Bored? Lonely? Out of condition?

Why not try the

SPORT CENTER? TENNIS

       Indoor and outdoor courts．Coaching from beginners to advanced, everyday not evenings．

Children only-Sat．mornings．

SKIING

       Dry slopes—3 levels instructors at weekends and Fridays．Daytime parcitice．8 years upwards．

SWIMMING

       2 pools I heated Olympic length． Tuition available．

       Women: Tuesday and Thursday．

    Men: Monday, Wednesday and Friday．

       Children: Saturday

       Family day: Sunday

GOLF

       9 hole practice course． Professional Coaching． Lessons must be booked in advance in daytime． Evening practice． Minimum age — 9 years．

GYMNASTICS

       Maximum age—18 years．Children aged 5—10．Monday and Wednesdays．4:00—6:00 p．m．10—18 year-old．Friday evenings．Bar work on Sunday mornings．

AND MUCH MORE

       Table Tennis, Snooker, Darts（標(biāo)槍?zhuān)? Chess（everyday and evening）, Café （all day），Bar（lunch time and evenings）, Nursery（weekdays and weekends, not evenings）．Centre open 10:00 a．m．—10:00 p．m．Daily．Interested? More details inside．Quote Card Number: 99．

1．What is this ad mainly about?

       A．It mainly shows us some ways to spend weekends．

       B．It mainly shows us a place to relax ourselves．

       C．It Shows the ways saving our time．

       D．It shows us a lot of ways to spend our holidays．

2．Which of the following is TRUE according to this passage?

       A．People can play tennis day and night．

       B．Men and women swim in the SPORTS CENTER separately．

       C．Children at any age can play golf in the SPORTS CENTER．

       D．People under 20 can all take gymnastics．

3．How many sports items are mentioned in the passage?

       A．5                 B．7．             C．9．               D．12．

4．Where can we find this ad in your opinion?

       A．In a company．                                   B．In a restaurant．

       C．In a park                                           D．On a newspaper．

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科目：高中英語(yǔ) 來(lái)源： 題型：

短文改錯(cuò)（共10小題；每小題1分，滿分10分）

     

Dear Abby,

I want to ask you for my advice. When I leave

the school, I want to be an engineer. For years

I have interested in engineering. I have made tools

at home and have written articles for magazine. My

father says that engineering is a suitable subject for

a girl to study it. He wants me to study geography.,

However, I am not interested in this subject at all. I

tried to read books on it, so I was so bored. 

What should I do? I respect my fathers judgement

and experience, but I don’t think he understood me.

Best wishes,

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科目：高中英語(yǔ) 來(lái)源：2014屆浙江省紹興市高三上學(xué)期期中考試英語(yǔ)試卷（解析版） 題型：閱讀理解

But what is teacher quality? How can one measure it reliably?

An analysis is issued on a sample of data from a Texas school district. Experts argue convincingly that teacher effectiveness should be measured by students’ gains on standardized tests: Mr. Smith is probably a better teacher than Ms. Brown if his students consistently improve their test scores more than hers do.

Though this approach is appealing, there are tricky issues. For example, what if Ms. Brown teaches in a school where students score so high there is little room for improvement?

The authors try to correct for this problem, as well as other sorts of measurement issues, to generate a measurement of teacher effectiveness. The paper is primarily concerned with how this measure is related to other observable characteristics.

The first finding is that there is a large variation in teacher effectiveness: some teachers consistently have a larger impact on their students’ achievement than others.

Second, easily observable characteristics like having a master’s degree or a passing score on the teacher certification exam are not correlated關(guān)聯(lián) with teacher effectiveness.

Then what does matter? The most important single influence is experience: first-year teachers are much less effective than others. The second year is significantly better, and by the fourth year, most teachers hit their stride.

It is not entirely clear whether this experience effect is learning by doing (the more you teach, the more effective you become) or survival of the fittest (those who are not good at teaching tend to drop out early.)

From my reading of the paper, both effects appear important and there is no simple answer. The data do suggest, however, that teacher effectiveness is pretty clear by the end of the second year, so the information to make an informed decision is available at that time.

The authors also investigate the contentious 有爭(zhēng)議的issue of racial matching of students and teachers. Here they find strong evidence that minority teachers tend to be more effective with minority students. Again, it is unclear whether this is because of a role model effect (students respond better to a teacher of their own race) or an empathy effect 移情效應(yīng)(teachers empathize better with students of their own race) or something else entirely.

The authors also look at teacher mobility. There is some evidence that teachers who quit teaching or switch schools tend to be below average in effectiveness. This is consistent with the survival-of-the-fittest model.

1.The schoolmaster could decide wisely whether to further employ the teacher by the end of the ______.

A. the first year          B. the second year             C. the third year        D. the fourth year

2.The phrase “hit their stride” most probably means “______”.

A. reach their normal level                                    B. become confident

C. walk with long steps                                            D. get bored

3.The author of this passage holds the view that ______.

A. teachers will perform better with time passing

B. ineffective teachers should leave earlier rather than later

C. teacher’s effectiveness is apparent after a couple of years

D. a master’s degree will improve teacher’s effectiveness

4.Why do black teachers tend to be more effective with black students?

A. Students fell secure, so they respond better.

B. Teachers sympathize with students of their own race.

C. There are entirely some other identified reasons.

D. The reasons are far from clear and definite.

5.Which of the following may serve as the best title?

A. The Quality of Teaching

B. Impact of Teacher Quality on Student Learning

C. Different Sorts of Measurement Issues

D. Survival-of-the-fittest Model vs. Learning-by-doing Model

 

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科目：高中英語(yǔ) 來(lái)源：2015屆江蘇省江都市高一下學(xué)期期中考試英語(yǔ)試卷（解析版） 題型：閱讀理解

Research at the University of Liverpool, UK, has found that Shakespeare’s language stimulates positive brain activity.

Shakespeare uses a linguistic（語(yǔ)言的）technique known as functional change that involves, for example, using a noun to serve as a verb．Researchers found that this technique allows the brain to understand what a word means before it understands the function of the word within a sentence．This process causes a sudden peak in brain activity and forces the brain to work backwards in order to fully understand what Shakespeare is trying to say.

Professor Philip Davis, from the university’s School of English, said: “The brain reacts to reading a phrase such as ‘he godded me’ from the tragedy of Coriolanus, in a similar way to putting a jigsaw puzzle（拼圖玩具）together．If it is easy to see which pieces fit together you become bored of the game．But if the pieces don’t appear to fit, when we know they should, the brain becomes excited．By throwing irregular words into seemingly normal sentences, Shakespeare surprises the brain in a manner that produces a sudden burst of activity — a sense of drama created out of the simplest of things.”

Experts believe that this heightened brain activity may be one of the reasons why Shakespeare’s plays have such a dramatic impact on their readers.

Professor Neil Roberts, from the university’s Magnetic Resonance and Image Analysis Research Center, and Professor Davis, together with Dr Guillaune Thierry, from the University of Wales, UK, monitored 20 participants using an electroencephalogram (EEG) as they read selected lines from Shakespeare’s plays.

“The brain signal is relatively stable when we understand the meaning of a word but when the word changes the grammar of the whole sentence, brain readings suddenly peak．The brain is then forced to retrace its thinking process in order to understand what it is supposed to make of this unusual word,” explains Professor Roberts.

1.The research conducted by the professors has showed that ___________.

A．Shakespeare uses functional change to mislead readers

B．Shakespeare’s language excites positive brain activity.

C．Shakespeare’s plays have a dramatic effect on their readers.

D．Shakespeare’s language makes the brain signal relatively stable

2.Which of the following words can replace the underlined pronoun “it” in the 2nd paragraph?

A．technique       B．word        C．brain       C．sentence

3.In the 3rd paragraph, the example of a jigsaw puzzle is used here to state___________.

A．the function of Shakespeare’s linguistic technique

B．a(chǎn) sense of drama created by playing the game

C．the Shakespeare’s thinking process

D．the brain’s reaction to reading a book

4.Based on the research, Shakespeare’s plays have a great effect on their reader lies in_______.

A．language used in plays

B．characters showed in works

C．brain activity increased in reading

D．thinking process when writing

 

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科目：高中英語(yǔ) 來(lái)源：2015屆江蘇漣水中學(xué)高一下學(xué)期期中考試英語(yǔ)卷（解析版） 題型：完型填空

“When your mother criticizes you, you can look somewhere else and think about other things. Just pay no attention to her words. But remember: it’s a strong attitude, so it cannot be used  36 .You can use this skill only sometimes.” These words are from some cartoons  37 skills for children to  38 against their mothers.

“This is a book for  39 aged six to twelve who are always criticized by their  40 ”, and the cartoons,   41 by two 10-year-old girls, list over twenty  42 which children can use to deal with their mothers’  43 ,such as crying, running away and so on. Each skill is described with interesting  44 and funny notes. The two girls’ creativity(創(chuàng)造力)amazed the adults.

According to one of the girls’ mothers, her daughter once performed  45 in an exam, so she criticized her. The daughter’s feelings led to her  46 the cartoons. The girl’s father said he  47 parents would pay attention to the pictures. He said parents should think about children’s feelings. They shouldn’t criticize them so often. And he said the cartoons weren’t  48 yet and that his daughter would continue with them when she was  49 .

The cartoons make people  50 the problems within Chinese family  51 , said an expert on family education. According to a survey of 104 children and their parents, as many as 51.9 percent of the children  52 being criticized by their mothers.

Not giving children enough time to play and always criticizing them seem to be very  53 in family life. It is a big problem in fact     parents think it is ok .Children will have  55 feelings within their heart. Parents should learn to encourage children more.

1.                A．suddenly       B．certainly        C．recently  D．often

 

2.                A．showing        B．using           C．lending   D．leaving

 

3.                A．fight           B．protect         C．a(chǎn)rgue    D．stand

 

4.                A．classmates      B．children        C．strangers D．neighbors

 

5.                A．parents         B．teachers        C．friends   D．sisters

 

6.                A．bought         B．interested       C．drawn    D．dreamed

 

7.                A．photos         B．presents        C．skills D．reasons

 

8.                A．care           B．a(chǎn)nger          C．encouragement D．sadness

 

9.                A．pictures        B．results          C．words    D．characters

 

10.               A．quickly         B．badly          C．well  D．slowly

 

11.               A．reading        B．directing        C．creating   D．selling

 

12.               A．disagreed       B．wondered      C．found D．hoped

 

13.               A．invited         B．wanted         C．known    D．finished

 

14.               A．old            B．free           C．bored D．excited

 

15.               A．forget          B．enjoy          C．change    D．face

 

16.               A．education       B．planning        C．importance D．tradition

 

17.               A．continue       B．hate           C．understand D．keep

 

18.               A．useful          B．clear           C．common   D．funny

 

19.               A．though         B．therefore       C．if D．a(chǎn)nd

 

20.               A．relaing         B．thankful        C．happy D．negative

 

 

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科目：高中英語(yǔ) 來(lái)源：2014屆廣東省中山市鎮(zhèn)區(qū)五校聯(lián)考高一下中段考試英語(yǔ)試卷（解析版） 題型：完型填空

I couldn’t believe my ears when I heard my name called for the leading role in our high school play. Mrs. Dermit, my drama(戲劇) teacher, had been looking for someone to play an energetic boy in a play. Luckily for me, she thought that I could act the   1 .

That afternoon my friend Kevin and I talked   2  about the play. Although Kevin hadn’t been   3   for a role on the stage, his job with helping all the actors was important to the success of the play. I told him I was a little __4  because I had a lot of lines(臺(tái)詞)to memorize. “You can do it.” he said. I knew I could   5  on him: we had been friends since the third grade, and we made a good team.

Preparations for the play moved at a rapid pace. While doing his own work, Kevin also spent hours helping me learn my lines. He often said my lines with me by silently moving his lips. We   6  that he could probably play my part as well as I could.

Three days before the    7  night, everything was ready for the performance. But when I woke up with a high fever on the day of the play, the whole production came to a sudden   __8 . Everyone in the drama department was worried,   9  there was no way I could perform. The play was   10  to open in fewer than six hours, and we had no time to cancel. I tried to think of a way to help. Then it hit me---Kevin knew the   11  as well as I did. I called Mrs. Dermit to give her my   12 . Within a few short hours, Kevin stood on the stage in costume(戲服) and makeup. The amusing lines he had   13  with me so many times made the crowd laugh and cheer. In a strange turn of events, Kevin and I had   14  the day for everyone by working as a team.

Of course, I was terribly disappointed to have missed my chance in the spotlight, but I was extremely   15  to have such a good friend.

1.                A．part           B．play            C．band D．scene

 

2.                A．calmly          B．sadly           C．excitedly  D．a(chǎn)nxiously

 

3.                A．had            B．chosen         C．invited   D．trained

 

4.                A．pleased        B．bored          C．nervous  D．confused

 

5.                A．rely           B．operate         C．base     D．a(chǎn)gree

 

6.                A．expected       B．debated        C．a(chǎn)greed   D．joked

 

7.                A．ending         B．closing         C．opening  D．greeting

 

8.                A．change         B．turn           C．stop D．close

 

9.                A．for            B．but            C．a(chǎn)nd  D．so

 

10.               A．written         B．taken          C．said  D．scheduled

 

11.               A．steps          B．lines           C．point D．case

 

12.               A．introduction     B．instruction      C．explanation D．suggestion

 

13.               A．saw           B．read           C．practiced  D．watched

 

14.               A．valued         B．saved          C．left   D．kept

 

15.               A．successful      B．thankful        C．trustful    D．hopeful

 

 

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