广东高考英语真题及答案解析

A. the offer their help

B. they receive others’ help

C. they feel others’ kindness

D. they show their weakness

A. he has a soft heart

B. he relies much on others

C. some people pretend to be kind

D. some people fail to see the kindness in others

A. They speed up to pass.

B. They waited with patience.

C. They tried their best to help.

D. They put on their flashlights too.

A. handle problems by ourselves

B. accept help from others

C. admit our weakness

D. show our bravery

A. early

B. sweetly

C. quickly

D. smoothly

A. they are cold to each other

B. they look away from each other

C. they misunderstood each other’s signals

D. they are introduced at an early age

A. They eat and sleep each other.

B. They observe each other’s behaviors.

C. They learn to speak each other’s language.

D. They know something from each other’s voices.

A. have common interests

B. are less different than was thought

C. have a common body language

D. are less intelligent than was expected

A. We should learn to live in harmony.

B. We should know more about animals.

C. We should live in peace with animals.

D. We should learn more body languages. C A year after graduation, I was offered a position teaching a writing class. Teaching was a profession I had never seriously considered, though several of my stories had been published. I accepted the job without hesitation, as it would allow me to wear a tie and go by the name of Mr. Davis. My father went by the same name, and I liked to imagine people getting the two of us confused. “Wait a minute<” someone might say, “are you talking about Mr. Davis the retired man, or Mr. Davis the respectable scholar?” The position was offered at the last minute, and I was given two weeks to prepare, a period I spent searching for briefcase (公文包) and standing before my full-length mirror, repeating the words, “Hello, class. I’m Mr. Davis.” Sometimes I would give myself an aggressive voice. Sometimes I would sound experienced. But when the day eventually came, my nerves kicked in and the true Mr. Davis was there. I sounded not like a thoughtful professor, but rather a 12-year-old boy. I arrived in the classroom with paper cards designed in the shape of maple leaves. I had cut them myself out of orange construction paper. I saw nine students along a long table. I handed out the cards, and the students wrote down their names and fastened them to their breast pockets as I required. “All right then,” I said. “Okey, here we go.” Then I opened my briefcase and realized that I had never thought beyond this moment. I had been thinking that the students would be the first to talk, offering their thoughts and opinions on the events of the day. I had imagined that I would sit at the edge of the desk, overlooking a forests of hands. Every student would yell. “Calm down, you’ll all get your turn. One at a time, one at a time!” A terrible silence ruled the room, and seeing no other opinions, I inspected the students to pull out their notebooks and write a brief essay related to the theme of deep disappointment.

A. write down their suggestions on the paper cards

B. cut maple leaves out of the construction paper

C. cut some cards out of the construction paper

D. write down their names on the paper cards

A. They began to talk.

B. They stayed silent.

C. They raised their hands.

D. They shouted to be heard.

A. China lacks wind and solar energy.

B. China is the leader of the low-carbon market.

C. High-speed trains are a low-carbon development.

D. Palm oil is made at the cost of valuable forests.

A. cut public expenses

B. forbid carbon emission

C. develop public resources

D. encourage energy conservation

A. develop sustainable products

B. explore new natural resources

C. make full use of natural resources

D. deal with the major challenge

A. She was unable to speak good English.

B. She was often misunderstood.

C. She was not clearly heard.

D. She was not very polite.

A. It confuses her.

B. It embarrasses her.

C. It helps her understand the world.

D. It helps her tolerate rude people.

A. deal with problems rather than blame others

B. meet with fewer difficulties in their byes

C. have responsible and able colleagues

D. blame themselves rather than others

A. find a better way to handle the problem

B. blame him for his lack of responsibility

C. tell him to find the cause of the problem

D. ask a more able colleague for help

A. excuses for their failures

B. barriers to greater power

C. challenges to their colleagues

D. chances for self-development

A. some chemicals

B. low temperatures

C. some tiny living things

D. certain natural materials

A. She had run a long way.

B. She felt hot in the subway.

C. She had done a 1ot of work.

D. She had donated blood the night before.

A. Because they would miss their train.

B. Because he didn’t see the train coming.

C. Because she was sure Lisa was hard to lift.

D. Because she was afraid the train would kill him.

A. By lifting her to the platform.

B. By helping her rise to her feet.

C. By pulling her along the ground.

D. By dragging her away from the edge.

A. When the train was leaving.

B. After she was back on the platform.

C. After the police and fire officials came.

D. When a man was cleaning the blood from her head.

A. warn us of the danger in the subway

B. show US how to save people in the subway

C. tell US about a subway rescue

D. report a traffic accident B We once had a poster competition in our fifth grade art class. “You could win prizes，’’our teacher told US as she wrote the poster information on the blackboard. She passed out sheets of construction paper while continuing，“The first prize is ten dollars. You just have to make sure that the words on the blackboard appear somewhere on your poster. ” We studied the board critically. Some of US looked with one eye and held up certain colors against the blackboard，rocking the sheets to the fight or left while we conjured up our designs. Others twisted their hair around their fingers or chewed their erasers while deep in thought. We had plans for that ten—dollar grand prize，each and every one of US. I'm going to spend mine on candies，one hopeful would announce，while another practiced looking serious，wise and rich. Everyone in the class made a poster. Some of us used parts of those fancy paper napkins， while others used nothing but colored construction paper. Some of US used big designs，and some of us preferred to gather our art tidily down in one comer of our poster and let the space draw the viewer's attention to it. Some of US would wander past the good students’ desks and then return to our own projects with a growing sense of hopelessness. It was yet another grown-up trick of the soil they seemed especially fond of。making all of US believe we had a fair chance，and then always—always—rewarding the same old winners. I believe I drew a sailboat，but I can’t say that with any certainty. I made it. I admired it. I determined it to be the very best of all of the posters I had seen，and then I turned it in. Minutes passed. No one came along to give me the grand prize，and then someone distracted me，and I probably never would have thought about that poster again. I was still sitting at my desk，thinking，What poster? When the teacher gave me an envelope with a ten-dollar bill in it and everyone in the class applauded for me.

A. It must appear in time.

B. It must be done in class.

C. It must be done on a construction sheet.

D. It must include the words on the blackboard.

A. formed an idea for

B. made an outline for

C. made some space for

D. chose some colors for

A. 1ooked very serious

B. thought they would be rich

C. began to think about their designs

D. began to play games

A. 1oved their own designs more

B. thought they had a fair chance

C. put their own designs in a comer

D. thought they would not win the prize

A. enjoyed grown-up tricks very much

B. 1oved poster competitions very much

C. felt surprised to win the competition

D. became wise and rich after the competition C A few years ago I had an “aha!” moment regarding handwriting. I had in my hand a sheet of paper with handwritten instructions on it for some sort of editorial task. It occurred at first that I did not recognize the handwriting，and then I realized whose it must be. I finally became aware of the fact that I had been working with this colleague for at least a year，maybe two，and yet I did not recognize her handwriting at that point. It was a very important event in the computerization of life—a sign that the informal. Friendly communication of people working together in an office had changed from notes in pen to instant messages and emails. There was a time when our workdays were filled with little letters，and we recognized one another's handwriting the way we knew voices or faces. As a child visiting my father’s office，1 was pleased to recognize，in little notes on the desks of his staff，the same handwriting 1 would see at home in the notes he would leave on the fridge—except that those notes were signed “dad” instead of “RFW”. All this has been on my mind because of the talk about The Rise and Fall of Handwriting，a book by Florey. Sire shows in her book a deep concern about the fall of handwriting and the failure of schools to teach children to write well，but many others argue that people in a digital age can’t be expected to learn to hold a pen. I don’t buy it. I don’t want to see anyone cut off from the expressive，personal associations that a pen still promotes better than a digital keyboard does. For many a biographer，part of really getting to know their subjects is learning to read their handwriting. What some people advocate is teaching one of the many attractive handwritings based on the handwriting of 16 th-century Italy. That may sound impossibly grand—as if they want kids to learn to draw by copying classical paintings. However，they have worked in many school systems.