Rules for the University Entrance Examination
• You must be at the examination center ten minutes before the examination starts. If you are more than ten minutes late, you may not enter the examination center. The examination takes place at the same time in different states.
• You must have proof of your name and grade as well as official examination number. Show these when you come to the examination center.
• Depending on which examination you are taking, you may bring certain items into the examination center. Mathematics examinations may allow you to use electronic calculators. Other subjects may allow you to use dictionaries and other reference material. Please read the notes sent with your timetable carefully.
• You must bring your own pencils. None will be provided for you. The following items are not allowed in the examination center: walk-mans and radios, head sets, any food or drink, school bags, electronic equipment (unless specifically permitted for various subjects), and mobile phones.
• Once in the center, you must sit at the desk with your examination number on it. When you sit down, place your examination number at the top corner of your desk.
• You must remain silent during the examination. You must not disturb other people who are taking the test.
• If you need a drink or toilet break, you should raise your hand and wait for the supervisor (監(jiān)督者) to speak to you. You will be given water or the supervisor will take you to the bathroom. You are not allowed to talk with anyone during the break.
• You must write your answers in the official answer sheet. Your supervisor will provide extra paper if you wish to make notes.
• You may leave the examination room at any time if you do not plan to return. If you finish early and want to leave, please move well away from the examination center.
• The supervisor will warn you fifteen minutes, five minutes and one minute before the end of the examination. When the supervisor says that the time is up, you must put down your pencil and wait at your desk until your paper is collected.
1.What are you allowed to have with you when you take mathematics examination?
A. Related material. B. Proof of yourself.
C. A cell phone. D. A dictionary.
2.What should you do if you finish the test early?
A. Stay in the examination center.
B. Remain in your seat and check again.
C. Keep a distance from the center.
D. Raise your hand to inform your teacher.
3.What can be provided for you during the exam?
A. Pencils. B. Food and drink.
C. Extra paper. D. Calculators.
科目:高中英語 來源:2015-2016學年浙江余姚中學高二下期中考試英語試卷(解析版) 題型:閱讀理解
Emily and her boyfriend had just had a fight. She felt alone and hopeless. Then she went into the kitchen and grabbed what she needed before going back up to her room quietly. She switched on the TV and started eating…and eating…for hours, until it was all gone.
What Emily didn't know at the time was that she was suffering from an illness called binge-eating disorder(BED)(暴飲暴食).
For years, Emily didn't tell anyone what she was doing. She felt ashamed, alone, and out of control. Why don't famous people confess (承認) to BED, as they do to anorexia? It's simple: There's a stigma(污名)involved. “Overeating is seen as very bad, but dieting to be skinny is seen as positive and even associated with determination," says Charles Sophy, a doctor in Beverly Hills , California.
"Some parents or friends may look at a teen with BED and think, 'Oh, a good diet and some will-power will do the trick.' But that's not true," says Dr.Ovidio Bermudez , a baby doctor at the Eating Recovery Center in Denver. "Eating disorders are real physical and mental health issues; it's not about willpower." The focus in treating BED shouldn't be on weight, because as with all eating disorders, the behaviors with food are a symptom of something deeper.
Like most other diseases, genetics may play a big part in who gets BED and who doesn't. If you have a close relative with an eating disorder, that means you're more likely to develop an eating disorder of your own.
Besides, many people with BED have tried at some point or another to control it by going on a diet, but paying more attention to food doesn't help. And it might even make things worse, like it did for Carla, who's 15 now and is recovering from BED. "My parents would always tease me about my weight, so when I was 14, I went on a very restrictive diet," she says. When you can't have something, you only want it more, so every time Carla would have a bite of something that wasn't allowed on her strict diet. She would quickly lose control and binge (狂歡).
1.What does the underlined word "anorexia" in Paragraph 3 mean?
A. Eating too much.
B. Eating junk food.
C. Loss of the wish to eat.
D. Always eating in a hurry.
2.According to Dr. Ovidio Bermudez, people with BED_______ .
A. just need a lot of willpower
B. can recover with a good diet
C. can recover with the help of others
D. need to deal with their health problems
3.What can we learn from Carla's story?
A. BED is an incurable disease.
B. BED has something to do with genes.
C. Going on a diet won't help BED patients.
D. BED patients should pay attention to their food.
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科目:高中英語 來源:2015-2016學年廣東深圳高中高一下期中考試英語試卷(解析版) 題型:單項填空
Danby left word with my secretary ______ he would call again in the afternoon.
A.who B.that C.as D.which
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科目:高中英語 來源:2015-2016學年甘肅天水一中高二下期中考試英語試卷(解析版) 題型:閱讀理解
Would it surprise you to learn that, like animals, trees communicate with each other and pass on their wealth to the next generation?
UBC Professor Simard explains how trees are much more complex than most of us ever imagined .Although Charles Darwin thought that trees are competing for survival of the fittest, Simard shows just how wrong he was. In fact, the opposite is true: trees survive through their co-operation and support, passing around necessary nutrition “depending on who needs it”.
Nitrogen(氮) and carbon are shared through miles of underground fungi(真菌) networks, making sure that all trees in the forest ecological system give and receive just the right amount to keep them all healthy. This hidden system works in a very similar way to the networks of neurons(神經(jīng)元)in our brains, and when one tree is destroyed, it affects all.
Simard talks about “mother trees”, usually the largest and oldest plants on which all other trees depend .She explains how dying trees pass on the wealth to the next generation, transporting important minerals to young trees so they may continue to grow .When humans cut down “mother trees” with no awareness of these highly complex “tree societies” or the networks on which they feed, we are reducing the chances of survival for the entire forest.
“We didn't take any notice of it .” Simard says sadly. “Dying trees move nutrition into the young trees before dying, but we never give them chance.” If we could put across the message to the forestry industry, we could make a huge difference towards our environmental protection efforts for the future.
1.The underlined sentence “the opposite is true” in Paragragh2 probably means that trees________.
A. compete for survival
B. depend on each other
C. provide support for dying trees
D. protect their own wealth
2.“Mother trees” are extremely important because they________.
A. look the largest in size in the forest
B. know more about the complex “tree societies”
C. pass on nutrition to young trees
D. seem more likely to be cut down by humans
3.The underlined word “it” in the last paragraph refers to .
A. how “tree societies” work
B. how trees grow old
C. how forestry industry develops
D. how young trees survive
4.What would be the best title for the passage?
A. Old Trees Communicate Like Humans
B. Young Trees Are In Need Of Protection
C. Trees Contribute To Our Society
D. Trees Are More Awesome Than You Think
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科目:高中英語 來源:2015-2016學年山西太原市高二5月考英語試卷(解析版) 題型:其他題
完成句子
根據(jù)所給首字母, 漢語提示或語境寫出符合句意的單詞或詞組, 每空一詞。
1.Middle school students chase after entertainment icons (偶像). That might _____ _____ _____ (與...情況相同)somebody else but not of my desk-mate.
2.I was unable to answer the test questions r_________ the Civil War.
3.She said the terrible weather s_______ harvests in Western Africa that year.
4.Sugar gives quick r_______ to hunger but provides no lasting nourishment (營養(yǎng)).
5.It appears the blue bed-cover_______ _______ (與...形成對比) the yellow curtains.
6.The aged man o______ a quality position in the morning market and began to sell eggs.
7.He ___ ____ ___ (與...一樣) Sam in appearance, but somehow looked a little taller.
8.Some of the President’s advisers feared Hitler might _____ _____ _____ (向...宣戰(zhàn)) the USA.
9.D______ his lack of experience, he got the job.
10.____ ____ ____ (突然) there was a terrific bang and a flash of smoke.
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科目:高中英語 來源:2015-2016年內(nèi)蒙古杭錦后旗奮斗中學高二下期中英語卷(解析版) 題型:完形填空
完形填空
閱讀下面短文,從短文后所給的A、B、C、D四個選項中, 選出可以填入空白處的最佳選項。
My friend Samuel, who is a good runner, and I ran a 5K race last weekend. It was my first organized _________. “You run ahead,” I said at the starting line. “You_________ ?” he asked. “Go!” I said. “I’ll see you at the _________.”
Samuel took off, strong and full of energy. My _________ hit the ground in a familiar pattern, and I _________ it to the half-way point. My legs started to _________ and my back hurt. _________, I wanted to give up but my spirit told me not to. I started to think I should have _________ a shorter goal as the great distance was too much for me. I began to _________ deciding to run the 5K race. I thought about all this while running. The road seemed very_________ .
_________ I ran along, my feet felt like lead(鉛). It seemed as if I would _________make it. I was so tired that I couldn’t move a step further. I tried to _________ myself by sayings. Some words appeared in my mind. They were “Do _________ by halves” and “To persevere(堅持) means victory”. They were _________and they filled me with fresh energy. Anyway, I wouldn’t quit. I _________ along. I eventually saw the white tent by the finishing line.
Samuel was at the finishing line. When I _________ at the end, he put his arm around my shoulders and _________ his hand for a high-five.
I realized that _________you never give up, the goal you set can be reached. Above all, you just have to be _________ and take one step at a time.
1.A. picnic B. show C. trip D. run
2.A. sure B. ready C. happy D. strong
3.A. top B. end C. side D. front
4.A. legs B. hands C. feet D. knees
5.A. brought B. caught C. took D. made
6.A. break B. ache C. bend D. relax
7.A. Excited B. Puzzled C. Exhausted D. Disappointed
8.A. set B. lost C. added D. reached
9.A. stop B. practice C. avoid D. regret
10.A. pretty B. narrow C. distant D. similar
11.A. Unless B. As C. If D. Until
12.A. never B. always C. only D. still
13.A. ignore B. order C. praise D. encourage
14.A. anything B. something C. nothing D. everything
15.A. tough B. powerful C. funny D. flexible
16.A. struggled B. pretended C. responded D. complained
17.A. walked B. pointed C. stood D. arrived
18.A. touched B. lifted C. shook D. waved
19.A. as though B. even if C. as long as D. now that
20.A. confident B. secure C. smart D. careful
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科目:高中英語 來源:2015-2016學年吉林松原油田高中高二下期中考英語試卷(解析版) 題型:短文改錯
短文改錯
假定英語課上老師要求同桌之間交換修改作文,請你修改你同桌寫的以下短文。
短文中共有10處錯誤,每句中最多有兩處。錯誤涉及一個單詞的增加、刪除或修改。
增加:在缺詞處加一個漏詞符號∧,并在此符號下面寫出該加的詞。
刪除:把多余的詞用斜線\劃掉。
修改:在錯詞下面劃一橫線,并在該詞下面寫出修改后的詞。
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(從第11處起)不計分。
My friend Li Hua used to be rather poor in English, especially his terrible and strange pronunciation. Hardly could he make him understood when speaking English. Bearing a heavy load in mind, he felt desperate and upset. He dared not speak English at class. When asking questions, he was always nervous and embarrassed. The classmates always make fun of him, saying that he was speaking Japanese! Once I met him in the corridor. I told him that his pronunciation was very special and a kind of like Obama’s. Believing what I said, he got greatly inspired. He spared no effort to practice speak English every day. Now, he can speak English fluent with a perfect accent.
Recently, he told me that it wasn’t long after he knew that I just told a little white lie then but he appreciated badly, without which, he said, he couldn’t have achieved such great progresses.
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科目:高中英語 來源:2015-2016年湖北孝感高中高二5月調(diào)研練習(二)英語卷(解析版) 題型:短文改錯
短文改錯
假定英語課上老師要求同桌之間交換修改作文,請你修改你同桌寫的以下作文。文中共有10處語言錯誤,每句中最多有兩處。每處錯誤僅涉及一個單詞的增加、刪除或修改。
增加:在缺詞處加一個漏字符號(∧),并在其下面寫出該加的詞。
刪除:把多余的詞用斜線(\)劃掉。
修改:在錯的詞下劃一橫線,并在該詞下面寫出修改后的詞。
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(從第11處起)不計分。
I often felt so busy on weekdays. Besides for my regular school hours, I still hope to spare some time to do that I like. Therefore, the fact is that I spend most of my time doing assignments and few time is left for me to surf the Internet or listen to music. To be frankly, I really hope I can have some time watch Korean TV plays or play computer games. I am sure I can keep a balance between work and relaxation because my mother always gives me useful suggestion. She makes me aware that time is life. Once losing, it can’t be regained. So I will treasure my time and make good use of them.
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科目:高中英語 來源:2015-2016學年河北邢臺市高二6月考英語試卷(解析版) 題型:閱讀理解
Two friends have an argument that breaks 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 accusations only add fuel to the emotional fire. 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 (策略) 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 to consider what they are bearing. 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 of? 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(彼此共同的)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.
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
2.From Paragraph 2 we can learn that ________.
A. violence is more likely to occur at lunchtime
B. a 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
3.Why do students need to ask themselves the questions stated in Paragraph 5?
A. To find out who is to blame.
B. To get ready to try new things.
C. To make clear what the real issue is.
D. To figure out how to stop the shouting match.
4.The writer’s purpose for writing this article is to ________.
A. complain about problems in school education
B. teach students different strategies for school life
C. advocate teaching conflict management in schools
D. inform teachers of the latest studies on school violence
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