| A.took off | B.would take off | C.will take off | D.takes off |
| A.However | B.Whatever | C.No matter | D.Although |
| A.must | B.can | C.shall | D.need |
| A.had | B.would have | C.had had | D.have had |
| A.have broken | B.are breaking | C.will be broken | D.get broken |
| A.why | B.when | C.what | D.that |
| A.that | B.which | C.where | D.what |
| A.Either | B.None | C.Both | D.Neither |
| A.since | B.while | C.after | D.until |
| A.None of your business. | B.It depends. |
| C.Why not? | D.I don't think so. |
| A.they pretended not to see her |
| B.she pretended to be poor |
| C.they never thought of helping her |
| D.they knew the author would help her |
| A.Considerate. | B.Patient. | C.Helpful. | D.Powerful. |
| A.He was shocked. | B.He didn’t manage to help the girl. |
| C.He thought he was cheated. | D.He was in despair. |
| A.The author smiled because he saw the girl was shy. |
| B.The author had known that the girl was a real angel. |
| C.The author believed that an angel was always watching him. |
| D.The author decided to go back to the park because he was sure that the little girl would be there. |
| A.You are ugly. | B.You are alone. |
| C.You are strong. | D.You are rich. |
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| A.conventional | B.creative |
| C.realistic | D.heartbreaking |
| A.the voice of the rebellious young should be heard by the government |
| B.schools encourage parents to question their education methods |
| C.movement is satisfied with the new leaders’ attack on the policies |
| D.teachers’ basic beliefs should be questioned by students |
| A.forbid particular behaviors in their daily life |
| B.know as much as possible as their children |
| C.educate them with facts and expect much of them |
| D.know them well and set a good example to them |
| A.free parenting | B.traditional parenting |
| C.smart parenting | D.critical parenting |
| A.Teaching Methods – for Teachers and Schools |
| B.Parents’ Tasks – in Children’s Development |
| C.Way of Growth – for the Young Groups |
| D.Letting Go – for Children’s Independent Life |
| A.Big cities. | B.City life. |
| C.Population. | D.Gross Domestic Product. |
| A.there will be 21 cities having a population of more than 10 million. |
| B.rural area will be extinct. |
| C.most people will live in cities. |
| D.the third world will keep abreast with the developed world. |
| A.better city,better life |
| B.both urban and rural areas have a larger population |
| C.the larger population,the faster a city develops |
| D.both urban and rural areas have larger gross domestic products |
| A.The developing countries develop faster than the developed countries. |
| B.Cities contribute more to the GDP than the villagers. |
| C.Some problems are more easily solved in cities than in country. |
| D.It’s impossible to solve urban problems by getting people out of cities. |
| A.public services are ineffective. |
| B.cities are increasing too fast. |
| C.population is not linked with development. |
| D.government should be responsible for the problems in the cities. |
| A.the Chinglish expression “Long time no see” |
| B.“Long time no see” used as standard American English |
| C.so many literal translation of the expressions used in America |
| D.finding out Americans use the expression every day |
| A.mixture literature | B.Confucius’ words |
| C.a kind of cooked dish | D.American changing cultures |
| A.detectives translate the phrase “Long time no see” |
| B.Hollywood made “Long time no see” popular |
| C.the huge pot of stew greatly affects all kinds of languages |
| D.cultures can be changed in the huge pot of stew |
| A.some Chinese expressions are introduced into English |
| B.you’ll not be surprised at a tofu in a restaurant in America |
| C.some American expressions can be used in China |
| D.American English keep being enriched from different cultures |
| A.Informal language sometimes doesn’t go with grammar and structure. |
| B.Languages are always ruled by grammar and structure. |
| C.“Long time no see” has been used in at least four media mentioned in the passage. |
| D.There are four languages mentioned to be adopted in the American stew. |
| A.made his turn to start back pitifully |
| B.was skillful in freestyle in the game |
| C.swam faster than the average swimmer |
| D.was not capable enough to win the medal |
| A.they felt sorry for the young man |
| B.they were moved by the young man’s courage |
| C.they wanted to show their sympathy |
| D.they meant to please the young man |
| A.it’s amazing to watch an ordinary man challenging himself |
| B.it’s amusing to watch a man with awful swimming skills |
| C.it’s cheerful for athletes to act proudly before their competitors |
| D.it’s brave enough for some athletes to remove the silver medals |
| A.The event started with three men,two of whom were disqualified later. |
| B.The crowd started to laugh at the athlete’s arms waving in an attempt at freestyle. |
| C.The athlete,as well as the author,is an expert swimmer. |
| D.The swimming event is a show of courage rather than a fierce competition. |
| A.Compete for Gold! | B.Try again! |
| C.Break a Record! | D.Go for it! |
| 赞同 | 1.人人有长处和不足,成绩差的学生也有可取之处; |
| 2.相互学习,建立友谊; | |
| 3.在学习上帮助学习差的学生,从而使他们建立自信。 | |
| 反对 | 1.部分成绩差的学生常常上课说话、违反校规校纪; |
| 2.担心自己会受影响,会养成坏习惯; | |
| 3.他们老是问问题,使自己不能专心学习。 | |
| 自己的观点 | 1.… 2.… |