题目列表(包括答案和解析)
(山东省聊城市2008年高三年级模拟（四）)
The horse and carriage is a thing of the past, but love and marriage are still with us and still closely interrelated. Most American marriages, particularly first marriages 36 young couples, are the result of attraction and affection 37 than practical considerations. In the United States, parents do not 38 marriages for their children. Teenagers begin 39 in high school and usually find mates(配偶) through their own academic and social 40 .
Though young people feel 41 to choose their friends from 42 groups, most choose a mate of similar background. This is due in part to parental 43 . Parents can not spouses(配偶)for their children, but they can usually 44 choices by 10 disapproval of someone they consider unsuitable.
45 , marriages between members of different groups are increasing, probably because of the greater 46 of today’s youth and the fact that they are restricted by 47 prejudices than their parents. Many young people 48 their home towns to attend college, serve in the armed forces, 49 pursue a career in a bigger city. Once away from home and family, it’s more 50 for them to date and marry outside their own social group.
In mobile American society, interclass 51 are neither nor shocking. Interfaith marriages are on the 52 particularly between Protestants and Catholics. On the other hand, 53 marriage is still very uncommon. It can be difficult for couples to from different races to find a place to live, 54 friendships, and raise a family. Marriages between people of different national 55 (but the same race and religion) have been commonplace here since colonial(殖民的) times.
36. A. involving B. linking C. connecting D. including
37. A. more B. less C. other D. rather
38. A. provide B. consider C. arrange D. admit
39. A. dating B. appointing C. engaging D. matching
40. A. positions B. customs C. contracts D. contacts
41. A. certain B. abnormal C. awkward D. free
42. A. limited B. identical C. diverse D. distant
43. A. order B. ignorance C. guidance D. rudeness
44. A. force B. influence C. make D. offer
45. A. However B. Moreover C. Therefore D. Furthermore
46. A. mobility B. motive C. moral D. mission
47. A. greater B. stronger C. narrower D. fewer
48. A. desert B. leave C. escape D. remove
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50. A. difficult B. likely C. important D. risky
51. A. communications B. marriages C. exchanges D. associations
52. A. edge B. decline C. rise D. air
53. A. international B. interstate C. internet D. interracial
54. A. keep up B. bring up C. put up D. turn up
55. A. source B. origin C. resource D. standard
(山东省聊城市2008年高三年级模拟（三）)
Teenagers at one German school are learning how to achieve happiness alongside other traditional 36 such as mathematics and languages.
The class sits in a circle with their eyes shut and they count from one to ten: someone starts, the 37 voice comes from the far right, a third from the other side.
The aim of the game is to 38 for an opportunity to shout out the 39 without clashing（相撞）with another voice or leaving a pause. On the first try, 40 of the young Germans try to be first, while a few are too shy to join in. But by the fifth 41 , they develop a rhythm. The 42 . give other people space but also 43 claim your own. This is a requirement for social well-being.
Unlike schools in other nations, German schools do not usually have school sports teams or seek to build school spirit. Many teens admit they are 44 and confused, but school is not usually the place to find relief.
The Willy Hellpach School in Heidelberg is the first in the nation to develop a happiness 45 . It is 46 for 17-19-year-olds preparing for university entrance exams.
“The course isn’t there to make you happy as 47 ,” Ernst Fritz-Schubert, the school principal, warned pupils, “ 48 rather to help you discover the ways to become happy.”
Cooking a meal together will be one of the class 49 , along with improving body language under the 50 of two professional actresses.
The course is taught for three periods a week. 51 the happy subject, the pupils themselves insist it is no laughing matter.
“In the first period, we had to each say something 52 about another member of the class and about ourselves. No laughing at people or teasing,” said Fanny, 17.
The message: self-esteem（自尊）improves 53 too.
Research by the school shows it is not the first to start happiness classes: they also 54 at some US universities, but are mainly based on positive thinking, using 55 from studies of depression.
“That would be too one-sided for us. We want to show how decent（好的）food or exercise can help too,” the principal said.
36．A．subjects B．objects C．customs D．habits
37．A．sweet B．next C．last D．loud
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39．A．name B．person C．number D．slogan
40．A．All B．few C．most D．none
41．A．round B．limit C．sheet D．zone
42．A．topic B．rhythm C．subject D．message
43．A．patiently B．confidently C．immediately D．quietly
44．A．happy B．lonely C．curious D．distinctive
45．A． movement B．class C．course D．approach
46．A．intended B．made C．managed D．applied
47．A．much B．well C．usual D．such
48．A．and B．but C．so D．yet
49．A．tests B．exams C．exercises D．homework
50．A．guidance B．lookout C．counsel D．supervision
51．A．Except B．Beyond C．Unlike D．Despite
52．A．backward B．positive C．negative D．subjective
53．A．atmosphere B．achievement C．happiness D．score
54．A．exist B．happen C．devise D．initiate
55．A．inspections B．instructions C．motives D．findings
(山东省聊城市2008年高三年级模拟（一）)
目前医疗费不断攀升，有人因付不起昂贵的医疗费而只好忍受疾病的折磨。人们强烈呼吁政府应当建立有效的医疗保障机制。请根据下面图画，以“Health Care”为题写一篇短文，简要说明图画中所表达的内容，重点阐述这种现象所带来的后果和你的观点。
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注意：
1．短文应包括图中所提供的主要信息，并做适当发挥，使短文内容连贯、完整。
2．词数：120—150。
3．生词：hospital discharge—出院
Health Care
(山东省聊城市2008年高三年级模拟（四）A篇)
Sixteen years ago, Eileen Doyle’s husband, an engineer, took his four children up for an early morning cup of tea, packed a small case and was never seen or heard of again. Eileen was astonished and in a state of despair. They had been a happy family and, as far as she knew, there had been nothing wrong with their marriage.
Every day of the year a small group of men and women quietly pack a few belongings and without so much as a note or a good—bye close the front door for the last time, leaving their debts, their worries and their confused families behind them.
Last year, more than 1,200 men and nearly as many women were reported missing from home—the highest in 15 years. Many did return home within a year, but others rejected the past completely and are now living a new life somewhere under a different identity.
To those left behind this form of desertion is a terrible blow to their pride and self- confidence. Even the finality of death might be preferable. At least it does not imply rejection or failure. Worse than that, people can be left with an unfinished marriage, not knowing whether they will have to wait seven years before they are free to start a fresh life.
Clinical psychologist Paul Brown believes most departures of this kind to be well planned rather than impulsive(冲动). “It’s typical of the kind of personality which seems able to ignore other people’s pain and difficulties. Running away, like killing yourself, is a highly aggressive act. By creating an absence the people left behind feel guilty, upset and empty.”
56. When her husband left home, Eileen Doyle ______________.
A. could not forgive him for taking the children
B. had been expecting it to happen for some time
C. could not understand why
D. blamed herself for what had happened
57. Most people who leave their families behind them_______.
A. do so without warning B. do so because of their debts
C. come back immediately D. change their names
58. Some people would even prefer the death to the running away of their spouse because .
A. their spouse would feel no pain during the death
B. their spouse death would not be a bit terrible
C. a desertion would not bring a feeling of rejection or failure
D. their spouse’s death would make them feel less painful
59. Usually the man or woman left behind with an unfinished marriage __________.
A. admits responsibility for the situation
B. wishes the person who has left were dead
C. will come back within a year
D. will have no legal marriage life for seven years
60. Paul Brown regards leaving home in such circumstances as _____________.
A. an act of despair B. an act of selfishness
C. the result of a sudden decision D. the result of the enormous sense of guilt
(山东省聊城市2008年高三年级模拟（四）C篇)
Proper arrangement of classroom space is important to encouraging interaction. Most of us have noticed how important physical setting is to efficiency and comfort in our work. College classroom space should be designed to encourage the activity of critical thinking.
We have entered the 21 st century, but step into almost any college classroom and you step back in time at least a hundred years. Desks are normally in straight rows, so students can clearly see the teacher but not all their classmates. The message behind such an arrangement is obvious. Everything of importance comes from the teacher.
With a little imagination and effort, unless desks are fixed to the floor, the teacher can correct this situation and create space that encourage interchange among students. In small or standard-size classes, chairs, desks, and tables can be arranged in a variety of ways. The primary goal should be for everyone to be able to see everyone else. Large classes, particularly those held in lecture halls, unfortunately, allow much less flexibility.
Arrangement of the classroom should also make it easy to divide students into small groups for discussion or problem-solving exercises. Small classes with movable desks and tables present no problem. Even in large lecture halls, it is possible for students to turn around and form groups of four to six. Breaking a class into small groups provides more opportunities for students to interact with each other, think out loud, and see how other students’ thinking processes operate all essential elements in developing new modes of critical thinking.
In courses that regularly use a small group format, students might be asked to stay in the same small groups throughout the course. A colleague of mine, John, allows students to move around during the first two weeks, until they find a group they are comfortable with. John then asks them to stay in the same seat, with the same group, from that time on. This not only creates a comfortable setting for interaction but helps him learn students’ names and faces.
66. The primary purpose of desk rearrangement is_______.
A. for the teacher to divide students into small groups.
B. to make it possible for students to interact with each other.
C. for the teacher to find out how students think.
D. to give students more opportunities to practice speaking.
67. The expression “step back in time at least a hundred years” in Paragraph 2 is intended to convey the idea that .
A. there is not much change in educational idea over the past hundred years
B. critical thinking was encouraged even a century ago
C. college classrooms often remind people of their college life
D. a hundred years ago, desk arrangement in a classroom was quite different
68. The greatest advantage in allowing each student to find his own group might be that________
A. learning is made comfortable in this way
B. the teacher can easily remember students’ names and faces
C. the teacher saves the trouble in doing that
D. brighter students can help slower ones.
69. It is implied in the passage that .
A. students are allowed to changed groups throughout the course in John’s class
B. classroom interaction between students is essential to the teachers
C. a comfortable environment leads to higher working efficiency
D. new kinds of desks and chairs should be made
70. The author mentioned John in the last paragraph in order to ________
A. create a comfortable setting for interaction
B. introduce an approach of learning students’ names and faces easily
C. give an example that students stay in the same seat throughout the course.
D. describe a good seat-arrangement mode in courses with small group format.
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