-
2011
年普通高等学校招生全国统一考试（
江苏卷）
英
语
试
题
第一部
分：听力（共两节，满分
20
分）
做题时，
先将答案标在试卷上，
录音内容结束后，
你将有两分钟的时间将试卷上的答案
转涂到答题卡上。
第一节（共
5
小题：每小题
1
分，满分
5
分）
听下面
5
段对话。每段对话后有一个小题，从题
中所给的
A
、
B
、
C
三个选项中选出最
佳选项，并标
在试卷的相应位置。听完每段对话后，你都有
10
秒钟的时间来
回答有关小题
和阅读下一小题。每段对话仅读一遍。
例：
How much is the shirt?
A
．￡
19
．
15.
B
．￡．
9
．
15.
C
．￡
9<
/p>
．
18.
答案是
B
。
1
．
What does the
man like about the play?
A
．
The story.
B
．
The
ending.
C
．
The
actor.
2
．
Which place are
the speakers trying to find?
A
．
A
hotel
．
B
．
A
bank
．
C
．
A
restaurant
．
3
．
At what time
will the two speakers meet?
A
．
5:20
．
B
．
5:10
．
C
．
4:40
．<
/p>
4
．
What
will the man do?
A
．
Change the
plan
．
B
．
Wait for a
phone
．
C
．
Sort things
out
．
5
．
What does the
woman want to do?
A
．
See a film with
the man
．
B
．
Offer the man
some help
．
C
．
Listen to some
great music
．
第二节
（
共
15
小题
;
每小题
1
分，满分
15
分）
听下面
5
段对话。每段对话后有几个小问题，从题中所给的
A
、
B
、
C<
/p>
、三个选项中选
出最佳选项，并标在试卷的相应位置，听每段对话
前，你将有时间阅读各个小题，每小题
5
秒钟；听完后，各小题
给出
5
秒钟的作答时间。每段对话读两遍。
听第
6
段材料，回答第
6
、
7
题。
6
．
Where is
Ben?
A
．
In the kitchen.
B
．
At school.
C
．
In
the park.
7
．
What
will the children do in the afternoon?
A
．
Help set the
table.
B
．
Have a party.
C
．
Do their
homework.
听第
7
段材料，
回答第
8
、
9
题。
8
．
What are the
two speakers talking about?
A
．
A family
holiday.
B
．
A business
trip.
C
．
A travel plan.
9
．
Where did
Rachel go?
A
．
Spain.
B
．
Italy.
C
．
China.
1
听第
8
段材
料，回答第
10
至
12
题。
10
．
How did the
woman get to know about third-hand smoke?
A
．
From young
smokers
．
B
．
From a
newspaper article
．
C
．
From
some
smoking
parents
．
11
．
Why does the
man say that he should keep away from babies?
A
．
He
has just become a father
．
B
．
He
wears dirty clothes
．
C
．
He
is a smoker
．
12
．
What does the
woman suggest smoking parents should do?
A
．
Stop smoking
altogether
．
B
．
Smoke only
outside their houses
．
C
．
Reduce
dangerous matter in
cigarettes
．
听第
9
段材料，回答第
13
至
16
题。
13
．
Where does
Michelle Ray come from?
A
．
A middle-sized
city
．
B
．
A small
town
．
C
．
A big
city
．
14
．
Which place
would Michelle Ray take her visitors to for
shopping?
A
．
The Zen Garden.
B
．
The
Highlands.
C
．
The Red River
area
．
15
．
What does
Michelle Ray do for complete quiet?
A
．
Go
camping
．
B
．
Study in a
library.
C
．
Read at
home
．
16
．
What are the
speakers talking about in general?
A
．
Late-night
shopping
．
B
．
Asian
food
．
C
．
Lou
isville
．
听第
10
段材料，回答第
17
至
20
题。
17
．
Why do some
people say they never have dreams accdording to Dr
Garfield?
A
．
They forget
about their dreams
．
B
．
They
don
’
t want to tell the
truth
．
C
．
They have to
bad experiences
．
18
．
Why did Davis
stop having dreams?
A
．
He got a
serious heart attack
．
B
．
He was too sad
about his brother
’
s
death
．
C
．
He was
frightened by a terrible
dream
．
19
．
What is Dr
Garfield
’
s opinion about
dreaming?
A
．
It is very
useful
．
B
．
It makes things
worse
．
C
．
It prevents the
mind from working
．
20
．
Why do some
people turn off their dreams completely?
A
．
To
sleep better
．
B
．
To recover from
illnesses
．
C
．
To say away
from their problems
．
第二部分：英语知识运用（共两节，满分
35
分）
第一个：单项填空（共
15
题：每小题
1
分，满分
15
分）
请认
真阅读下面各题，
从题中所给的ＡＢＣＤ四个选项中，
选出最佳
选项，
并在答题卡
上将该项涂黑。
2
例：
It is generally considered
unwise to give a child ____he or she
wants
．
A
．
however
B
．
whatever
C
．
whichever
D
．
whenever
答案是
B
。
21
．
------I hear
you ____ in a pub
．
What
’
s it like?
------Well, it
’
s
very hard work and I
’
m
always tired ,
but I
don
’
t
mind
．
A
．
are working
B
．
will work
C
．
were working
D
．
will be working
22
．
The
fact
that
so
many
people
still
smoke
in
public
places
_______that
we
may
need
nationwide campaign
to raise awareness of the risks of
smoking
．
A
．
suggest
B
．
suggests
C
．
suggested
D
．
suggesting
23
．
-----Tommy is
planning to buy a car
．
-----I
know
．
By next month, he
__enough for a used one.
A
．
saves
B
．
saved
C
．
will save
D
．
will have saved
24
．
Between
the
two
parts
of
the
concert
is
an
interval,
__________
the
audience
can
buy
ice-cream
．
A
．
when
B
．
where
C
．
that
D
．
which
25
．
In that
school, English is compulsory for all students,
but French and Russian are
_________
．
A
．
special
B
．
regional
C
．
optional
D
．
original
26
．
It was never
clear _______ the man had
n’
t
reported the accident
sooner
．
A
．
that
B
．
how
C
．
when
D
．
why
27
．
Teachers
have
to constantly
update
their
knowledge
in
order
to
maintain
their
professional
___
．
A
．
consequence
B
．
independence
C
．
competence
D
．
intelligence
28
．
---Are you
still mad at her?
---Not
really, but I can
’
t ______
that her remarks hurt me
．
A
．
deny
B
．
refuse
C
．
reject
D
．
decline
29
．—
Linda didn
’
t
invite us to the party
．
—
______? I don
’
t
care
．
A
．
For what
B
．
So what
C
．
Wha
t
’
s on
D
．
Wha
t
’
s up
30
．—
You look upset
．
Wh
at
’
s the
matter
？
—
I had my
proposal _______ again
．
A
．
turned over
B
．
turned on
C
．
turned off
D
．
turned down
31
．
Recently a
survey _______ prices of the same goods in two
different supermarkets has caused
heated debate among
citizens
．
A
．
compared
B
．
comparing
C
．
compares
D
．
being
compared
32
．
We
’
d better discuss
everything _______ before we work out the
plan
．
A
．
in detail
B
．
in general
C
．
on purpose
D
．
on time
33
．
It sounds like
something is wrong with the
car
’
s
engine
．
,
we
’
d better take it to the
garage
immediately
．
A
．
Otherwise
B
．
If not
C
．
But for that
D
．
If so
34
．
---I left my
handbag on the train, but luckily someone gave it
to a railway official
．
---How unbelievable to get
it back! I mean, someone ______
it
．
3
A
．
will have
stolen
B
．
might have
stolen
C
．
should have
stolen
D
．
must have
stolen
35
．
---You
could always put the decision off a little bit
longer
．
---_____ If I leave it much longer I
might miss my chance
．
A
．
Tha
t
’
s reasonable
advice
．
B
．
Isn
’
t it a good idea?
C
．
Do you think
so?
D
．
I
can
’
t agree
more
．
第二节：完形填空（共
20
小题；每小题
1
分，满分
20
分）
请认真阅读下面短文，从短文后各题所给的
A
、
B
、
C
、
< br>D
四个选项中，选出最佳选项，
并在答题卡上将该项涂黑
。
A boy was
walking home from school when he saw a large,
tempting
（诱人的）
apple on one
of the branches of an apple tree
hanging out over a tall
fence
．
The boy
wasn
’
t much of a fruit-
eater,
36
a bar of chocolate if given the choice,
37
, as they say, the forbidden fruit can
be
tempting
．
Seeing
the apple, the boy wanted
it
．
The more he looked at it,
the
38
he felt and
the more he
wanted that apple
．
He stood on
tiptoe(
脚尖
),
39
as high as he could , but even as his
tallest
40
he was
unable to touch
it
．
He began to
41
up and down ,
as high as he could, at the
42
of each
jump stretching his arms to get the
apple
．
Still it remained out
of
43
．
Not
giving up , he thought, if only he had something
to
44
on
．
His school
bag wouldn’t
give
enough
height
and
he
didn’t
want
to
45
the
things
inside
,
like
his
lunch
box
,
pencil
case , and
Gameboy
．
Looking
46
,
he hoped he might find an old box , a rock , or ,
47
luck , even a ladder , but it was a
tidy neighborhood and there was nothing he could
use
．
He had tried everything he could think
to do
．
48
seeing any other choices , he gave up
and started to walk
49
．
At first he felt angry and
disappointed thinking about how hungry he
had become from his
50
, and how he
really wanted that apple
．
The
more he
51
like this ,
the more unhappy
he became
．
52
,the boy of our story was a pretty
smart guy, even if he
couldn
’
t always get what he
wanted
．
He
started
to
say
to
himself.
This
isn
’
t
53
.
I
don
’
t
have
the
apple
and
I
’
m
feeling
miserable
as
well
．
There
’
s
54
more
I
can
do
to
get
the
apple
—
that
is
unchangeable-but we are
supposed to be able to
55
our
feelings
．
If
that
’
s the case, what can I
do to feel
better?
”
36
．
A
．
preferrin
g
B
．
offering
C
．
receiving
D
．
allowing
37
．
A
．
so
B
．
then
C
．
but
D
．
or
3
8
．
A
．
sa
dder
B
．
angrier
C
．
hungrier
D
．
tastier
39
．
A
．
< br>expanding
B
．
stretching
C
．
swinging
D
．
pulling
40
．
A
．
< br>strength
B
．
length
C
．
range
D
．
height
< br>41
．
A
．
jump
B
．
look
C
．
walk
D
．
glance
< br>42
．
A
．
tip
B
．
stage
C
．
top
D
．
level
43
．
A
．
hope
B
．
hand
C
．
sight
D
．
reach
44
．
A
．
put
B
．
stand
C
．
get
D
．
hold
45
．
A
．
break
B
．
shake
C
．
take
D
．
strike
< br>46
．
A
．
up
B
．
forward
C
．
down
D
．
around
< br>47
．
A
．
for
B
．
with
C
．
on
D
．
of
4
48
．
A
．
After
B
．
Through
C
．
Without
D
．
Upon
49
．
A
．
back
B
．
away
C
．
up
D
．
down
50
．
A
．
wishes
B
．
beliefs
C
．
efforts
D
．
goals
51
．
A
．
thought
B
．
imagined
C
．
tried
D
．
claimed
52
．
A
．
< br>Therefore
B
．
However
C
．
Moreover
D
．
Otherwise
53
．
A
．
skilful
B
．
cheerful
C
．
harmful
D
．
helpful
54
．
A
．
< br>something
B
．
anything
C
．
everything
D
．
nothing
55
．
A
．
< br>change
B
．
express
C
．
forget
D
．
describe
第三部分：阅读理解（共
15
小题
;
每小题
2
分，满分
30
分
）
请认真阅读下列短文，从短文后
各题所给的
A
、
B
、
C
、
D
四个选项中，选出最佳选项，
并在答题卡上将该项涂黑。
A
We
know
the
famous
ones
—
the
Thomas
Edisons
and
the
Alexander
Graham
Bells
—
but
what about
the less famous inventors? What about the people
who invented the traffic light and
the
windshield wiper
（雨刮器）？
Should
n
’
t we know who they are?
Joan
Mclean
thinks
so
．
In
fact,
Mclean,
a
professor
of
physics
at
Mountain
University
in
Range, feels so strongly
about this matter that she
’
s
developed a course on the
topic
．
In addition to
learning
“
who
”
invented
“
what
”
, however, Mclean also likes her students
to learn the answers to
the
“
why
”
and
”
how
”
questions
．
According to
Mclean,
“
When students learn
the answers to these
questions, they
are better prepared to recognize opportunities for
inventing and more motivated to
give
inventing a try
．
”
Her
students
agree.
One
young
man
with
a
patent
for
an
unbreakable
umbrella
is
walking
proof
of McLean
’
s statement.
“
If I had not heard the
story of the windshield
wiper
’
s
invention,
”
said
Tommy
Lee,
a
senior
physics
major,
“
I
never
would
have
dreamed
of
turning
my
bad
experience during a rainstorm into
something so constructive.
”
Lee is currently negotiating to sell
his patent to an umbrella producer.
So, just what is the story
behind the windshield wiper? Well, Mary Anderson
came up with
the idea in 1902 after a
visit to New York City
．
The
day was cold and stormy, but Anderson still
wanted to see the sights ,so she jumped
aboard a streetcar
．
Noticing
that the driver was struggling
to see
through the snow covering the windshield, she
found herself wondering why there
couldn
’
t
be a
built-in device for cleaning the
window
．
Still wondering about
this when she returned home
to
Birmingham, Alabama, Anderson started drafting out
solutions
．
One of her ideas,
a lever
（操作
杆）
on
the inside of a vehicle that would control an arm
on the outside, became the first windshield
wiper
．
Today
we
benefit
from
countless
inventions
and
in
novations
，
It
’
s
hard
to
imagine
driving
without
Garrett
A
．
Morgan
’
s
traffic
light
．
It
’
s
equally
impossible
to
picture
a
world
without
Katherine J
．
Blodg
ett
’
s innovation that makes
glass invisible. Can you picture life without
clear
windows and eyeglasses?
56
．
By
mentioning
“
traffic
light
”
and
“
windshield
wiper
”
,
the
author
indicates
that
countless
inventions are
．
A
．
beneficial,
because their inventors are famous
B
．
beneficial,
though their inventors are less
famous
5
C
．
not
useful, because their inventors are less famous
D
．
not
useful, though their inventors are
famous
57
．
Professor Joan
McLean
’
s course aims
to_____
．
A
．
add colour and
variety to students
’
campus
life
B
．
inform students
of the windshield wiper
’
s
invention
C
．
carry out the
requirements by Mountain University
D
．
prepare
students to try their own inventions
58
．
Tommy
Lee
’
s invention of the
unbreakable umbrella was
_________
．
A
．
not eventually
accepted by the umbrella producer
B
．
inspired by the
story behind the windshield wiper
C
．
due
to his dream of being caught in a rainstorm
D
．
not
related to Professor Jo
an McLean’s
lectures
59
．
Which of the
following can best serve as the title of this
passage?
A
．
How to Help
Students to Sell Their Inventions to Producers?
B
．
How
to Design a Built-in Device for Cleaning the
Window?
C
．
Shouldn’t We
Know Who Invent
ed the Windshield Wiper?
D
．
Shouldn’t We
Develop Invention Courses in
Universities?
B
Do you:
◆
Love the National Park,
value it and hope to safeguard its future?
◆
Wish to see the beautiful
landscape of the Park protected?
◆
Like to enjoy peaceful,
informal recreation within the Park?
The
Friends
organization
aims
are
to
help
protect
and
improve
the
Pembrokeshire
Coast
National
Park
for
all
to
enjoy.
We
are
a
voluntary
organization
and
registered
charity
without
financial links to the National Park
Authority.
We
encourage
everyone
to
enjoy
the
National
Park
through
regular
talks
and
visits
to
interesting places in the
Park with expert guides.
We keep an eye
on planning applications, Park Authority policies
and threats to the National
6
Park
such
as
massive
leisure
complexes.
We
work
with
like-minded
organizations
such
as
the
Campaign for National Parks to make our
voice more effective.
We
help
children
to
understand
the
National
Park
by
sponsoring
publications
such
as
an
adventure booklet and projects in local
schools.
◆
Guided
visits to places of interest which may not always
be available to the general public.
◆
All members receive our
regular News and Views.
◆
Talks by experts in their
fields on current issues.
◆
A
discount is available on Friends items for sale.
◆
Satisfaction of
participation in work parties, for those willing
and able to be involved.
If interested, please complete the
Application Form at .
60
．
Which of the
following is discouraged by the Friends
organization?
A
．
To build
massive complexes for public
amusement
．
B
．
To prevent
possible damages to the National
Park
．
C
．
To help protect
and improve the Park for all to
enjoy
．
D
．
To sponsor
publications and projects in local
schools
．
61
．
One of the
benefits for members of Friends is to
．
A
．
have
Friends
’
goods free of
charge
B
．
visit any place
not open to the public
C
．
take part in
work parties if they want to
D
．
give talks in
their fields on current issues
62
．
The purpose of
this poster is to invite more people
to_______________
．
A
．
raise money for
the Friends organization
B
．
join the
Friends organization and be members of it
C
．
work as
managers for Pembroke shire National Park
D
．
enjoy the
landscape of Pembroke shire National Park
C
According to
the US government, wind farms off the Pacific
coast could produce 900 giga
watts of
electricity every
year
．
Unfortunately, the
water there is far too deep for even the tallest
windmills
（
see
picture
）
to
touch
bottom
．
An
experiment
under
way
off
the
coast
of
Norway,
however, could help put them
anywhere
．
The
project,
called
Hywind,
is
the
world
’
s
first
large-scale
deepwater
wind
tu
rbine
（
涡
轮
发
电
机
）
．
Although
it
uses
a
fairly
standard
152-ton,2
．
3-megaw
att turbine, Hywind represents totally
new
technology
．
The turbine will
be fixed 213 feet above
the
water
on
a
floating
spar
（
see
picture
）
,a
technology
Hywind
’
s
creator,
the
Norwegian
company
StatoilHydro,
has developed
recently
．
The steel spar,
which is filled with
stones and goes
328 feet below the sea surface, will be tied to
the ocean floor by three cable
（缆
索）
；
these
will
keep
the
spar
stable
and
prevent
the
turbine
from
moving
up
and
down
in
the
waves
．
Hywind
’
s
stability
（稳定性）
in the cold
and rough sea would prove that even the deepest
corners of the ocean are suitable for
wind power
．
If all goes
according to plan, the turbine will
7
start producing electricity
six miles off the coast of southwestern Norway as
early as September
．
To
produce
electricity
on
a
large
scale,
a
commercial
wind
farm
will
have
to
use
bigger
turbines than Hywind does, but
it
’
s difficult enough to
balance such a large turbine so high on a
floating spar in the middle of the
ocean
．
To make that turbine
heavier, the whole spar
’
s to
design a
new kind of wind turbine, one
whose gearbox
（变速箱）
sits at sea level rather than behind
the
blades
（
see
picture
）
Hywind is a test run, but
the benefits for perfecting floating wind-farm
technology could be
extremely
large
．
Out at sea, the wind
is often stronger and steadier than close to
shore, where all
existing
offshore
windmills
are
planted
．
Deep-sea
farms
are
invisible
from
land,
which
helps
overcome the windmill-as-eyesore
objection
．
If the technology
catches on, it will open up vast
areas
of the planet
’
s surface to
one of the best low-carbon power sources
available
．
63
．
The Hywind
project uses totally new technology to ensure the
stability of _______
．
A
．
the
cables which tie the spar to the ocean floor
B
．
the
spar which is floating in deep-sea water
C
．
the
blades driven by strong and steady sea wind
D
．
the
stones filled in the spar below the sea surface
64
．
To balance a
bigger turbine high on a floating spar, a new type
of turbine is to be designed
with its
gearbox sitting
____________
．
A
．
on the sea
floor
B
．
on the spar top
C
．
at
sea level
D
．
behind the
blades
65
．
Wide
applications of deepwater wind power technology
can ____________
．
A
．
solve the
technical problems of deepwater windmills
B
．
make financial
profits by producing more turbines
C
．
settle the
arguments about environmental problems
D
．
explore low-
carbon power resources available at sea
D
Shay
and
his
father
had
walked
past
a
park
where
some
boys
Shay
knew
were
playing
baseball. Shay asked,
“
Do you think
they
’
ll let me
play?
”
Shay
’
s father knew that most
of the boys
would not want someone like
Shay on their team, but the father also understood
that if his son,
mentally and
physically disabled, were allowed to play, it
would give him a much-needed sense of
belonging and some
confidence
．
Shay
’
s
father
approached
one
of
the
boys
on
the
field
and
asked
if
Shay
could
play,
not
expecting
much
．
The boy looked around
and said,
“
We
’
re
losing by six runs
（分）
and the game
is in the
eighth inning
（局）
．
I guess he
can be on our team and we
’
ll
try to put him in to bat in the
final
inning
．
Shay struggled over to the
team
’
s bench and put on a
team shirt with a broad smile and his
father had a small tear in his eye and
warmth in his heart
．
The boys
saw the father
’
s joy at his
son
being
accepted
．
In
the
bottom
of
the
eighth
inning,
Shay
’
s
team
scored
a
few
runs
but
was
still
behind
by
three
．
In the top
of the final inning, Shay put on a glove and
played in the field
．
Even
though no
hits came his way, he was
obviously joyful just to be in the game and on the
field
．
In the bottom of
the final inning,
Shay
’
s team scored
again
．
Now, Shay was
scheduled to be next at
bat
．
Would they
8
let Shay bat and give away
their chance to win the game?
Surprisingly, Shay was given the
bat
．
Everyone knew that a hit
was almost impossible
．
The
first pitch
（投）
came and Shay
missed
．
The pitcher again
took a few steps forward to throw the
ball softly towards
Shay
．
As the pitch came in ,
Shay swung at the ball and hit a slow ground ball
right back to the
pitcher
．
The pitcher could have easily thrown
the ball to the first baseman and Shay would have
been
out and that would have been the
end of the game
．
Instead,
the pitcher threw the ball right over
the head of
the
first baseman, beyond the reach of all teammates,
The audience and the players
from both
teams started
screaming,
“
Shay, run to
first!
”
Never in his life
had Shay ever run that
far but made it
to first base, wide-eyed and
shocked
．
Everyone
shouted,
“
Run
to
second!
”
Catching
his
breath,
Shay
awkwardly
ran
towards
second
．
By the
time Shay rounded towards second base, the
smallest guy on their team, who had a
chance
to
be
the
hero
for
his
team
for
the
first
time,
could
have
thrown
the
ball
to
the
second
baseman, but he understood the
pitcher
’
s intentions and he
too
intentionally threw the
ball high
and far over the third
baseman
’
s
head
．
All were screaming
，
“
Shay
，
Shay
，
Shay
，
all
the way Shay
．
”
Shay reached third base when
one
opposing player ran to help him and shouted,
“
Shay, run to
third
．
”
As Shay
rounded third, all
were on their feet,
crying,
“
Shay, run
home
！
”
Shay ran to
home, stepped on the home base and was
cheered as the hero who won the game
for his team
．
That
day,
the
boys
from
both
teams
helped
bring
a
piece
true
love
and
humanity
into
this
world
．
Shay
didn
’
t make it to another
summer and died that winter, having never
forgotten being
the hero and making his
father so happy and coming home and seeing his
mother tearfully hug her
little hero of
the day!
66
．
Not expecting
much, Shay
’
s father still
asked the boy if Shay could play, mainly because
the
father
_________
．
A
．
noticed some of
the boys on the field were hesitating
B
．
guessed his
presence would affect the
boy
’
s decision
C
．
learned some of
the boys on the field knew Shay well
D
．
understood Shay
did need a feeling of being accepted
67
．
In the bottom
of the final inning Shay was given the bat because
the boys _________
．
A
．
believed they
were sure to win the game
B
．
would like to
help Shay enjoy the game
C
．
found Shay was
so eager to be a winner
D
．
fell forced to
give Shay another chance
68
．
The smallest
boy threw the ball high and far over the third
baseman
’
s head, probably
because
that boy
________
．
A
．
was obviously
aware of the pitcher
’
s
purpose
B
．
looked forward
to winning the game for his team
C
．
failed to throw
the ball to the second baseman
D
．
saw that Shay
already reached second base
69
．
Which of the
following has nothing to do with
Shay
’
s becoming the hero for
his team?
A
．
The pitcher did
not throw the ball to the first
baseman
．
9
B
．
The audience
and the players from both teams cheered for
him
．
C
．
The opposing
players failed to stop his running to
home
．
D
．
One of the
opposing players ran to help
him
．
70
．
What to you
think is the theme of the story?
A
．
True human
nature could be realized in the way we treat each
other
．
B
．
Everyone has
his own strength even if mentally or physically
disabled
．
C
．
Everyone can
develop his team spirit in sports and please his
parents
．
D
．
The results of
the game should not be the only concern of the
players
．
第四部分：任务型
阅读（共
10
小题；每小题
1
分，满分
10
分）
请认真阅读下列短文，并根据所读内容在文章后表格中的空格
里填入一个
最恰当的单
．．
词。
注意：请将答案写在答题卡上相应题号的
横线上。每个空格只填一个单词。
When Should
a Leader Apologize and When Not?
Why
Difficult?
When
we
wrong
someone
we
know,
even
not
intentionally,
we
are
generally
expected
to
apologize so as to improve the
situation
．
But when
we
’
re acting as leaders, the
circumstances are
different
．
The act
of apology is carried out not merely at the level
of the individual but also at the
level
of
the
institution
．
It
is
a
performance
in
which
every
expression
matters
and
every
word
becomes part of the public
record
．
Refusing to apologize
can be smart, or it can be
stupid
．
So,
readiness
to
apologize
can
be
seen
as
a
sign
of
strong
character
or
as
a
sign
of
weakness
．
A
successful apology can turn hate into
personal and organizational
harmony
—
while an apology
that
is too little, too late, or too
obviously strategic can bring on individual and
institutional ruin
．
What,
then, is to be done? How can leaders
decide if and when to apologize publicly?
Why Now?
The
question
of
whether
leaders
should
apologize
publicly
has
never
been
more
urgent
．
During
the
last
decade
or
so,
the United
States
in
particular
has
developed
an
apology
culture
—
apologies
of all kinds and for all sorts of wrongdoings are
made far more frequently than
before
．
More
newspaper
writers
have
written
about
the
growing
importance
of
public
apologies
．
More
articles,
cartoons,
advice
columns,
and
radio
and
television
programs
have
similarly dealt with
the subject of private
apologies
．
Why
Bother?
Why
do
we
apologize?
Why
do
we
ever
put
ourselves
in
situations
likely
to
be
difficult,
embarrassing, and even risky? Leaders
who apologize publicly could be an easy
target
．
They are
expected to appear strong and
capable
．
And whenever they
make public statements of any kind,
their
individual
and
institutional
reputations
are
in
danger
．
Clearly,
then,
leaders
should
not
apologize
often
or
lightly
．
For
a
leader
to
express
apology,
there
needs
to
be
a
good,
strong
reason
．
Leaders
will publicly apologize if and when they think the
costs of doing so are lower than
the
costs of not doing so
．
Why Refuse?
Why
is it that leaders so often refuse to apologize,
even when a public apology seems to be in
order? Their reasons can be individual
or institutional
．
Because
leaders are public figures, their
apologies are likely to be personally
uncomfortable and even professionally
risky
．
Leaders may
also be afraid that admission of a
mistake will damage or destroy the organization
for which they
are
responsible
．
There can be
good reasons for hanging tough in tough
situations, as we shall see,
10
but it is a high-risk
strategy
．
第五部分：书面表达（满分
25
分）
81
．下面
这幅照片展现了女儿为回家的妈妈拿包的情景。请根据你对这幅照
片的理解用英语写一篇
短文。
你的短文应包含以下内容：
1.
描述照片内容，如情景、人物、动作，等等；
2.
结合自身实际，谈谈你的感想；
3.
举例说明你能为家长减负做些什
么。
注意：
1
.
可参照图中文字
及下面文章开头
所给
提示，作必要的发挥想象。
．．．．
．．．．
< br>2.
词数
150
左右。开头已经
写好，不计入总词数。
3.
作文中不得提及考生所在学校和本人姓名。
The burden of students has been a hot
topic for years, but the load of parents has
received
little attention, especially
from their own children
．
11