名校課堂系列答案科目：高中英語 來源：2012年全國普通高等學校招生統(tǒng)一考試英語試卷（江蘇卷帶解析） 題型：閱讀理解
Franz Kafka wrote that “a book must be the ax (斧子) for the frozen sea inside us. ”I once shared this sentence with a class of seventh graders, and it didn’t seem to require any explanation.
We’d just finished John Steinbeck’s novel Of Mice and Men. When we read the end together out loud in class, my toughest boy, a star basketball player, wept a little, and so did I. “Are you crying?” one girl asked, as she got out of her chair to take a closer look. “I am,” I told her, “and the funny thing is I’ve read it many times.”
But they understood. When George shoots Lennie, the tragedy is that we realize it was always going to happen. In my 14 years of teaching in a New York City public middle school, I’ve taught kids with imprisoned parents, abusive parents, irresponsible parents; kids who are parents themselves; kids who are homeless; kids who grew up in violent neighborhoods. They understand, more than I ever will, the novel’s terrible logic—the giving way of dreams to fate (命運).
For the last seven years, I have worked as a reading enrichment teacher, reading classic works of literature with small groups of students from grades six to eight. I originally proposed this idea to my headmaster after learning that a former excellent student of mine had transferred out of a selective high school—one that often attracts the literary-minded children of Manhattan’s upper classes—into a less competitive setting. The daughter of immigrants, with a father in prison, she perhaps felt uncomfortable with her new classmates. I thought additional “cultural capital” could help students like her develop better in high school, where they would unavoidably meet, perhaps for the first time, students who came from homes lined with bookshelves, whose parents had earned Ph. D.’s.
Along with Of Mice and Men, my groups read: Sounder, The Red Pony, Lord of the Flies, Romeo and Juliet and Macbeth. The students didn’t always read from the expected point of view. About The Red Pony, one student said, “it’s about being a man, it’s about manliness. ”I had never before seen the parallels between Scarface and Macbeth, nor had I heard Lady Macbeth’s soliloquies (獨白) read as raps (說唱), but both made sense; the interpretations were playful, but serious. Once introduced to Steinbeck’s writing, one boy went on to read The Grapes of Wrath and told me repeatedly how amazing it was that “all these people hate each other, and they’re all white.” His historical view was broadening, his sense of his own country deepening. Year after year, former students visited and told me how prepared they had felt in their first year in college as a result of the classes.
Year after year, however, we are increasing the number of practice tests. We are trying to teach students to read increasingly complex texts, not for emotional punch (碰撞) but for text complexity. Yet, we cannot enrich (充實) the minds of our students by testing them on texts that ignore their hearts. We are teaching them that words do not amaze but confuse. We may succeed in raising test scores, but we will fail to teach them that reading can be transformative and that it belongs to them.
【小題1】The underlined words in Paragraph 1 probably mean that a book helps to __________.
| A．realize our dreams | B．give support to our life |
| C．smooth away difficulties | D．a(chǎn)wake our emotions |
| A．Because they spent much time reading it. |
| B．Because they had read the novel before. |
| C．Because they came from a public school. |
| D．Because they had similar life experiences. |
| A．she was a literary-minded girl | B．her parents were immigrants |
| C．she couldn’t fit in with her class | D．her father was then in prison |
| A．creatively | B．passively | C．repeatedly | D．carelessly |
| A．introduce classic works of literature |
| B．a(chǎn)dvocate teaching literature to touch the heart |
| C．a(chǎn)rgue for equality among high school students |
| D．defend the current testing system |
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科目：高中英語 來源：2012-2013學年廣東省汕頭市金山中學高二上學期期末考試英語試卷（帶解析） 題型：閱讀理解
Franz Kafka wrote that “A book must be the ax(斧子)for the frozen sea inside us.” I once shared this sentence with a class of seventh graders, and it didn’t seem to require any explanation.
We’d just finished John Steinbeck’s novel Of Mice and Men. When we read the end together out loud in class, my toughest boy, a star basketball player, wept a little, and so did I. “Are you crying?” one girl asked, as she got out of her chair to take a closer look. “I am,” I told her, “and the funny thing is I’ve read it many times.”
But they understood. When George shoots Lennie, the tragedy is that we realize it was always going to happen. In my 14 years of teaching in a New York City public middle school, I’ve taught kids with imprisoned parents, abusive parents, irresponsible parents; kids who are parents themselves; kids who are homeless; kids who grew up in violent neighborhoods. They understand, more than I ever will, the novel’s terrible logic—the giving way of dreams to fate (命運).
For the last seven years, I have worked as a reading enrichment teacher, reading classic works of literature(文學) with small groups of students from grades six to eight. I originally proposed this idea to my headmaster after learning that a former excellent student of mine had transferred out of a selective high school—one that often attracts the literary-minded (有文學頭腦的) children of Manhattan’s upper classes—into a less competitive school. The daughter of immigrants (移民), with a father in prison, she perhaps felt uncomfortable with her new classmates. I thought additional “cultural capital” could help students like her develop better in high school, where they would unavoidably meet, perhaps for the first time, students who came from homes lined with bookshelves, whose parents had earned Ph.D.’s.
Along with Of Mice and Men, my groups read: Sounder, The Red Pony, Lord of the Flies, Romeo and Juliet and Macbeth. The students didn’t always read from the expected point of view. About The Red Pony, one student said, “it's about being a man, it’s about manliness (男子氣概).” I had never before seen the parallels between Scarface and Macbeth, nor had I heard Lady Macbeth’s soliloquies (獨白) read as raps, but both made sense; the interpretations were playful, but serious. Once introduced to Steinbeck’s writing, one boy went on to read The Grapes of Wrath and told me repeatedly how amazing it was that “all these people hate each other, and they’re all white.” His historical view was broadening, his sense of his own country deepening. Year after year, former students visited and told me how prepared they had felt in their first year in college as a result of the classes.
Year after year, however, we are increasing the number of practice tests. We are trying to teach students to read increasingly complex texts, not for emotional punch (碰撞) but for text complexity. Yet, we cannot enrich the minds of our students by testing them on texts that ignore their hearts. We are teaching them that words do not amaze but confuse. We may succeed in raising test scores, but we will fail to teach them that reading can be transformative and that it belongs to them.
【小題1】The underlined words in Paragraph 1 probably mean that a book helps to________.
| A．realize our dreams |
| B．give support to our life |
| C．smooth away difficulties |
| D．a(chǎn)wake our emotions |
| A．Because they spent much time reading it. |
| B．Because they had read the novel before. |
| C．Because they came from a public school. |
| D．Because they had similar life experiences. |
| A．she was a literary-minded girl |
| B．her parents were immigrants |
| C．she couldn’t fit in with her class |
| D．her father was then in prison |
| A．creatively | B．passively | C．repeatedly | D．carelessly |
| A．introduce classic works of literature |
| B．a(chǎn)dvocate teaching literature to touch the heart |
| C．a(chǎn)rgue for equality among high school students |
| D．defend the current testing system |
查看答案和解析>>
科目：高中英語 來源：2014屆廣東省汕頭市高二上學期期末考試英語試卷（解析版） 題型：閱讀理解
Franz Kafka wrote that “A book must be the ax(斧子)for the frozen sea inside us.” I once shared this sentence with a class of seventh graders, and it didn’t seem to require any explanation.
We’d just finished John Steinbeck’s novel Of Mice and Men. When we read the end together out loud in class, my toughest boy, a star basketball player, wept a little, and so did I. “Are you crying?” one girl asked, as she got out of her chair to take a closer look. “I am,” I told her, “and the funny thing is I’ve read it many times.”
But they understood. When George shoots Lennie, the tragedy is that we realize it was always going to happen. In my 14 years of teaching in a New York City public middle school, I’ve taught kids with imprisoned parents, abusive parents, irresponsible parents; kids who are parents themselves; kids who are homeless; kids who grew up in violent neighborhoods. They understand, more than I ever will, the novel’s terrible logic—the giving way of dreams to fate (命運).
For the last seven years, I have worked as a reading enrichment teacher, reading classic works of literature(文學) with small groups of students from grades six to eight. I originally proposed this idea to my headmaster after learning that a former excellent student of mine had transferred out of a selective high school—one that often attracts the literary-minded (有文學頭腦的) children of Manhattan’s upper classes—into a less competitive school. The daughter of immigrants (移民), with a father in prison, she perhaps felt uncomfortable with her new classmates. I thought additional “cultural capital” could help students like her develop better in high school, where they would unavoidably meet, perhaps for the first time, students who came from homes lined with bookshelves, whose parents had earned Ph.D.’s.
Along with Of Mice and Men, my groups read: Sounder, The Red Pony, Lord of the Flies, Romeo and Juliet and Macbeth. The students didn’t always read from the expected point of view. About The Red Pony, one student said, “it's about being a man, it’s about manliness (男子氣概).” I had never before seen the parallels between Scarface and Macbeth, nor had I heard Lady Macbeth’s soliloquies (獨白) read as raps, but both made sense; the interpretations were playful, but serious. Once introduced to Steinbeck’s writing, one boy went on to read The Grapes of Wrath and told me repeatedly how amazing it was that “all these people hate each other, and they’re all white.” His historical view was broadening, his sense of his own country deepening. Year after year, former students visited and told me how prepared they had felt in their first year in college as a result of the classes.
Year after year, however, we are increasing the number of practice tests. We are trying to teach students to read increasingly complex texts, not for emotional punch (碰撞) but for text complexity. Yet, we cannot enrich the minds of our students by testing them on texts that ignore their hearts. We are teaching them that words do not amaze but confuse. We may succeed in raising test scores, but we will fail to teach them that reading can be transformative and that it belongs to them.
1.The underlined words in Paragraph 1 probably mean that a book helps to________.
A．realize our dreams
B．give support to our life
C．smooth away difficulties
D．a(chǎn)wake our emotions
2.Why were the students able to understand the novel Of Mice and Men?
A．Because they spent much time reading it.
B．Because they had read the novel before.
C．Because they came from a public school.
D．Because they had similar life experiences.
3.The girl left the selective high school possibly because ________.
A．she was a literary-minded girl
B．her parents were immigrants
C．she couldn’t fit in with her class
D．her father was then in prison
4.To the author’s surprise, the students read the novels ________.
A．creatively B．passively C．repeatedly D．carelessly
5.The author writes the passage mainly to ________.
A．introduce classic works of literature
B．a(chǎn)dvocate teaching literature to touch the heart
C．a(chǎn)rgue for equality among high school students
D．defend the current testing system
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科目：高中英語 來源：遼寧省2009-2010學年高二下學期期中考試英語試題 題型：完形填空
第二節(jié) 完形填空(共20小題；每小題1．5分，滿分30分)
閱讀下面短文，從短文后所給各題的四個選項(A、B、C和D)中，選出可以填入空白處的最佳選項，并在答題卡上將該項涂黑。
We make a living with what we get，but we make a life with what we give．
——Winston Churchill
I am willing to 36 this saying．I have been 37 at the Boston Children’s Hospital every year since 1 was thirteen．At the beginning，I only wanted to go 38 1 would get 39 for entertaining children at the hospital．After giving my time for two 40 months，my 40 changed completely．
When l first 41 into the waiting room on the ground floor，I was very 42 that I would be spending my entire summer with kids．As it became 43 for me to show up every day at 8 a．m．，many kids began to 44 me．To my surprise，I began looking forward to seeing their 45 faces as well．They were always enthusiastic about 46 ．My heart warmed every time I heard their 47 voices asking me for a story or an answer to a question．I felt 48 and irreplaceable．(不可替代的)．As I look back，I see the 49 that these special children have had on me．It is because of them that I have 50 a desire to become a psychologist．Recently，I have volunteered for a month．I have been asked to 51 on many different floors besides the waiting room 52 I started．The kids on the floors above are usually there for a longer time．53 their anxiety and desire to get better and go home，they always offer me a(n) 54 smile．I feel renewed after spending a day with them because I realize that there is much more to 55 than money．It is much more important to love and to be loved．
36．A．know B．believe C．respect D．understand
37．A．1iving B．studying C．staying D．volunteering
38．A．unless B．until C．therefore D．because
39．A．praise B．pay C．friends D．prize
40．A．plan B．schedule C．opinion D．1ife
41．A．1ooked B．stepped C．turned D．a(chǎn)ppeared
42．A．delighted B．selfish C．nervous D．worried
43．A．work B．regulation C．routine D．experience
44．A．notice B．expect C．embarrass D．a(chǎn)maze
45．A．special B．bright C．dirty D．silent
46．A．smiling B．sleeping C．1earning D．playing
47．A．1oud B．crazy C．eager D．desperate
48．A．valued B．a(chǎn)mused C．disappointed D．surprised
49．A．expectation B．dream C．influence D．1ove
50．A．developed B．remembered C．worked D．improved
51．A．help out B．drop in C．go around D．turn out
52．A．what B．which C．where D．that
53．A．With B．For C．Against D．Despite
54．A．willing B．optimistic C．sad D．pitiful
55．A．life B．work C．nature D．family
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科目：高中英語 來源：2010-2011年廣東省梅州市高二下期末考試英語試題 題型：其他題
Grey-haired Chang Zhifu stands out from the young volunteers working 1. guides in Xidan Culture Square, one of the capital city’s booming business districts.
“Welcome to Beijing. I am an Olympic volunteer,” Chang said on Tuesday to Carhen Winston, 2._ tourist from Washington D.C.
“It’s 3. (amaze) to meet a 66-year-old Chinese lady 4. speaks good English,” Winston said.
In order to become a volunteer for the Beijing Olympics, Chang began to study English and sign language a year ago.
“As an old Chinese saying 5. (go), ‘It’s never too old 6. (learn),’ and 7. I have to do is to put in more efforts,” said Chang.
Every day she carries two booklets, one for English and the other for sign language. The time she spends _8. the bus is “always good for revising”.
Chang 9. (invite) to teach sign language to young volunteers now and then. “Go, China!” is always the first sign she teaches.
“Granny Chang is quite a celebrity here, because of 10. hard work and Olympic spirit. We just want her to have a short break.” Wang Hao, the leader of the volunteer team said.
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