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阅读下面材料,在空白处填入适当的内容(1个单词)或括号内单词的正确形式。 As ...

阅读下面材料,在空白处填入适当的内容(1个单词)或括号内单词的正确形式。

As an adult, she tried hard to become American’s first woman architect (建筑师).

Young architects at that time 1. (usual) learned their skills by working in the drafting rooms of professional architects. Most architects didn’t want women working for them. But Louise 2. (manage) to make a well-known architect give her a chance.

She worked 3. six in the morning to six in the evening. She wasn’t paid much. 4. she learned a lot as she worked, and her employer allowed her to use 5. (he) large library. In 1881, after five years of work and study, Louise set up her own office. She advertised, “The first 6. (profession) woman architect in the country 7. (be) ready for business.”

Louise believed that she should not be limited to designing private 8. (home) just because she was a woman. She looked for a variety of jobs and designed storage buildings, factories and schools. She did very well, inspiring other women 9. (become) architects. She often spoke out for 10. fair treatment of women and equal pay for equal work.

 

1.usually 2.managed 3.from 4.But 5.his 6.professional 7.is 8.homes 9.to become 10.the 【解析】 本文属于记叙文,讲述美国第一个女性建筑师Louise的事迹及其影响。 1.考查副词。句意:那时候的年轻建筑师通常在专业建筑师绘图室里学习专业技能。分析句子可知,修饰动词learned用副词,故用usually。 2.考查动词的时态。句意:但是Louise成功地让一位著名的建筑师给她一个机会。本句为manage to do sth努力做成某事,manage在句中作谓语,讲述过去的事情,故用一般过去时managed。 3.考查介词。句意:她从早上六点工作到晚上六点。本句为结构from…to,故用from。 4.考查连词。句意:但是她工作的时候学了很多,同时雇主允许她用他的大的书库。分析句子可知,虽然钱不多,但是学了很多,前后句为转折关系,故用连词but。 5.考查代词。句意:但是她工作的时候学了很多,同时雇主允许她用他的大的书库。分析句子可知,修饰名词,故用形容词性物主代词,故用his。 6.考查形容词。句意:她打了广告,内容是全国第一个专业的女建筑师准备进入建筑行业。修饰名词用形容词,故用professional。 7.考查动词的时态。句意:她打了广告,内容是全国第一个专业的女建筑师准备进入建筑行业。分析句子可知,该句缺乏谓语,同时为直接引语,故用一般现在时,故用is。 8.考查名词。句意:她认为不能因为是女性就只能设计私人房屋。分析句子可知,house为可数名词,同时设计应该是很多房屋,故用复数形式houses。 9.考查动词不定式。句意:她做的很出色,鼓励了其他女性成为建筑师。本句为inspire的用法inspire sb to do sth激发某人做某事,故用不定式to become。 10.考查冠词。句意:她为女性的合理待遇和同工同酬积极奔走。分析句子可知,由于有of women作后置定语,故fair treatment特指女性的合理待遇,故用定冠词the。
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Falling off a box car and landing on my head, I lost my sight when I was four years old.   Now I am thirty-two. I can _______ remember the brightness of sunshine. It would be wonderful to see again, _______ a tragedy can do strange things to people.

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The hardest _______ I had to learn was to believe in myself. If I hadn’t been able to do that, I would have _______ down and become a chair rocker for the rest of my life. When I say _______ in myself, I am not talking about _______ the kind of self-confidence that ________ me down an unfamiliar staircase alone. But I mean something bigger than that: I am a real positive person ________ imperfections.

It took me years to obtain this ________. It had to start with the ________. Once a man gave me an indoor ________. “I can’t use this,” I said. “Take it with you,” he ________ me, “and roll it around.”  The ________ stuck in my head. “Roll it around!” By rolling the ball I could hear where it went. This gave me an idea how to achieve a goal I had thought ________. At the School for the Blind I ________ a new kind of baseball called ground ball.

All my life I have set a series of goals and then tried to reach them, one at a time. I had to learn my ________.  I would fail sometimes anyway but on the average I made ________.

1.A. clearly    B. hardly    C. roughly    D. completely

2.A. so    B. and    C. thus    D. but

3.A. love    B. hate    C. ignore    D. miss

4.A. of    B. for    C. to    D. in

5.A. get    B. fight    C. find    D. drop

6.A. method    B. experience    C. lesson    D. manner

7.A. broken    B. put    C. settled    D. lay

8.A. courage    B. ambition    C. belief    D. power

9.A. firmly    B. simply    C. fairly    D. slightly

10.A. stops    B. gives    C. pushes    D. helps

11.A. despite    B. except    C. unless    D. unlike

12.A. description    B. existence    C. intelligence    D. recognition

13.A. problem    B. trouble    C. incident    D. event

14.A. chair    B. baseball    C. game    D. design

15.A. urged    B. blamed    C. greeted    D. teased

16.A. goals    B. words    C. baseballs    D. ideas

17.A. valuable    B. reasonable    C. impossible    D. unbearable

18.A. discovered    B. equipped    C. formed    D. invented

19.A. limitations    B. advantages    C. puzzles    D. personalities

20.A. sense    B. progress    C. mistakes    D. friends

 

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Create Beauty Yourself

In itself life is neutral (中立的). We make it beautiful, we make it ugly; life is what energy we bring to it.

1.   If you simply sit there and you want it to be beautiful, then it will not be --- you have to create beauty. Beauty is not there like an object or a rock. Beauty has to be created. You have to give a sight to reality, you have to give color to reality, you have to give a song to reality --- then it is beautiful.

So whenever you participate in creating beauty, it is there; whenever you stop creating, it is not. 2. Happiness is a creation; so is misery. You get only that which you create, and you never get anything else. That is the whole philosophy of karma: 3.

Life is just a blank cloth---you can paint a beautiful scene, or you can paint black ghosts () and dangerous people. 4. You can make a beautiful dream or a bad dream.

Once this is understood, things are very simple. You are the master; it is your responsibility. Ordinarily we think that life has some objective beauty and objective ugliness.5. It gives you all that is needed: Now do it yourself! It is a do-it-yourself affair.

A. You get only that which you do.

B. What is beauty?

C. If you pour beauty into life, it is beautiful.

D. It's up to you.

E. No! Life is just an opportunity.

F. Life is not what you think it is.

G. Beauty is a creation; so is ugliness.

 

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Four out of the 48 self-driving cars on public roads in California have been involved in accidents in the last eight months, according to the state's Department of Motor Vehicles.

The agency began issuing permits for the testing of self-driving vehicles in September 2014.

Three of the four cars belonged to Google, the fourth to parts supplier Delphi.

Both firms denied their vehicles had been at fault.

Under Californian law, details of car accidents remain secret.

However, Google said its driverless cars had never been the cause of an accident and that the majority of "minor fender-benders(擦撞)" had been in the form of rear-end(后尾) collisions from other drivers.

"Safety is our highest priority. Since the start of our programme six years ago, we've driven nearly a million miles automatically, on both freeways and city streets, without causing a single accident," said a spokesperson.

Delphi told the BBC its vehicle was hit while still at a crossroads and was in human driving mode at the time.

"A police report indicates the fault of the accident is with the second vehicle, not Delphi. No-one was hurt in the incident," said a spokesperson.

An unknown source told the Associated Press that two of the accidents occurred while the vehicles were occupied by human drivers, and all four vehicles were going very slowly at the time of the collisions.

Chris Urmson, director of Google's self-driving car programme, wrote in a blog post that there have been 11 accidents involving Google cars since the project began six years ago but not one has been caused by one of its vehicles.

"Rear-end crashes are the most frequent accidents in America, and often there's little the driver in front can do to avoid getting hit," he said.

1.What is the passage mainly about?

A. Self-driving car accidents.    B. Motor vehicle problems.

C. Self-driving vehicle problems.    D. Traffic accidents in California.

2.We can learn from the passage that the self-driving cars ______.

A. caused the accidents when driven by human drivers

B. hit other cars and caused the accidents

C. were responsible for the accidents

D. were knocked into from behind

3.The passage intends to tell us that the self-driving cars ______.

A. are just road killers    B. need to be improved

C. are in good quality    D. shouldn’t be produced

 

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What will the future be like? Good or bad? A lot of science-fiction writing imagines a world which is dark and scary. In Blade Runner, Harrison Ford hunts robots in a chaotic (混乱的) Los Angeles. Planet of the Apes shows a hopeless future for humankind.

There's a word to describe the kind of future world which often appears in science fiction: dystopia. It means an imagined place where things are unpleasant or bad. The opposite is utopia. But does tomorrow's world have to be so disappointing?

No. A new project wants to use the power of science fiction to inspire people to create a better future. Project Hieroglyph brings together writers, scientists, engineers and artists to create optimistic stories about things which really could happen in the next 50 years.

It's just a matter of making an effort. Experts say it's easier to create a dystopia than write a feel-good story. There's more conflict in a world full of problems, and stories are interesting when there are a lot of problems to solve. No challenge, no story!

But the project produced a book with some promising plots. One of them is about environmentalists who fight to stop entrepreneurs (创业者) from building the first hotel in Antarctica. Well, there's conflict there and it seems reasonable, so it could be a good story.

But will these stories actually change anything or just keep us entertained? Ed Finn, the book's editor, thinks the former. He says: "A good science-fiction story can be very powerful. It can inspire hundreds, thousands, millions of people to do something that they want to do."

The influence of science fiction can already be seen in modern research, says Professor Braden Allenby. He asks: "Why are people working on, for example, invisibility cloaks (斗篷)? Well, it's Harry Potter, right?"

Time will tell how far we can go. Let's dream big and think outside the box. Who knows the wonderful things we can come up with?

1.The underlined word “utopia” in paragraph 2 most probably means “______’.

A. a real world where people can do anything they like

B. an imagined place where things are unpleasant or bad

C. an imaginary perfect world where everyone is happy

D. a wild and terrible place where no one can live happily

2.Experts say it’s easier to create a dystopia than a feel-good story because ______.

A. a dystopia needs less imagination

B. a feel-good story is more interesting

C. there is no conflict in a feel-good story

D. there are more problems to solve in a dystopia

3.Professor Braden Allenby takes “invisibility cloaks” as an example ______.

A. to cause readers’ attention

B. to amuse science fiction readers

C. to introduce a science fiction story

D. to show the influence of science fiction

4.What is the best title for the passage?

A. What is science fiction?

B. Can science fiction help us?

C. What will man do in the future?

D. Shall we live a better life in the future?

 

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Girls do better at school

Around the world, girls do better than boys at school. These are the findings of a recent study that looked at the test results of 1.5 million 15-year-olds in 74 regions across the globe.

The level of gender equality in those regions made no difference to the results. Other causes, such as the income level of the region also had little impact on the findings. In only three regions – Colombia, Costa Rica and the Indian state Himachal Pradesh – was the opposite with boys doing better.

So what are the causes of girls’ stronger performance? In the UK, girls outperform boys in exams that are taken at the age of 15 or 16, called GCSEs(普通中等教育证书). According to education expert Ian Toone, this is down to the way girls and boys are brought up. “Boys are encouraged to be more active from an early age, whereas the restless movements of baby girls are calmed… Hence, girls develop the skill of sitting still for longer periods of time, which is useful for something like studying for GCSEs."

He goes on to say that boys often get together in larger groups than girls. Because of this they are more likely to be influenced by peer(同龄人) pressure and develop a gang mentality (帮派心态). He says that GCSEs require a lot of personal work and are not viewed as 'cool' in a childish culture.

This is backed up by research in the UK that says girls are out-performing boys at the age of five. So what is the answer? Should girls and boys be educated separately? Or do exams and school curricula need to be changed to better reflect boys’ skills? These are the questions facing educators in many countries.

1.What are the two things that made little or no difference to the results?

A. Gender equality and intelligence.

B. Gender equality and income level.

C. Income level and feelings.

D. Income level and intelligence.

2.According to Ian Toone, girls do better at school than boys because girls ______.

A. study harder    B. are cleverer

C. can sit still longer    D. are more restless

3.What does Ian Toone say can influence boys?

A. Gang mentality.    B. Personal work.

C. Peer pressure.    D. Childish culture.

4.What could be changed to include the skills boys have?

A. Exams and school curricula.

B. Ways of education and evaluation.

C. Outdoor activities and performances.

D. Separate education and different curricula.

 

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