科目：高中英语 来源：2010届贵州省清华实验学校高三下学期3月月考英语试题 题型：完型填空
完型填空（共20小题；每小题1.5分，满分30分）
阅读下面短文，掌握其大意，然后从36—55各题所给的四个选项（A、B、C和D）中，选出最佳选项，并在答题卡上涂黑。
As a physician who travels quite a lot, I spend a lot of time on planes listening for that dreaded “Is there a doctor on board?” announcement. I’ve been 36 only once-for a woman who had merely fainted. But the 37 made me quite curious about how 38 this kind of thing happens. I wondered what I would do if 39 with a real mid-air medical emergency-without access 40 a hospital staff and the usual emergency equipment. So 41 the New England Journal of Medicine last week 42 a study about in-flight medical events, I 43 it with interest.
The study estimated that there are a(n) 44 of 30 in-flight medical emergencies on U.S. flights every day. Most of them are not 45 ; fainting and dizziness are the most frequent complaints. 46 13% of them-roughly four a day-are serious enough to 47 a pilot to change course. The most common of the serious emergencies 48 heart trouble, strokes, and difficult breathing.
Let’s face it: plane rides are 49 . For starters, cabin pressures at high altitudes are set at roughly 50 they would be if you lived at 5,000 to 8,000 feet above sea level. Most people can tolerate these pressures pretty 51 , but passengers with heart disease 52 experience chest pains as a result of the reduced amount of oxygen flowing through their blood. 53 common in-flight problem is deep venous thrombosis（血栓）-the so-called economy class syndrome（综合症）. 54 happens, don’t panic. Things are getting better on the in-flight emergency front. Thanks to more recent legislation（立法）, flights with at 55 one attendant are starting to install emergency medical equipments to treat heart attacks.
36. A. called B. informed C. addressed D. surveyed
37. A. accident B. incident C. condition D. disaster
38. A. soon B. many C. long D. often
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科目：高中英语 来源：2009年普通高等学校招生全国统一考试江苏卷英语试题 题型：完型填空
The requirements for high school graduation have just changed in my community. As a result, all students must 36 sixty hours of service learning, 37 they will not receive a diploma. Service learning is academic learning that also helps the community. 38 of service learning include cleaning up a polluted river, working in a soup kitchen, or tutoring a student. 39 a service experience, students must keep a journal（日志）and then write a 40 about what they have learned.
Supporters claim that there are many 41 of service learning. Perhaps most importantly, students are forced to think 42 their own interests and become 43 of the needs of others. Students are also able to learn real-life skills that 44 responsibility, problem-solving, and working as part of a team. 45 , students can explore possible careers 46 service learning.
For example, if a student wonders what teaching is like, he or she can choose to work in an elementary school classroom a few afternoons each month. 47 there are many benefits, opponents （反对者） 48 problems with the new requirement. First, they 49 that the main reason students go to school is to learn core subjects and skills. Because service learning is time-consuming, students spend 50 time studying the core subjects. Second, they believe that forcing students to work without 51 goes against the law. By requiring service, the school takes away an individual's freedom to choose.
In my view, service learning is a great way to 52 to the community, learn new skills, and explore different careers. 53 , I don' t believe you should force people to help others – the 54 to help must come from the heart. I think the best 55 is one that gives students choices: a student should be able to choose sixty hours of independent study or sixty hours of service. Choice encourages both freedom and responsibility, and as young adults, we must learn to handle both wisely.
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科目：高中英语 来源：2011届吉林省东北师大附中高三上学期第三次模底考试英语卷 题型：阅读理解
Where do most writers get their ideas? For Yoshiko Uchida, it all began with Brownie, a five-month-old puppy. So excited was Yoshiko by Brownie’s arrival that she started keeping a journal, writing about all the wonderful things Brownie did and the progress he made.
Soon she was writing about other memorable events in her life, too, like the day her family got their first refrigerator. She also began writing stories, thanks to one of her teachers. Yoshiko wrote stories about animal characters such as Jimmy Chipmunk and Willie the Squirrel. She kept on writing, sharing the kitchen table with her mother, who wrote poems on scraps of paper and the backs of envelopes.
Yoshiko grew up in the 1930s in Berkeley, California. Her parents, both of whom had been born in Japan, provided a loving and happy home for Yoshiko and her sister. They also provided a stream of visitors to their home who later found their way into Yoshiko’s stories. One visitor who later appeared in several of Yoshiko’s stories was the bad-tempered Mr. Toga, who lived above the church that her family attended. Mr. Toga would scold anyone who displeased him. The children all feared him and loved to tell stories about how mean he was and how his false teeth rattled (咯咯响) when he talked.
Yoshiko also included in her stories some of the places she visited and the experiences she had. One of her favorite places was a farm her parents took her to one summer. The owners of the farm, showed Yoshiko and her sister how to pump water from the well and how to gather eggs in the henhouse. They fed the mules that later pulled a wagon loaded with hay while Yoshiko and the others rode in the back, staring up at the stars shining in the night sky. Yoshiko, who lived in the city, had never seen such a sight. As Yoshiko gazed up at the stars, she was filled with hope and excitement about her life. The images of that hayride stayed with her long after the summer visit ended, and she used them in several of her stories.
The experiences Yoshiko had and the parade of people who marched through her young life became a part of the world she created in over twenty books for young people, such as The Best Bad Thing and A Jar of Dreams. Because of such books, we can all share just a little bit of the world and the times in which this great writer grew up.
【小题1】The author tells about Mr. Toga’s false teeth in Paragraph 3 in order to ____________.
| A．show health care was not good enough in Berkeley during the 1930s |
| B．provide an interesting detail in Yoshiko’s life and stories |
| C．show Yoshiko’s young life was difficult and frightening |
| D．tell about a beloved relative who helped Yoshiko learn how to write |
| A．family relationships | B．terrors in the night |
| C．limitless possibilities | D．sacrifices to benefit others |
| A．Yoshiko loved to write about parades. |
| B．Yoshiko met many interesting people. |
| C．Yoshiko liked to go for long walks with others. |
| D．Yoshiko preferred to talk to her pets instead of to people. |
| A．People who live in the city should spend as much time as they can in the country. |
| B．Writers like Yoshiko Uchida must communicate with as many writers as possible. |
| C．Those who move to the United States often miss their homelands for many years. |
| D．Writers like Yoshiko Uchida look to the richness of their lives for material. |
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科目：高中英语 来源：2013届黑龙江大庆市第三十五中学高三上学期期末考试英语试卷（带解析） 题型：阅读理解
Eating a diet high in processed（经过加工的） food increases the risk of depression（抑郁）, research suggests. What's more, people who ate plenty of vegetables, fruit and fish actually had a lower risk of depression, the University College London team found.
Data on diet among 3,500 middle-aged civil servants were compared with their emotional state five years later, a British journal reported. They split the participants（参与者） into two types of diet--those who ate a diet largely based on whole food，which includes lots of fruit, vegetables and fish，and those who ate a mainly processed food diet, such as sweetened desserts, fried food, processed meat，refined（精制的） grains and high fat dairy products After accounting for factors such as gender, age, education, physical activity, smoking habits and chronic(慢性的) diseases, they found a significant difference in the future depression risk with the different diets.
Those who ate the most wholefood（全天然食物） had a 26% lower risk of future depression than those who ate the least wholefood. By contrast, people with a diet high in processed food had a 58％ higher risk of depression than those who ate a diet low in processed foods.
Study author Dr. Archana Singh Manoux pointed out there was a chance that the finding could be explained by lifestyle factor they had not accounted for.（解释原因） He also pointed in a paper that a Mediterranean(地中海) diet was associated（有关） with a lower risk of depression, but the problem with that is if you live in Britain, the likelihood （可能）of you eating a Mediterranean diet is not very high.
Dr．Andrew McCulloeh, chief executive of the Mental Health Foundation, said, this study adds to an existing body of solid research that shows the strong links between what we eat and our mental health.
He added people's diets were becoming increasingly unhealthy. The UK population is consuming （消费）less nutritious, fresh produce and more saturated（饱和） fats and sugars.
【小题1】The text is mainly about______.
| A．the increasingly unhealthy diet of the UK population |
| B．the link between processed food and depression |
| C．the relationship between physical and mental health |
| D．the emotional state of the British People |
| A．It is difficult for most British people to have a Mediterranean diet. |
| B．The Mediterranean diet is the most healthy in the world. |
| C．Many studies have been done on the Mediterranean diet before. |
| D．The Mediterranean diet is not good for depression. |
| A．our diets are closely related to our mental health |
| B．the present study needs more facts and other information |
| C．the UK population will become ill in the near future |
| D．more saturated fats and sugars should be taken in |
| A．To tell people what a healthy diet actually is. |
| B．To prove people’s diets are increasingly unhealthy. |
| C．To encourage people to cut down on processed food. |
| D．To introduce some experts on the research team. |
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科目：高中英语 来源：2008年普通高等学校招生全国统一考试全国卷Ⅱ英语试题 题型：阅读理解
The Queen’s English is now sounding less upper-class, a scientific study of the Queen’s Christmas broadcasts had found. Researchers have studied each of her messages to the Commonwealth countries since 1952 to find out the change in her pronunciation from the noble Upper Received to the Standard Received.
Jonathan Harrington, a professor at Germany’s University of Munich, wanted to discover whether accent (口音) changers recorded over the past half century would take place within one person. “As far as I know, there just is nobody else for whom there is this sort of broadcast records,” he said.
He said the noble way of pronouncing vowels (元音) had gradually lost ground as the noble upper-class accent over the past years. “Her accent sounds slightly less noble than it did 50 years ago. But these are very, very small and slow changes that we don’t notice from year to year.”
“We may be able to relate it to changes in the social classes,” he told The Daily Telegraph, a British newspaper. “In 1952 she would have been hears saying ‘thet men in the bleck het’. Now it would be ‘that man in the black hat’. And ‘hame’ rather than ‘home’. In the 1950s she would have been ‘lorst’, but by the 1970s ‘lost’.”
The Queen’s broadcast is a personal message to the Commonwealth countries. Each Christmas, the 10-minute broadcast is put on TV at 3 pm in Britain as many families are recovering from their traditional turkey lunch. (传统火鸡午餐).
The results were published (发表) in the Journal of Phonetics.
【小题1】The Queen’s broadcasts were chosen for the study mainly because ______.
| A．she has been Queen for many years | B．she has a less upper-class accent now |
| C．her speeches are familiar to many people | D．her speeches have been recorded for 50 years |
| A．“duaty” | B．“citee” | C．“hame” | D．“lorst” |
| A．speech sounds | B．Christmas customs | C．TV broadcasting | D．personal messages |
| A．The relationship between accents and social classes. |
| B．The Queen’s Christmas speeches on TV. |
| C．The changes in a person’s accent. |
| D．The recent development of the English language. |
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