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    —Kelly, are you sure you heard your brother return home at about 11 last night?

       —Yes. I didn’t see him but I heard him put on his favourite CD. That’s _______ the light

    came.

           A. how                         B. where                      C. when                       D. why

    C

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    科目：高中英语 来源： 题型：阅读理解

    We have two daughters: Kristen is seven years old and Kelly is four. Last Sunday evening, we invited some people home for dinner. I dressed them nicely for the party, and told them that their job was to join Mommy in answering the door when the bell rang. Mommy would introduce them to the guests, and then they would take the guests' coats upstairs and put them on the bed in the second bedroom.

        The guests arrived. I introduced my two daughters to each of them. The adults were nice and kind and said how lucky we were to have such good kids.

        Each of the guests made a particular fuss over Kelly, the younger one, admiring her dress, her hair and her smile. They said she was a remarkable girl to be carrying coats upstairs at her age.

        I thought to myself that we adults usually make a big "to do" over the younger one because she's the one who seems more easily hurt. We do it with the best of intentions.

        But we seldom think of how it might affect the other child. I was a little worried that Kristen would feel she was being outshined. I was about to serve dinner when I realized that she had been missing for twenty minutes. I ran upstairs and found her in the bedroom, crying.

        I said, "What are you doing, my dear?"

        She turned to me with a sad expression and said, "Mommy, why don't people like me the way they like my sister? Is it because I 'm not pretty? Is that why they don't say nice things about me as much?"

        I tried to explain to her, kissing and hugging her to make her feel better.

        Now, whenever I visit a friend's home, I make it a point to speak to the elder child first.

    56．The underlined expression ' make a big "to do" over' (paragraph 4) means ______.

       A．show much concern about               B．have a special effect on

       C．list jobs to be done for                  D．do good things for

    57．The guests praised Kelly for carrying coats upstairs because of her ______.

       A．beautiful hair                          B．pretty clothes

       C．lovely smile                           D．young age

    58．Kristen felt sad and cried because ______.

       A．the guest gave her more coats to carry

       B．she didn't look as pretty as Kelly

       C．the guests praised her sister more than her

       D．her mother didn't introduce her to the guests

    59．We can conclude from the passage that ______.

       A．parents should pay more attention to the elder children

       B．the younger children are usually more easily hurt

       C．people usually like the younger children more

       D．adults should treat children equally

    60．Which of the following saying is right?

       A．Kristen and Kelly are not getting along with each other.

       B．Kristen is older than Kelly.

       C．The mother likes Kristen more than Kelly.

       D．People usually talk more to Kelly than they do to Kristen.

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    科目：高中英语 来源： 题型：阅读理解

    任务型阅读(共10题；每小题1分，满分10分)

    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最恰当的单词。

    注意：每空格1个单词。

    D. R. Gaul Middle School is in Union, Maine, a blueberry-farming town where the summer fair finds kids competing in pig scrambles and pie-eating contests.

    Gaul, with about 170 seventh- and eighth-graders, has its own history of lower level academic achievement. One likely reason: Education beyond the basic requirements hasn't always been a top priority for families who've worked the same land for generations. Here, few adults have college degrees, and outsiders (teachers included) are often kept at a respectful distance.

    Since 2002, Gaul's students have been divided into four classes, each of them taught almost every subject by two teachers. The goal: To find common threads across disciplines to help students create a big picture that gives fresh meaning and context to their classwork -- and sparks motivation for learning.

    Working within state guidelines, each team makes its individual schedules and lesson plans, incorporating non-textbook literature, hands-on lab work and field trips. If students are covering the Civil War in social studies, they're reading The Red Badge of Courage or some other period literature in English class. In science, they study the viruses and bacteria that caused many deaths in the war.

    Team teaching isn't unusual. About 77 percent of middle schools now employ some form of it, says John Lounsbury, consulting editor for the National Middle School Association. But most schools use four- or five-person teams, which Gaul tried before considering two-person teams more effective. Gaul supports the team concept by "looping" classes (跟班) so that the same two teachers stick with the same teens through seventh and eighth grades. Combining teams and looping creates an extremely strong bond between teacher and student. It also, says teacher Beth Ahlholm, "allows us to build an excellent relationship with parents."

    Ahlholm and teammate Madelon Kelly are fully aware how many glazed looks they see in the classroom, but they know 72 percent of their eighth-graders met Maine's reading standard last year -- double the statewide average. Only 31 percent met the math standard, still better than the state average (21 percent). Their students also beat the state average in writing and science. And in2006, Gaul was one of 47 schools in the state to see testing gains of at least 20 percent in four of the previous five years, coinciding roughly with team teaching's arrival.

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    D. R. Gaul Middle School is in Union, Maine, a blueberry-farming town where the summer fair finds kids competing in pig scrambles and pie-eating contests.
    Gaul, with about 170 seventh- and eighth-graders, has its own history of lower level academic achievement. One likely reason: Education beyond the basic requirements hasn't always been a top priority for families who've worked the same land for generations. Here, few adults have college degrees, and outsiders (teachers included) are often kept at a respectful distance.
    Since 2002, Gaul's students have been divided into four classes, each of them taught almost every subject by two teachers. The goal: To find common threads across disciplines to help students create a big picture that gives fresh meaning and context to their classwork -- and sparks motivation for learning.
    Working within state guidelines, each team makes its individual schedules and lesson plans, incorporating non-textbook literature, hands-on lab work and field trips. If students are covering the Civil War in social studies, they're reading The Red Badge of Courage or some other period literature in English class. In science, they study the viruses and bacteria that caused many deaths in the war.
    Team teaching isn't unusual. About 77 percent of middle schools now employ some form of it, says John Lounsbury, consulting editor for the National Middle School Association. But most schools use four- or five-person teams, which Gaul tried before considering two-person teams more effective. Gaul supports the team concept by "looping" classes (跟班) so that the same two teachers stick with the same teens through seventh and eighth grades. Combining teams and looping creates an extremely strong bond between teacher and student. It also, says teacher Beth Ahlholm, "allows us to build an excellent relationship with parents."
    Ahlholm and teammate Madelon Kelly are fully aware how many glazed looks they see in the classroom, but they know 72 percent of their eighth-graders met Maine's reading standard last year -- double the statewide average. Only 31 percent met the math standard, still better than the state average (21 percent). Their students also beat the state average in writing and science. And in2006, Gaul was one of 47 schools in the state to see testing gains of at least 20 percent in four of the previous five years, coinciding roughly with team teaching's arrival.

    A Classroom With Context
     Problems of the
    school
    		 Being a farming town，it(71)           little in education before．
    Further education is considered （72）______________．
    The community is relatively(73)   rather than open to the outsiders．
    Ways of solving
    the problems
    		 The division  of classes is made and students are well(74)   ．
    Individual schedules and lesson plans are(75)    by each team．
    A strong(76)    between teacher and student is established through
    combining teams and looping．
        Signs of
    (77)   
    		72 percent of the eighth-graders(78)   Maine's reading standard
    (79)percent higher than the state average in maths
     the school beating the state average in writing and science
     four of the previous five years(80)    at least 20 percent test gains

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    任务型阅读(共10题；每小题1分，满分10分)

    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最恰当的单词。

    注意：每空格1个单词。

    D. R. Gaul Middle School is in Union, Maine, a blueberry-farming town where the summer fair finds kids competing in pig scrambles and pie-eating contests.

    Gaul, with about 170 seventh- and eighth-graders, has its own history of lower level academic achievement. One likely reason: Education beyond the basic requirements hasn't always been a top priority for families who've worked the same land for generations. Here, few adults have college degrees, and outsiders (teachers included) are often kept at a respectful distance.

    Since 2002, Gaul's students have been divided into four classes, each of them taught almost every subject by two teachers. The goal: To find common threads across disciplines to help students create a big picture that gives fresh meaning and context to their classwork -- and sparks motivation for learning.

    Working within state guidelines, each team makes its individual schedules and lesson plans, incorporating non-textbook literature, hands-on lab work and field trips. If students are covering the Civil War in social studies, they're reading The Red Badge of Courage or some other period literature in English class. In science, they study the viruses and bacteria that caused many deaths in the war.

    Team teaching isn't unusual. About 77 percent of middle schools now employ some form of it, says John Lounsbury, consulting editor for the National Middle School Association. But most schools use four- or five-person teams, which Gaul tried before considering two-person teams more effective. Gaul supports the team concept by "looping" classes (跟班) so that the same two teachers stick with the same teens through seventh and eighth grades. Combining teams and looping creates an extremely strong bond between teacher and student. It also, says teacher Beth Ahlholm, "allows us to build an excellent relationship with parents."

    Ahlholm and teammate Madelon Kelly are fully aware how many glazed looks they see in the classroom, but they know 72 percent of their eighth-graders met Maine's reading standard last year -- double the statewide average. Only 31 percent met the math standard, still better than the state average (21 percent). Their students also beat the state average in writing and science. And in2006, Gaul was one of 47 schools in the state to see testing gains of at least 20 percent in four of the previous five years, coinciding roughly with team teaching's arrival.

     

    A Classroom With Context

     

    Problems of the

    school

    Being a farming town, it (1)         little in education before.

    (2)         education is considered less important.

    The community is relatively （3)    ____ rather than open to the outsiders.

     

    Ways of solving

    the problems

    The division of classes is made and students are well (4)    ____.

    Individual schedules and lesson plans are (5)    ____ by each team.

    A strong (6)    ____ between teacher and student is established through combining teams and looping.

     

    Signs of

    (7)    ____

    72 percent of the eighth-graders (8)    ____ Maine's reading standard

    (9)________ percent higher than the state average in maths

    the school beating the state average in writing and science

     four of the previous five years (10)    ____ at least 20 percent test gains

     

     

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    任务型阅读(共10题；每小题1分，满分10分)

    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最恰当的单词。

    注意：每空格1个单词。

    D. R. Gaul Middle School is in Union, Maine, a blueberry-farming town where the summer fair finds kids competing in pig scrambles and pie-eating contests.

    Gaul, with about 170 seventh- and eighth-graders, has its own history of lower level academic achievement. One likely reason: Education beyond the basic requirements hasn't always been a top priority for families who've worked the same land for generations. Here, few adults have college degrees, and outsiders (teachers included) are often kept at a respectful distance.

    Since 2002, Gaul's students have been divided into four classes, each of them taught almost every subject by two teachers. The goal: To find common threads across disciplines to help students create a big picture that gives fresh meaning and context to their classwork -- and sparks motivation for learning.

    Working within state guidelines, each team makes its individual schedules and lesson plans, incorporating non-textbook literature, hands-on lab work and field trips. If students are covering the Civil War in social studies, they're reading The Red Badge of Courage or some other period literature in English class. In science, they study the viruses and bacteria that caused many deaths in the war.

    Team teaching isn't unusual. About 77 percent of middle schools now employ some form of it, says John Lounsbury, consulting editor for the National Middle School Association. But most schools use four- or five-person teams, which Gaul tried before considering two-person teams more effective. Gaul supports the team concept by "looping" classes (跟班) so that the same two teachers stick with the same teens through seventh and eighth grades. Combining teams and looping creates an extremely strong bond between teacher and student. It also, says teacher Beth Ahlholm, "allows us to build an excellent relationship with parents."

    Ahlholm and teammate Madelon Kelly are fully aware how many glazed looks they see in the classroom, but they know 72 percent of their eighth-graders met Maine's reading standard last year -- double the statewide average. Only 31 percent met the math standard, still better than the state average (21 percent). Their students also beat the state average in writing and science. And in2006, Gaul was one of 47 schools in the state to see testing gains of at least 20 percent in four of the previous five years, coinciding roughly with team teaching's arrival.

     

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