As the first woman Chancellor(总理) in German’s history, Angela Merkel topped Forbes magazine’s list of “The World’s 100 Most Powerful Women” in 2006, 2007, 2008, and 2009.She has even been compared to Margaret Thatcher and many people called her “Iron Lady”．
Merkel was born in Hamburg, West Germany, on July 17, 1954.Six weeks after she was born, her family moved to Templin. As a small child, Merkel quickly learned to speak but took longer to walk. “I was a stupid person when it came to moving？” Merkel said. “A normal person could do something naturally, but I had to think about it in my mind and practice.” As a teenager, she was the top student and graduated from high school with perfect marks. In 1973, Merkel went to the University of Leipzig, where she studied physics. At 32, she got her doctor’s degree in physics.
She stepped_into_politics in 1989.In her first big political job as Minister for the Environment in 1994, her scientific background and strong will proved very useful. In 2005 she became Germany’s Chancellor. She has been reelected to a second term as German Chancellor on September 27, 2009.
Through her political career, Merkel’s persistence (坚持) and patience helped her a lot. “She’s bright and openminded,” said Hubert Markl. “She is the person who wants to know exactly what is going on, and how never giving up will influence our society and future.”
【小题1】As a small child, Merkel was slow in ________.
| A．speaking | B．walking | C．learning | D．thinking |
| A．fought the government | B．began her scientific career |
| C．offered political guidance | D．became a government official |
| A．is a powerful woman with a strong will and determination |
| B．got her doctor’s degree in politics in University of Leipzig |
| C．has worked as German Chancellor since Sep.27, 2009 |
| D．showed her best talent as Minister for the Environment |
| A．one must be brave in the political career |
| B．one should be patient when making decisions |
| C．persistence can help one’s dream come true |
| D．one can have a strong will when others haven’t |
| A．Admiring. | B．Thankful. | C．Pitiful . | D．Dull. |
【小题1】B
【小题2】D
【小题3】A
【小题4】C
【小题5】A
解析试题分析：本文讲述了德国第一任女总理默克尔的生平事迹。
【小题1】B 细节理解题。由文章中 Merkel quickly learned to speak but took longer to walk说明 Merkel 走路学得很慢。
【小题2】D 词义猜测题。联系画线部分后面的 In her first big political job as Minister for theEnvironment in 1994 我们知道，1989 年她涉足政界，所以 D 项最符合。
【小题3】A 推理判断题。由文章中我们可以知道默克尔是一个有理想和决心的女性。
【小题4】C 推理判断题。文章的最后一段主要说明坚持的作用，它可以使一个人成功。
【小题5】A 推理判断题。文章中作者用了许多褒义词来称赞默克尔，因此作者对默克尔充满了赞美之情。
考点：考查人物传记类短文
点评：本文讲述了德国第一任女总理默克尔的生平事迹。本文集中考查了细节题，推理题，题目设置较为合理，在推理的时候，要结合人物的对话进行准确理解，确定考点，准确判断。要求考生仔细阅读这篇文章，耐心审题，结合题目做出准确的定位判断。必要的时候要进行推理，透过句子表面看作者的真正意图。
科目：高中英语 来源：2012年全国普通高等学校招生统一考试英语（浙江卷带解析） 题型：阅读理解
Two friends have an argument that bleaks up their friendship forever, even though neither one can remember how the whole thing got started. Such sad events happen over and over in high schools across the country. In fact, according to an official report on youth violence, "In our country today, the greatest threat to the lives of children and adolescents is not disease or starvation or abandonment, but the terrible reality of violence". Given that this is the case, why aren't students taught to manage conflict the way they are taught to solve math problems, drive cars, or stay physically fit?
First of all, students need to realize that conflict is unavoidable. A report on violence among middle school and high school students indicates that most violent incidents between students begin with a relatively minor insult (侮辱). For example, a fight could start over the fact that one student eats a peanut butter sandwich each lunchtime. Laughter over the sandwich can lead to insults, which in turn can lead to violence. The problem isn't in the sandwich, but in the way students deal with the conflict.
Once students recognize that conflict is unavoidable, they can practice the golden rule of conflict resolution (解决) stay calm. Once the student feels calmer, he or she should choose words that will calm the other person down as well. Rude words, name-calling, and accusation only add fuel to the emotional fir On the other hand, soft words spoken at a normal sound level can put out the fire before it explodes out of control.
After both sides have calmed down, they can use another key strategy for conflict resolution; listening. Listening allows the two sides to understand each other. One person should describe his or her side, and the other person should listen without interrupting. Afterward, the listener can ask non-threatening questions to clarify the speaker's position. Then the two people should change roles.
Finally, students need f. consider what they are hearing. This doesn't mean trying to figure out what's wrong with the other person. It means understanding what the real issue is and what both sides are trying to accomplish. For example, a shouting match over a peanut butter sandwich might happen because one person thinks the other person is unwilling to try new things. Students need to ask themselves questions such as these: How did this start? What do I really want? What am I afraid off As the issue becomes clearer, the conflict often simply becomes smaller. Even if it doesn't, careful thought helps both sides figure out a mutual solution.
There will always be conflict in schools, but that doesn't mean there needs to be violence. After students in Atlanta started a conflict resolution program, according to Educators for Social Responsibility, "64 percent of the teachers reported less physical violence in the classroom; 75 percent of the teachers reported an increase in student cooperation; and 92 percent of the students felt better about themselves". Learning to resolve conflicts can help students deal with friends, teachers, parents, bosses, and coworkers. In that way, conflict resolution is a basic life skill that should be taught in schools across the country.
【小题1】This article is mainly about.
| A．the lives of school children | B．the cause of arguments in schools |
| C．how to analyze youth violence | D．how to deal with school conflicts |
| A．violence is more likely to occur at lunchtime |
| B．a small conflict can lead to violence |
| C．students tend to lose their temper easily |
| D．the eating habit of a student is often the cause of a fight |
| A．To find out who to blame. |
| B．To get ready to buy new things. |
| C．To make clear what the real issue is. |
| D．To figure out how to stop the shouting match. |
| A．there was a decrease in classroom violence |
| B．there was less student cooperation in the classroom |
| C．more teachers fell better about themselves in schools |
| D．the teacher-student relationship greatly improved |
| A．complain about problems in school education |
| B．teach students different strategies for school life |
| C．advocate teaching conflict management in schools |
| D．inform teachers of the latest studies on school violence |
查看答案和解析>>
科目：高中英语 来源：2012-2013学年山东省济宁市鱼台一中高一下学期3月月考英语试卷（带解析） 题型：阅读理解
Modern man has cleared the forests for farmland and for wood, and has also carelessly burned them. More than that, though, he has also interfered （干涉） with the invisible bonds between the living things in the forests. There are many examples of this kind of destruction. The harmfulness of man’s interference can be seen in what happened many years ago in the forest of the Kaibab plateau （凯亚巴布高原） of northern Arizona. Man tried to improve on the natural web of forest life and destroyed it instead.
The Kaibab had a storybook forest of large sized pine, Douglas fir, white fir, blue and Engelmann spruce. In 1882 a visitor noted, "We, who ... have wandered through its forests and parks, have come to regard it as the most enchanting region it has ever been our privilege （特权） to visit.” This was also the living place of the Rocky Mountain mule deer. Indians hunted there every autumn to gather meat and skins. The forest also had mountain lions, timber wolves and bobcats that kept the deer from multiplying too rapidly.
Then, in 1906, President Theodore Roosevelt made the Kaibab a national game preserve. Deer hunting was forbidden. Government hunters started killing off the deer’s enemies. In 25 years’ time, 6,250 mountain lions, wolves and bobcats were killed. Before the program, there were about 4,000 deer in the Kaibab, by 1924, there were about 100,000.
The deer ate every leaf and twig they could reach. But there was not nearly enough food. Hunting of deer was permitted again. This caused a slight decrease in the deer herd （鹿群），but a far greater loss resulted from starvation （饥饿） and disease. Some 60 percent of the deer herd died in two winters. By 1930 the herd had dropped to 20,000 animals. By 1942 it was down to 8,000.
【小题1】 The destruction of the environment of the Kaibab resulted from
| A．interfering with natural cycle of forest life |
| B．turning the forest into cultivated land |
| C．forest fires caused by man’s carelessness |
| D．cutting the trees for building materials |
| A．an animal | B．a tree | C．a mountain | D．a game |
| A．25 | B．6 | C．12 | D．18 |
| A．the cold | B．the organized kill |
| C．the poor management | D．the shortage of food |
查看答案和解析>>
科目：高中英语 来源：2012-2013学年山东省济宁市鱼台一中高一3月月考英语试卷（带解析） 题型：阅读理解
Modern man has cleared the forests for farmland and for wood, and has also carelessly burned them. More than that, though, he has also interfered （干涉） with the invisible bonds between the living things in the forests. There are many examples of this kind of destruction. The harmfulness of man’s interference can be seen in what happened many years ago in the forest of the Kaibab plateau （凯亚巴布高原） of northern Arizona. Man tried to improve on the natural web of forest life and destroyed it instead.
The Kaibab had a storybook forest of large sized pine, Douglas fir, white fir, blue and Engelmann spruce. In 1882 a visitor noted, "We, who ... have wandered through its forests and parks, have come to regard it as the most enchanting region it has ever been our privilege （特权） to visit.” This was also the living place of the Rocky Mountain mule deer. Indians hunted there every autumn to gather meat and skins. The forest also had mountain lions, timber wolves and bobcats that kept the deer from multiplying too rapidly.
Then, in 1906, President Theodore Roosevelt made the Kaibab a national game preserve. Deer hunting was forbidden. Government hunters started killing off the deer’s enemies. In 25 years’ time, 6,250 mountain lions, wolves and bobcats were killed. Before the program, there were about 4,000 deer in the Kaibab, by 1924, there were about 100,000.
The deer ate every leaf and twig they could reach. But there was not nearly enough food. Hunting of deer was permitted again. This caused a slight decrease in the deer herd （鹿群），but a far greater loss resulted from starvation （饥饿） and disease. Some 60 percent of the deer herd died in two winters. By 1930 the herd had dropped to 20,000 animals. By 1942 it was down to 8,000.
【小题1】The destruction of the environment of the Kaibab resulted from
| A．interfering with natural cycle of forest life |
| B．turning the forest into cultivated land |
| C．forest fires caused by man’s carelessness |
| D．cutting the trees for building materials |
| A．an animal | B．a tree | C．a mountain | D．a game |
| A．25 | B．6 | C．12 | D．18 |
| A．the cold | B．the organized kill |
| C．the poor management | D．the shortage of food |
查看答案和解析>>
科目：高中英语 来源：2015届甘肃省高二上学期期中考试英语试卷（解析版） 题型：阅读理解
I just finished the household chores for the night and was preparing to go to bed, when I heard a noise in the front of the house. I opened the door to the front room and to my surprise, Santa himself stepped out from behind the Christmas tree.
He placed his finger over his mouth so I would not cry out. “What are you doing?” I started to ask. The words choked up in my throat, and I saw he had tears in his eyes. His usual jolly manner was gone. Gone was the eager, boisterous soul we all know.
He then answered me with a simple statement“TEACH THE CHILDREN！”
I was puzzled; what did he mean?
Santa then reached in his bag and pulled out a FIR(杉木) TREE .“Teach the children that the pure green color of the stately fir tree remains green all year round，describing the everlasting hope of mankind，all the needles point heavenward, making it a symbol of man's thoughts turning toward heaven.”
He again reached into his bag and pulled out a brilliant STAR. “Teach the children that the star was the heavenly sign of promises long ago. God promised a savior(救世主) for the world, and the star was the sign of fulfillment of his promise.”
He then reached into his bag and pulled out a CANDLE. “Teach the children that the candle symbolizes that Christ is the light of the world, and when we see this great light we are reminded of he who displaces(取代) the darkness.”
Suddenly I heard a soft twinkling sound, and from his bag he pulled out a BELL. “Teach the children that as the lost sheep are found by the sound of the bell, it should ring mankind to the fold. The bell symbolizes guidance and return.”
Santa looked back and was pleased. I saw that the twinkle was back in his eyes. He said, “Remember, teach the children the true meaning of Christmas and do not put me in the center, for I am but an humble servant of the one that is, and I bow down to worship HIM, our LORD, our GOD.”
1.Author opened the door when he was going to sleep because________.
A. he heard something unusual
B. he was not sleeping at the moment
C. he saw the Santa at the moment
D. he wanted to step out of the room
2.According to Santa, the star was ________.
A. a symbol of man's thoughts turning towards heaven
B. the sigh of fulfillment of the Santa's promise
C. the symbol of the light of the world
D. the sound of the bell which ring mankind to the fold
3.What does the underlined word “twinkle” refer to?
A. Tears. B. Smiles. C. Glasses. D. Eyes.
查看答案和解析>>
科目：高中英语 来源：2015届山东省济宁市高一3月月考英语试卷（解析版） 题型：阅读理解
Modern man has cleared the forests for farmland and for wood, and has also carelessly burned them. More than that, though, he has also interfered （干涉） with the invisible bonds between the living things in the forests. There are many examples of this kind of destruction. The harmfulness of man’s interference can be seen in what happened many years ago in the forest of the Kaibab plateau （凯亚巴布高原） of northern Arizona. Man tried to improve on the natural web of forest life and destroyed it instead.
The Kaibab had a storybook forest of large sized pine, Douglas fir, white fir, blue and Engelmann spruce. In 1882 a visitor noted, "We, who ... have wandered through its forests and parks, have come to regard it as the most enchanting region it has ever been our privilege （特权） to visit.” This was also the living place of the Rocky Mountain mule deer. Indians hunted there every autumn to gather meat and skins. The forest also had mountain lions, timber wolves and bobcats that kept the deer from multiplying too rapidly.
Then, in 1906, President Theodore Roosevelt made the Kaibab a national game preserve. Deer hunting was forbidden. Government hunters started killing off the deer’s enemies. In 25 years’ time, 6,250 mountain lions, wolves and bobcats were killed. Before the program, there were about 4,000 deer in the Kaibab, by 1924, there were about 100,000.
The deer ate every leaf and twig they could reach. But there was not nearly enough food. Hunting of deer was permitted again. This caused a slight decrease in the deer herd （鹿群），but a far greater loss resulted from starvation （饥饿） and disease. Some 60 percent of the deer herd died in two winters. By 1930 the herd had dropped to 20,000 animals. By 1942 it was down to 8,000.
1.The destruction of the environment of the Kaibab resulted from
A．interfering with natural cycle of forest life
B．turning the forest into cultivated land
C．forest fires caused by man’s carelessness
D．cutting the trees for building materials
2."Engelmann spruce"（Para. 2） is most likely the name of .
A．an animal B．a tree C．a mountain D．a game
3.The number of the deer in the Kaibab had increased enormously in years’ time.
A．25 B．6 C．12 D．18
4.Years later, large numbers of deer in the Kaibab died mainly because of .
A．the cold B．the organized kill
C．the poor management D．the shortage of food
查看答案和解析>>
湖北省互联网违法和不良信息举报平台 | 网上有害信息举报专区 | 电信诈骗举报专区 | 涉历史虚无主义有害信息举报专区 | 涉企侵权举报专区
违法和不良信息举报电话：027-86699610 举报邮箱：58377363@163.com