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根据汉语提示，完成句子

1. We want to visit my friends and __________(亲戚) at Christmas.

2. The __________(橄榄球) is very popular in British.

3. Northern Ireland will start dry with some __________(阳光).

4. We found two __________(绵羊) whose mother had died.

5. I'll show you to your room. __________(我们的) is the one next door.

答案

1. relatives   2. rugby   3. sunshine   4. sheep   5. Ours

阅读理解与欣赏
现代文阅读
在冬夜里歌唱的鱼
　　①天空是一片灰蒙蒙的苍茫，鸟儿去了温暖的南方，火烧云沉到山的那一边。山冈上，风一阵冷过一阵，蒿草在风中颤抖。目光越过一道道山梁，一个人的影子在昏暗中裹挟着晚风，逐渐清晰。我和妹妹在等待父亲，和父亲手中的鱼。
　　②胖头鱼，头重尾轻，一种廉价的鱼，很适合我父亲的购买能力。父亲微薄的工资，要养活一家六口，所以他很少笑，只在递给我们拴鱼的草索时嘿嘿几声。夜色中，他牙齿很白，这是他留给我最深的印象。
　　③我飞跑着，把鱼交给母亲。妹妹在身后摇摇晃晃地追赶。母亲接过鱼，刮鳞，剔腮，破肚，整条的鱼分成若干小块。菜子油的香味混合着松枝腾起的浓烟弥漫开来时，厨房成了温暖的心脏，召集一家人围拢到一起。我催促母亲往炉膛里添柴，火舌舔着灶口。母亲的影子贴在后墙，忽大忽小，斑驳摇曳。罡风缠绕窗棂发出呜咽的叫声，屋里的温度升起来，热量向着寒冷四散突围。
　　④锅中的水沸腾起来了。咕噜咕噜，鱼开始在水中歌唱，由一个声部转入另一个声部。这是世间最美的音乐，传递口福的信息。大姐在这时也不忘记做弟妹们的表率，装模作样地伏在灶台上做作业；二姐的目光随着腾起的蒸汽升高，用桃木梳梳她又黑又粗的长辫；妹妹和我，绕着灶台打架，有别于平日里泄愤的争斗，而是在幸福的预感中虚张声势。父亲还在沉默独坐，黝黑、冷峻的脸上露出慈爱的笑容，而他内心必然掠过一阵阵喜悦，眼前的景象是他的成就。
　　⑤不知道过了多久，母亲撮起嘴，吹锅盖上的蒸汽。揭开锅盖，如同揭开一个谜底。鱼怎么样了？母亲撒下大把翠绿的葱丝、鲜红的辣椒。锅盖合上时，她用毛巾环绕，挡住锅与盖间的缝隙，让蒸汽闷在锅里，好让鱼骨渗出骨髓和异香。
　　⑥母亲只用鱼汤拌饭。她拨弄贪婪的交叉着的筷子，挑出一块大而少刺的鱼肉，放在一只小碗中。
　　⑦推开那间草屋的门。温暖的鱼让瞎眼爷爷的冰冷小屋同样获得了温度。老人边吃边有泪水出。他说辣椒太辣，不知道是不是真的太辣。同样是在一个冬夜，瞎眼爷爷孤单地走了。临终时，他告诉在场的人，他庆幸最后的时刻是在这个冬季，因为他吃到了我母亲送给他的鱼。他用手摸着胸口，说：“这里很暖！”
　　⑧另一个冬天，黄昏时我们不再去那座山冈张望。我父亲在这年秋天去世了。妹妹的黄发已经扎成了小辫，我们渐渐长大成人。温暖只会在寒冷中感知，冬夜是我人生最初的一门课程：严寒来袭时，需要取暖，并且不让一个人孤单。
1、下列对文章的理解与分析，有错误的一项是（　）
A、题目“在冬夜里歌唱的鱼”，其中的“歌唱”是指导“我们”内心在歌唱，“鱼”比喻“我们”几个孩子。
B、文章以“鱼”为线索，把等鱼、剖鱼、煮鱼（包括鱼儿歌唱）、送鱼给瞎爷爷吃等材料组织成一个有机的整体。
C、文章人物虽多，但是几乎没有语言描写，人物的思想感情主要是通过事情叙述与行动描写来表现的。
D、结尾“黄昏时我们不再去那座山冈张望”与开头“我们”在山冈上等待父亲的情景首尾呼应。
2、根据煮鱼时相关人物的具体表现和心理状态，摘录原文语句填写下表。
人物具体表现心理状态
大姐不忘做弟妹们的表率
二姐吃鱼的渴望越来越强
我和妹妹绕着灶台打架
父亲沉默独坐，脸上露出慈爱的笑容
3、语言品味
第6段“她拨开贪婪的交叉着的筷子”之中“贪婪”运用了_________________修辞手法，筷子“交叉着”是_______________________的意思。
4、文中母亲是我国众多优秀母亲的代表，试综合全文内容写出她的性格特点（不少于两点）
_______________________________________
5、联系生活实际，谈谈你对“严寒来袭时，需要取暖，并且不让一个人孤单”这一哲理的理解。（80字左右）
________________________________________
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阅读理解

阅读理解。

     This book is written expressly (清楚地) for students in an attempt to present the material that is most

useful and interesting to them. Previous courses in chemistry are not necessary for the understanding of the

material, although those students who have had high school chemistry will find that a review of the inorganic

section will better enable them to master the organic and biochemistry sections that follow.

     The author has felt that in the past there was an improper selection of material from inorganic, organic,

and biochemistry in the majority of the textbooks of chemistry for nurses. The tendency has been to develop

the inorganic chemistry to such an extent that organic and biochemistry are covered too briefly. The recent

advances in biochemistry and their widespread application to the practice of medicine and nursing have

considerably altered the situation. Not only is biochemistry more closely allied to the practical chemistry of

medicine and nursing, but also it is of more interest to the students. In the author's experience the response

to biochemistry has always been more favorable than to other sections. Within the brief period allotted to

 chemistry, therefore, the sections on inorganic, organic, and biochemistry should be so arranged that a good

share of the time is spent on the study of biochemistry. This book presents mainly those fundamentals of

inorganic and organic chemistry that are necessary for the understanding of the section on biochemistry.

    The fundamental points suggested in the Curriculum Guide are included in the book, with some additions

in the biochemistry section. The author feels that a study of urine, vitamins, nutrition, and hormones is so

obviously a part of biochemistry that at least the fundamentals should be included in this course.

     The book has been planned in such a way that it may be adapted to various courses in chemistry. The

material suggested by Curriculum Guide is covered in the first nineteen chapters and may be used in

accelerated courses or where minimum time is allotted to chemistry. When the time allotted to the course is

sixty to ninety hours, the entire contents of the book may be used to advantage. While the book has been

written especially to fit the needs of schools of nursing, it could readily be applied in instances where students

are required to take but one course in chemistry. The apathetic (无动于衷的) attitude of nonprofessional

students toward a course in inorganic chemistry may well be overcome by the proper presentation of material

selected from inorganic, organic, and biochemistry.

1. This piece of writing is _____.

A. an introduction to a course book

B. a professor's letter to his students

C. the record of an introductory speech

D. from a school announcement

2. To read this book _____.

A. previous course in chemistry are necessary

B. a good mastery of biochemistry is essential

C. one needn't have studied chemistry before

D. one must first review his high school courses

3. In the author's experience, the students are most interested in _____.

A. inorganic chemistry

B. biochemistry

C. organic chemistry

D. chemistry as a whole

4. The underlined word "allotted" in the last paragraph means _____.

A. separated

B. obtained

C. needed

D. distributed

5. Paragraph 4 suggests that one characteristic of this book is its _______.

A. simplicity in presentation

B. thoroughness in the field

C. vividness of the language

D. adaptability to various needs

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