On the first day of school I brought my camera to school. I gave the students a piece of 8 ×11 cardboard(紙板), and asked them to write their names on both sides. As they finished, I asked them to get into groups of three to four students and took photographs of them holding their name cards.
After school, I developed the film and printed two sets of photos. That evening, I started to match the names with the faces. I kept one set of pictures at home for about a week so that I could review their names each night. On the second day of school, I put up the other set of photos as a bulletin board (公布欄), with a title such as "Presenting Room 108, ..."
The kids loved it! After I had learned all of their names I brought the second set back to school and stuck them onto an 8 ×11 sheet of paper. I placed it in the classroom for other teachers.
The cardboard name cards that were made on the first day were collected and put on a shelf. From time to time, they were given back to the students and placed on their desks so that guests or supply teachers (代課老師) could identify all of the students.
I’ve been doing this with my grade 7 students for the last nine years and they liked it. It’s fun to bring the photos out again at the end of the school year to see how much they have all changed in ten months.
【小題1】The cardboards were used to ______.
| A．play some kind of game | B．decorate the classroom |
| C．identify the students | D．print the photos on |
| A．head teacher | B．monitor | C．photographer | D．supply teacher |
| A．To memorize the students’ names at home. | B．To make cardboard name cards for supply teachers. |
| C．To make a bulletin board in the classroom. | D．To match the students’ names with their faces |
| A．The students didn’t have to use the cardboard name cards to identify each other. |
| B．Other teachers couldn’t identify the students without the cardboard name cards. |
| C．The writer kept the cardboard name cards as a souvenir for nine years. |
| D．The guests will know the students’ names by reading the cardboard name cards. |
| A．a(chǎn) method of identifying students | B．a(chǎn) method of decorating classrooms |
| C．the development of photography | D．the importance of cardboard name cards |
【小題1】C
【小題2】A
【小題3】A
【小題4】D
【小題5】A
解析試題分析：這篇文章講述了作者創(chuàng)造了一種卡片名片，學(xué)生都很喜歡，通過這個卡片，代課老師和客人能識別出所有的學(xué)生。
【小題1】細(xì)節(jié)題。根據(jù)文章From time to time, they were given back to the students and placed on their desks so that guests or supply teachers (代課老師) could identify all of the students.可知，紙板用來識別學(xué)生的。故選C
【小題2】推斷題。從文章中我們可以推斷出作者可能是這個學(xué)校的校長。故選A
【小題3】細(xì)節(jié)題。根據(jù)文章I kept one set of pictures at home for about a week so that I could review their names each night.可知，作者把一組照片放在家里，是為了在家里記住學(xué)生的名字。故選A
【小題4】細(xì)節(jié)題。根據(jù)文章可知，通過這個紙板名片，代課老師和客人都能的識別出所有學(xué)生的名字。故選D
【小題5】主旨題。這篇文章主要給我們介紹了作者創(chuàng)造了一種紙板名片，通過這個客人和代課老師能識別出所有學(xué)生的名字。故選A
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輕松課堂標(biāo)準(zhǔn)練系列答案科目：高中英語 來源： 題型：閱讀理解
讀寫任務(wù) (共1小題,滿分25分)
閱讀下面的短文，然后按照要求寫一篇150詞左右的英語短文。
Hi, I am Mike. I just went through my first year of college. The toughest part on me at fir
st was the general adjustment.1 went to a very small high school where my mom was a teacher and she did practically everything for me. But at the college I needed to know some basic life skills. such as balancing a check—book, laundry, and the things you have to be able to handle that I never thought of in the high school! It was really tough for me at first and I got badly homesick.
Once that first semester was over and I got used to the college life, I loved it—good facilities, helpful instructors. and a good library. The Students’ Union organizes various parties every week. I also go to cinemas and concerts, and often spend Saturday nights in pubs and clubs.
One thing I think is important is to get yourself active in things. I was on the dance team in college and met a ton of people that way ··· it was so much easier to make friends when you had a common ground.
[寫作內(nèi)容]
學(xué)校最近組織了一次中美學(xué)生交流活動，你參加其中的“大學(xué)校園生活”討論。聽完Mike的發(fā)言之后，你準(zhǔn)備寫一份發(fā)言稿，題目是“Preparing Myself for College Life”，內(nèi)容要點包括：
1. 以約30個詞概括Mike的發(fā)言要點；
2. 然后以約120個詞談?wù)勀憷硐氲拇髮W(xué)生活，內(nèi)容包括：
(1) 對中學(xué)生活的感受；
(2) 理想的大學(xué)生活；
(3) 中學(xué)生活和大學(xué)生活的差別，以及你打算如何適應(yīng)。
[寫作要求]
1. 在作文中可以使用自己親身的經(jīng)歷或虛構(gòu)的故事，也可以參照閱讀材料的內(nèi)容但不得直接引用原文中的句子；
2. 作文中不能出現(xiàn)真實姓名和學(xué)校名稱。
[評分標(biāo)準(zhǔn)]
概括準(zhǔn)確，語言規(guī)范，內(nèi)容合適，篇章連貫。
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科目：高中英語 來源：2012年全國普通高等學(xué)校招生統(tǒng)一考試英語（浙江卷帶解析） 題型：閱讀理解
Two friends have an argument that bleaks 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 accusation only add fuel to the emotional fir 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 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 f. consider what they are hearing. 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 off 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 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.
【小題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 |
| A．violence is more likely to occur at lunchtime |
| B．a(chǎn) 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 |
| A．To find out who to blame. |
| B．To get ready to buy new things. |
| C．To make clear what the real issue is. |
| D．To figure out how to stop the shouting match. |
| A．there was a decrease in classroom violence |
| B．there was less student cooperation in the classroom |
| C．more teachers fell better about themselves in schools |
| D．the teacher-student relationship greatly improved |
| A．complain about problems in school education |
| B．teach students different strategies for school life |
| C．a(chǎn)dvocate teaching conflict management in schools |
| D．inform teachers of the latest studies on school violence |
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科目：高中英語 來源：2012-2013學(xué)年山東省濟(jì)寧市魚臺一中高一下學(xué)期3月月考英語試卷（帶解析） 題型：閱讀理解
Modern man has cleared the forests for farmland and for wood, and has also carelessly burned them. More than that, though, he has also interfered （干涉） with the invisible bonds between the living things in the forests. There are many examples of this kind of destruction. The harmfulness of man’s interference can be seen in what happened many years ago in the forest of the Kaibab plateau （凱亞巴布高原） of northern Arizona. Man tried to improve on the natural web of forest life and destroyed it instead.
The Kaibab had a storybook forest of large sized pine, Douglas fir, white fir, blue and Engelmann spruce. In 1882 a visitor noted, "We, who ... have wandered through its forests and parks, have come to regard it as the most enchanting region it has ever been our privilege （特權(quán)） to visit.” This was also the living place of the Rocky Mountain mule deer. Indians hunted there every autumn to gather meat and skins. The forest also had mountain lions, timber wolves and bobcats that kept the deer from multiplying too rapidly.
Then, in 1906, President Theodore Roosevelt made the Kaibab a national game preserve. Deer hunting was forbidden. Government hunters started killing off the deer’s enemies. In 25 years’ time, 6,250 mountain lions, wolves and bobcats were killed. Before the program, there were about 4,000 deer in the Kaibab, by 1924, there were about 100,000.
The deer ate every leaf and twig they could reach. But there was not nearly enough food. Hunting of deer was permitted again. This caused a slight decrease in the deer herd （鹿群），but a far greater loss resulted from starvation （饑餓） and disease. Some 60 percent of the deer herd died in two winters. By 1930 the herd had dropped to 20,000 animals. By 1942 it was down to 8,000.
【小題1】 The destruction of the environment of the Kaibab resulted from
| A．interfering with natural cycle of forest life |
| B．turning the forest into cultivated land |
| C．forest fires caused by man’s carelessness |
| D．cutting the trees for building materials |
| A．a(chǎn)n animal | B．a(chǎn) tree | C．a(chǎn) mountain | D．a(chǎn) game |
| A．25 | B．6 | C．12 | D．18 |
| A．the cold | B．the organized kill |
| C．the poor management | D．the shortage of food |
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科目：高中英語 來源：2014屆遼寧盤錦市高二第一次階段考試英語試卷（解析版） 題型：其他題
Starting high school is an exciting event. 71 Try these tips to help make the transition to high school go smoothly for you and your teenager.
Talk to your teenager. Find out how your teenager feels about high school. 72 Share some of your own experiences with them, and see if you can get an older cousin or family friend to talk to them, as well.
Orientation（迎新會） is a good thing. 73 The school will also likely have a parents’ night or parents’ orientation before of shortly after the school year begins. Your teenager may discourage you from attending it, but it is important for you to learn what to expect during their high school years. It is also a good opportunity to meet with teachers and other parents.
74 Before school starts, talk with your teenager about what their daily schedule will be like, what classes they will be taking, and how they will manage their time. Discuss any extracurricular(課外的) activities they might like to take part in. It is important for you to know their after-school plans. Then you can set some limits on things including where they are, whom they are with, and how they will be transported.
75 High school is a time when teenagers ask for their independence. However, it is important that you remind your teenager that you are still the parent. For example, they may want to decide when to do their homework or when to go to bed, and may start spending more time on the computer or phone. While it is OK fir you to loosen up on some things and let them make some of these decisions, make sure your teenager knows the limits.
|
A．Set a good example. |
|
B．They likely have both fear and anxiety. |
|
C．Don’t forget about after-school activities. |
|
D．Give your teenagers some independence. |
E. There you can get some advice from other parents.
F. Make sure your teenager attends it if the high school has one.
G. However, it can also cause some stress and anxiety for both parents and teenagers.
71 ________ 72 _________ 73 _________ 74 _________ 75 __________
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科目：高中英語 來源：2011-2012學(xué)年浙江省慈溪市高三上學(xué)期期中考試英語題 題型：短文改錯
下面的短文中共有10處語言錯誤，請你在錯誤的地方增加、刪除或個性某個單詞。
增加：在缺詞處加一個漏字符號（^），在該行右邊橫線上寫出該加的詞。
刪除：在多余的詞用斜線（\）劃掉。
修改：在錯的詞下劃一橫線，在該行右邊橫線上寫出改正后的詞。
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11處起）不計分。
Last Saturday the students of our class made a bike trip of Wanping, a small town by the Taihu Lake. We set off earlier in the morning. After getting to the town, we had visited some places of interest. At noon, we had picnic near the lake. Everybody was attracted with the beautiful scenery and we took a lot of picture. In the afternoon, some of them went fishing, some flew kites, and the others rowed boats on the water. We both had a wonderful time! It was a pleasant trio fir us, during which the boys were offered the girls a lot of help. We have learned to help, understand and sharing with others. In a word, we have got quite a lot from it.
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