________ White ________ his sister is coming to our help. Which is wrong?
A. Either; or B. Neither; nor
C. Not only; but also D. Both; and
名校課堂系列答案科目：高中英語 來源： 題型：閱讀理解
請認真閱讀下面短文，從短文后各題所給的A、B、C、D四個選項中，選出最佳選項題卡上將該項涂黑。
In eighteen thirty, only a few miles away from what is now the great city of Cincinnan, Ohio, lay a 36 and almost endless forest.
The area had a few settlements 37 by people of the frontier. Many of them had already left the area for settlements further 39 the west. But among those 40 was a man who had been one of the first people to arrive there.
He lived alone in a house of logs surrounded 41 all sides by the great forest. He seemed a part of the darkness and 42 of the forest, for no one had 43 known him to smile or speak an unnecessary word. His simple needs were 44 by selling or trading the skins of wild animals in the town.
His little log house had a single door. Directly 45 was a window. The window was boarded up（堵住）. No one could remember a(n) 46 when it was not. And no one knew why it had been 47 . I imagine there are few people living today who ever knew the 48 of that window. But I am one, as you shall 49 .
The man's name was said to be Murlock. He 50 to be seventy years old, but he was really fifty. Something other than years had been the 51 of his aging.
His hair and long, full beard were white. His gray, 52 eyes were sunken. His face was wrinkled. He was tall and thin with drooping shoulders—like someone with many 53 .
I never saw him. These 54 I learned from my grandfather. He told me the man's story 55 I was a boy. He had known him when living nearby in that early day.
A．huge B．heavy C．small D．bright
A．discovered B．created C．established D．invented
A．visited B．reached C．left D．loved
A．in B．for C．over D．to
A．moving B．remaining C．traveling D．hunting
A．a(chǎn)long B．by C．with D．on
A．silence B．noises C．brightness D．freshness
A．never B．ever C．once D．sometimes
A．understood B．exchanged C．satisfied D．offered
A．outside B．inside C．before D．opposite
A．time B．opportunity C．story D．experience
A．opened B．closed C．destroyed D．protected
A．secreet B．structure C．formation D．construction
A．guess B．see C．suppose D．feel
A．seemed B．happened C．pretended D．a(chǎn)ppeared
A．cause B．cure C．reason D．a(chǎn)ffection
A．pretty B．lively C．lifeless D．horrible
A．a(chǎn)chievementsB．enemies C．problems D．dreams
A．lessons B．details C．summaries D．ideas
A．because B．since C．when D．a(chǎn)lthough
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科目：高中英語 來源：2011屆江蘇省鹽城市高三摸底考試英語卷 題型：完型填空
請認真閱讀下面短文，從短文后各題所給的A、B、C、D四個選項中，選出最佳選項題卡上將該項涂黑。
In eighteen thirty, only a few miles away from what is now the great city of Cincinnan, Ohio, lay a 36 and a
lmost endless forest.
The area had a few settlements 37 by people of the frontier. Many of them had already left the area for settlements further 39 the west. 
But among those 40 was a man who had been one of the first people to arrive there.
He lived alone in a house of logs surrounded 41 all sides by the great forest. He seemed a part of the darkness and 42 of the forest, for no one had 43 known him to smile or speak an unnecessary word. His simple needs were 44 by selling or trading the skins of wild animals in the town.
His little log house had a single door. Directly 45 was a window. The window was boarded up（堵�。�. No one could remember a(n) 46 when it was not. And no one knew why it had been 47 . I imagine there are few people living today who ever knew the 48 of that window. But I am one, as you shall 49 .
The man's name was said to be Murlock. He 50 to be seventy years old, but he was really fifty. Something other than years had been the 51 of his aging.
His hair and long, full beard were white. His gray, 52 eyes were sunken. His face was wrinkled. He was tall and thin with drooping shoulders—like someone with many 53 .
I never saw him. These 54 I learned from my grandfather. He told me the man's story 55 I was a boy. He had known him when living nearby in that early day.
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科目：高中英語 來源：2012-2013學年四川省成都七中高一下學期期中考試英語試卷（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 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. Ds.
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(倡導(dǎo)) 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：2015屆四川省高一下學期期中考試英語試卷（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 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. Ds.
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.
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(倡導(dǎo)) 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：廣東省2010年高三考前熱身試題（英語） 題型：書面表達
第二節(jié)讀寫任務(wù) (共1小題,滿分25分)
閱讀下面短文，然后按照要求寫一篇150詞左右的英語短文。
It seemed no one cared about Steve, a twelve-year-old boy with alcoholic(酗酒) parents. In spite of his reading skills, he had been failing exams since first grade. Steve went unnoticed until Miss White.
Miss White was a smiling, young, beautiful redhead, and Steve was in love! For the first time in his young life, he couldn’t take his eyes off his teacher; yet, still he failed. He never did his homework, and he was always in trouble with Miss White. His heart would break under her sharp words, and when he was punished for failing to turn in his homework, he felt just miserable! Still, he did not study.
Until one day, Miss White talked to him, “Steve! Please! I care about you!”
Suddenly, Steve understood! Someone cared about him!
From that moment nothing was the same for Steve. Life at home remained the same, but life still changed. He discovered that not only could he learn, but he was good at it!
After high-school Steve joined the Navy, and he had a successful military career. During that time, he met the love of his life, he raised a family, and he graduated from a college. Later he became a professor in a nearby college
You see, it’s simple, really. A change took place within the heart of one boy, all because of one teacher, who cared.
[寫作內(nèi)容]
有一英國網(wǎng)站正在征集以“My Teachers and Me”為主題的故事，請按以下要求寫一篇發(fā)生在你與你的老師之間的故事：
1) 以約30個詞概括短文的要點；
2) 然后以約120個詞寫一篇記敘文，并包括如下要點：
①敘述你老師對你影響深遠的真實或虛構(gòu)的故事；
②你遇到問題時，你的老師如何幫你解決；
③你的老師對你產(chǎn)生了什么影響？
[寫作要求] 可以參照閱讀材料的篇章結(jié)構(gòu)，組織故事，但不得直接引用原文中的句子。
[評分標準] 概括準確、語言規(guī)范、內(nèi)容合適，篇章連貫。
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