I had a lot of trouble______the book you wanted


  1. A.
    on finding
  2. B.
    in finding
  3. C.
    to find
  4. D.
    at finding
Ｂ
have trouble（in ）doing sth.干某事時(shí)碰到困難。
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科目：高中英語 來源： 題型：053

閱讀理解

閱讀下列短文，從每題所給的四個(gè)選項(xiàng)中選出最佳選項(xiàng)。

　　We had hardly got above the clouds over the airport when a calm voice said over the loudspeaker:“For technical reasons we shall be returning immediately to London Airport. Please keep your seatbelts fastened.”

　　I was rather surprised and glanced at the old lady next to me. She had been very chatty while we were waiting to take off.

　　“I'm going to New York to visit some relatives there. I always sleep wonderfully welt whenever I get into a plane.”she had told me.

　　And indeed, she seemed to he in a very deep sleep already.

　　Just then a passenger behind me shouted,“Oh, my God! The wing's on fire.”

　　I looked out of the window and my blood froze. Smoke and flames were pouring out of one of the engines. The plane was already turning and losing altitude fast.

　　“What's happening? Are we going to crash?”an American in front of me demanded.

　　The cabin crew were already moving up and down the aisle (走道), reassuring (安慰) people, saying things like,“It's just all right. There's no need to worry. Now, if you just sit still, everything will be all right. Don't get up. Don't get upset.”

　　I looked out again. The ground was rushing up at us with shocking speed. We were already so low that I could make out cars and even people.

“It's only a slight emergency,”a stewardess told me with a tense smile.

Suddenly there was a sickening bump and we were rushing along the runway at a terrifying speed. The brakes screeched (發(fā)出尖銳刺耳的聲音). The engines roared even more loudly. We came to a trembling stop. The cabin crew quickly opened the emergency exits and the passengers began sliding down huge, stocking-like chutes (滑道) to the ground. A fire engine was already putting out the fire in one engine. I had to shake the old lady violently to wake her up.

　　“What's wrong? Surely the journey isn't over already! I mean, have we got to New York?”she asked sleepily.

1．When did the emergency occur?

[　　]

A．We are not told.

B．Just before the plane landed in New York.

C．Shortly after the plane took off.

D．Sometime in the middle of the flight.

2．What does the underlined word“altitude”(in Paragraph 6) refer to?

[　　]

A．Height above sea-level.

B．Place or area high above sea-level.

C．Way of thinking or behaving.

D．Way of positioning the body.

3．What would be the best title for the text?

[　　]

A．An unpleasant flight.

B．An interesting experience.

C．An unforgettable experience.

D．Brave cabin crew.

4．When they landed, the old lady _____.

[　　]

A．was one of the first to get out

B．a(chǎn)sked when they were going on lo New York

C．was shaking violently with fear

D．was not even sure where they were

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科目：高中英語 來源：2013年普通高等學(xué)校招生全國統(tǒng)一考試浙江卷英語 題型：050

閱讀理解

　　In 1974, after filling out fifty applications, going through four interviews, and winning one offer, I look what I could get － a teaching job at what I considered a distant wild area：western New Jersey．My characteristic optimism was alive only when I reminded myself that I would be doing what I had wanted to do since I was fourteen－teaching English．

　　School started, but I felt more and more as if I were in a foreign country．Waa this rural area really New Jersey? My students a week off when hunting season began．I was told they were also frequently absent in late October to help their fathers make hay on the farms．I was a young woman from New York City, who thought that “Make hay while the sun shines” just meant to have a good time．

　　But, still, I was teaching English．I worked hard, taking lime off only to eat and sleep．And then there was my sixth-grade class－seventeen boys and five girls who were only six yean younger than me．I had a problem long before I knew it．I was struggling in my work as a young idealistic teacher．I wanted to make literature come alive and lo promote a love of the written word．The students wanted to throw spitballs and whisper dirty words in the back of the room．

　　In college I had been taught that a successful educator should ignore bad behavior．So I did, confident that, as the textbook had said, the bad behavior would disappear as I gave ray students positive attention．It sounds reasonable, but the text evidently ignored the fact that humans, particularly teenagers, rarely seem reasonable．By the time ray boss, who was also ray taskmaster known to be the strictest, most demanding, most quick to fire inexperienced teachers, came into the classroom to observe me, the students exhibited very little good behavior to praise．

　　My boss sat in the back of the room．The boys in the class were making animal noises, hitting each other while the girls filed their nails or read magazines．I just pretended it all wasn't happening, and went on lecturing and tried to ask some inspiring questions．My boss, sitting in the back of the room, seemed to be growing bigger and bigger．After twenty minutes he left, silently．Visions of unemployment marched before my eyes．

　　I felt mildly victorious that I got through the rest of class without crying, but at my next free period I had to face him．I wondered if he would let me finish out the day．I walked to his office, took a deep breath, and opened the door．

　　He was sitting in his chair, and he looked at me long and hard．I said nothing．All I could think of was that I was not an English teacher; I had been lying to myself, pretending that everything was fine．

　　When he spoke, he said simply, without accusation, “You had nothing to say to them．”

　　“You had nothing to say to them," he repeated．“No wonder they're bored．Why not get to the meal of the literature and stop talking about symbolism．Talk with them, not at them．And more important, why do you ignore their bad behavior?” We talked．He named ray problems and offered solutions．We role-played．He was the bad student, and I was the forceful, yet, warm, teacher．

　　As the year progressed, we spent many hours discussing literature and ideas about human beings and their motivations．He helped me identify my weaknesses and my strengths．In short, he made a teacher of me by teaching me the reality of Emerson's words：“The secret to education lies in respecting the pupil．”

　　Fifteen years later I still drive that same winding road to the same school．Thanks to the help I received that difficult first year, the school is my home now．

(1)

It can be inferred from the story that in 1974 ________．

[　　]

A．

the writer became an optimistic person

B．

the writer was very happy about her new job

C．

it was rather difficult to get a job in the USA

D．

it was easy to get a teaching job in New Jersey

(2)

According to the passage, which of the following is most probably the writer's problem as a

new teacher?

[　　]

A．

She had blind trust in what she learnt at college．

B．

She didn't ask experienced teachers for advice．

C．

She took too much time off to eat and sleep．

D．

She didn't like teaching English literature．

(3)

What is the writer's biggest worry after her taskmaster's observation of her class?

[　　]

A．

She might lose her teaching job．

B．

She might lose her students' respect．

C．

She couldn't teach the same class any more．

D．

She couldn't ignore her students' bad behavior any more．

(4)

Which of the following gives the writer a sense of mild victory?

[　　]

A．

Her talk about symbolism sounded convincing．

B．

Her students behaved a little better than usual．

C．

She managed to finish the class without crying．

D．

She was invited for a talk by her boss after class．

(5)

The students behaved badly in the writer's classes because ________．

[　　]

A．

they were eager to embarrass her

B．

she didn't really understand them

C．

they didn't regard her as a good teacher

D．

she didn't have a good command of English

(6)

The taskmaster's attitude towards the writer after his observation of her class can be best described as ________．

[　　]

A．

cruel but encouraging

B．

fierce but forgiving

C．

sincere and supportive

D．

angry and aggressive

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科目：高中英語 來源： 題型：閱讀理解

In 1974, after filling out fifty applications, going through four interviews, and winning one offer, I look what I could get — a teaching job at what I considered a distant wild area: western New Jersey. My characteristic optimism was alive only when I reminded myself that I would be doing what I had wanted to do since I was fourteen 一 teaching English.

School started, but I felt more and more as if I were in a foreign country. Waa this rural area really New Jersey? My students a week off when hunting season began. I was told they were also frequently absent in late October to help their fathers make hay on the farms. I was a young woman from New York City, who thought that “Make hay while the sun shines” just meant to have a good time.

But, still, I was teaching English. I worked hard, taking lime off only to eat and sleep. And then there was my sixth-grade class 一 seventeen boys and five girls who were only six yean younger than me. I had a problem long before I knew it. I was struggling in my work as a young idealistic teacher. I wanted to make literature come alive and lo promote a love of the written word. The students wanted to throw spitballs and whisper dirty words in the back of the room.

In college I had been taught that a successful educator should ignore bad behavior. So I did, confident that, as the textbook had said, the bad behavior would disappear as I gave ray students positive attention. It sounds reasonable, but the text evidently ignored the fact that humans, particularly teenagers, rarely seem reasonable. By the time ray boss, who was also ray taskmaster known to be the strictest, most demanding, most quick to fire inexperienced teachers, came into the classroom to observe me, the students exhibited very little good behavior to praise.

My boss sat in the back of the room. The boys in the class were making animal noises, hitting each other while the girls filed their nails or read magazines. I just pretended it all wasn’t happening, and went on lecturing and tried to ask some inspiring questions. My boss, sitting in the back of the room, seemed to be growing bigger and bigger. After twenty minutes he left, silently. Visions of unemployment marched before my eyes.

I felt mildly victorious that I got through the rest of class without crying, but at my next free period I had to face him. I wondered if he would let me finish out the day. I walked to his office, took a deep breath, and opened the door.

He was sitting in his chair, and he looked at me long and hard. I said nothing. All I could think of was that I was not an English teacher; I had been lying to myself, pretending that everything was fine.

When he spoke, he said simply, without accusation, “You had nothing to say to them.”

“You had nothing to say to them," he repeated. “No wonder they’re bored. Why not get to the meal of the literature and stop talking about symbolism. Talk with them, not at them. And more important, why do you ignore their bad behavior?” We talked. He named ray problems and offered solutions. We role-played. He was the bad student, and I was the forceful, yet, warm, teacher.

As the year progressed, we spent many hours discussing literature and ideas about human beings and their motivations. He helped me identify my weaknesses and my strengths. In short, he made a teacher of me by teaching me the reality of Emerson's words: “The secret to education lies in respecting the pupil.”

Fifteen years later I still drive that same winding road to the same school. Thanks to the help I received that difficult first year, the school is my home now.

55. It can be inferred from the story that in 1974 ______.

A. the writer became an optimistic person

B. the writer was very happy about her new job

C. it was rather difficult to get a job in the USA

D. it was easy to get a teaching job in New Jersey

56. According to the passage, which of the following is most probably the writer’s problem as a new teacher?

A. She had blind trust in what she learnt at college.

B. She didn’t ask experienced teachers for advice.

C. She took too much time off to eat and sleep.

D. She didn’t like teaching English literature.

57. What is the writer’s biggest worry after her taskmaster's observation of her class?

A. She might lose her teaching job.

B. She might lose her students’ respect.

C. She couldn’t teach the same class any more.

D. She couldn’t ignore her students’ bad behavior any more.

58. Which of the following gives the writer a sense of mild victory?

A. Her talk about symbolism sounded convincing.

B. Her students behaved a little better than usual.

C. She managed to finish the class without crying.

D. She was invited for a talk by her boss after class.

59. The students behaved badly in the writer's classes because ______.

A. they were eager to embarrass her

B. she didn't really understand them

C. they didn't regard her as a good teacher

D. she didn’t have a good command of English

60. The taskmaster’s attitude towards the writer after his observation of her class can be best described as ______.

A. cruel but encouraging                        B. fierce but forgiving

C. sincere and supportive                       D. angry and aggressive

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科目：高中英語 來源：2010-2011學(xué)年浙江省高考模擬考試英語試題 題型：閱讀理解

Today I was at the mall waiting for friends, when a lady wearing a knit hat and a sweater came up to me and, shivering, said, “I’m homeless. Would you mind buying me some food?”

In that split second, everything I’d learned since kindergarten flashed through my mind. Don’t talk to strangers… Be a good citizen… People will take advantage of you… Treat others as you wish to be treated…I guess love won the debate. “Sure,” I said. “What would you like?”

She thought and then said, “I’d like to get Chinese food.” We headed upstairs. She ordered soup, an egg roll, white rice, and pepper chicken. I would normally think that was a lot, but she had probably barely eaten in the last few days. I got my usual – lo mein and General Tso’s chicken.

Meanwhile I was eating my lo mein, picking around the cabbage and the other vegetables. Joyce said, “If you don’t like it you can take it back.” I told her that I liked it, but was not fond of the vegetables. She broke into a big grin. “You don’t like vegetables, huh? Neither did I. But now I do.” I immediately felt guilty. How could I be picking at my food across from someone who barely gets to eat at all?

I tried my best to finish, but she seemed to sense my guilt and said, “You don’t have to eat it if you don’t want it.” How could she know what I was feeling? I told her the dish was my favorite, but I just eat slowly.

She got up to get a to-go box. “Would you like one?” she asked, but I refused. I realized that this food would probably last her for a few days, and I was glad she had ordered a lot.

“Would you like these?” I asked, gesturing at the food I had left untouched. “Oh, no, thank you,” she said. “This is enough.” I got up to throw my tray away, feeling guilty again.

“I need to meet my friends now,” I explained. “It was so nice to meet you, Joyce.”

“You too, Claire,” she replied with a smile. “Thank you.”

I headed to the theater, and she went back downstairs. I kept puzzling, Why is Joyce homeless?  She shouldn’t need people to buy her dinner. She was a nurse. She got good grades. She took pictures for her yearbook. She was the person I hope to be in the future. How could such a good life be rewarded with horrible luck?

Anyway, I wish her the best, and hope that the force that brought us together will help her find what she deserves in life.

1. From the second paragraph we know that the writer ___________.

   A. debated with the girl over moral issues 

B. hated having to make a quick decision

   C. hesitated before she decided to reach out    

D. fell in love with the girl at first sight

2.The writer felt guilty for a moment because _________.

   A. she was particular about food and also wasted so much

   B. she was a strict vegetarian who ate very little

   C. she didn’t order enough food for the girl

   D. she urged the girl to take her share of food

3. Why did Joyce end up unemployed and homeless?

   A. She was a victim of high education. 

B. She actually had some kind of mental disorder.

   C. She graduated with average grades. 

D. The reason is not yet given.

4. The passage is intended to _________.

   A. arouse readers' curiosity       

B. explore social problems

   C. teach readers a lesson         

D. share a personal story

 

 

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科目：高中英語 來源：2014屆四川省高一上學(xué)期期中考試英語題 題型：完型填空

People often fall ill because of me.   36 , they can hardly blame me; it is largely their own   37 . A tired person may get   38 , especially when he goes to crowded places with polluted air. A sudden change in    39   is another factor. In hot summer, people turn on the air-conditioner upon returning home. They will catch a cold easily.

My latest victim is an energetic student. After school, he played football hard for two hours. Though 40 . He still went to the cinema. Then he got back home and took a cold shower immediately.

I seized this golden chance to    41   him. He reacted, trying to    42   me, but I was already   43   deep in his throat. He kept sneezing(打噴嚏) and his nose was running.   44   he put on some warm clothes, it didn't work, for there were too many of us. Besides, his sore throat kept   45  him, and he developed a cough to force me and my family out, but   46   .

The next day he couldn't go to    47   .He had lost his appetite and was not as    48   as before. His mother made him orange juice every few hours for more vitamin C, which would help his   49   .

For two days he was   50   by his mother. As he rested more, his defense strengthened and I began lo feel the   51   . I knew I had to    52   him before long. But I am not the one who gives up easily, and I made every effort to fight back.   53   , it was my turn to feel   54   now, for his defense system was starting an all-out attack against me. I became    55   and finally my time was over.

Do you know what I am?

1. A. Therefore     B. Besides          C. However      D. Then

2. A. business          B. responsibility       C. excuse        D. fault

3. A. punished          B. blamed           C. caught         D. killed

4. A. temperature       B. season           C. place              D. condition

5. A. excited           B. hurt             C. late           D. tired

6. A. injure            B. bother           C. attack         D. destroy

7. A. get on with       B. get rid of           C. put up with    D. take hold of

8. A. reproducing       B. waiting          C. hiding         D. disappearing

9. A. Since             B. Once             C. Whether        D. Although

10. A. reminding        B. upsetting            C. comforting     D. influencing

11. A. escaped          B. succeeded        C. regretted          D. failed

12. A. bed              B. work             C. school          D. hospital

13. A. peaceful         B. afraid               C. active          D. happy

14. A. recovery         B. development      C. study               D. growth

15. A. protected            B. nursed           C. scolded         D. affected

16. A. loss             B. operation            C. pressure        D. movement

17. A. leave            B. catch                C. forget          D. beat

18. A. Uncertainly      B. Unsuccessfully   C. Unusually       D. Unfortunately

19. A. painful          B. disappointed     C. nervous         D. ashamed

 A. bigger          B. weaker           C. smaller         D. stronger

 

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