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1.

Sometime in the early 1960s, a significant thing happened in Sydney, Australia. The city discovered its harbor. Then, one after another, Sydney discovered lots of things that were just sort of there — broad parks, superb beaches, and a culturally diverse population. But it is the harbor that makes the city.

Andrew Reynolds, a cheerful fellow in his early 30s, pilots Sydney ferryboats for a living. I spent the whole morning shuttling back and forth across the harbor. After our third run Andrew shut down the engine, and we went our separate ways — he for a lunch break, I to explore the city.

“I’ll miss these old boats,” he said as we parted.

“How do you mean?” I asked.

“Oh, they’re replacing them with catamarans. Catamarans are faster, but they’re not so elegant, and they’re not fun to pilot. But that’s progress, I guess.”

Everywhere in Sydney these days, change and progress are the watchwords ( 口号 ), and traditions are increasingly rare. Shirley Fitzgerald, the city’s official historian, told me that in its rush to modernity in the 1970s, Sydney swept aside much of its past, including many of its finest buildings. “Sydney is confused about itself,” she said. “We can’t seem to make up our minds whether we want a modern city or a traditional one. It’s a conflict that we aren’t getting any better at resolving ( 解决 ).”

On the other hand, being young and old at the same time has its attractions. I considered this when I met a thoughtful young businessman named Anthony. “Many people say that we lack culture in this country,” he told me. “What people forget is that the Italians, when they came to Australia, brought 2000 years of their culture, the Greeks some 3000 years, and the Chinese more still. We’ve got a foundation built on ancient cultures but with a drive and dynamism of a young country. It’s a pretty hard combination to beat.”

He is right, but I can’t help wishing they would keep those old ferries.

32 What is the first paragraph mainly about?

A Sydney’s striking architecture. B The cultural diversity of Sydney.

C The key to Sydney’s development. D Sydney’s tourist attractions in the 1960s.

33 What can we learn about Andrew Reynolds?

A He goes to work by boat. B He looks forward to a new life.

C He pilots catamarans well. D He is attached to the old ferries.

34 What does Shirley Fitzgerald think of Sydney?

A It is losing its traditions. B It should speed up its progress.

C It should expand its population. D It is becoming more international.

35 Which statement will the author probably agree with?

A A city can be young and old at the same time.

B A city built on ancient cultures is more dynamic.

C Modernity is usually achieved at the cost of elegance.

D Compromise should be made between the local and the foreign.

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【答案】

C    33 D    34 A    35 A

【导语】这是一篇夹叙夹议文。文章介绍了悉尼城市发展中对于现代化和传统保护的困惑,并提出 一座城市可以同时年轻和年老 的观点。

32 .主旨大意题。根据第一段 “Sometime in the early 1960s, a significant thing happened in Sydney, Australia. The city discovered its harbor. (20 世纪 60 年代初,澳大利亚悉尼发生了一件大事。这座城市发现了自己的港口。 )” 和最后一句 “But it is the harbor that makes the city.( 但正是港口造就了这座城市。 )” 可知,第一段主要是讲悉尼发展的关键。故选 C

33 .细节理解题。根据第三段 ““I’ll miss these old boats,” he said as we parted.(“ 我会想念这些旧船的, 我们分手时他说。 )” 和第五段第二句 “Catamarans are faster, but they’re not so elegant, and they’re not fun to pilot.( 双体船更快,但它们不那么优雅,驾驶起来也不有趣。 )” 可知, Andrew Reynolds 喜欢那些旧渡船。故选 D

34 .细节理解题。根据第六段第二句中的 “in its rush to modernity in the 1970s, Sydney swept aside much of its past, including many of its finest buildings( 20 世纪 70 年代奔向现代化的过程中,悉尼抛弃了许多过去的东西,包括许多最漂亮的建筑 )” 和第四句 “We can’t seem to make up our minds whether we want a modern city or a traditional one.( 我们似乎无法决定是要一个现代的城市还是一个传统的城市。 )” 可知, Shirley Fitzgerald 认为悉尼正在丢失传统。故选 A

35 .细节理解题。根据倒数第二段第一句 “On the other hand, being young and old at the same time has its attractions.( 另一方面,同时年轻和年老也有它的吸引力。 )” 可知,作者会认同 一座城市可以同时年轻和年老 的观点。故选 A

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1.

    For Canaan Elementary’s second grade in Patchogue, N.Y., today is speech day, and right now it’s Chris Palaez’s turn. The 8-year-old is the joker of the class. With shining dark eyes, he seems like the kind of kid who would enjoy public speaking.

But he’s nervous. “I’m here to tell you today why you should … should…” Chris trips on the “-ld,” a pronunciation difficulty for many non-native English speakers. His teacher, Thomas Whaley, is next to him, whispering support. “…Vote for …me …” Except for some stumbles, Chris is doing amazingly well. When he brings his speech to a nice conclusion, Whaley invites the rest of the class to praise him.

A son of immigrants, Chris stared learning English a little over three years ago. Whaley recalls(回想起) how at the beginning of the year, when called upon to read, Chris would excuse himself to go to the bathroom.

Learning English as a second language can be a painful experience. What you need is a great teacher who lets you make mistakes. “It takes a lot for any student,” Whaley explains, “especially for a student who is learning English as their new language, to feel confident enough to say, ‘I don’t know, but I want to know.’”

Whaley got the idea of this second-grade presidential campaign project when he asked the children one day to raise their hands if they thought they could never be a president. The answer broke his heart. Whaley says the project is about more than just learning to read and speak in public. He wants these kids to learn to boast(夸耀) about themselves.

“Boasting about yourself, and your best qualities,” Whaley says, “is very difficult for a child who came into the classroom not feeling confident.”

24What made Chris nervous?

ATelling a story.                                          BMaking a speech.

CTaking a test.                                             DAnswering a question.

25What does the underlined word “stumbles” in paragraph 2 refer to?

AImproper pauses.    BBad manners.          CSpelling mistakes.   DSilly jokes.

26We can infer that the purpose of Whaley’s project is to _________.

Ahelp students see their own strengths

Bassess students’ public speaking skills

Cprepare students for their future jobs

Dinspire students’ love for politics

27Which of the following best describes Whaley as a teacher?

AHumorous.             BAmbitious.             CCaring.                  DDemanding.

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