書面表達(dá)

假定你是李華，最近有家網(wǎng)站以“看到有老人摔倒你是否會(huì)上前救助”為題邀請(qǐng)公眾展開討論。請(qǐng)你寫一篇文章參與該網(wǎng)站的討論。內(nèi)容包括：

1. 你的做法

2. 你的原因

3. 你的倡議

注意：1. 可適當(dāng)增加細(xì)節(jié)

2. 詞數(shù)100詞左右，開頭已給出（不計(jì)入總詞數(shù)）

I’m Li Hua, a senior three student. About this heated discussion, ________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

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科目：高中英語 來源：2015-2016學(xué)年江蘇鹽城中學(xué)高二下期中考試英語卷（解析版） 題型：閱讀理解

Aqeela Asifi, who fled to Pakistan as a young woman, has spent her life teaching other Afghan refugees.

For her efforts, Ms. Asifi, who is 49, has won the 2015 UNHCR Nansen Refugee Award. She also gets $100,000 to help pay for her education projects. The UNHCR Nansen Refugee Award honors extraordinary service to people who have been forced from their homes. Eleanor Roosevelt, Graca Machel and Luciano Pavarotti are some of the other winners of the award.

Asifi faced many problems in Afghanistan before she fled to Pakistan. Resources were limited and education for women was discouraged. However, in Pakistan, the 49-year-old was able to bring change to her conservative Afghan community. She persuaded parents to send their daughters to school in a tent at the Kot Chandana refugee village. The village was in the Punjab Province of Pakistan.

Since then, Ms. Asifi has guided more than a thousand refugee girls through their primary education. “When I began my mission to educate Afghan girls, I could not have imagined that one day it will win me this award. I cannot express my happiness,” she told VOA.

Ms. Asifi was a teacher in Kabul when she fled with her family in 1992. “In Afghanistan I was teaching both boys and girls,” she told VOA. “When I left Afghanistan and ended up in this refugee village with my family, I was saddened to find out there were no facilities here, particularly for women and girls.” They made their home in the distant refugee community in Kot Chandana. There she began teaching a small number of students in her tent. She made teaching materials by hand.

Her tent school has led to the opening of several permanent schools in the village. These schools teach more than one thousand children. Support from the UNHCR, local government, and non-governmental organizations helped make these new schools possible.

Ms. Asifi is a mother of six children. She has worked hard to pay for their education. She spends almost all her income to pay her son’s tuition to study engineering at Kabul University.

But seeking higher education for her four daughters is difficult. There is not enough money or secondary schools for girls in the village.

The Afghan teacher hopes more and more children will receive an education in Afghanistan. She hopes her home country becomes better known for higher levels of education, instead of war. “I want my goal to be introduced in parts of Afghanistan where conservative traditions and customs still prevent parents from sending their daughters to outdoor schools,” she said.

1.According to the passage, Asifi was able to win the 2015 UNHCR Nansen Refugee award mainly because________.

A. she suffered a lot more than other refugees who fled to Pakistan

B. she was the kindest person all over the world

C. she witnessed the cruelest event when she was in Afghanistan

D. she made great contributions to refugees despite leaving her homeland

2.Which of the following is TRUE about Asifi’s experiences?

A. Before she fled to Afghanistan, she had been a teacher in Pakistan.

B. Asifi succeeded in changing attitudes of Afghan refugees toward girl education.

C. Asifi determined to win the award when she began to educate Afghan girls.

D. All the materials needed for teaching were borrowed.

3.What can be inferred from the passage?

A. Resources were unlimited and education for women was encouraged before Asifi fled to Pakistan.

B. Eleanor Roosevelt, Graca Machel and Luciano Pavarotti all fled to other countries from Afghanistan.

C. Asifi’s daughters can enjoy equal opportunities like their brothers to receive higher education at university.

D. Asifi still treats her own country with great affection though living as a refugee in another country.

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科目：高中英語 來源：2016屆北京市海淀區(qū)高三下學(xué)期期中練習(xí)英語試卷（解析版） 題型：單項(xiàng)填空

The most exciting moment during the Spring Festival is _____ the family enjoy the big dinner together.

A. what B. why

C. which D. when

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科目：高中英語 來源：2015-2016年遼寧沈陽東北育才校高二下第一階段考英語卷（解析版） 題型：閱讀理解

閱讀下列短文，從每題所給的四個(gè)選項(xiàng)（A、B、C和D）中，選出最佳選項(xiàng)。

New research shows that kids from low-income families may be falling behind their peers because an important part of their brains is underdeveloped.

Researchers from MIT’ s McGovern Institute for Brain Research compared the brains of 12-and 13-year-olds from rich families with the brains of their peers from lower-income families. They found that one particular area of the brain—the neocortex(新皮質(zhì)),which plays a key role in memory and learning ability—is thinner in children from lower-income households.

This is a crucial part of the brain for young students, who are often tested based on their ability to recall large chunks of information. Children who had a thinner neocortex performed poorly on standardized tests,researchers found.More than 90% of high-income students scored above average on a statewide math and English/Language Arts standardized test,compared with less than 60% of low-income students.Differences in cortical(腦皮層) thickness could account for almost half of the income-achievement gap in this sample,researchers wrote.

“Just as you would expect, there’ s a real cost not living in a supportive environment. We can see it not only in test scores,in educational attainment,but within the brains of these children,”says psychological scientist John Gabrieli,a professor of brain and cognitive sciences at MIT and one of the study’s authors.

Since a 2011 study published by Stanford University professor Sean Reardon found that the gap between standardized test scores of high-income and low-income students has grown by about 40% since the 1960s,there’ s been a lot of research aimed at finding links between income and achievement, rather than race alone. The MIT study found low-income children were equally likely to have a thinner neocortex,no matter their races.

Gabrieli and his co-authors can’ t say exactly why poor children’ s brains develop differently because there are too many possibilities to count.Their findings do,however,underline the importance of early intervention(干預(yù)) to ensure that low-income kids get the tools they need to succeed.

1.What’ s the function of the first paragraph?

A. To list some findings.

B. To give some advice.

C. To do some comparisons.

D. To show the main idea of the text.

2.What does the underlined word “crucial” in Paragraph 3 mean?

A. Special. B. Important.

C. Separate. D. Unknown.

3.What John Gabrieli says in Paragraph 4 mainly shows the importance of 　　　.

A. cognitive ability

B. educational attainment

C. having developed brains

D. living in supportive surroundings

4.What is the main idea of the passage?

A.Wealthy parents do better in raising children.

B.Differences exist between poor children and rich ones.

C.Poor children study harder due to their financial conditions.

D.Poor children have thinner neocortex than their wealthy peers.

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科目：高中英語 來源：2015-2016學(xué)年吉林長春外國語校高二下第一次月考英語卷（解析版） 題型：七選五

根據(jù)短文內(nèi)容，從短文后的選項(xiàng)中選出能填入空白處的最佳選項(xiàng)。選項(xiàng)中有兩項(xiàng)為多余選項(xiàng)。

When you live in America, it is not uncommon to see many children coming home from school to an empty house.1.. Some may hide. But all of them have something in common. They spend part of each day alone. They are called latchkey children. They’re children who look after themselves while their parents work. 2.

Kate Green was one of the headmasters of an elementary school. She said, “We had a school rule against wearing jewelry. A lot of kids had chains around their necks with keys attached. I was constantly telling them to put them inside skirts. There were so many keys. It never came to my mind what they meant.” 3.

She and her husband began talking to the children. They offered the suggestion:

4.. One in every three latchkey children the Greens talked to once reported being scared. Many had nightmares (噩夢(mèng)) and were worried about their own safety.

The most common way latchkey children deal with their fears is by hiding. 5.The second is TV. They’ll often play it at high volume. It’s hard to get statistics (統(tǒng)計(jì)) on latchkey children, the Longs learned. Most parents are slow to admit they leave their children alone.

A. Slowly, she learned they were house keys.

B. But they don’t mind.

C. Some deal with the situation by watching TV.

D. Fear is the biggest problem faced by children at home alone.

E. Some should go to their friends for safety.

F. And their bad condition has become a subject of concern.

G. It might be in a shower stall, under a bed or in a closet.

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科目：高中英語 來源：2016屆江西南昌市高三第七次（4月）月考英語試卷（解析版） 題型：閱讀理解

Everyone knows that death is natural, but do you have any idea of the process of dying? Modern scientists divide the process of dying into two phases---clinical or temporary death and biological death. Clinical death occurs when the vital organs, such as the heart or lungs, have ceased to function, but have not suffered permanent damage. The organism can still be revived(復(fù)活). Biological death occurs when changes in the organism lead to the “breaking up” of vital cells and tissues. Death is then unchangeable and final.

Scientists have been seeking a way to prolong the period of clinical death so that the organism can remain alive before biological death occurs. The best method developed so far involves cooling of the organism, combined with narcotic sleep. By slowing down the body’s metabolism(新陳代謝), cooling delays the processes leading to biological death.

To illustrate how this works, scientists performed an experiment on a six-year-old female monkey called Keta. The scientist put Keta to sleep with a narcotic. Then they surrounded her body with ice-bags and began checking her body temperature. When it had dropped to 28 degrees the scientists began draining blood from an artery. The monkey’s blood pressure decreased and an hour later both the heart and breathing stopped: clinical death set in. For twenty minutes Keta remained in this state. Her temperature dropped to 22 degrees. At this point the scientists pumped blood into an artery in the direction of the heart and started artificial breathing. After two minutes Keta’s heart became active once more. After fifteen minutes, spontaneous(自發(fā)的)breathing began, and after four hours Keta opened her eyes and lifted her head. After six hours, when the scientists tried to give her a penicillin injection, Keta seized the syringe and ran with it around the room. Her behavior differed little from that of a healthy animal.

1.For a person who suffers from the clinical death _________

A.he is still very much alive.

B. he can not avoid final death.

C. his most important organs are damaged.

D. he still has the possibility of getting back to life.

2. Scientists try to make the time of clinical death longer in order to _________

A.cool the organism.

B.delay the coming of biological death.

C. slow down the body’s metabolism.

D. bring vital cells and tissues back to active life.

3. How did the scientists put Keta into clinical death?

A.By putting her to sleep, lowering her temperature and draining her blood.

B.By surrounding her body with ice-bags and draining her blood.

C.By lowing her blood pressure and stopping her heart from beating.

D.By draining her blood, lowering her blood pressure and stopping her breathing.

4.All of the following indicate that the monkey has almost restored to her original physical state except the fact that _________

A.her heart beat again.

B.she rejected a penicillin injection.

C. she regained her normal breath.

D.she acted as lively as a healthy monkey.

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科目：高中英語 來源：2016屆河南三門峽陜州中學(xué)高三下期尖子生專題訓(xùn)練（五）英語卷（解析版） 題型：完形填空

完形填空

閱讀下面短文，從短文后各題所給的四個(gè)選項(xiàng)（A、B、C和D）中，選出可以填入空白處的最佳選項(xiàng)，并在答題卡上將該項(xiàng)涂黑。

People from every corner flooded into the streets that Christmas Eve. "Frosty the Snowman," and "Jingle Bells" in stores; on the pavements, the street singers performed happily. Everyone, was by someone else, delighted and cheerful. I was alone.

As one of 8 kids of a Brazilian family, brought up in America's crowded apartment, I'd spent several years searching for aloneness. Now, , at 27, a college student after the with my girlfriend , every cell inside me wanted to be alone, not at Christmas. My family had to Brazil and my friends were with their own lives. Dusk was approaching, and the fact that I had to return to my home made me sad. Lights from windows blinked, and I hoped someone would from one of those homes to invite me inside with a Christmas tree decorated with shiny fake snow and presents.

At a market, I felt more when people were buying lots of goods, which the gifts we received as children in my mind . I missed my family and wanted to cry for wanting to be alone and for having achieved it.

Outside the church , a manger(小耶穌) had been set . I stood with others watching the scene, some of them themselves, praying. As I walked home, I realized that leaving Brazil was still a painful experience as I struggled with I had become in 15 years in America. I'd mourned the , but for the first time, I recognized what I’d gained. I was independent, and healthy. My life was still ahead, full of .

Sometimes the best gift is the one that you give yourself. That Christmas, I gave myself for what I'd obtained up to now and promise to go forward. It is the best gift I've ever got, the one that I most .

1.A.sharedB. playedC. servedD. held

2.A.accompaniedB. employedC. attendedD. supported

3.A. usuallyB. extremelyC. reallyD. eventually

4.A. breakupB. dateC. sympathyD. concern

5.A. soB. butC. andD. or

6.A. movedB. slippedC. cameD. returned

7.A. pleasedB. satisfiedC. occupiedD. bored

8.A. shabbyB. emptyC. warmD. cozy

9.A. turn upB. hang outC. go awayD. break in

10.A. dealtB. discountedC. wrappedD. donated

11.A. tiredB. nervousC. excitedD. upset

12.A. called upB. called forC. called onD. called in

13.A. downB. upC. asideD. about

14.A. huggingB. bowingC. crossingD. bending

15.A. howB. whichC. whatD. that

16.A. casesB. limitsC. lossesD. worries

17.A. lonelyB. educatedC. shyD. wealthy

18.A. possibilityB. sightC. sadnessD. hardship

19.A. surpriseB. defeatC. prizeD. credit

20.A. selectB. valueC. saveD. admit

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科目：高中英語 來源：2016屆福建省泉州市畢業(yè)班3月質(zhì)量檢查英語試卷（解析版） 題型：語法填空

閱讀下面材料，在空白處填入適當(dāng)?shù)膬?nèi)容（1個(gè)單詞）或括號(hào)內(nèi)單詞的正確形式。

While I went sightseeing in London, I visited the London Underground. Like most tourists, I was very interested in it as it is the 1. (old)system in the world. It is also very complex. I was told that the first part of the underground system opened in 1863 and 2. took people from the boundary of London to the city center. The underground passages were very narrow 3. (compare) to the last line that was constructed in 1977. when 4. (carriage) first ran in these passages, there was lots 5. smoke and noise. I think it must have been horrible and damp down there! Another problem was that there were a dozen different lines, 6. were not linked. This 7.(make) the system not user-friendly, but now the different lines have been joined. The union of the different lines makes traveling on the London Underground much more 8. (convenience). I bought a ticket at a discount and rode the underground three times. It was good for me 9. (have)the experience. Another interesting thing was that the passage were used for all sorts of things during World War II such as bomb shelters and an anti-aircraft centre. It’s 10. (true) amazing!

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科目：高中英語 來源：2015-2016學(xué)年江西省德興市高二下期第一次月考英語卷（解析版） 題型：閱讀理解

Darek Fidyka, a 38-year-old Bulgarian, had been paralysed (癱瘓的) from the chest down for four years after a knife attack. Scientists from Britain and Poland took cells from his nose, transplanted (移植) them into his back and re-grew his spinal cord (脊髓). Now he can walk and even drive a car. The doctors were delighted but said it was the first step in a long journey.

The breakthrough came after 40 years of research by Professor Geoff Raisman, who found that cells had the possibility to repair damage to nasal (鼻腔的) nerves, the only part of the nervous system that constantly re-grows. “The idea was to take something from an area where the nervous system can repair itself, and does so throughout life, and put it into an area that doesn’t repair itself,” Professor Raisman said.

Polish doctors injected the nasal cells into Mr Fidyka’s spinal cord above and below the injury and used some nerves from his ankle to form a bridge across the damaged tissue. The nasal cells appear to have caused the spinal nerves to repair themselves.

Professor Raisman achieved this with rats in the late 1990s, but this is his greatest success. “I think the moment of discovery for me was Christmas in 1997 when I first saw a rat that couldn’t control its hand put its hand out to me. That was an exciting moment, because I realised then that my belief that the nervous system could be repaired was true.”

Doctors chose the easiest case for their first attempt — it might not work for others. But there is a real sense of hope that an idea once thought impossible has been realised.

David Nicholls, who helped provide money for the breakthrough, said information about the breakthrough would be made available to researchers across the globe.

“What you’ve got to understand is that for three million paralysed people in the world today, the world looks a totally brighter place than it did yesterday,” he said.

1.Why did Professor Geoff Raisman choose cells from the nose?

A. The nervous system in the nose can repair itself.

B. Cells in the nose can be easily transplanted.

C. Cells in the nose re-produce rapidly.

D. He just wanted to give it a try.

2.Why did the operation work for Darek Fidyka?

A. The nasal cells re-produced and spread quickly.

B. The nerves from his ankle helped cure the injury.

C. The nervous system in the spinal cord can repair itself.

D. The nasal cells helped the spinal nerves to repair themselves.

3.What made Professor Geoff Raisman believe the nervous system can be repaired?

A. His study on animals.

B. His operation on a paralysed patient.

C. His sudden thoughts about Christmas.

D. His unusual experience with a sick rat.

4.David Nicholls’ words suggest that _____.

A. the world is becoming better and brighter

B. paralysed people have the hope of recovery

C. the report of the breakthrough will be published soon

D. researchers across the globe will carry out the operation

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