【2011·河北邯鄲市二�！縀

      India’s population has grown by 181 million people over the past ten years to 1.21 billion, according to the 2011 census(人口普查) result announced on March 31.

      More people now live in India than in the United States, Indonesia, Brazil, Pakistan and Bangladesh counted together.

      Although its speed of population growth is slowing, India is on course to overtake China as the most populous country around 2030, figures show.

      The census also shows a continuing preference for boys - India's sex ratio is at its worst since it was founded.

      Figures for the past 10 years show fewer girls than boys are being born or living. They show 914 girls were born for every 1,000 boys under the age of six, compared with 927 for every 1,000 in 2001 census.

      Government officials said they would review all their measures towards it, which they admitted were failing.

      The population of India now is made of 623.7 million males and 586.5 million females.

      Mr. Chandramauli, Census Commissioner, told a news reporter in the capital, Delhi that the increase in the population over the past ten years is in agreement with official estimates(估計(jì)).

      The figure shows India’s large population growing fast—181 million is about equal to the entire population of Brazil—but the speed of growth has slowed.

      The 2011 census shows a population increase of 17.6% from 2011, compared with one of 21.5 in the last ten years.

      Uttar Pradesh remains India’s most populous state—199 million people now live there.

      In the field of education there was good news, with the census showing the literacy rate(識(shí)字率) going up to 74% from about 65% in the last count.

      India started the 2011 census in April last year. Some 2.7 million officials visited households in about 7,000 towns and 600,000 villages, sorting out the population according to sex, religion（宗教）, education and job.

The exercise, carried out every 10 years, faces big problems, not least India’s large area and differences of cultures. Census officials also have to face high levels of illiteracy and millions of homeless people.

57．This passage mainly tells us that            .

       A．India’s population has grown to 181 million people overt the past ten years

       B．India’s population has grown to 1.21 billion over the past ten years

       C．the speed of population growth of India is slowing

       D．the increase in the population over the past ten years matches with official estimates.

58．According to the passage, we can see that              .

       A．a(chǎn)bout 0.9 billion people can read now

       B．a(chǎn)bout 0.78 billion people can read now

       C．2 million people now live in Delhi

       D．more than 65 percent of the population in India are males

59．The word “it” in the sixth paragraph refer to           .

       A．the 2011 census                                          B．the literacy rate

       C．a(chǎn) continuing preference for boys                  D．the speed of population growth

60．We can learn from the passage that         .

       A．Uttar Pradesh will be India’s most populous state

       B．the 2011 census result is a surprise to the government

       C．the next census will be carried out in 2031

       D．the population of Brazil is 181 million or so

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科目：高中英語(yǔ) 來(lái)源： 題型：閱讀理解

【2011·河北邯鄲市二�！�

完型填空（共20小題；每小題1.5分，滿分30分）

閱讀下面短文，掌握其大意，然后從各題所給的四個(gè)選項(xiàng)（A、B、C和D）中，選出最佳選項(xiàng)，并在答題卡上將該項(xiàng)涂黑。

“I am so proud of you and all you have achieved. I   21  your opinion from. The L. A. Times with my family and thought about you as my student at Hibbing High School.”

It was    22  Margarel Leibfried, — a teacher who helped me believe that I could become   23  .

Thirty years ago, in Hibbing, I  24  high school as a bookish introvert（內(nèi)向）made all the more shy because I was the school’s only non—while student. I always felt  25  being swept away by a sea of golden hair schoolmates. By 10th grade, I’d developed strange behavior, hoping to   26  being laughed at as a “brain”. I spent a lot of time alone, reading and writing stories.

Ms. Leibfried taught composition grammar, as well as the usual – memorizing vocabulary and reading  27  .

Exciting to me, that is. Many of my classmates expressed dislike for novels because they were “not real.” For once, I didn’t care what they thought. Ms. Leibfried seemed to notice my   28  in both reading and writing, and she took the time to draw me out; she   29   offered reading suggestions.

That year’s big task was a book report, to be read aloud to   30  .   31  , Ms. Leibfried suggested I do something “a little different.” Instead of a report. I was to    32   a passage from a book, memorize it and reeite it in front of the class.

The morning of the presentations, I remember  33  sweating（出汗）so badly as I walked to the front of the class that I held my hands  34  in prayer（祈禱）formation, so I wouldn’t wipe them on my shirt. I finished and,   35  , the class broke out in applause（鼓掌）. “As a writer and a good reader, Marie has  36  a particularly sensitive part of novel and   37  it beautifully,” Ms. Leibfried said, smiling. I felt, maybe for the first time, confident.

I can now appreciate how much  38  it must have taken for those teachers to let me move away so   39  from the lesson plan. With today’s pressure on teachers to “teach to the test,” I wonder if any would or could take the time to find the potential（潛力）in a single,    40   student. Good teaching helps make productive and fully realized adults – a result that won’t show up in each term’s test scores.

21．A．shared                    B．proved                    C．introduced              D．explained

22．A．written                   B．signed                     C．marked                   D．said

23．A．a(chǎn) student                 B．a(chǎn) teacher                 C．a(chǎn) writer                  D．a(chǎn)n adult

24．A．left                         B．served                    C．entered                   D．missed

25．A．in charge of            B．in honor of              C．in danger of            D．in need of

26．A．escape                    B．stand                      C．enjoy                      D．a(chǎn)dmit

27．A．news                      B．poems                    C．novels                    D．diaries

28．A．mistakes                 B．interest                   C．condition                D．trouble

29．A．still                         B．never                      C．only                       D．even

30．A．the teachers            B．the parents              C．the class                 D．the public

31．A．Therefore               B．However                 C．Besides                   D．Otherwise

32．A．pick                       B．write                      C．read                       D．describe

33．A．my face                  B．my legs                   C．my hands                D．my neck

34．A．cupped                   B．closed                     C．tied                        D．covered

35．A．to my sadness         B．to my surprise         C．to my joy                D．to my delight

36．A．looked out               B．picked out               C．put out                   D．carried out

37．A．carried                    B．drew                      C．delivered                 D．designed

38．A．courage                  B．a(chǎn)ttention                  C．knowledge              D．pleasure

39．A．seriously                 B．broadly                   C．similarly                  D．carly

40．A．good                      B．bad                         C．shy                        D．strange

    

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科目：高中英語(yǔ) 來(lái)源： 題型：閱讀理解

【2011·河北邯鄲市二模】

B

Dear Stiff,

Several weeks ago I asked you about the best way to travel to Edinburgh overnight and you advised me to go by coach（長(zhǎng)途大巴）. “It’s cheap and convenient,” you said. “And very comfortable.” Well, I took your advice. Now let me tell you what happened!

We left on time (and with plenty of loud music!) and stopped for supper at a café at about 9:30 p. m.  It wasn’t the sort of place I like eating in and it was also very crowded, so I decided to buy some chocolate. I had some fruit with me too, so at least I didn’t go hungry.

We set off again at 10:15. The lights went off (and the awful music too, thank goodness) and I settled down to get some sleep. However, the people just behind me kept on talking and every now and then they burst out laughing at some joke. I asked them to be quiet, but they didn’t take any notice at all. However, eventually I fell asleep – but then the people behind me woke me up ! “You’re snoring （打鼾）,” they said, “and keeping us awake!” After than I hardly slept at all.

The rest of the journey was like a long bad dream. Then, at about 5:30, about 40 miles south of Edinburgh, the coach broke down. The driver went off to telephone for help, but when a rescue van（面包車）finally arrived, they couldn’t get the coach to start. In the end, they had to send for another one and we all had to change coaches – in the rain! By that time I was very hungry and I was onging for a nice hot drink. I got one – when we finaly reached Edinburgh at nine o’clock! By then I was so tired I went straight to bed and stayed there for the rest of the day – the first day of my holiday!

As you can imagine, I don’t want to travel by coach again overnight. Of course I’m not blaming you for all this – but thanks for the advice!

Yours

Ron

45．The reason why Ron didn’t have supper in the café was that           .

       A．he wasn’t hungry                                       B．he had his own food

       C．he didn’t like it                                           D．the food was too expensive

46．At first, Ron couldn’t get to sleep on the coach because the people behind him            .

       A．sang songs loudly                                       B．made a lot of noise

       C．laughed at him                                            D．listened to songs

47．Ron arrived in Edinburgh           .

       A．in a different coach                                     B．in a van

       C．in the same coach                                       D．on a train

48．Which of the following words can best describe the author’s journey?

       A．tiring and uncomfortable                              B．cheap but pleasant

       C．boring and dull                                           D．a(chǎn)dventurous and exciting

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科目：高中英語(yǔ) 來(lái)源： 題型：閱讀理解

【2011·河北邯鄲市二�！緾

A collection of letters written by a young Elizabeth Taylor to her first love are to be sold at auction（拍賣）.

The 66 letters were penned by the late actress to her first fiance（未婚夫）, William Pawley, the son of a former US ambassador.

Written between March and November 1949, they give an insight into Dame Elizabeth’s rise to Hollywood fame.

The actress died in Los Angeles last month after a long history of ill health aged 79.

In one letter dated 28 March, Dame Elizabeth wrote: “I want our hearts to belong to each other throughout all our life.”

“I want us to be ‘lovers’ always, even after we’ve been married seventy – five years and have at least a dozen great – great – grandchildren.”

In another letter she told Mr. Pawley she “completely believed that you are the only man in the world that I shall ever love”.

By September, the actress was writing about giving back her diamond engagement ring at her fiance’s request, but appeared reluctant to end the relationship saying: “I know with all my heart and soul that this is not the end for us”.

The Oscar – winner went on to have seven husbands.

The collection was bought two years ago from Mr. Pawley, who is now retired, a spokesman for RR Auctions said.

“We rarely come across a collection as rich as this, the letters are in good condition,” Bobby Livingston said.

“William Pawley clearly loved and treasured them for all these years.” The online auction will take place between May 12 and 19.

49．We know from the text that Elizabeth Taylor         .

       A．died in Washington D.C                               B．was once a famous dancer in Hollywood.

       C．once won the Osear Award.                         D．married six times.

50．The letters to be sold at auction were written when Taylor was      years old.

       A．16                         B．17                          C．20                          D．25

51．Which of the following can best replace the underlined word “reluctant”?

       A．unwilling                 B．ready                      C．pleased                   D．satisfied

52．What can we infer from the text?

       A．The 66 letters were written by both Elizabeth Taylor and Mr. Pawley.

       B．Mr. Pawley valued the 66 letters.

       C．Mr. Pawley is retired now.

       D．Elizabeth Taylor and Mr. Pawley didn’t marry in the end.

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科目：高中英語(yǔ) 來(lái)源： 題型：閱讀理解

【2011·河北邯鄲市二模】D

What’s that under those folders? If your desk is filled with too many things, you can no longer find your keyboard, it’s time to clear off the piles and get organized. Get started with these simple steps from Do It Yourself magazine.

Use the wall. Instead of filling up valuable surface on your desk with file (文件夾) holders and boxes, make use of vertical (垂直) space. Fix shelves, organizers and even hanging filing systems to the wall and fill them with everything that’s been piling up on your desktop. Even small accessories (附件) like notepads or charges can be stored in attractive containers and put on a shelf.

Stow away the smell things. Do you really need two staplers (訂書(shū)機(jī)), 16 pens, three boxes of pushpins, and a roll of tape on your desk? Make the storage space of shallow drawers as much as possible with dividers and small containers for holding things like paper clips, staples, and rubber bands. If your accessories are too large to fit in a drawer, consider replacing them with smaller models.

Prevent pile – ups. Mail, receipts, reminders … even in this digital age it’s hard not to feel buried in paperwork. Keep the piles from taking over your workspace by simplifying your filing system. Use a separate folder for bills, receipts, and any other paperwork you regularly get. Match each folder with a day of the week and make a standing appointment with yourself to go through the contents. Recycle envelopes, junk mail, and any paperwork you no longer need.

53．According to the text, we can deal with small accessories like chargers by         .

      A．piling them on the desktop

B．storing them in containers and put them on a shelf

C．hanging them up on the wall

D．fixing them to the wall

54．The underlined phrase “Stow away” in Paragraph 3 is closest in meaning to “       ”.

      A．Get away                 B．Give away                C．Put away              D．Break away

55．Paragraph 4 mainly tells us that           .

      A．the storage space of drawers should be made full use of

      B．it is necessary to reduce the unnecessary accessories

      C．it is advised to recycle unnecessary paperwork regularly

      D．there are possible ways to simplify filing system

56．The passage is probably written for          .

      A．farmers working on a farm                            B．students studying in a college

      C．babysitters working at home                          D．clerks working in an office

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科目：高中英語(yǔ) 來(lái)源： 題型：閱讀理解

【2011·河北邯鄲市二�！緼

To the students

Reading is very important to help you learn English. It is also a lot of fun. But to learn as much as you can from reading, it is important to read different kinds of English. For example, the English you need when you read a train timetable is very different from the English you need when you read a story. This book has a lot of different kinds of English.

There are six sections in the book:

Section 1 is Messages: In this section somebody wants to send information in writing to somebody else. There is a test on timetables and a test on timetables. There is also a test on text messages and another on e-mails.

       Section 2 is People: In this part all the tests are about people, in different ways. For example, there is an informal letter between friends. There is formal English in biography . There is a CV and a job application（申請(qǐng)） that you can use as a model to help with your writing, as well as testing your reading.

Section 3 is Places: In this section , too, many different styles of English are shown, some informal and some formal. There is the informal English of a holiday postcard．There are also the formal English of a novel—like all the fiction extracts in the book – and a formal letter of complaint（投訴）.

       Section 4 is Things: You will find some descriptive writing in this section. There are descriptions of clothes and of a computer. There are more examples of letters, including an informal letter thanking someone for a present. And there is a test about buying and booking on the Internet.

       Section 5 is Fiction: There are many different kinds of fiction in this section, from an adventure story to jokes, a comic and a cartoon. There are also (as in other sections) examples of American and British English.

       Section 6 is Fact: This section has different kinds of newspaper stories, an encyclopedia entry, a recipe and advice on how to survive and earthquake.

You can do these tests in any order you like, You can do a complete section or jump about between sections. You can do all the tests with a fiction text, or all the tests with a letter text or a newspaper text, or all the tests with a formal or informal text. Or you can do the ones you like best first. Who knows, maybe you will like the others too, when you do them.

I enjoyed writing this book and I hope you enjoy using it.

Michael Dean

41．If you’re fond of jokes, you can go to            .

       A．Section 6               B．Section 5                C．Section 4                D．Section 3

42．When a student learns to write letters, he can refer to           .

       A．Section 1, 2 and 3                                       B．Section 2, 3 and 4

       C．Section 3, 4 and 5                                       D．Section 4, 5 and 6

43．The author suggests students do the tests          .

       A．in whatever order they like                           B．section by section

       C．from the very beginning                              D．from the easiest part

44．The main purpose of the text is to            .

       A．introduce the contents of the book

       B．give students advice on  how to use the book

       C．present different styles of English

       D．suggest students use different English according to different aims.

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