学期复习一本通学习总动员期末加暑假延边人民出版社系列答案
芒果教辅暑假天地重庆出版社系列答案科目：高中英语 来源：河北省唐山一中2010年高考冲刺英语试题（二） 题型：阅读理解
It was 3:00 a.m. Rain beat against the windows. Tamsen Bell’s cellphone began to ring so she jumped out of bed quickly for she knew that someone was in trouble, and it was up to her and the other members of the Marin Search and Rescue Team to help. The team has a motto: “Any time, any place, any weather.” Bell, 18, joined the search-and-rescue team when she was 14 years old, the youngest age at which a person can join. “I remember the first search I ever went on,” Bell says. “I was very nervous.” Thanks to the strict training program, Bell now is no longer nervous and a lot more confident.
When Bell was 16 years old, she took a lead role in a tough search-and-rescue action that she says changed her life. While hiking, a 60-year-old woman fell off a cliff and landed on a mountain ledge(岩石架). Bell slid down in a seated position to get to where the injured woman lay. The situation was very dangerous and she had to make a quick decision which could have endangered the woman’s life. Bell helped to lift the woman onto a litter(担架), and her teammates then pulled the litter up the mountain using ropes. The rescue took more than eight hours , the longest in the history of the team.
Afterwards, Bell said she realized that she could keep cool in stressful situations. The experience inspired her to devote her life to helping others. She remains a search-and-rescue member and plans to study nursing in college.
“Search-and-rescue work may be tough, but it is rewarding. The best part is the support, and the common feeling that everyone on the team wants to make people’s lives better.” Said Bell.
1. According to the passage, we know that Bell ______.
A. was the youngest member in the team
B. plays a leading role in every task
C. majored in nursing in college
D. learned a lot through the training program
2. Why does Bell say that the tough action changed her life?
A. She learnt to make quick decisions when in danger.
B. She learnt to transport the injured to safety through a litter.
C. The experience inspired her to devote herself to helping others
D. The experience made her realize that she could calm down even in danger.
3. Which of the following is TURE about Bell’s tough task?
A. It was the toughest task in the history of the team.
B. Bell slid down the cliff seated in a litter.
C. It’s the first task Bell took part in after the training program.
D. Bell played a very important role in the action.
4. The passage is mainly about_______.
A. a tough task Bell carried out
B. Bell’s job as a young search-and-rescue member
C. how people keep cool in dangerous situations
D. what search-and-rescue tasks are
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科目：高中英语 来源：2012-2013学年福建省晋江市养正中学高二下学期第一次月考英语试卷（带解析） 题型：阅读理解
One girl decided to study judo(柔道) although she had lost her left arm in a car accident.
The girl began lessons with an old Japanese judo instructor. The girl was doing well. So she couldn’t understand why, after three months of training, the instructor had taught her only one move.
“Instructor,” the girl finally said, “Shouldn’t I be learning more moves?”
“This is the only move you know, but this is the only move you’ll ever need to know,” the instructor replied.
Not quite understanding, but believing in her teacher, the girl kept training.
Several months later, the instructor took the girl to her first tournament. Surprising herself, the girl easily won her first two matches. The third match proved to be more difficult, but after some time, her opponent became impatient and charged. The girl skillfully used her one move to win the match. Still amazed by her success, the girl was now in the finals.This time, her opponent was bigger, stronger and more experienced. For a while, the girl appeared to be overmatched. Concerned that the girl might get hurt, the referee（裁判员） called a time-out. She was about to stop the match when the instructor intervened(干预).
“No,” the instructor insisted, “Let her continue.”
Soon after the match restarted, her opponent made a serious mistake: she dropped her guard. Instantly, the girl used her move to pin her opponent. The girl had won the match and the tournament. She was the champion.
On the way home, the girl and her teacher reviewed every move in each and every match. Then the girl gathered the courage to ask what was really on her mind.
“Instructor, how did I win the tournament with only one move?”
“You won for two reasons,” the teacher answered. “First, you’ve almost mastered one of the most difficult throws in all of judo. Second, the only known defense for that move is for your opponent to grab your left arm.”
The girl’s biggest weakness had become her biggest strength.
【小题1】What can we learn about the girl?
| A．She was disabled in an accident. | B．She disliked judo training. |
| C．She learnt several moves. | D．She won the first two matches hard. |
| A．impatient | B．depressed | C．defeated | D．trapped |
| A．her bravery | B．her tricks | C．her skills | D．her strength |
| A．The Story of a Girl. | B．A Disabled Girl. |
| C．Defense Matters. | D．Weakness Becomes Strength. |
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科目：高中英语 来源：2013年全国普通高等学校招生统一考试英语（浙江卷带解析） 题型：阅读理解
In 1974, after filling out fifty applications, going through four interviews, and winning one offer, I took 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. Was this rural area really New Jersey? My students took 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 time off only to eat and sleep. And then there was my sixth-grade class ---- seventeen boys and five girls who were only six years 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 to 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 my students positive attention. It sounds reasonable, but the text evidently ignored the fact that humans, particularly teenagers, rarely seems reasonable. By the time my boss, who was also my 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 classroom, 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 are bored. Why not get to the meat of 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 my 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 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.
【小题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 |
| 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. |
| 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. |
| 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. |
| 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. |
| A．cruel but encouraging | B．fierce but forgiving |
| C．sincere and supportive | D．angry and aggressive |
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科目：高中英语 来源：2013年全国普通高等学校招生统一考试英语（浙江卷解析版） 题型：阅读理解
In 1974, after filling out fifty applications, going through four interviews, and winning one offer, I took 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. Was this rural area really New Jersey? My students took 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 time off only to eat and sleep. And then there was my sixth-grade class ---- seventeen boys and five girls who were only six years 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 to 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 my students positive attention. It sounds reasonable, but the text evidently ignored the fact that humans, particularly teenagers, rarely seems reasonable. By the time my boss, who was also my 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 classroom, 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 are bored. Why not get to the meat of 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 my 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 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 described as________________.
A．cruel but encouraging B．fierce but forgiving
C．sincere and supportive D．angry and aggressive
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科目：高中英语 来源：安徽省2010届高考冲刺预测英语试题 题型：单项填空
. She learnt both business and history, but she knows________of them well, though she can speak on subjects in general.
A. none; any B. nothing; anything C. neither; both D. either; neither
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