She once again went through her composition carefully to _____ all spelling mistakes from it.
A.withdraw B.abandon C.diminish D.eliminate
科目：高中英語 來源： 題型：
Because neither she 48 her husband smoked, Mrs. Trench was surprised to see cigarette ash on her doorstep as she entered the house. When she opened the living room door, she was astonished to see a strange man fast 49 in an armchair! Taking care not to disturb him, Mrs. Trench left the house at once. She called a taxi and went 50 to the police station. When she got there, she lost no time to explain 51 had happened and added that the man must have got into the house through 52 open window. Mrs. Trench returned home 53 a police car together with two policemen. 54 it was too late: the man had disappeared. Hurrying upstairs, she went to her dressing table. She smiled with relief when she saw the only thing that the man had taken was an imitation diamond necklace that was almost 55 !
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科目：高中英語 來源：2010年福建省四地六校聯(lián)考高二上學期第三次月考英語卷 題型：完型填空
Every morning my friend would stop on the way to work to have a quick breakfast with her 8-year-old son. Then she 36 him off at school. They ate the same thing every morning: an egg sandwich, juice, coffee for her, and milk for him.
One day she ordered a(n) 37 breakfast. Once they finished eating and were heading out of the door, she 38 , said good morning to a homeless man sitting outside of the 39 , and gave him the breakfast she had ordered for him. He 40 her, telling her it was his first meal during the last several 41 . She couldn’t help but feel 42 and was glad she finally took 43 .
She told her son that she had seen the man every day that week there and that 44 , herself included, had offered him 45 , support, food, or drink. She 46 explained that homelessness could happen to anyone and that it was important to 47 needy people.
So her “Tradition of Kindness” 48 . Each day she and her son went on to 49 the homeless man breakfast. The 50 was kept until they moved away several years later, 51 the experience was firmly put into her son’s mind.
My friend 52 every time she tells me that this “Tradition of Kindness” goes on with her son, who remembers this 53 tradition. Now working in a company, her son stops every morning at Starbucks for a coffee and offers a homeless person a breakfast before going to the 54 .
What a great tradition that he can 55 to his children as well!
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科目：高中英語 來源：2014屆河南淇縣高級中學高二下學期第3次月考英語卷（解析版） 題型：閱讀理解
Over the last 70 years, researchers have been studying happy and unhappy people and finally found out ten factors that make a difference. Our feelings of well-being at any moment are determined to a certain degree by genes. However, of all the factors, wealth and age are the top two.
Money can buy a degree of happiness. But once you can afford to feed, clothe and house yourself , each extra dollar makes less and less difference.
Researchers find that, on average, wealthier people are happier. But the link between money and happiness is complex. In the past half-century, average income has sharply increased in developed countries, yet happiness levels have remained almost the same. Once your basic needs are met, money only seems to increase happiness if you have more than your friends, neighbors and colleagues.
“Dollars buy status, and status makes people feel better,” conclude some experts, which helps explain why people who can seek status in other ways---scientists or actors, for example—may happily accept relatively poorly-paid jobs.
In a research, Professor Alex Michalos found that the people whose desires—not just for money, but for friends, family, job, health—rose furthest beyond what they already had, tended to be less happy than those who felt a smaller gap. Indeed, the size of the gap predicted happiness about five times better than income alone. “The gap measures just blow away the only measures of income.” Says Michalos.
Another factor that has to do with happiness is age. Old age may not be so bad. “Given all the problems of aging, how could the elderly be more satisfied?” asks Professor Laura Carstensen.
In one survey, Carstensen interviewed 184 people between the ages of 18 and 94, and asked them to fill out an emotions questionnaire. She found that old people reported positive emotions just as often as young people, but negative emotions much less often.
Why are old people happier? Some scientists suggest older people may expect life to be harder and learn to live with it, or they’re more realistic about their goals, only setting ones that they know they can achieve. But Carstensen thinks that with time running out, older people have learned to focus on things that make them happy and let go of those that don’t. “People realize not only what they have, but also that what they have cannot last forever,” she says. “A goodbye kiss to a husband or wife at the age of 85, for example, may bring far more complex emotional responses than a similar kiss to a boy or girl friend at the age of 20.
1.According to the passage, the feeling of happiness ________.
A．is determined partly by genes B．increases gradually with age
C．has little to do with wealth D．is measured by desires
2.Some actors would like to accept poorly-paid jobs because the jobs_____.
A．make them feel much better B．provide chances to make friends
C．improve their social position D．satisfy their professional interests
3.Aged people are more likely to feel happy because they are more______.
A．optimistic B．successful C．practical D．emotional
4.Professor Alex Michalos found that people feel less happy if _______.
A．the gap between reality and desire is bigger
B．they have a stronger desire for friendship
C．their income is below their expectation
D．the hope for good health is greater
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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：0125 模擬題 題型：閱讀理解
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