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系列之二：B类 问题列表
问题
单选题How did Dave feel after the conversation with Mr. and Mrs. Jones?A
EmbarrassedB
UpsetC
Impatient
问题
问答题Using this alphabet, you must try to identify a regular pattern in the letters given. Once identified you must continue this pattern, filling in the empty brackets. D/F H/J L/N P/R ( ) ( )
问题
单选题Though my aunt pursued what was, in those days, an enlightened policy ______ she never allowed her domestic staff to work more than eight hours a day, she was extremely difficult to please.A
from whichB
in that C
with whomD
by what
问题
单选题I _______ writing the paper as scheduled, but my father’s illness interfered. I hope you will give me some extra time.A
am to have finishedB
was to finishC
was to have finishedD
ought to finish
问题
单选题—Why can’t you and Sarah go to the movies tonight? — We are ______ a mathematics test tomorrow and I must prepare for it.A
supposed to haveB
supposedly to haveC
supposed to havingD
supposedly to having
问题
单选题W: Coffee? M: No, thanks. I’m trying ______. It’s bad for my heart.A
a littleB
a lotC
to drink laterD
to give it up
问题
单选题Alan: Wow, your homework looks great! Celia: Thanks.______ Alan: But didn’t Mrs. Smith tell us we had to write it in our books? Celia: ______ ... What am I going to do now?A
I typed it on my Dad’s computer. ; Oh no, you’re right!B
How did you do your homework? ; I remember now.C
Jason helped me with it. ; No, she didn’t, I’m afraid.D
In fact I did it poorly. ; Why didn’t you tell me earlier?
问题
问答题Directions:In this section, there is one passage followed by 5 statements. Go over the passage quickly and mark the answers on the Answer Sheet. For questions 1-6, mark T (for True) if the statement agrees with the information given in the passage; F (for False) if the statement contradicts with information given in the passage; NG (for Not Given) if the information is not given in the passage. During World War II at the height of the blitz on East London, a boy of 12 was found wandering the rubble streets near Tower Bridge. His dirty face and torn clothing suggested that something awful had happened. It was 7 a.m., and dawn was breaking into a sky of crimson red lit up by the many fires that burned across the City, London’s docks were ablaze as far as the eye could see, and the river had become a wall of crackling flame with dark plumes of smoke rising into the air as beleaguered firemen fought to put out fires with their spent hoses. Wherever he looked, the boy could see the flames, the buildings all around him were on fire, and his nostrils were filled with the smell charcoal and smoke, he could hear the sparks crackle as the flames licked at the burning beams of wood. It is a vision that the boy, now a man, remembers, as though it were yesterday, for that boy was me and this is my true stow: That morning my father had sent me out after the “all clear” had sounded, to get fresh milk at the local dairy, I had been scampering up the road when an unexploded bomb went off in a house nearby covering me in rubble. Somehow, dazed and bewildered, I had managed to brush myself down and run on, but I was badly cut by flying glass, and in no state to continue my journey. It was then that an Air-raid Precautions Warden appeared, his dog had found me with tail wagging, “Come along son” he said “you need a bandage on that wound”, he looked me over apprehensively, “Come up the road to our first-aid unit and we’ll patch you up.” By nine o’clock I was covered with sticky plasters and bandages, and looked like a wounded war veteran, “I’ve got to get the milk at Evans now” I said. The Warden looked at me sadly, “I’m afraid there’ll be no milk supplied today; the dairy was blitzed last night.” I wondered what my father would say, me coming home in such a state and without milk too.I hobbled back towards home through the back streets covered in rubble and bomb damage, but as I neared I had to rub my eyes, where my home had stood was a large smoldering crater. Everything and everyone had gone, blown away by a bomb. I remember searching with others for many hours, calling for my father and mother, I found his pocket watch and chain in the rubble just as another air-raid started and we had to rush once more for shelter, I opened up the watch when I felt safe, inside an inscription read “Happy Birthday, Dad”, and I cried. I can’t ever forget what the war did to me and my family, as a London cockney I have taught my children about their past so that they can guard against the future, this is one family that knows the anguish and loss that war brings, my children have never known their grandparents, but they do know right from wrong, for those who perish in war are often the innocent and we must remember that for all time. Statements: 1．The author’s father asked him to buy some milk after the air-raid alarm was lifted. 2．he author could not get any milk because the dairy was closed for the day. 3．After the author had his wound bandaged, he walked home in high spirits. 4．The author was sure that his father would scold him for returning home without the milk. 5．When the boy reached home, he found that his home had been destroyed by a bomb. 6．The author found the birthday present his father was going to give him and ran to an air-raid shelter to get a closer look at it.
问题
问答题Directions:There is one passage in this section with 5 statements. Go over the passage quickly and answer the questions on the Answer Sheet. For questions 1 - 5, mark Y (for YES) if the statement agrees with the information given in the passage; N (for NO) if the statement contradicts the information given in the passage; NG (for NOT GIVEN) if the information is not given in the passage. You hear the same complaint all the time as people get older: “My memory is terrible.” Is it all in the mind, or do real changes take place in the brain with age to justify such grumbling (抱怨)? The depressing answer is that the brain’s cells, the neurons, die and decline in efficiency with age. Professor Arthur Shimamura, of the University of California at Berkeley, says there are three main ways in which mental function changes. The first is mental speed, for example how quickly you can react to fast-moving incidents on the road. Drivers in their late teens react quickly but tend to drive too fast, while the over sixties are more cautious but react more slowly. The near-inevitable slowing with age also partly explains why soccer players are seen as old in their thirties, while golf professionals are still in their prime at that age. This type of mental slowing results from a reduction in the efficiency with which the brain’s neurons work. The fact that adults find it harder to learn musical instruments than children points to a second type of mental loss with age—a reduction in learning capacity. The parts of the brain known as the temporal lobes control new learning, and are particularly vulnerable to the effects of aging. This means that, as we get older, we take longer to learn a new language, and slower to master new routines and technologies at work, and we have to rely more on diaries and other mental aids. “Working memory” is the third brain system which is vulnerable to the effects of aging. Working memory is the brain’s “blackboard”, where we juggle from moment to moment the things we have to keep in mind when solving problems, planning tasks and generally organizing our day-to-day life. Absent-mindedness occurs at all ages because of imperfections in the working memory system—so, for instance, you may continually lose your glasses, or find yourself walking into a room of your house only to find that you cannot remember what you came for. Such absent-mindedness tends to creep up on us as we age and occurs because our plans and intentions, which are chalked up on the mental blackboard, are easily wiped out by stray thoughts and other distractions. Stress and preoccupation can also cause such absent-mindedness, in addition to age-related changes in the brain. The frontal lobes of the brain—located behind the forehead and above the eyes—are where the working memory system is located. Like the temporal lobes, which handle new learning, the frontal lobes are more vulnerable to the aging process than other parts of the brain. The news, however, is not all bleak. Although neurons reduce in number with age, the remaining neurons send out new and longer connection fibers (dendrites) to maintain connections and allow us to function reasonably well with only relatively small drops in ability. This and other evidence suggests that the principle “use it or lost it” might apply to the aging brain. Professor Shimamura studied a group of university professors who were still intellectually active, and compared their performance on neuropsychological tests with that of others of their age group, as well as with younger people. He found that on several tests of memory, the mentally active professors in their sixties and early seventies were superior to their contemporaries, and as good as the younger people. Research on animals provide even stronger evidence of the effects of stimulation on the brain structure. Professor Bryan Kolb, of the University of Lethbridge in Canada, has shown that animals kept in stimulating environments show sprouting (生长) and lengthening of the connecting nerve fibers in comparison with animals kept in unstimulating environments. The beneficial effects of continued mental activity are shown by the fact that older contestants in quiz shows are just as fast and accurate in responding to general knowledge questions as younger competitors, suggesting that at least part of their intellectual apparatus is spared the effects of aging because of practice and skill. Such findings lead to the intriguing possibility of “mental fitness training” to accompany jogging and workouts for the health conscious. Research in Stockholm by Professor Lars Backman and his colleague has shown that older people can be trained to use their memory better, with the effects of this training lasting several years. Just as people go bald or grey at different rates, so the same is true for their mental faculties. Why this should be the case for memory and other mental functions is not yet clear. If Professor Shimamura is right, then the degree to which people use and stretch their mental faculties may also have a role to play. Statements: 1．The passage gives a description of several methods of testing mental ability. 2．Professor Shimamura identified a number of areas in which mental function may change. 3．As the temporal lobes of the brain are affected by aging, it becomes harder to pick up new skills. 4．Research indicates that physical training can help to improve memory. 5．Taking part in quizzes is the best way to stimulate the brain.
问题
单选题Sylvia: That didn’t take long, did it? Anna: No, she said the train was quite quick.______ Sylvia: Well, she said something about a bus, I think. Wait a minute. Yes, here we are. “…a number 32 bus as far as Brixton Road.”A
But I’m too tired to go any further.B
But how are we going to get to her house?C
I’m a little confused. Where are we now?D
I know that you just can’t wait to see her.
问题
单选题I really _______ when I asked him how his wife was—they got divorced last year!A
landed on his feetB
got off the wrong footC
found my feetD
put my foot in it
问题
单选题What is affecting the refugees in northern Yemen, according to the news? A
Cold weatherB
An earthquakeC
A flood
问题
单选题The committee meetings, ______ always dominated by the same people, ______ slow-moving and inefficient.A
which were; were B
that are; are C
been; were D
though; are