江苏高考英语真题解析

江苏高考英语真题解析

‎2011江苏英语试题 第一部分：听力（共两节，满分20分）‎ 第二部分：英语知识运用（共两节，满分35分）‎ 第一个：单项天空（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。‎ 例：Is si generally considred unwise to give a child ____he or she wants.‎ A.however Bwhatever C.whicecer D.whenever 答案是B。‎ ‎21------I hear you ____ in apub .what’sit like?‎ ‎------Well ,it’s very hand work and I’m always tired , but I don’t mind.‎ A. are working B.will work C.were working D.will be working A 考查动词时态。根据下文句子使用的时态可判断，此处表示“我听说你在一家酒吧上班”。现在进行时可以表示当前一段时间内主语所处的状态，未必正在进行。‎ ‎22．The fact that so many people still smoke in public place _______that we may need antionwide campaign to raise awareness of the riks of smoking.‎ A.suggest B.suggests C.suggested D.suggesting B 考查动词时态。分析句子结构可知，主语是the fact，其后的that引导的是同位语从句，因此主句的谓语动词应用第三人称单数形式，结合上下文时态可确定，此处用一般现在时。‎ ‎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 D 考查动词时态。根据时间状语by next month可确定，此处应用将来完成时，表示“到下个月为止，他将攒够买一辆二手车的钱”。‎ ‎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 A 考查定语从句。句意：音乐会的两大构成部分中间有幕间休息时间，在这段时间里观众可以去买冰激凌。When引导的定语从句修饰an interval，when在从句中作时间状语。‎ ‎25．In that school, English is compulsory for all students, but French and Russian are _________.‎ A．special B．regional C．optional D．Original C 考查形容词辨析。句意：在那所学校，英语是所有学生必修的，但是法语和俄语则是可以选修的。special特殊的，特别的；regional地区的，区域的；optional可选的，并非必须的；original起初的，原来的。‎ ‎26．It was never clear _______ the man hadn’t reported the accident sooner.‎ A．that B．how C．when D．Why D 考查主语从句。句意：这名男子没有早点报告这次事故的原因根本没有搞清楚。It在句中是形式主语，真正的主语是why引导的主语从句。‎ ‎27．Teachers have to constantly update their knowledge in order to maintain their professional ___.‎ A．consequence B．independence C．competence D．Intelligence C 考查名词辨析。句意：为了能保持专业技能，老师们必须不断地更新他们的知识。consequence结果，后果；independence独立，自主；competence能力，技能；intelligence智力，智慧。‎ ‎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 A 考查动词辨析。第二句句意：不生气了，但我不否认她的话伤害了我。Deny否认；refuse拒绝；reject拒绝，谢绝，驳回；decline辞谢，谢绝。‎ ‎29．— Linda didn’t invite us to the party.‎ ‎— ______? I don’t care.‎ A． For what B．So what C．What’s on D．What’s up B 考查交际用语。根据后面的句子I don’t care.可判断，此处表示“那又怎么样”，表示满不在乎或无所谓的态度。A项表示“为了什么”，C项表示“在展览什么”；D项表示”怎么了，发生什么啦”。‎ ‎30．— You look upset. What’s the matter？‎ ‎— I had my proposal _______ again.‎ A． turned over B．turned on C．turned off D．turned down ‎ D 考查名词短语辨析。句意：—你看起来很难过，怎么啦？—我的提案又被否决了。Turn over移交; 交给；turn on打开；turn off关掉；turn down拒绝。‎ ‎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 B 考查非谓语动词。分析句子结构可知，该句的主语是a survey，谓语动词是has caused，宾语是heated debate。可见，句子结构是完整的，因此我们要选择的只能是非谓语动词形式。survey与compare之间存在主动关系，因此用现在分词短语作后置定语。‎ ‎32．We’d better discuss everything _______ before we work out the plan.‎ A．in detail B．in general C．on purpose D．on time A 考查副词短语辨析。句意：在我们制定计划之前，我们最好详细地讨论每件事。In detail详细地；in general通常，大体上；on purpose故意地；on time准时，按时。‎ ‎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 D 考查副词（短语）辨析。句意：听起来车的发动机好像有问题，如果那样的话，我们最好立刻把它弄到汽修厂去。Otherwise否则，要不然；if not要不，不然；but for that若不是因为那件事；if so若是这样。‎ ‎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.‎ A. will have stolen B. might have stolen C. should have stolen D. must have stolen B 考查虚拟语气。根据语境可知，事实上，手提包失而复得。因此，最后一句“手提包本来有可能被偷走”是与过去事实相反的假设，故选B。A项是将来完成时；C项表示本来应该做某事但是上没做；D项表示对过去的肯定的猜测。‎ ‎35. ---You could always put the decision off a little bit longer.‎ ‎---_____ If I leave it much longer I might miss my chance.‎ A. That’s reasonable advice. B. Isn’t it a good idea.‎ C. Do you think so? D. I can’t agree more.‎ C 考查交际用语。根据后面的句子If I leave it much longer I might miss my chance.可判断，第二个人并不赞同第一个人的说法，因此反问“你这样认为吗”。其他三项均表示赞同对方的说法或建议。‎ 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、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.‎ ‎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 though , 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 tired 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 preetty smart guy,even if he cloudn’t always get what get 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 Ican 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. preferring B.offering C.receiving D.allowing ‎37.A. so B.then C..but D or ‎38.A.sadder B.angrier C. hungrier D.tastier ‎39.A. expanding B. stretching C.swinging D.pulling ‎40.A. strength B. length C. range D.heigh ‎41.A.jump B.look C. walk D.glance ‎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 ‎46.A. up B. forword C.down D. around ‎47.A.for B. with C.on D. of ‎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. imagoned C.tried D. cliamed ‎52.A.Therefore B.However C.Moreover D.Otherwise ‎53.A. skilful B. cheerful C.harmful D. helpful ‎54. A. something B. anything C.everything D.nothing ‎55.A．change B.express C.forget D.describe ‎36. A 根据前面的句子可知，男孩并不是很喜欢吃水果，因此如果要他选择的话，他更喜欢吃一块巧克力。‎ ‎37. C 根据下面的句子“禁果诱人”可判断，上下文之间是转折关系，所以选择but。‎ ‎38. C 根据下文第50个空所在的句子中出现的hungry一词可判断，此处选择hungrier，表示“他越看那只苹果就越觉得肚子饿”。‎ ‎39. B 为了够到那只苹果，小男孩踮起脚尖，尽可能把身体伸展到最高的程度。expand扩大，扩充，扩展；stretch伸展，舒展；swing摆动，摇动；pull拉，扯，拔。‎ ‎40. D 根据语境可知，小男孩是站着伸手去够苹果，因此此处指的是身体的高度，不是力量、长度或范围。‎ ‎41. A 根据生活常识可判断，既然小男孩站着够不到苹果，他只能开始上下跳跃。‎ ‎42. C 每次跳到最高的时候，小男孩就伸长了胳膊去够苹果。at the top of在……顶部或顶端。‎ ‎43. D 根据下文可知，小男孩最终没有摘到苹果。out of reach是固定短语，意为“手够不着, 达不到”。‎ ‎44. B 根据下文内容可知，小男孩没有放弃，他想如果自己踩在某些东西上面就能够到苹果了。‎ ‎45. A 小男孩身上背着书包，可他不想弄坏里面装的东西。break在此处表示“弄坏，折断”。‎ ‎46. D 根据上下文内容可知，为了找到能踩在脚下的东西，小男孩四处环顾。look around四处环顾。‎ ‎47. B 小男孩希望自己能够找到一个旧箱子，一块大石头，或者，如果顺利的话，能找到一架梯子。for luck为了吉利，为了祈求好运；with luck如果一切顺利的话；其他两个介词不能与luck搭配。‎ ‎48. C 小男孩尝试了所有的方法，在眼看没有任何其他选择的情况下，小男孩只好放弃了。‎ ‎49. B 没有办法摘到苹果，小男孩只好失望地走开。walk away走开。‎ ‎50. C 根据上文可知，小男孩做了很多努力，因此耗尽了力气，觉得又累又饿。‎ ‎51. A 此处表示他越是这样想，就越觉得不开心。‎ ‎52. B 根据上下文内容可知，此处存在的是转折关系，所以选择however“然而，可是”。‎ ‎53. D 根据下文内容可知，小男孩开始理智地看待自己遇到的问题，觉得生气、失望、难过等都没有帮助，不能从根本上解决问题。‎ ‎54. D 结合上文内容可知，小男孩清醒地认识到自己已经没有其他法子可用了，苹果也不会得到了。‎ ‎55. A 小男孩的反省也是文章主题的升华：面对无法解决的问题，我们可以做到的就是改变自己的情感态度。‎ 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)？Shouldn’t we know who they are?‎ Joan Mclean think 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.”‎ So,just what is the story behind the windshield wiper? Well,Mary Anderson came up with the idea in 1902 after a visit to Mew 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 ‎ winshield,she found hersefe wondering why there couldn’t be a buolt-in devic for cleaing 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 contral an arm on the outside, became the first windshield wiper. Today we benefit from countless inventions and innovations，It’s hard to imagine driving without Garrett A.Morgan’s traffic light. It’s equally impossible to picture a world without Katherine J.Blodgett’s innovation that makes glass invisible, Can you picture life without clear windows and eyeglasses?‎ ‎56.By mentionong “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 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. pre[are students to try theie own invention ‎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 Joan McLean’s lectures ‎59. Which 0f 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 Dervice for Cleaning the Window? C Shouldn’t We Know Who Inventd the Windshield ‎ Wiper? D Shouldn’t We Develop Invention Courses in Universities? ‎ ‎60．Which of the following is discouraged by the Friends organization?‎ A．To bulid 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 publicationsand projects in local school.‎ ‎61. One of thebenefits 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 ‎56. B 推理判断题。根据第一段内容结合下文可推断，作者提到交通信号灯、雨刮器等发明，是想说无数的发明对人类十分有益，虽然它们的发明者没有太大的名气。‎ ‎57. D 细节理解题。根据第二段最后一句可知，John McLean教授开设这门课程的目的就是让学生有足够的准备去尝试自己发明东西。‎ ‎58. B 细节理解题。根据第三段内容可知，Tommy Lee发明的“不会折断的雨伞”就是受到了雨刮器背后的故事的激励。‎ ‎59. C 主旨大意题。通读全文可知，文章的第一段就是主题段，特别是第一段最后一句充分体现了作者想要表达的心声，接下来的内容都是围绕第一段展开并为第一段服务的。‎ ‎60. A 细节理解题。根据Activities这部分内容的第二段第一句可知，为公众娱乐大兴土木是对国家公园的威胁，是该机构要阻止的行为。‎ ‎61. C 细节理解题。根据Benefits这部分内容的第五条可知，该机构成员享有的利益之一就是参加工作组。‎ ‎62. B 推理判断题。文章介绍了Friends这一机构的亮点、目标、活动以及该机构成员享有的权益等，显然，作者的目的是想邀请更多的有志之士加入进来，成为其中一员。‎ C According to the US government, wind farms off the Pacific coast could produce 900 gig 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 turbine(涡轮发电机).Although it uses a fairly standard 152-ton,2.3-megawatt 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 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 flatting 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 ‎63. B 细节理解题。根据第二段倒数第三句可知，该工程采用了全新的技术，是为了确保漂浮在深海水域中的圆材的稳定。‎ ‎64. C 细节理解题。根据第三段最后一句可知，为了使较大的涡轮发电机能在圆材上保持平衡，公司计划设计新的发电机，其变速箱在海平面上。‎ ‎65. D 细节理解题。根据最后一段最后一句可知，深海风能技术的广泛应用可能会在海洋上开发出可使用的低碳能源。‎ D 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 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 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 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 he 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 should, “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 fir 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 the 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 heisting 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.‎ 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.‎ ‎66. D 推理判断题。根据第一段最后一句可以推断，Shay的父亲理解儿子的心情，虽然身患残疾，但儿子希望得到别人的认可和接受，这种归属感会让儿子感到自信和乐观。‎ ‎67. B 推理判断题。根据文章的整体内容，特别是最后一段第一句可推断，这些打棒球的小男孩都十分善良，他们希望成全Shay，让他感受到体育运动带来的快乐，所以在最后一局，他们把球棒传到了Shay手中。‎ ‎68. A 细节理解题。根据倒数第三段最后一句可知，最小的男孩理解了投手的意图，所以故意把球扔得又高又远。‎ ‎69. C 推理判断题。为了成全身患残疾的Shay，球队双方进行了善意地欺骗，故意屡屡失手，共同制造了一个特殊的“英雄”，让Shay在人世间不多的日子里感到了快乐。显然C项与文章内容及主题不符。‎ ‎70. A 主旨大意题。文章讲述了一个关于爱的故事，一个关于人性的话题，人性是善的，在我们对待彼此的方式方法上，我们的人性充分显示出来。‎ 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, 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。‎ 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.‎ ‎71. performance/act/activity 根据第一段第四句可知，此处应为performance或类似内容。‎ ‎72. easy 根据第一段的小标题Why Difficult?可判断出，领导人道歉是不容易的事情。‎ ‎73. properly/appropriately/successfully/rightly 根据第一段倒数第三句可知，道歉必须合适。‎ ‎74. urgent 根据第二段第一句可知，领导人公开道歉已经成为紧要的事情。‎ ‎75. culture 根据第二段第二句可知，此处指的是“道歉文化”。‎ ‎76. growing/increasing/rising 根据第二段第三句可知，当众道歉的重要性不断增长。‎ ‎77. expected/supposed/required 根据第三段第四句可知，人们对领导人的期望值很高。‎ ‎78. public 根据第三段倒数后两句可知，领导人公开道歉必须有充分的理由。‎ ‎79. likely 根据第四段第三句可知，作为公众人物，道歉可能会在心理上觉得不舒服。‎ ‎80. harm/damage 根据第四段第四句可知，领导人担心承认错误可能会对他们的机构有害。‎ 英语试题参考答案 第一部分（共20小题，每小题1分，共20分）‎ ‎1.C 2.A 3.B 4.B 5.A ‎6.C 7.B 8.A 9.C 10.B ‎11.C 12.A 13.A 14.B 15.C ‎16.C 17.A 18.B 19.A 20.C 第二部分（共35小题，每小题1分，共35分）‎ ‎21.A 22.B 23.D 24.A 25.C 26.D 27.C 28.A 29.B 30.D 31.B 32.A 33.D 34.B 35.C 36.A 37.C 38.C 39.B 40.B 41.A 42.C ‎43.D 44.B 45.A 46.D 47.B 48.B 49.B 50.C 51.A 52.B 53.D 54.D 55.A ‎ 56.B 57.D 58.B 59.C 60.A 61.C 62.B 63.B 64.C 65.D 66.D 67.B ‎ 68.A 69.C 70.A ‎ 作文略