The
King's School, Canterbury is an independent, co-educational secondary school.
There are currently 791 pupils on the school roll(名单). The School has a long
and distinguished history, and it is also one of the oldest charities in the
country, providing scholarships to pupils and organizing a Charity of the Term.
The curriculum(课程)at King’s is based on strong academic roots. It emphasizes and relies upon what is best in traditional independent school education: scholarly excellence supported by a caring and tutorial system, and a wide-ranging co-curricular programme. However, it is continually adapting and reacting to the changing demands of modern education: new subjects are added, new teaching techniques adopted, and there is an increasing awareness of the need to provide programmes of study that match individual needs and skills.
The curriculum is divided into three units: the Lower School (Year 9), an introductory year; the Middle School (Years 10 and 11), working to GCSEs; and the Sixth Form ( Years 12 and 13), taking AS and A levels.
Full details can be found in: Shell Guide and Handbook; Middle School Academic Guide 2009-11; Middle School Academic Guide 2010-12; Sixth Form Guide 2009-11 and Sixth Form Guide 2010-12.
Formal and structured educational support, for those who need it, is available at all levels. The well-stocked Library is open 7 days and 6 evenings per week. ICT facilities (including the Internet) are available for all and the whole school (studies within the Houses as well as classrooms) is extensively networked.
Pupils are offered extensive careers advice throughout their time at King’s. Almost all go to university, either immediately or following a GAP year. The most popular university destinations are Cambridge, Bristol, Nottingham, Durham, Leeds, Oxford, Edinburgh, Manchester, and University College, London.
Director of Studies: Geoff Cocksworth: grc@kings-school.co.uk
Examinations Officer: Elaine McDowell: eam@kings-school.co.uk
1.The passage serves as a brief introduction to __________.
A. the King's School B. the curriculum
C. the teaching plan D. British education
2. Which of the following is NOT true according to the passage ?
A. The King's School, Canterbury is a famous high school in Britain.
B. The curriculum at King’s is best in traditional and modern education.
C. All pupils of the school go to university immediately after they graduate.
D. pupils’ dormitories as well as classrooms are provided with network
3.The following can be inferred from the passage EXCEPT that __________.
A. The King's School focuses on pupils’ individual development
B. pupils in the King's School who pass GCSEs will go to university
C. pupils in the King's School have an easy access to the school library
D. pupils in the King's School receive good education
4.The passage is probably taken from a ___________.
A. handbook B. website C. guide D. teaching plan
Steinbeck, John, 1902-68,
American writer, born in Salinas, Calif., studied at Stanford. He is probably
best remembered for his strong sociological novel The Grapes of Wrath,
considered one of the great American novels of the 20th century. Steinbeck's
early novels-Cup of Gold (1929), The Pastures of Heaven (1932), and To a God
Unknown (1933)-attracted little critical attention, but Tortilla Flat (1935), an
affectionate（亲切的）yet realistic novel about the lovely, Spanish-speaking poor of
Monterey, was enthusiastically received.
A merciful understanding of the world's poor was to be Steinbeck's mark. The novel In Dubious Battle (1936) defends striking immigrant agricultural workers in the California fields. In the novel Of Mice and Men (1937; later made into a play), Steinbeck again presents immigrant workers, but this time in terms of human worth and integrity（完好）－a theme he also used in The Moon Is Down (1942; later made into a play), about Norwegian resistance to the Nazis. The Grapes of Wrath (1939; Pulitzer Prize), while treating the hard situation of dispossessed Dust Bowl farmers during the 1930s, presents a universal picture of victims of disaster. Steinbeck's description of the westward migration of the Joad family, and their following struggles in the agricultural industry of California, is realistic and moving, and he presents his inferior characters with nobility.
Steinbeck's other works are diverse, ranging from the literal account of a voyage, The Sea of Cortez (1941; written with the marine biologist E. F. Ricketts),to a moral story, The Pearl (1948); to a French folk piece, The Short Reign of Pippin IV (1957). Love of his native land shines through the delicately nostalgic story "The Red Pony" in The Long Valley (1938). The somewhat emotional attitude of Tortilla Flat appears again in Cannery Row (1945), The Wayward Bus (1947), and Sweet Thursday (1954).
1. How many novels adapted into a play are mentioned in the passage ?_________.
A. Nine B. Seven C. Four D. Two
2.Accoding to the passage , which of the following is true?
A. The Grapes of Wrath, is considered one of the great novels of this century.
B. Only in the novel In Dubious Battle Steinbeck referred to immigrant workers.
C. In The Grapes of Wrath, farmers living in Dust Bowl possess almost nothing.
D. All Steinbeck’s late works are related to his love of his native land.
3.We can learn from the passage that Steinbeck .
A. did not draw much attention until Tortilla Flat was published
B. wrote all his novels in terms of human worth and integrity
C. presented poor but noble characters in all his novels
D. showed his love for his native land in The Short Reign of Pippin IV
4.The passage is mainly about Steinbeck’s .
A. works B. life C. fame D. prize
My dad was never the kind to offer many words of love or encouragement. But we knew he loved us... he just had his own way of showing it.
When I was a teen, we were seasonal campers at a family campground almost an hour outside the city where we lived. Each family had their own campsite with water and electric, and you basically parked your camper there from May through October. Most "Seasonals" visited them every weekend during those months, with the occasional weeklong stay. There were plenty of other kids who camped seasonally each weekend, and they came to be some of my closest friends. Of course, many of them were boys.
We kids paired up with our little boyfriends or girlfriends, and we'd hold hands as we'd walk around the campground. We'd play ping-pong, have some snacks, and play songs. Most weekends were pretty similar, but the couples would change. You'd see so-and-so with a different so-and-so than they were with the weekend before. You know how it is when you're a teen — a three-week relationship is a really long time.
So, needless to say, my teen years were spent with quite a few different boys. But every single one of them had something in common... they'd all received The Evil Eye.
The Evil Eye was a magical sort of thing. One simple look from my dad, and the boy immediately knew not to mess with me. It was as if he could send his warnings through invisible laser（激光）beams that shot directly from his eyes to the boys' brains.
"You will not put your hands on my daughter... You will not kiss my daughter... You will not even whisper sweet nothings into my daughter's ear."
I remember one night in particular, walking with a boy around the campground after dark. We came from one direction, and my dad from the other. The boy and my dad locked eyes for a brief second, then the boy dropped my hand like a hot potato and turned away, giving me a quick, "See ya later."
Yes, the Evil Eye. Best way ever to keep wandering teen boy hands away from your daughters.
1. The Evil Eye in the passage implies that__________.
A. Dad gets angry easily B. Dad’s eyes are like evil’s
C. Dad’s eyes are ugly-looking D. Dad’s eyes are protective to his daughter
2. The underlined words “mess with” in paragraph 5 most probably means_________.
A. cause trouble B. make untidy C. get married to D. talk to
3.A. As teenagers, we went camping every weekend.
B. We made lots of friends during the seasonal camping.
C. We had regular boyfriends or girlfriends and enjoyed ourselves.
D. The boy dropped my hand and turned away because he loved The Evil Eye.
4.It can be inferred from the passage that the author ___________.
A. is a teenage girl who loves her father
B. is a teenage boy who hates his father
C. is now an adult who has come to understand her father’s love
D. used to be a naughty boy who changed girlfriends now and then
完形填空（共20小题；每小题1.5分，满分30分）
阅读下面短文，从短文后各题所给的四个选项（A、B、C和D）中，选出可以填入空白处的最佳选项，并在答题卡上将该项涂黑。
Today we had an American family, the Robinsons, for Sunday dinner. Mr. Robinson is my mother’s co-worker.
Mr. and Mrs. Robinson and their two young 1. came at about 6:00 PM. Mrs. Robinson gave Mum a bunch of fresh flowers, 2. color,freshness and their good will. Mum did the 3.
and it was left to ourselves to get to know each other. I soon 4. on well with the two girls Judy and Annie.
Mrs. Robinson was much 5. than her husband. There was a moment of embarrassment when Granny asked about her 6. . Mum was about to apologize 7. Mrs. Robinson laughed and said it was quite all right and that she had been in 8. long enough to know it was the Chinese custom. She 9. told us that she was 32, though her husband was 52.
And of course they entirely 10. the dinner. Like a perfect Chinese hostess, Mum and especially Granny 11. stuffing(填) them with food and urging them to eat and to drink, apologizing all the time that it’s a homely meal. 12. , Mrs. Robinson said to Mum, “In the West any hostess would be proud of such a feast instead of apologizing for it, and we don’t urge the guests to eat or drink. 13. so many good things before me, I certainly don’t need any urging. The problem is how to prevent 14. overeating owing to your keeping putting food into my bowl.” We
all 15. laughter at that.
When they 16. to leave, they thanked us not only for the excellent dinner, but for giving them such a nice 17. . Besides, they insisted on giving every one of us a hug and a 18. , which did embarrass me. But I think Granny was really 19. when they kissed her.
It’s surprising how a little good will on both sides can 20. language and cultural barriers.
21. A. sons B. babies C. daughters D. friends
22. A. bringing B. taking C. fetching D. adding
23. A. decoration B. direction C. introduction D. instruction
24. A. made B. went C. talked D. got
25. A. older B. younger C. thinner D. taller
26. A. marriage B. belief C. age D. salary
27. A. while B. when C. but D. and
28. A. Britain B. Canada C. America D. China
29. A. honestly B. gradually C. excitedly D. loudly
30. A. prepared B. tasted C. enjoyed D. swallowed
31. A. continued B. remained C. suggested D. kept
32. A. However B. Besides C. Therefore D. Instead
33.A. For B. With C. Over D. As
34. A. themselves B. herself C. ourselves D. myself
35.A. broke out B. gave off C. burst into D. set out
36. A. came B. hurried C. got D. rose
37. A. day B. time C. meal D. gift
38. A. smile B. word C. kiss D. hand
39. A. touched B. interested C. attracted D. encouraged
40. A. change B. improve C. damage D. break
To our surprise, not a single word _______ in the discussion last Thursday.
A. had the teacher said B. said the teacher
C. the teacher had said D. did the teacher say
——Why are you late for the meeting?
—— I got caught in the heavy rain, or I _______ earlier.
A. arrived B. had arrived C. would arrive D. would have arrived
