In some instances, substitutes are already thought as good or better than animals，but supervising agencies(监督机构)have yet to catch up.In both the European Union and the U.S.，scientists and companies wanting to use the new alternative tests complain that regulatory standards for proving a drug or chemical to be safe for humans force the continued use of animals.Thus，animal-loving Americans might turn to persuading the EPA and the FDA to speed validation(确认)of new methods so that they can be more widely employed.And animal advocates(保护者) who want to influence business could consider investing in the small biotech’s and large pharmaceutical(药品的) companies that are working to develop alternatives to animals in research。

　　【小题1】67._____ plays a leading role in replacing the use of animals in testing。

　　A.Huntingdon Life Sciences     B.Improvement in technologies

　　C.Animal-fights militants      D.Scientists Alan and Thomas

　　【小题2】68.Accordingly, the animal-rights militants hold the view that_____。

　　A.animals shouldn’t be used in toxicology testing

　　B.animals should enjoy equal rights with human beings

　　C.animals should live wildly and freely

　　D.we should protect animals from being killed casually

　　【小题3】69.What’s the main idea of the passage?

　　A.Saving animals and people。

　　B.The new trend in toxicology testing。

　　C.The use of animals in testing is against human nature。

　　D.New technology changes the fate of animals。

　　【小题4】70.The writer’s attitude towards replacing the use of animals in toxicology is____。

　　A.arbitrary(武断的，随意的)  B.pessimistic  

　　C.indifferent(不关心的 )    D.optimistic

2014江苏卷高中英语高频考点测试卷答案与解析

2014江苏卷高中英语高频考点测试卷答案与解析

　　第II卷(非选择题)

　　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。

　　D. R. Gaul Middle School is in Union, Maine, a blueberry-farming town where the summer fair finds kids competing in pig scrambles and pie-eating contests。

　　Gaul, with about 170 seventh- and eighth-graders, has its own history of lower level academic achievement. One likely reason: Education beyond the basic requirements hasn't always been a top priority for families who've worked the same land for generations. Here, few adults have college degrees, and outsiders (teachers included) are often kept at a respectful distance。

　　Since 2002, Gaul's students have been divided into four classes, each of them taught almost every subject by two teachers. The goal: To find common threads across disciplines to help students create a big picture that gives fresh meaning and context to their classwork -- and sparks motivation for learning。

　　Working within state guidelines, each team makes its individual schedules and lesson plans, incorporating non-textbook literature, hands-on lab work and field trips. If students are covering the Civil War in social studies, they're reading The Red Badge of Courage or some other period literature in English class. In science, they study the viruses and bacteria that caused many deaths in the war。

　　Team teaching isn't unusual. About 77 percent of middle schools now employ some form of it, says John Lounsbury, consulting editor for the National Middle School Association. But most schools use four- or five-person teams, which Gaul tried before considering two-person teams more effective. Gaul supports the team concept by "looping" classes (跟班) so that the same two teachers stick with the same teens through seventh and eighth grades. Combining teams and looping creates an extremely strong bond between teacher and student. It also, says teacher Beth Ahlholm, "allows us to build an excellent relationship with parents."

　　Ahlholm and teammate Madelon Kelly are fully aware how many glazed looks they see in the classroom, but they know 72 percent of their eighth-graders met Maine's reading standard last year -- double the statewide average. Only 31 percent met the math standard, still better than the state average (21 percent). Their students also beat the state average in writing and science. And in2006, Gaul was one of 47 schools in the state to see testing gains of at least 20 percent in four of the previous five years, coinciding roughly with team teaching's arrival。

2014江苏卷高中英语高频考点测试卷答案与解析

　　71. achieved  72. Further  73. closed  74. motivated  75. adopted / conducted  

　　76. tie / connection  77. success  78. reaching   79. 10 / ten  80. witnessing

　　第五部分：书面表达(满分25分)

　　Once upon a time in a land far away, there was a wonderful old man who loved everything. Animals, spiders, insects... 

　　One day while walking through the woods the nice old man found a cocoon(茧) of a butterfly. He took it home. 

　　A few days later, a small opening appeared; he sat and watched the butterfly for several hours as it struggled to force its body through that little hole. Then it seemed to stop making any progress. It appeared as if it had gotten as far as it could and it could go no farther. 

　　Then the man decided to help the butterfly, so he took a pair of scissors and cut off the remaining bit of the cocoon. The butterfly then came out easily. 

　　But it had a swollen body and small, shriveled(萎缩的) wings. The man continued to watch the butterfly because he expected that, at any moment, the wings would enlarge and expand to be able to support the body. Neither happened! In fact, the butterfly spent the rest of its life crawling around with a swollen body and shriveled wings. It never was able to fly. 

　　What the man in his kindness and haste did not understand was that the restricting cocoon and the struggle required for the butterfly to get through the tiny opening were Nature’s way of forcing fluid from the body of the butterfly into its wings so that it would be ready for flight once it achieved its freedom from the cocoon. 

　　Sometimes struggles are exactly what we need in our life. If we were allowed to go through our life without any obstacles, it would cripple us. We would not be as strong as what we could have been. And we could never fly。

　　[写作内容] 

　　1. 以约30个词概括短文内容要点。

　　2. 以约120个词就“个人成长需要艰难生活的磨砺”这一话题发表你的看法，并包含以下要点：

　　(1) 你读了这个故事后的感受；

　　(2) 叙述当前父母溺爱子女的现象和由此造成的后果；

　　(3) 假如你是父母一方，你会如何磨砺自己的孩子？

　　[写作要求] 

　　1. 可以使用实例或其他论述方法支持你的论点，也可以参照阅读材料的内容，但不得直接引用原文中的句子。

　　2. 作文中不能出现真实姓名和学校名称。

　　[评分标准] 

　　概括准确，语言规范，内容合适，篇章连贯。

　　【写作思路】

　　根据写作内容的三个提纲：(1) 你读了这个故事后的感受；(2) 叙述当前父母溺爱子女的现象和由此造成的后果；(3) 假如你是父母一方，你会如何磨砺自己的孩子？写作时，应注意以下几个方面：

　　1. 概括应包含以下要点：

　　(1) A kind old man saw a butterfly struggling out of the cocoon。

　　(2) The old man cut the cocoon open in order to lessen its pain。

　　(3) The old man found that the butterfly could never fly because of his help。

　　2. 写作的内容应该包括：

　　(1) 正确表达 “感受”， 如 “发人深省”。

　　(2) 能描述当前父母溺爱子女的现象和由此造成的后果，如“过度依赖父母， 缺乏独立能力”。

　　(3) 就“假如你是父母一方，你会如何磨砺自己的孩子？”发表自己的看法。

　　【参考范文】

　　A kind man cut a cocoon open in order to lessen the pain of a butterfly when he saw it struggling out of the cocoon, only to find that it could never fly because of his help。

　　The story sets me thinking. Our life is more or less like this. Sometimes, struggles or obstacles in our life are a must for our growth. It is these struggles or obstacles that increase our willpower and contribute to our success. Without these trials, 

　　we could never achieve our life goal just as the butterfly did in the story。

　　Nowadays, with only one child in most families, parents do whatever they can to satisfy the child’s needs and even do for him what should be done by himself. Consequently, the child is unable to look after himself without his parents’ presence. Too much care from parents deprives children of chances to grow strong by conquering obstacles. 

　　Just as a saying goes, “Flowers from a greenhouse can never withstand a storm。”

　　If I were a parent, I would first keep him well informed that life is never easy and that he should be ready to face any difficulties. Besides, I would expose him to the hardships in life instead of protecting him from difficulties, providing them with chances to fight for his bright future by conquering challenges. 

上一页1234下一页