On the first day of the new term, I met my new headmaster at the school gate. “Follow me, please!” he said. He had a quiet, kind voice. He took me into my new classroom and left. In front of me, thirty pairs of eyes looked at me. I knew he had told the students that I was blind. I could almost feel the question behind their eyes: Blind? I felt the answer too: If she’s blind, this should be good! I heard quiet voices in a corner of the classroom. For a moment, I felt afraid. I knew at once that I had to be strong.
“Class,” I said as loudly as I could. “I may be blind. But I am not foolish. Take those naughty smiles off your faces, and stop talking, please!” Of course, I could not see their faces; I just guessed that some of them were smiling. The class were quiet. They were very surprised. I knew that I had done the right thing.
As the days went by, the students had more surprises. I could smell when the children were eating sweets. I could easily hear combs going through hair, students passing messages, and so on. Once I found a girl passing a message to a friend. I took the message to the teachers’ room. A teacher read it to me. On one side it said, “Do you think she can see?” on the other it said, “I think so. She always knows what we’re doing.”
Soon the students stopped being naughty, and started to work hard. Before long, they brought in photos of their families for me to look at; I knew then they were my friends. I also knew they had forgotten that I could not see.
【小題1】In Paragraph(段) 1 the writer said she must be strong because .
| A．she was too weak |
| B．the students laughed at her |
| C．the headmaster left her alone |
| D．she felt the students were not friendly to her |
| A．the teacher seemed to know everything |
| B．the teacher caught them smiling |
| C．the teacher caught them talking |
| D．the teacher was not foolish |
| A．exchanged sweets | B．combed their hair |
| C．wrote letters | D．read letters |
| A．to interest her | B．to cure her illness |
| C．to make friends with her | D．to show their friendliness |
【小題1】D
【小題2】B
【小題3】B
【小題4】D
解析試題分析：
【小題1】D 細(xì)節(jié)題。根據(jù)第一段4,5行I could almost feel the question behind their eyes: Blind? I felt the answer too: If she’s blind, this should be good! I heard quiet voices in a corner of the classroom說明有些學(xué)生對我不太禮貌，故我要堅強起來。故D正確。
【小題2】B 細(xì)節(jié)題。根據(jù)第二段3,4行I just guessed that some of them were smiling. The class were quiet. They were very surprised. I knew that I had done the right thing.說明學(xué)生感到驚訝的原因是我竟然知道他們所做的事情即他們在笑，故B正確。
【小題3】B 推理題。根據(jù)第三段I could easily hear combs going through hair,說明有學(xué)生梳頭，我才可以聽見梳子從頭發(fā)上經(jīng)過的聲音。故B正確。
【小題4】D 推理題。根據(jù)文章第四段第二行, they brought in photos of their families for me to look at; I knew then they were my friends. 說明我們成為了好朋友，學(xué)生這樣做的為了表示友誼。故D正確。
考點：考查故事類短文
點評：文章介紹了一位盲人老師如何教育學(xué)生的情況。本文的內(nèi)容比較簡單，要求考生仔細(xì)閱讀短文即可，以細(xì)節(jié)題和推理題的考查為主。
閱讀快車系列答案科目：高中英語 來源： 題型：閱讀理解
讀寫任務(wù) (共1小題,滿分25分)
閱讀下面的短文，然后按照要求寫一篇150詞左右的英語短文。
Hi, I am Mike. I just went through my first year of college. The toughest part on me at fir
st was the general adjustment.1 went to a very small high school where my mom was a teacher and she did practically everything for me. But at the college I needed to know some basic life skills. such as balancing a check—book, laundry, and the things you have to be able to handle that I never thought of in the high school! It was really tough for me at first and I got badly homesick.
Once that first semester was over and I got used to the college life, I loved it—good facilities, helpful instructors. and a good library. The Students’ Union organizes various parties every week. I also go to cinemas and concerts, and often spend Saturday nights in pubs and clubs.
One thing I think is important is to get yourself active in things. I was on the dance team in college and met a ton of people that way ··· it was so much easier to make friends when you had a common ground.
[寫作內(nèi)容]
學(xué)校最近組織了一次中美學(xué)生交流活動，你參加其中的“大學(xué)校園生活”討論。聽完Mike的發(fā)言之后，你準(zhǔn)備寫一份發(fā)言稿，題目是“Preparing Myself for College Life”，內(nèi)容要點包括：
1. 以約30個詞概括Mike的發(fā)言要點；
2. 然后以約120個詞談?wù)勀憷硐氲拇髮W(xué)生活，內(nèi)容包括：
(1) 對中學(xué)生活的感受；
(2) 理想的大學(xué)生活；
(3) 中學(xué)生活和大學(xué)生活的差別，以及你打算如何適應(yīng)。
[寫作要求]
1. 在作文中可以使用自己親身的經(jīng)歷或虛構(gòu)的故事，也可以參照閱讀材料的內(nèi)容但不得直接引用原文中的句子；
2. 作文中不能出現(xiàn)真實姓名和學(xué)校名稱。
[評分標(biāo)準(zhǔn)]
概括準(zhǔn)確，語言規(guī)范，內(nèi)容合適，篇章連貫。
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科目：高中英語 來源：2012年全國普通高等學(xué)校招生統(tǒng)一考試英語（浙江卷帶解析） 題型：閱讀理解
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 (解決) 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.
【小題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(chǎn) 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．a(chǎn)dvocate teaching conflict management in schools |
| D．inform teachers of the latest studies on school violence |
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科目：高中英語 來源：2012-2013學(xué)年山東省濟寧市魚臺一中高一下學(xué)期3月月考英語試卷（帶解析） 題型：閱讀理解
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 （凱亞巴布高原） 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 （特權(quán)） 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 （饑餓） 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.
【小題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．a(chǎn)n animal | B．a(chǎn) tree | C．a(chǎn) mountain | D．a(chǎn) 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 |
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科目：高中英語 來源：2014屆遼寧盤錦市高二第一次階段考試英語試卷（解析版） 題型：其他題
Starting high school is an exciting event. 71 Try these tips to help make the transition to high school go smoothly for you and your teenager.
Talk to your teenager. Find out how your teenager feels about high school. 72 Share some of your own experiences with them, and see if you can get an older cousin or family friend to talk to them, as well.
Orientation（迎新會） is a good thing. 73 The school will also likely have a parents’ night or parents’ orientation before of shortly after the school year begins. Your teenager may discourage you from attending it, but it is important for you to learn what to expect during their high school years. It is also a good opportunity to meet with teachers and other parents.
74 Before school starts, talk with your teenager about what their daily schedule will be like, what classes they will be taking, and how they will manage their time. Discuss any extracurricular(課外的) activities they might like to take part in. It is important for you to know their after-school plans. Then you can set some limits on things including where they are, whom they are with, and how they will be transported.
75 High school is a time when teenagers ask for their independence. However, it is important that you remind your teenager that you are still the parent. For example, they may want to decide when to do their homework or when to go to bed, and may start spending more time on the computer or phone. While it is OK fir you to loosen up on some things and let them make some of these decisions, make sure your teenager knows the limits.
|
A．Set a good example. |
|
B．They likely have both fear and anxiety. |
|
C．Don’t forget about after-school activities. |
|
D．Give your teenagers some independence. |
E. There you can get some advice from other parents.
F. Make sure your teenager attends it if the high school has one.
G. However, it can also cause some stress and anxiety for both parents and teenagers.
71 ________ 72 _________ 73 _________ 74 _________ 75 __________
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科目：高中英語 來源：2011-2012學(xué)年浙江省慈溪市高三上學(xué)期期中考試英語題 題型：短文改錯
下面的短文中共有10處語言錯誤，請你在錯誤的地方增加、刪除或個性某個單詞。
增加：在缺詞處加一個漏字符號（^），在該行右邊橫線上寫出該加的詞。
刪除：在多余的詞用斜線（\）劃掉。
修改：在錯的詞下劃一橫線，在該行右邊橫線上寫出改正后的詞。
注意：
1．每處錯誤及其修改均僅限一詞。
2．只允許修改10處，多者（從11處起）不計分。
Last Saturday the students of our class made a bike trip of Wanping, a small town by the Taihu Lake. We set off earlier in the morning. After getting to the town, we had visited some places of interest. At noon, we had picnic near the lake. Everybody was attracted with the beautiful scenery and we took a lot of picture. In the afternoon, some of them went fishing, some flew kites, and the others rowed boats on the water. We both had a wonderful time! It was a pleasant trio fir us, during which the boys were offered the girls a lot of help. We have learned to help, understand and sharing with others. In a word, we have got quite a lot from it.
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