Although only in his twenties, he was already ______ bal.

A . she is B . he is C . they are D . it i

A . were B . is C . will be D . has bee

A . resided B . inhabited C . lived D . dwelt

A . is B . were C . will be D . has bee

A . one B . another C . the one D . which

A . sustains B . maintains C . becomes D . ha

A．purpose B．motive C．goal D．reason

A . with B . for C . about D . at

A．shoulder B．hand C．arm D．head

A．A.listen to B．B.will listen to C．C.listened to D．D.had listened to

A．lavish B．extravert C．impose D．vaunt

British surnames fall mainly into four broad categories: patronymic, occupational, descriptive and local. A few names, it is true, will remain puzzling: foreign names, perhaps, crudely translated, adapted or abbreviated; or artificial names. In fact, over fifty percent of genuine British surnames derive from place names of different kinds, and so they belong to the last of our four main categories. Even such a name as Simpson may belong to this last group, and not to the first, had the family once had its home in the ancient village of that name. Otherwise, Simpson means "the son of Simon", as might be expected. Hundreds of occupational surnames are at once familiar to us, or at least recognizable after a little thought: Arther, Carter, Fisher, Mason, Thatcher, Taylor, to name but a few. Hundreds of others are more obscure in their meanings and testify to the amazing specialization in medieval arts, crafts and functions. Such are "Day", (Old English for breadmaker) and "Walker" (a fuller whose job was to clean and thicken newly, made cloth). All these vocational names carry with them a certain gravity and dignity, which descriptive names often lack. Some, it is true, like "Long", "Short" or "Little", are simple. They may be taken quite literally. Others require more thinking: their meanings are slightly different from the modern ones. "Black" and. "White" implied dark and fair respectively. "Sharp" meant genuinely discerning, alert, acute rather than quick-witted or clever. Place-names have a lasting interest since there is hardly a town or village in all England that has not at some time given its name to a family. They may be picturesque, even poetical; or they may be pedestrian, even trivial. Among the commoner names which survive with relatively little change from old-English times are "Mil ton" (middle enclosure) and "Hilton" (enclosure on a hill). Surnames are said to be ______ in Anglo-Saxon England. A．common B．vocational C．unusual D．descriptive

Schoolboys gained their skill in Latin in a bitter way.They kept in mind the rules to make learning by heart easier.They first made a word-for-word translation and then an idiomatic translation into English.As they increased their skill they translated their English back into Latin without referring to the book and then compared their translation with the original.The schoolmaster was always at hand to encourage them.All schoolmasters believed Latin should be beaten in . After several years of study the boys began to write compositions in imitation of the Latin writers they read.And as they began to read Latin poems they began to write poems in Latin.Because Milton was already a poet at ten his poems were much better than those painfully put together by the other boys.During the seven years Milton spent at university he made regular use of his command of Latin.He wrote some excellent Latin poems which he published among his works in 1645. 1.What does the passage mainly tell about？[] A.How John Milton wrote“Paradise Lost” B.How John Milton studied Latin C.How John Milton became famous D.How John Milton became a poet 2.Which of the following is true of John Milton’s pronunciation of Latin？[] A.It has a strong Italian accent B.It has an uncommon accent C.It was natural and easy to understand D.It was bad and difficult to understand 3.It can be inferred from the passage that ________. A.Milton’s training in Latin was similar to that of the other boys B.Milton hadn’t learned any foreign language except Latin before going to college C.Milton’s Italian friends helped him with Latin when talking D.Milton's classmates learned Latin harder but worse than Milton 4.Which of the following is suggested in the passage？[] A.The schoolmaster mainly helped those who were bad at Latin B.The schoolmaster usually stood beside the schoolboys with a stick in his hand C.The schoolboys could repeat Latin grammar rules from memory D.Some of the schoolboys were quick at writing compositions in Latin 5.What is the meaning of the underlined part“Latin should be beaten in”that the writer wishes you to understand？[] A.Schoolboys should be punished if they were lazy to learn Latin B.Schoolboys should be encouraged if they had difficulty in learning Latin C.Schoolboys were expected to master Latin in a short time D.Schoolboys had to study Latin in a hard way

A．A.motivated B．B.motivating C．C.cultivated D．D.cultivating

A．urged B．encouraged C．promised D．persuaded