在下列各空格填入一個恰當(dāng)?shù)脑~，使短文完整、通順?

Ⅰ．Today is my 　　1　　 day at my new school．Luckily, there are a few of my old 　　2　　 in my new class．I don’t like all these new people around me．When they speak to me I 　　3　　 very shy, so they 　　4　　 me and think I am unfriendly．In our English 　　5　　 the teacher asked us to 　　6　　 up and 　　7　　 ourselves．I could feel everyone looking at me．I went very red and could only say a few 　　8　　 quietly．The teacher would think I am a 　　9　　 student, but I am hard-working．My problem is that I’m easily 　　10　　．

Ⅱ．用所給單詞或短語寫一篇短文，要求必須全部用上，必要時可以增加詞匯或短語。要求70個詞左右

①introduce�、贘unior High　③different from�、躣ivide into�、軸enior High�、辭urselves　⑦more than�、鄐imilar to�、醡ethod of teaching�、鈊on’t think

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科目：高中英語 來源： 題型：閱讀理解

閱讀下面短文，按照句子結(jié)構(gòu)的語法性和上下文連貫的要求，在空格處填入一個適當(dāng)?shù)脑~或使用括號中詞語的正確形式填空，并將答案填寫在答卷標(biāo)號為下列各的相應(yīng)位置上。

I am now a good student in my class. But you don’t know      I started senior English in the beginning, I found it difficult and quite different     what we learned in junior school.    _ the help of my teacher, I realized the   (important) of English, so I was   (determine) to learn English well. From then on, every morning I recited English words,    (listen) to English tapes and did a lot of    (exercise). My English teacher,     is good at    (make) her class lively and interesting, is happy to see this.

Now I have made such great progress in my English study that I am     (much) interested in learning it than before.

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科目：高中英語 來源：2010年廣東省高一上學(xué)期期中考試英語卷 題型：其他題

閱讀下面短文，按照句子結(jié)構(gòu)的語法性和上下文連貫的要求，在空格處填入一個適當(dāng)?shù)脑~或使用括號中詞語的正確形式填空，并將答案填寫在答卷標(biāo)號為下列各的相應(yīng)位置上。

I am now a good student in my class. But you don’t know   1.  I started senior English in the beginning, I found it difficult and quite different   2. what we learned in junior school.  3. _ the help of my teacher, I realized the 4. (important) of English, so I was5. (determine) to learn English well. From then on, every morning I recited English words,  6. (listen) to English tapes and did a lot of  7. (exercise). My English teacher,  8.  is good at  9. (make) her class lively and interesting, is happy to see this.

Now I have made such great progress in my English study that I am  10.  (much) interested in learning it than before.

 

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科目：高中英語 來源： 題型：閱讀理解

  第二卷共二個部分，請用直徑0．5毫米黑色墨水簽字筆在答題卡上各題的答題區(qū)域

    內(nèi)作答，在試題卷上作答無效。

第四部分: 任務(wù)型閱讀(滿分10分)

　　請認(rèn)真閱讀下列短文,并根據(jù)所讀內(nèi)容在文章后表格中的空格里填入一個最恰當(dāng)?shù)膯卧~。注意:請將答案寫在答題卡上相應(yīng)題號的橫線上。每個空格只填一個單詞。(共10小題;每小題1分,滿分10分)

Back to School: Why Grit(毅力) Is More Important than Good Grades?
       The back-to-school season is upon us, and once again, parents across the country have loaded their kids’ backpacks up with snack packs and school supplies. It’s a good moment to reflect on what else we should be giving our kids as they head off to school.

American parents are feeling particularly anxious about that question this year. The educational process feels more than ever like a race, one that starts in pre-preschool and doesn’t end until your child is admitted to the perfect college. Most parents are more worried than they need to be about their children’s grades, test scores and IQ. And what we don’t think about enough is how to help our children build their character—how to help them develop skills like perseverance, grit, optimism, conscientiousness, and self-control, which together do more to determine success than S.A.T. scores or I.Q.

There is growing evidence that our anxiety about our children’s school performance may actually be holding them back from learning some of these valuable skills. If you’re concerned only with a child’s G.P.A., then you will likely choose to minimize the challenges the child faces in school. With real challenge comes the risk of real failure. And in a competitive academic environment, the idea of failure can be very scary, to students and parents alike.

But experiencing failure is a critical part of building character. Recent research by a team of psychologists found that adults who had experienced little or no failure growing up were actually less happy and confident than those who had experienced a few significant setbacks in childhood. “Overcoming those obstacles,” the researchers assumed, “could teach effective coping skills, help engage social support networks, create a sense of mastery over past adversity, and foster beliefs in the ability to cope successfully in the future.”

By contrast, when we protect our children from every possible failure—when we call their teachers to get an extension on a paper; when we urge them to choose only those subjects they’re good at—we are denying them those same character-building experiences. As the psychologists Madeline Levine and Dan Kindlon have written, that can lead to difficulties in adolescence and young adulthood, when overprotected young people finally confront real problems on their own and don’t know how to overcome them.

In the classroom and outside of it, American parents need to encourage children to take chances, to challenge themselves, to risk failure. In the meantime, giving our kids room to fail may be one of the best ways we can help them succeed.

       Back to School: Why Grit Is More Important than Good Grades?

Common phenomena

◆Parents throughout America(76)  ▲   their kids’ backpacks up with snacks and school supplies.

◆Many American parents don’t(77)  ▲  enough importance to their kids’ character building.

The writer’s(78)  ▲ 

◆Parents should pay more attention to their kids’ character building.

Evidence and (79) ▲    findings

◆Parents’ anxiety about their kids’ performance may(80) ▲        them from learning some valuable skills.

◆Parents concerned only with a kid’s G.P.A. have a (81)  ▲  to minimize the challenges the child faces.

◆Adults who have experienced a few significant setbacks in childhood are (82)  ▲  and more confident than those who haven’t.

◆Denying kids character-building experiences can(83)  ▲  in difficulties in adolescence and young adulthood.

The writer’s suggestions

◆(84)  ▲  kids to be risk-takers.

◆Give kids room to experience(85)  ▲  .

            

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