22. Careful surveys have showed that audience _______ teachers and students are more likely to take seats _______ directed.
| A．1ike; that | B．as; that | C．1ike; as | D．as; like |
名校课堂系列答案科目：高中英语 来源： 题型：阅读理解
Some time ago, I discovered that one of my chairs had a broken leg. I didn’t think there would be any difficulty in getting it mended, as there are a lot of antique (古董)shops near my home. So I left my home one morning carrying the chair with me. I went into the first shop expecting a friendly reception (接待). I was quite wrong. The man wouldn’t even look at my chair.
The second shop, though slightly more polite, was just the same, and the third and the fourth. So I decided that my approach must be wrong.
I entered the fifth shop with a plan in my mind. I placed the chair on the floor and said to the shopkeeper, "Would you like to buy a chair?" He looked at it over carefully and said, "Yes, not a bad chair. How much do you want for it?" "Twenty pounds." I said. "OK," he said, "I will give you twenty pounds." "It’s got a slightly broken leg," I said. "Yes, I saw that, it is nothing. "the shopkeeper answered.
Everything was going according to my plan and I was getting excited. "What will you do with it?" I asked. "It will be easy to sell once the repair is done." "I will buy it." I said. "What do you mean? You just sold it to me." "Yes, I know, but I have just changed my mind, I am sorry. I will give you twenty - seven pounds for it." "You must be crazy." he said. Suddenly the penny dropped. "I know what you want. You want me to repair your chair." " You are right," I said, "What would you have done if I had walked in and asked you to mend the chair?" "I would not have agreed to do that. We don’t do repairs, not enough money in it, and too much trouble. But! will mend this for you. Will you pay it for five? ". He was a very nice person and was greatly amused (感到有趣)by the whole thing.
We can learn from the passage that in the first shop the writer________.
A. was rather impolite
B. was warmly received
C. asked the shopkeeper to buy his chair
D. asked the shopkeeper to repair his chair.
The expression" the penny dropped" in the last paragraph means the shopkeeper_________.
A. changed his mind B. accepted the offer
C. saw the writer’s purpose D. decided to help the writer
How much did the writer pay for the repair?
A. 5. B. 7. C. 20. D. 27.
From the text, we can learn that the writer was___________.
A. honest B. careful C. smart D. funny
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科目：高中英语 来源：2010—2011学年北京师大附中高一下学期期中考试英语卷 题型：填空题
【小题1】UNESCO stands for the United Nations Educational, Scientific and Cultural O_________.
【小题2】After meeting her for the first time, I was deeply i_________ by her rich knowledge.
【小题3】Father used to smoke a lot in the past. I successfully p___________ him to give up smoking two years ago, so he doesn't smoke nowadays.
【小题4】The nuclear pollution is so serious that all the governments are taking measures (措施) to h________ the problem.
【小题5】Many fishes in the lake have died out because of the pollution, which is mainly caused by agricultural and i_________ waste.
【小题6】Money is less important than health. Many people agree that it's better to be healthy than w_________.
【小题7】The meeting hall is only a__________ on Friday afternoon, so you can't use it now.
【小题8】In order to a__________ more customers, the shop offered special discount.
【小题9】The couple eventually a________ their goal of becoming wealthy through hard work and careful saving,
【小题10】In the terrifying traffic accident, the parents and grandparents all died and only the baby s___________.
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科目：高中英语 来源：2013-2014学年浙江省高三第五次（3月）月考英语试卷（解析版） 题型：阅读理解
Tom appeared on the sidewalk with a bucket of whitewash and a long-handled brush. He stopped by the fence in front of the house where he lived with his aunt Polly. He looked at it, and all joy left him. The fence was long and high. He put the brush into the whitewash and moved it along the top of the fence. He repeated the operation. He felt he could not continue and sat down.
He knew that his friends would arrive soon with all kinds of interesting plans for the day. They would walk past him and laugh. They would make jokes about his having to work on a beautiful summer Saturday. The thought burned him like fire.
He put his hand into his pockets and took out all that he owned. Perhaps he could find some way to pay someone to do the whitewashing for him. But there was nothing of value in his pockets —nothing that could buy even half an hour of freedom. So he put the bits of toys back into his pockets and gave up the idea. At this dark and hopeless moment, a wonderful idea came to him. It filled his mind with a great, bright light. Calmly he picked up the brush and started again to whitewash.
While Tom was working, Ben Rogers appeared. Ben was eating an apple as he walked along the street. As he walked along, he was making noises like the sound of a riverboat. First he shouted loudly, like a boat captain. Then he said “Ding-Dong-Dong”, “Ding-Dong-Dong” again and again, like the bell of a riverboat. And he made other strange noises. When he came close to Tom, he stopped.
Tom went on whitewashing. He did not look at Ben. Ben stared a moment and then said: “Hello! I’m going swimming, but you can’t go, can you?”
No answer. Tom moved his brush carefully along the fence and looked at the result with the eye of an artist. Ben came nearer. Tom’s mouth watered for the apple, but he kept on working.
Ben said, “Hello, old fellow, you’ve got to work, hey?”
Tom turned suddenly and said, “Why, it’s you, Ben! I wasn’t noticing.”
“Say —I’m going swimming. Don’t you wish you could? But of course you’d rather work — wouldn’t you? Of course you would.”
Tom looked at the boy a bit, and said “What do you call work?”
“Why, isn’t that work?”? Tom went back to his whitewashing, and answered carelessly.
“Well, maybe it is, and maybe it isn’t. All I know is, it suits Tom Sawyer.”
“Oh come, now, you don’t mean to say that you like it?”? The brush continued to move.
“Like it? Well, I don’t see why I shouldn’t like it. Does a boy get a chance to whitewash a fence every day?”
Ben stopped eating his apple. Tom moved his brush back and forth, stepped back to look at the result, added a touch here and there, and stepped back again. Ben watched every move and got more and more interested. Soon he said,
“Say, Tom, let me whitewash a little.”
Tom thought for a moment, was about to agree; but he changed his mind.
“No —no —it won’t do, Ben. You see, Aunt Polly wants this fence to be perfect. It has got to be done very carefully. I don’t think there is one boy in a thousand, maybe two thousand, that can do it well enough.”
“No —is that so? Oh come, now —let me just try. Only just a little.” “Ben, I’d like to, but if it isn’t done right, I’m afraid Aunt Polly … ”
“Oh, I’ll be careful. Now let me try. Say —I’ll give you the core of? my apple.”
“Well, here —No, Ben, now don’t. I’m afraid …”
“I’ll give you all of it.”
Tom gave up the brush with unwillingness on his face, but joy in his heart. And while Ben worked at the fence in the hot sun, Tom sat under a tree, eating the apple, and planning how to get more help. There were enough boys. Each one came to laugh, but remained to whitewash. By the time Ben was tired, Tom sold the next chance to Billy for a kite; and when Billy was tired, Johnny bought in for a dead rat —and so on, hour after hour. And when the middle of the afternoon came, Tom had won many treasures.
And he had not worked. He had had a nice idle time all the time, with plenty of company －and the fence had been whitewashed three times. If he hadn’t run out of whitewash, Tom would have owned everything belonging to his friends.
He had discovered a great law of human action, namely, that in order to make a man or a boy want a thing, it is only necessary to make the thing difficult to get.
1.Why did Tom take all his bits of toys out of his pockets?
A. Because he is tired and wanted to play with his toys.
B. Because he wanted to throw his toys away.
C. Because he wanted to give his toys to his friends.
D. Because he wanted to know if he could buy help with his toys.
2.Tom was about to agree to let Ben whitewash when he changed his mind because ____________.
A. Tom wanted to do the whitewashing by himself
B. Tom planned to make Ben give up his apple first
C. Tom was unwilling to let Ben do the whitewashing
D. Tom was afraid Ben would do the whitewashing better.
3.What made Ben Rogers eagerly gave up his apple and offer to brush the fence for Tom?
A. His warm heart and kindness to friends.?????????????
B. His curiosity about Tom’s brushing job.
C. Tom’s threat.????????????? ????????????? ????????????? ????????????? ????????????? ????????????? ?????????????
D. Aunt Polly’s idea.
4.Which of the following is the most suitable title for this passage?
A. The Happy Whitewasher ????????????? ????????????? ????????????? ?????????????
B. Tom And His Fellows
C. Whitewashing A Fence????????????? ????????????? ? ????????????? ????????????? ?????????????
D. How To Make The Things Difficult To Get
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科目：高中英语 来源：2014届江苏省无锡市高三期初质量检测英语试卷（解析版） 题型：填空题
请认真阅读下列短文，并根据所读内容在文章后表格中的空格里填入一个最恰当的单词。注意：每个空格只填1个单词。
Guiding students through open-ended discussions can help students develop their understanding of the nature of science.
One useful practice in classroom discussions involves developing a discussion map. A discussion map is a graphic timeline created by the teacher on which a discussion is recorded --- who initially states the idea and who adds to or refuses the idea.
Discussion maps let teachers gain a deep understanding of students’ level of participation, the origins of ideas, and the claims that seem meaningful, useful, and/or reasonable to students. They also give the teacher an idea of students’ science thoughts of phenomena and ideas.
To make a discussion map, the teacher needs to do a couple of things. First, the teacher needs to keep informed of the ideas that are shared and who shared the idea. The teacher does this as the children talk, making quick notes of the ideas and thoughts. It can be helpful to record the discussion, but it isn’t required. Then, after the discussion is over, the teacher reflectively creates the discussion map to clarify the understanding of the ideas and connections that students were making in their talk.
Educators have identified discussions as consistent with reform recommendations in that they help children learn about the nature science and are useful in combining literacy and science. It is suggested that discussions can be useful for teachers in evaluating students’ ideas and building excitement as science. Discussions offer windows on students’ thinking, provide students who struggle in reading and writing with a chance to participate more actively in class, and create situations where students can express their ideas differently than in traditional schools tasks.
However, I suggest that there are additional reasons for having reasoned discussions in classrooms. First, discussions like this allow students to use their own vocabulary --- the words and terms that make sense to them and their classmates --- to drive the intellectual and academic work of understand phenomena. Many times learning science can become focused on learning terms but not necessarily understanding and explaining phenomena. Second, discussions allow students to think about their experiences and the things that they know and try to reconcile these with science ideas. This is challenging, but working together with classmates can help. Finally, reasoned discussions are fundamentally scientific because they offer an open forum that allows all students to be heard, and students’ ideas can be evaluated and connected to their experiences with scientific explanations of those phenomena. For example, during the children’s reasoned discussion about plants, the group came to the agreement that seeds grow into plants. The students understood that most seeds get buried in the ground, the seeds get wet, and then plants grow. This led to a question about whether the seed was still in the ground when the plant had grown into an adult plant. The students came up with several ideas about where the seeds were. During this conversation, the teacher took careful notes so that later investigations could respond to the questions that children were asking. Thus the students were working together using their ideas and understandings and realized something as a group that they didn’t understand as individuals.
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Discussion maps make sense! |
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Passage outline |
Supporting details |
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The 1._____ of a discussion map |
A discussion map is a graphic timeline the teacher creates to record a discussion by initially 2.______ the idea and adding to or refusing the idea. |
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The advantages of discussion maps |
With discussion maps, teachers can get a deep understanding not only of how students 3.______, who put forward the ideas, and the claims that seem meaningful, useful, and/or reasonable to the students, but also of what the students think of phenomena and ideas in scientific ways. |
|
The procedure of making a discussion map |
The teacher 4.______ quick notes of the children’s ideas and thoughts as they talk. Afterwards, he or she reflectively5.______ the map to clarify the understanding of the ideas and connections made by students in their talk. |
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Educators’ 6._____ for having reasoned discussions |
Discussions are consistent with reform recommendations because they help children learn about the nature of science and 7.______ literacy and science. Discussions can be useful for teachers in evaluating students’ ideas and building excitement at science. Discussions offer windows on students’ thinking, enable slow students to take a more 8._____ part in class, and allow students to express their ideas differently than in traditional school tasks. |
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The author’s reasons for having reasoned discussions |
Reasoned discussions allow students to use their own 9._____ to drive the intellectual and academic work of understanding phenomena and reconcile their10._____ and knowledge with science ideas. They are also fundamentally scientific. |
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科目：高中英语 来源： 题型：
第四部分 写作（共两节，满分35分）
第一节 对话填空（共10小题；每小题1分，满分10分）
阅读下面的对话，掌握其大意，并根据各题所结合实际字母的提示，在横线上写出一个英语单词的完整正确的形式，使对话通顺。
S=Shop assistant C=Customer
S: What can I do for you, sir ?
C:I (76)b this mobile phone here last month, but it doesn’t work now.
S: What’s the matter with it ?
C: I tried hard several times, but it can’t (77)s be turned on.
S: Let me have a look, hm , has it run out of (78)e ?
C: No, the battery has just be fully (79)c .
S: Did you read the (80)i before using it?
C: Of course I did .
S: Have you ever dropped it in the (81)w by accident?
C: Certainly not. I am not that (82)c . I have always been very careful.
S: It’s not our fault. It’s the fault of the (83)c who made it . What would you like me to do then?
C: I (84)i that should change it for another one.
S: I’m sorry, But our manager is not in at the moment. I’ll report it to him when he come back and give you a (85)r as soon as possible.
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