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1、考研英语一潞城市2023年高分通关卷Section I Use of EnglishDirections:Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on the ANSWER SHEET. (10 points)When I spent the summer with my Grandpa in Warwick, he sent me to Miss Bees store. 1 the counter was Miss Bee. A pair of
2、 glasses teetered(摇摇欲坠) on the 2 of her nose, gray hair was 3 on her head.“Excuse me. I need to get these. ” I said. “So?” She pushed her glasses 4 her nose. “Theres no one here except you and me and Im not your 5 . Go get them. If youre lucky youll finish shopping by sundown. ” Sundown was five hou
3、rs 6 . I wasnt sure l would 7 it .How could I hope to find anything on the packed, jumbled(乱堆的)shelves around me?I visited Miss Bee several times a week. Sometimes she short-charged me. Other times she overcharged. 8 she sold me a/an 9 newspaper instead of one that was current. Going to the store wa
4、s more like going into battle.“That bread is only twenty-nine cents!” I corrected her one afternoon. I had watched the numbers change on the cash register (收款机) closely, and Miss Bee had added 35 cents. She didnt seem 10 that I had caught her 11 . She just looked at me and 12 . the price.All summer
5、I learned the hard way to 13 my list. But she still found ways to 14 me into making mistakes. No sooner had I memorized the items location on the shelf than Miss Bee 15 the shelves and made me hunt for 16 all over again. The morning I was to 17 to Brooklyn, I stopped in to get a packet of gum.“All r
6、ight,” she said. “What did you learn this summer?” She was mean! I pressed my lips together. To my 18 , Miss Bee laughed. “I know what you think of me,” she said. “ but when you get older youll be glad our paths 19 !” Glad I met Miss Bee? The idea was 20 .Now I grow up and I finally understand I rea
7、lly learned a lot from Miss Bee.1、AOn. BUnder. CBehind. DOver.2、Abottom. Bside. Ctip. Dmiddle.3、Apiled. Bcovered. Cgrown. Dworn.4、Adown. Bup. Cout. Dover.5、Aboss. Bguest. Ccustomer. Dmaid.6、Abefore. Baway. Cabout. Doff.7、Amake. Bdepend on. Csee to. Dkeep.8、ABut. BAnd. COr. DSo.9、Anew. Bbad. Cbroken.
8、 Dold.10、Apleased. Bembarrassed. Cexcited. Dsatisfied.11、Apaying more. Bcharging more. Ccharging less. Dpaying less.12、Aincreased. Brewarded. Ccorrected. Draised.13、Aadd up. Bbring up. Clook up. Dput up.14、Aarguing. Bforcing. Cpersuading. Dtricking.15、Arebuilt. Brearranged. Cregained. Dreclaimed.16、
9、Athem. Bher. Cit. Dhim.17、Aleave. Bstart. Ccome. Dreturn.18、Aamazement. Bjoy. Cregret. Ddisappointment.19、Aled. Bcrossed. Cwent. Dpassed.20、Areasonable. Binstructive. Cabsurd. Dwise.Section II Reading ComprehensionPart ADirections:Read the following four texts. Answer the questions below each text b
10、y choosing A, B, C or D. Mark your answers on the ANSWER SHEET. (40 points)Text 1 A report released this month found that grouping children by ability is on the rise againteaching students in groups of similar ability has improved achievements for fast and slow learners alikeand who wouldnt want bri
11、ght kids to be able to move ahead?But for most kids, labels (标签) applied early in life tend to stick, even if they are wrong.Sorting school children by ability has long been controversial. In some countries, especially in Asia, school-wide tracking (分流) remains normal. Children are tested and placed
12、 in different schools that direct them toward professional or vocational careers. Movement between the tracks is rare.School-wide tracking decreased in US schools in the 1960s and 1970s. It never died out, though. Sorting students into separate tracks for math at about junior high school age continu
13、es to be common, and other forms of tracking persist as well.Unlike tracking, which means sorting students into separate classrooms, ability grouping happens within classrooms. When done according to the latest research, it has proven to promote achievements. Ability grouping is changeable and tempo
14、rary. Within classrooms, students might be divided into different learning groups dealing with materials of different levels. Any students who master concepts can move upward between groups, and the student groups might look different from subject to subject and unit to unit. For instance, a student
15、 who stands out in language arts might be at an average or slower level in math. A student who flies through multiplication tables might need extra help with fractions. Students who lag in reading can be pulled out of the classroom in small groups for practice with a tutor until their reading improves.Research sh
