【題目】根據(jù)短文內(nèi)容，從短文后的選項(xiàng)中選出能填入空白處的最佳選項(xiàng)。選項(xiàng)中有兩項(xiàng)為多余選項(xiàng)。

Every boy and every girl expects their parents to give them more pocket money. Why do their parents just give them a certain amount? 【1】

The amount of money that parents give to their children to spend as they wish differs from family to family. 【2】 Some children get weekly pocket money. Others get monthly pocket money.

First of all, children are expected to make a choice between spending and saving. Then parents should make the children understand what is expected to pay for with the money. At first, some young children may spend all of the money soon after they receive it. Parents are usually advised not to offer more money until it is the right time. 【3】

In order to encourage their children to do some housework, some parents give pocket money if the children help around the home. Some experts think it not wise to pay the children for doing that. 【4】 .

Pocket money can give children a chance to experience the three things they can do with the money. They can spend it by giving it to a good cause. They can spend it by buying things they want. 【5】 Saving helps children understand that costly goals require sacrifice（犧牲）. Saving can also open the door to future saving and investing（投資） for children.

A. They can save it for future use.

B. Timing （時(shí)間）is another consideration（考慮）.

C. As helping at home is a normal part of family life.

D. Some children are not good at managing their pocket money.

E. Learning how to get money is very important for every child.

F. One main purpose is to let kids learn how to manage their own money.

G. By doing so, these children will learn that spending must be done with a budget（預(yù)算）.

【題目】書面表達(dá)

隨著通信技術(shù)的發(fā)展，手機(jī)愈來(lái)愈普及了。同學(xué)們幾乎人人都有手機(jī)。上周你們班就學(xué)生是否應(yīng)該帶手機(jī)入學(xué)校進(jìn)行了專題討論。同學(xué)們對(duì)此各抒己見(jiàn)。請(qǐng)談?wù)勀愕目捶ā?/span>

要求包括以下內(nèi)容：

1) 贊同和不贊同的理由；

2) 你個(gè)人觀點(diǎn)。

注意：

1. 詞數(shù)100左右；

2. 可以適當(dāng)增加細(xì)節(jié)，以使行文連貫的。

【題目】閱讀理解。

Dog owners now have a little help understanding their angry friends. A new device called Bow-Lingual “translates” dog barks into English, Korea or Japanese.

Bow-Lingual’s Japanese inventors spent much time and money analyzing dog barks. They found that dog noises can be broken down into six different emotions: happiness, sadness, frustration, anger, assertion and desire. Part of the Bow-Lingual device hangs on the dog’s collar. The other part is a handle-held unit for the owner. When the dog barks, the unit displays translated phrases.

Some people have scoffed at Bow-Lingual. “Who would pay US $ 120 to read a dog’s mind?” they ask, but those who have purchased Bow-Lingual praise the device. Pet owner Keiko Egawa, of Japan, says it helps her empathize with her dog, Harry. “Before we go to the park, he always says he wants to play,” says Egawa, “and after a walk, he always says he is hungry. ”

Bow-Lingual is not yet available in Chinese. So you’d better keep studying Studio Classroom, or soon your dog may know more English than you do!

【1】The writer of this passage is most likely to be _____.

A. an advertiser B. a reporter

C. a dog owner D. an expert on dog barks

【2】What does “scoffed at” mean in the 3rd paragraph?

A. Doubted about. B. Questioned at.

C. Laughed at. D. Shouted at.

【3】Which of the following is TRUE according to the passage?

A. Bow-Lingual is a new device that enables dogs to talk in English, Korean orspan> Japanese.

B. Dog owners now can understand their dogs better as they stay longer with them.

C. People who have used the Bow-Lingual say it helps them better understand their dogs.

D. Chinese dog owners need keep studying to know more English than their dogs.

【4】What’s the best title for the passage?

A. A little help for dog owners.

B. Dog barks and their different emotions.

C. Dogs that can talk.

D. Bow-Lingual’s inventors.

【題目】The Wizarding World(魔法世界) of Harry Potter theme park will open in Florida in 2009,and will provide attractions and rides based on places from the Harry Potter books.

The novels’ author JK Rowling has already given her blessing to the project. She said,“The plans I’ve seen look unbelievably exciting, and I don’t think fans of the books or films will be disappointed.”

Stuart Craig, the man in charge of the design of the park, is an Oscar-winning production designer who worked on the Harry Potter films so it should be faithful(忠實(shí)的) to JK Rowling’s vision.

Stuart Craig said, “Our primary goal is to make sure this experience is an authentic extension(原著的延伸) of Harry Potter’s world as it is portrayed in the books and films.”

Visitors to the park will be able to explore some of their favourite places from the book such as the village of Hogsmeade, the Forbidden Forest and, of course, Hogwarts Castle, where Harry goes to school.

Although fans can look forward to a holiday in the Harry Potter theme park, many will be saddened by the fact that the best-selling series (系列)is now drawing to a close.

The final instalment(分期連載的一部分) in the series, Harry Potter and the Deathly Hallows, will be published on 21 July, and to mark the event JK Rowling is to read extracts(摘錄) from the book to a select audience at midnight on the day of publication.

Rowling has announced that two characters die in the final book, but has not revealed(透露) if Harry is one of them so fans will have to wait to find out the fate of their magical hero.

【1】What’s the passage mainly about?

A. A new book about Harry Potter.

B. A theme park about Harry Potter.

C. What people will see in the theme park.

D. Something about Harry Potter.

【2】What will people see in the theme park?

A. Some of the places in the book.

B. Harry Potter and most of the characters.

C. How film Harry Potter was made.

D. The ending part of the magical story.

【3】What’s meaning of the underlined word “portrayed” mean in the fourth paragraph?

A. Explored. B. Saddened. C. Described. D. Opened.

【4】What’s the novel’s author JK Rowling’s attitude to the theme park?

A. Not as good as the book.

B. It will be well received.

C. Not satisfied with the places shown in the park.

D. Saddened.

【題目】短文改錯(cuò)

文中共有10處語(yǔ)言錯(cuò)誤，每句中最多有兩處。錯(cuò)誤涉及一個(gè)單詞的增加、刪除或修改。

增加：在缺詞處加一個(gè)漏字符號(hào)（∧），并在其下面寫出該加的詞。

刪除：把多余的詞用斜線(\)劃掉。

修改：在錯(cuò)的詞下劃一橫線，并在其下面寫出修改后的詞。

注意：1.每處錯(cuò)誤及其修改均僅限一詞； 2.只允許修改10處，多者（從第11處起）不計(jì)分。

We had a dog naming Doudou, and he loved to ride in the car. But one day, on a trip to the shop, our car was stolen for Doudou in the back seat. We called the police but put signs up all over the town. We were desperate and has started to believe we would never see our beloved pets again. But after four days, Doudou dragged himself up our driveway, exhausting and starving. After talking to the police, we found out that a car had been driven about 35 km off and abandoned. We were amazed that Doudou could manage get himself out of the car and find her way home.

【題目】閱讀理解。

Proudly reading my words, I glanced around the room, only to find my classmates bearing big smiles on their faces and tears in their eyes. Confused, I glanced toward my stone-faced teacher. Having no choice, I slowly raised the report I had slaved over, hoping to hide myself. “What could be causing everyone to act this way?”

Quickly, I flashed back to the day Miss Lancelot gave me the task. This was the first real talk I received in my new school. It seemed simple: go on the Internet and find information about a man named George Washington. Since my idea of history came from an ancient teacher in my home country, I had never heard of that name before. As I searched the name of this fellow, it became evident that there were two people bearing the same name who looked completely different! One invented hundreds of uses for peanuts, while the other led some sort of army across America. I stared at the screen, wondering which one my teacher meant. I called my grandfather for a golden piece of advice; flip (擲) a coin. Heads—the commander, and tails—the peanuts guy. Ah! Tails, my report would be about the great man who invented peanut butter, George Washington Carver.

Weeks later, standing before this unfriendly mass, I was totally lost. Oh well, I lowered the paper and sat down at my desk, burning to find out what I had done wrong. As a classmate began his report, it all became clear, “My report is on George Washington, the man who started the American Revolution.” The whole world became quite! How could I know that she meant that George Washington?

Obviously, my grade was awful. Heartbroken but fearless, I decided to turn this around. I talked to Miss Lancelot, but she insisted: No re-dos; no new grade. I felt that the punishment was not justified, and I believed I deserved a second chance. Consequently, I threw myself heartily into my work for the rest of the school year. Ten months later, that chance unfolded as I found myself sitting in the headmaster’s office with my grandfather, now having an entirely different conversation. I smiled and flashed back to the embarrassing moment at the beginning of the year as the headmaster informed me of my option to skip the sixth grade. Justice is sweet!

【1】What did the author’s classmates think about his report?

A. Controversial. B. Ridiculous.

C. Boring. D. Puzzling.

【2】Why was the author confused about the task?

A. He was unfamiliar with American history.

B. He followed the advice and flipped a coin.

C. He forgot his teacher’s instruction.

D. He was new at the school.

【3】The underlined word “burning” in Para. 3 probably means _______.

A. annoyed B. ashamed

C. ready D. eager

【4】In the end, the author turned things around _______.

A. by redoing his task

B. through his own efforts

C. with the help of his grandfather

D. under the guidance of his headmaster

【題目】短文改錯(cuò)。

It is five years now since I graduate from No.3 High School. Last Saturday, the class that I was on held a get-together, which took us a long time prepare. It was indeed not easy to get in the touch with everybody and set a well time for all of us. We all enjoyed this precious day greatly, remember the time we spent together and the people they were familiar with.It was a pity which some of us were not present as they had gone abroad for further studies, but they calls back or sent greeting card from different places.

【題目】閱讀理解。

Remembering names is an important social skill. 【1】

●Recite and repeat in conversation.

When you hear a person’s name, repeat it. Immediately say it to yourself several times without moving your lips. You could also repeat the name in a way that does not sound forced or artificial.

●Ask the other person to recite and repeat.

You can let other people help you remember their names. After you’ve been introduced to someone, ask that person to spell the name and pronounce it correctly for you. 【2】

●Admit you don’t know

Admitting that you can’t remember someone’s name can actually make people relaxed. Most of them will feel sympathy if you say. “I’m working to remember names better. 【3】 What is it again?”

●Use associations

Link each person yon meet with one thing out find interesting or unusual. For example, you could make a mental note: “Vicki Cheng—tall, black hair.” To reinforce you’re your associations, write them on a small card as soon as possible.

● 【4】

When meeting a group of people, concentrate on remembering just two or three names. Free yourself from remembering every one. Few of the people in mass introductions expect you to remember their names. Another way is to limit yourself to learning just first names. Last names can come later.

●Go early

Consider going early to conferences, parties and classes. Sometimes just a few people show up on time. 【5】 And as more people arrive, you can hear them being introduced to others—an automatic review for you.

A. That’s fewer names for you to remember.

B. Limit the number of new names you learn at one time.

C. Remember a name at a time.

D. Here are some ways to master it.

E. Most people will be pleased by the effort you’re making to learn their names

F. Most people will be pleased with your hard work.

G. Yours is right on the tip of my tongue.

【題目】根據(jù)短文內(nèi)容，從短文后的選項(xiàng)中選出能填入空白處的最佳選項(xiàng)，選項(xiàng)中有兩項(xiàng)為多余選項(xiàng)。

5 Signs Proving That You’re A Pretty Quick Learner

According to a study it is discovered that fast learners (specifically language learners) have more white matter and less symmetrical(對(duì)稱的) brains. 【1】 . Sometimes what seems so sophisticated needs the simplest solution. Here is how to know if you are a pretty quick learner.

1. You are not afraid to say “I don’t know”

Pretty quick learners accept that they do not know it all. They keep their minds open and are willing to ask questions and quiz for answers to know more. While some are reluctant and hesitant to show their ignorance on a subject, quick learners are not.

2. You are able to visualize it

【2】 They take advantage of how to deal with it with all their senses. They visualize it by taking advantage of their mental powers to drive solutions and learning.

3. 【3】

Quick learners know that difficult problems do not need a difficult approach. Many great minds from Thomas Edison to Henry Ford and even Steve Jobs looked for ways to address challenges with simple solutions. They simplify and immerse themselves in their goals to find the easiest and simplest way out of a hole.

4. You are selective

【4】 Rather you take your time to broadly consider those that are worthy of your attention and assessment. Through this you are able to go after the most promising solutions

available.

5. You take action

After all is said and done, at the end of the day it is up to you to take action. If you are learning a new language you really cannot make so much progress if you do not speak the new language, whether you get it right or not. 【5】

A. You simplify.

B. Quick learners learn by doing and taking decisive action.

C. Learning fast or being a quick learner depends on how we use our brains.

D. Quick learning has productivity attached to it.

E. When dealt with problems, quick learners are multidimensional (多維的).

F. You do not go after all the possible explanations or solutions to a problem.

G. You understand that many questions have no answers.

【題目】閱讀理解。

At thirteen, I was diagnosed（診所） with kind of attention disorder. It made school difficult for me. When everyone else in the class was focusing on tasks, I could not.

In my first literature class, Mrs. Smith asked us to read a story and then write on it, all within 45 minutes. I raised my hand right away and said,“Mrs.Smith, you see, the doctor said I have attention problems. I might not be able to do it.”

She glanced down at me through her glasses, “you are no different from your classmates, young man.”

I tried, but I didn’t finish the reading when the bell rang. I had to take it home.

In the quietness of my bedroom, the story suddenly all became clear to me. It was about a blind person, Louis Braille. He lived in a time when the blind couldn’t get much education. But Louis didn’t give up. Instead, he invented a reading system of raised dots（點(diǎn)）, which opened up a whole new world of knowledge to the blind.

Wasn’t I the “blind” in my class, being made to learn like the “sighted” students? My thoughts spilled out and my pen started to dance. I completed the task within 40 minutes. Indeed, I was no different from others; Ijust needed a quieter place. If Louis could find his way out of his problems, why should I ever give up?

I didn’t expect anything when I handled in my paper to Mrs.Smith, so it was quite a surprise when it came back to me the next day—with an“A” on it. At the bottom of the paper were these words:“See what you can do when you keep trying?”

【1】The author didn’t finish the reading in class because ________.

A. He was new to the class.

B. He was tried of literature.

C. He had an attention disorder.

D. He wanted to take the task home.

【2】What do we know about Louis Braille from the passage?

A. He had good sight. B. He made a great invention.

C. He gave up reading. D. He learned a lot from school.

【3】What was Mrs. Smith’s attitude to the author at the end of the story?

A. Angry. B. Impatient.

C. Sympathetic. D. Encouraging.

【4】What is the main idea of the passage?

A. The disabled should be treated with respect.

B. A teacher can open up a new world to students.

C. One can find his way out of difficulties with efforts.

D. Everyone needs a hand when faced with challenges.