This shocking catastrophe, startling and suspicious as it was, did not appear to disturb the nerves of Madame Duparc. She lost no time in sending for the nearest nurse to lay out the body of Monsieur De Beaulieu. On entering the chamber of death, the nurse found Marie there alone, praying by the old man’s bedside. ―He died suddenly, did he not?‖ said the nurse.‖Very suddenly,‖ answered Marie. ―He was walking about only yesterday in perfect health.‖ Soon afterward the time came when it was customary to prepare supper. Marie went into the kitchen mechanically, to get the meal ready. Madame Duparc, her daughter, and her youngest son, sat down to it as usual. Madame De Beaulieu, overwhelmed by the dreadful death of her husband, was incapable of joining them.
When supper was over, Marie assisted the old lady to bed. Then, worn out though she was with fatigue, she went back to the nurse to keep her company in watching by the dead body. Monsieur De Beaulieu had been kind to Marie, and had spoken gratefully of the little attentions she had shown him. She remembered this tenderly now that he was no more; and she could not find it in her heart to leave a hired mourner to be the only watcher by his death-bed. All that night she remained in the room, entirely ignorant of what was passing the while in every other part of the house— her own little bedroom included, as a matter of course.
About seven o’clock the next morning, after sitting up all night, she went back again wearily to the kitchen to begin her day’s work. Her mistress joined her there, and saluted her instantly with a scolding.
―You are the most careless, slovenly girl I ever met with.‖ Said Madame Duparc.‖ Look at your dress; how can you expect to be decent on a Sunday, if you wear your best pair of pockets on week-days?‖
65. What implication can we draw from the underlined sentence in Para.3? A. Salt was something necessary to make the hasty-pudding. B. Madame Duparc deliberately sprinkled salt into the saucepan. C. Salt was likely to be mistaken for other ingredients. D. Madame Duparc was criticizing Marie in a silent way.
66. From the passage, we can learn that Marie_________________. A. intended to put salt into the hasty-pudding B. cleaned the saucepan after the breakfast C. fetched a physician from the apothecary’s D. had a busy day when the disaster happened 67. Para.6 mainly tells us that________
A. Monsieur De Beaulieu wasn’t properly treated
B. it was impossible to fetch a qualified physician then C. the apprentice make a mistake during the treatment D. Madame Duparc knew nothing about medical treatment 68. When Monsieur De Beaulieu fell ill,_______ A. Marie undertook the nursing of him willingly. B. all the family members were concerned about him C. the nurse knew exactly the reason for his illness D. Marie was severely scolded for leaving him alone
69. The cause of Monsieur De Beaulieu’s death probably lies in______ A. Marie’s careless attendance on him
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B. the indifference from his wife
C. the salt previously put into his breakfast D. his old age and poor health condition
70. According to the article, it’s safe to conclude that_____ A. Madame Duparc was deeply worried about her father B. there was nothing suspicious in the old man’s death C. the apprentice should answer for the old man’s death D. something terrible was going to happen to Marie
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，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1个单词。 Students in Finland won’t have to study subjects. Soon, their classrooms would resemble conferences where ―topics‖ are discussed.
The education system is Finland is about to undergo a thorough and fundamental change, despite enjoying the distinction of being one of the best in the world. The education department has decided to get rid of the old method of ―teaching by subject.‖ Instead, the country will now involve the children to help them learn and question by evolving to ―teaching by topic‖, shared Liisa Pohjolainen, who is in charge of youth and adult education in Helsinki – the capital city at the forefront of the reform program, ―This is going to be a big change in education in Finland that we’re just beginning.‖
The education system, though appearing to be radical, is quite logical, explained Pasi Silander, the city’s development manager, ―What we need now is a different kind of education to prepare people for working life. Young people use quite advanced computers. In the past the banks had lots of bank clerks adding up figures but now that has totally changed. We therefore have to make the changes in education that are necessary for industry and modern society.‖
How does Finland plan to carry out the method of ―teaching by topic‖? Evidently holistic vocational training and cumulative skill development take up precedence over(优先于) ―lessons.‖ Those in their late teens are already being engaged in what Finland refers to as ―teaching by topic. ‖For example, ―cafeteria services‖ lessons will include elements of finance, languages (to help serve foreign customers), writing skills and communication skills.
Students will slowly be taught cross-subject topics which would contain varying elements of multiple ―subjects.‖ These elements will vary as per the ―topic‖ or ―skill‖ the student is learning. Apart from the same, students will move away from the traditional sitting and evaluation techniques as well. Students will sit in smaller groups and work together to solve problems, improving upon their communication skills. They won’t be made to sit in rows and asked questions individually to assess their progress. Instead, a group whose cooperative efforts bring out results faster will be promoted. The education system needs a thorough reform, owing to the fact that traditional teaching techniques were based on primitive tools that were quite limited in availability and accessibility. With modern world being extensively connected, isn’t it time the students learned how to step ahead of mere fact-based learning that promotes memory expansion rather than mental development?
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Finland Schools Drop ―Subjects‖—―Topics‖ Will Be Discussed Instead A complete and fundamental change to the education system ● The education department will (71) ▲ the old method of ―teaching by subject‖ with ―teaching by topic.‖ ● (73) ▲ will be given to vocational training and cumulative skill development rather than ―lessons‖. ● Cross-subject topics (74) ▲ varying elements of various ―subjects‖ will be taught to students. ● Students will sit and study in small groups where they are encouraged to (75) ▲ with each other to bring out results. ● The development of industry and modern society (77) ▲ for reforms in education system. (76) ▲ behind the reform ● Primitive tools on which traditional teaching were based had some (78) ▲ , so the education system needs reforming thoroughly.
(72) ▲ to carrying out the reform ● Different countries are extensively (79) ▲ to each other, and it is high time for students to learn to (80) ▲ from mere memory expanding to mental developing.
第五部分：书面表达（满分25分）
阅读下面的短文，并按照要求用英语写一篇150词左右的文章。
The Ant and the Grasshopper(蚱蜢）
In a field one summer’s day a Grasshopper was hopping about, chirping and singing to her heart’s content. An Ant passed by, carrying with great effort an ear of corn. He was taking it to his nest.
―Why not come and chat with me,‖ said the Grasshopper, ―instead of carrying and toiling in that way?‖
―I am helping to lay up some food for the winter,‖ said the Ant, ―and recommend you to do the same.‖
―Why bother about winter?‖ said the Grasshopper, ―we have got plenty of food at present.‖ But the Ant went on his way and continued his toil.
When a cold, frosty winter day came, the Ant was dragging out some of the corn which he had laid
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up in the summer-time, to dry it. The Grasshopper, half consumed with hunger, begged the Ant to give her a morsel of it to preserve her life. ―What were you doing,‖ said the Ant, ―this last summer?‖ ―Oh,‖ said the Grasshopper, ―I was not idle. I kept singing all the summer long.‖ Said the Ant, laughing and shutting up his granary: ―Since you could sing all summer, you may dance all winter.‖
Winter finds out what summer lays by.
【写作内容】
1. 用约30个词概括这段短文的内容；
2. 用约120个单词发表你的观点，内容包括： （1）这则寓言所隐含的寓意； （2）简要谈谈你的感想。 【写作要求】
1. 概述故事或提供论据时，不能直接用原文原句； 2. 作文中不能出现真实的姓名和学校名称； 3. 不必写标题。 【评分标准】
内容完整，语言规范，语篇连贯，词数适当。
连云港市2015届高三第三次模拟考试
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