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1.Anne’s sister Margot was very u       that the family had to move.
2.She s      from loneliness,but she had to learn to like it there.
3.One evening when it was so warm,I stayed awake on p       .
4.I don’t want to set down a s     of facts in a diary as many people do.
5.It was based more on German than the English we speak at p       .
6.Can you find the following command and r       from reading?
7.Which kind of t      do you prefer to use?
8.I am f      of my sister but she has one serious shortcoming.
9.In fifteen terrible seconds a large city lay in r        .
10.People began to wonder how long the d       would last.


【小題1】upset
【小題1】suffered
【小題1】purpose
【小題1】series
【小題1】present
【小題1】request
【小題1】transport
【小題1】fond 
【小題1】ruinse
【小題1】disaster

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科目：高中英語 來源： 題型：閱讀理解

Social circumstances in Early Modern England mostly served to repress women’s voices. Patriarchal culture and institutions constructed them as chaste, silent, obedient, and subordinate. At the beginning of the 17th century, the ideology of patriarchy, political absolutism, and gender hierarchy were reaffirmed powerfully by King James in The Trew Law of Free Monarchie and the Basilikon Doron; by that ideology the absolute power of God the supreme patriarch was seen to be imaged in the absolute monarch of the state and in the husband and father of a family. Accordingly, a woman’s subjection, first to her father and then to her husband, imaged the subjection of English people to their monarch, and of all Christians to God. Also, the period saw an outpouring of repressive or overtly misogynist sermons, tracts, and plays, detailing women’s physical and mental defects, spiritual evils, rebelliousness, shrewish ness, and natural inferiority to men.

Yet some social and cultural conditions served to empower women. During the Elizabethan era (1558—1603) the culture was dominated by a powerful Queen, who provided an impressive female example though she left scant cultural space for other women. Elizabethan women writers began to produce original texts but were occupied chiefly with translation. In the 17th century, however, various circumstances enabled women to write original texts in some numbers. For one thing, some counterweight to patriarchy was provided by female communities—mothers and daughters, extended kinship networks, close female friends, the separate court of Queen Anne (King James’ consort) and her often oppositional masques and political activities. For another, most of these women had a reasonably good education (modern languages, history, literature, religion, music, occasionally Latin) and some apparently found in romances and histories more expansive terms for imagining women’s lives. Also, representation of vigorous and rebellious female characters in literature and especially on the stage no doubt helped to undermine any monolithic social construct of women’s mature and role.

Most important, perhaps, was the radical potential inherent in the Protestant insistence on every Christian’s immediate relationship with God and primary responsibility to follow his or her individual conscience. There is plenty of support in St Paul’s epistles and elsewhere in the Bible for patriarchy and a wife’s subjection to her husband, but some texts (notably Galatians 3:28) inscribe a very different politics, promoting women’s spiritual equality: “There is neither Jew nor Greek, there is neither bond nor free, there is neither male nor female: for ye are all one in Jesus Christ.” Such texts encouraged some women to claim the support of God the supreme patriarch against the various earthly patriarchs who claimed to stand toward them in his stead.

There is also the gap or slippage between ideology and common experience. English women throughout the 17th century exercised a good deal of accrual power: as managers of estates in their husbands’ absences at court or on military and diplomatic missions; as members of guilds; as wives and mothers who apex during the English Civil War and Interregnum (1640-60) as the execution of the King and the attendant disruption of social hierarchies led many women to seize new roles—as preachers, as prophetesses, as deputies for exiled royalist husbands, as writers of religious and political tracts.

     What is the best title for this passage?

[A]. Women’s Position in the 17th Century.

[B]. Women’s Subjection to Patriarchy.

[C]. Social Circumstances in the 17th Century.

[D]. Women’s objection in the 17th Century.

     What did the Queen Elizabeth do for the women in culture?

[A]. She set an impressive female example to follow.

[B]. She dominated the culture.

[C]. She did little.

[D]. She allowed women to translate something.

Which of the following is Not mention as a reason to enable women to original texts?

[A].Female communities provided some counterweight to patriarchy.

[B]. Queen Anne’s political activities.

[C]. Most women had a good education.

[D]. Queen Elizabeth’s political activities.

     What did the religion so for the women?

[A]. It did nothing.

[B]. It too asked women to be obedient except some texts.

[C]. It supported women.

[D]. It appealed to the God.

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科目：高中英語 來源：河南省實驗中學2010屆三下學期第一次月考 題型：完型填空


第二節(jié)：完形填空（共20 小題 ,滿分30分）
Each of us fails from time to time. If we are wise, we accept these failures as a 36 part of the learning process. But all too often as parents and teachers we disallow this 37 right to 高考資源網our children.
When I see a child 38 to this kind of pressure, I think of Donnie.
Donnie was my youngest third grader. His 39 of failure kept him from classroom games that other children enjoyed. He 40  answered questions — he might be wrong.
I tried my best to build his  41. But nothing changed until midterm, when Mary Anne, a student teacher, was assigned（安排）to 高考資源網our classroom.
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My student teacher looked at me in despair. Suddenly her face 46. From the desk we shared, she got a container filled with pencils.
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44. A. left               B. offered         C. missed                  D. parted
45. A. surprise           B. astonishment    C. anger                D. tears
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48. A. help         B. show         C. reward                  D. promise
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科目：高中英語 來源：2012屆安徽省安慶市高三第二次模擬考試英語試卷（1）（帶解析） 題型：閱讀理解


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科目：高中英語 來源：2012-2013學年云南省玉溪一中高二上學期期末考試英語試卷（帶解析） 題型：填空題

假定英語課上英語老師要求同桌之間互相修改作文，請你修改你同桌的以下作文。
文中共有10處語言錯誤，每句中最多有兩處。錯誤涉及一個單詞的增加、刪除或修改。
刪除：把多余的詞用斜線（\）劃掉。
增加：在缺詞處加一個漏字符號（∧），并在該詞下面寫出該加的詞。
修改：在錯的詞下劃一橫線，在該詞下面寫出修改后的詞。
注意：1、每處錯誤及修改均僅限一詞。
2、只允許修改10處，多者（從11處起）不計分。
Dear Diana,
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科目：高中英語 來源：2014屆甘肅省蘭州市高一第一次月考英語題 題型：閱讀理解

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    And while you're there, check out the various inexpensive ways to tour the city．Don't worry about getting lost．Although Dutch is the official language, most people in Amsterdam speak English and are happy to help you with directions．And you'll notice that half the people in the streets are on bicycles they rent．

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    C．only English                           D．Spanish and English

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    A．call up people’s memories of World War Ⅱ

    B．tell readers what A Tale of Two Cities is about

    C．instruct visitors what to do and see in Holland

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