wet kiss in return!
A.The owner then told Rico to fetch the object,using a word the dog had never heard before
B.Do dogs more understand us than some friends?
C.It’s hard to know if all dogs understand at least some of the words we say.
D.Be careful what you say around your dog.
E.The dog also appears to be able to learn new words
F.Then the owner told the dog to go and fetch one of the items and bring it back.
G.Rico is thought to be smarter than the average dog.

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科目:高中英語 來源:不詳 題型:閱讀理解

Ben walked quietly. He wanted to surprise the hunter. But then, what would he do?
Suddenly he heard a bird’s wings beating the dry grass. Ben moved quickly toward the sound.
He saw a colored head ... the head of a beautiful bird. The bird did not move until Ben came close. Then it tried to fly away, but one wing was broken.
Ben lifted the bird and held it close against his body. The bird fought to escape, but soon lay quietly in Ben’s arms.
Ben decided to take the bird home and fix its broken wings so that it could fly again.
He was almost out of the woods when he heard the hunter behind him.
“You just found that bird?” the hunter asked.
“Yes,” Ben answered.
“It is mine!”
Ben was afraid and tried to answer, but his mouth was too dry to speak. Nevertheless, he wetted his lips and said, “No.”
“I shot him and I say he is mine!”
“But he is not dead yet,” Ben answered, “and besides, anything on my land belongs to me.”
The hunter looked down at the little man and smiled. “Say, who are you?”
Ben’s voice shook with both fear and anger. “I own this land. There are signs everywhere that say, ‘No hunting’.”
“No need to get angry, mister,” the hunter said. “Control yourself.”
There was something threatening in the man’s cool quiet voice. And he had a gun. His arms were free and Ben’s were not.
The hunter stepped closer and said, “Give me that bird!”
Ben was white with anger. “No!” he answered. His eye glasses became wet and he had to look over the top of them to see the other man.
“Give me the bird and I will go away,” the hunter said.
“You get off my land,” Ben told him. “Get off right now...you do not belong here!”
The man’s face got red. “Mister,” he said, “I have been hunting here all my life. I grew up here.”
“That is a thing of the past,” Ben said. “I do not know who you are and I do not care. I own this place now and I am telling you to leave. You go back through the woods and get off my land!”
“Now look, mister,” the hunter said, “be reasonable.”
The hunter raised his gun.
A cold wind blew across Ben’s face. He looked into the hunter’s gray eyes. Ben was frightened. It was not too late, he thought. He could still give the bird to the hunter and return safely home...that would end this whole ugly business.
The bird struggled weakly and made a wild, strange noise.
Then Ben knew he could never give this bird to the hunter. This feeling gave Ben great strength, and he was no longer afraid.
“I will never let you kill this bird,” he said. “Get away from here. If you try to take this bird, I will fight...you have a gun and you are bigger, but that does not worry me. You will never get this bird...you will have to kill me first.”
The two men looked at each other. Ben’s fear returned. His knees began to shake and he felt sick. Yet he stood straight, wondering what would happen next.
They stood close to each other for a long time. The woods were strangely quiet. Then the hunter’s rough voice broke the silence.
“You are a fool.” And then to Ben’s surprise, he slowly walked away.
Ben watched until he was gone. His arms hurt, his body felt wet and cold.
67. Why did the hunter smile when saying “Say, who are you”?
A. He wanted to confirm Ben’s identity in a friendly way.
B. He was amused at Ben’s reply and interested in him.
C. He looked down on Ben and thought his reply ridiculous.
D. He meant to be friendly enough to get the bird from Ben.
68. What strengthened Ben’s determination never to give the bird to the hunter?
A. His strong dislike of the hunter.    B. His firm confidence in himself.
C. His ownership of this piece of land.   D. His concern and sympathy for the bird.
69. Why did the hunter remark that Ben was a fool at the end of the story?
A. Ben tried to protect a bird at all costs.
B. Ben pretended to be fearless although scared.
C. Ben stood close to him saying nothing for long.
D. Ben insisted on him leaving the land.
70. Which of the following best describes Ben’s state of mind in the incident?
A. Ben was willing to compromise.                B. Ben never thought of giving in.
C. Ben held out to the end.                                   D. Ben was sure about his victory.

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科目:高中英語 來源:不詳 題型:完形填空


(E)
A.Importance of Transport in Trade
B.Birth of Transport-related Industries and Trade
C.Role of Transport in Trade Development
D.Another Means to Develop Trade
E.Higher Living Standard
F.Modern Life Needs Modern Traffics
80.
Transport is one of the aids to trade.By moving goods from places where they are plentiful to places where they are scarce, transport adds to their value.The more easily goods can be brought over the distance that separates producer and consumer, the better for trade.When there were no railways, no good roads, no canals, and only small sailing ships, trade was on a small scale.
81.
The great advances made in transport during the last two hundred years were accompanied by a big increase in trade.Bigger and faster ships enabled a trade in meat to develop between Britain and New Zealand, for instance.Quicker transport makes possible mass-production and big business, drawing supplies from, and selling goods to, all parts of the globe.Big factories could not exist without transport to carry the large number of workers they need to and from their homes.Big city stores could not have developed unless customers could travel easily from the suburbs and goods delivered to their homes.Big cities could not survive unless food could be brought from a distance.
82.
Transport also prevents waste.Much of the fish landed at the ports would be wasted if it could not be taken quickly to inland towns.Transport has given us a much greater variety of foods and goods since we no longer have to live on what is produced locally.Foods which at one time could be obtained only during a part of the year can now be obtained all through the year.Transport has raised the standard of living.
83.
By moving fuel, raw materials, and even power, for example, through electric cables, transport has led to the establishment of industries and trade in areas where they would have been impossible before.Districts and countries can concentrate on making things which they can do better and more cheaply than others and can then exchange them with one another.The cheaper and quicker transport becomes, the longer the distance over which goods can profitably be carried.Countries with poor transport have a lower standard of living.
84.
Commerce requires not only the moving of goods and people but also the carrying of messages and information.Means of communication, like telephones, cables and radio, send information about prices, supplies, and changing conditions in different parts of the world.In this way, advanced communication system also help to develop trade.

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