Doing community service work, I spent three or four hours handing out warm dinner to the homeless out in the streets. After that I went to a 16 shelter not far from the Bay Bridge.
I was in high school and at the time my sister was too young to 17 . She wanted to help, 18 she made four or five dozen chocolate chip cookies for me to 19 and hand out to people. When getting to the homeless shelter I passed out the remaining meals. I had the containers with my 20 cookies in them and began to 21 , offering them to anyone near me.
I 22 an old gentleman and said, “Sir, would you like a cookie?” He stopped and turned around, looked at me 23 in the eye and said, “What did you say? Did you call me sir?” I told him I had, and his eyes 24 a little bit and he said, “No one has 25 called me sir.” He was completely taken aback.
It struck me.
I explained I had been raised that 26 color and social status, everyone deserved 27 . It made me 28 to think that just because he was homeless, no one 29 him the honor. It broke my 30 , and I couldn’t help 31 cry. I just didn’t understand 32 no one ever called him sir? I had never thought that anyone was below me because I wasn’t raised that way. Every 33 person deserves to be treated with dignity. Years later, I still carry that memory and the 34 it taught me. Sometimes, what we take for granted can 35 make a difference in someone’s life.
How have you made a difference to others? How have others made a difference to you?
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【小题2】Ａ
【小题3】Ｄ
【小题4】Ｄ
【小题5】Ｃ
【小题6】Ａ
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解析【小题1】C.上下文串联。 下文39和40之间有提示。
【小题2】A. 动词辨析。妹妹年幼无法参加服务工作。
【小题3】D. 上下文串联。因此她做了饼干让我带着。
【小题4】D. 动词辨析。同上。
【小题5】C. 上下文串联。容器里装着妹妹做的饼干。
【小题6】A. 词义辨析。四处走发给周围的人饼干。
【小题7】C. 动词辨析。走近一位老人。
【小题8】A. 副词辨析。他直视我的眼睛。
【小题9】A. 动词辨析。老人因激动而流泪。
【小题10】B. 副词辨析。曾经。
【小题11】B. 词义辨析。不受……的影响。
【小题12】C. 名词辨析。称呼老人“先生”是一种尊重，没有种族和社会地位的区分。
【小题13】B. 形容词辨析。老人无家可归又受人歧视使我感到伤心。
【小题14】B. 动词辨析。afford 此处意为“给予”。
【小题15】D. 名词辨析。想到老人的境遇，我很伤心。
【小题16】A. 固定词组。can’t help but do 为固定搭配。
【小题17】D. 词义辨析。我不理解为什么没有人称他先生。
【小题18】A. 形容词辨析。每一个人。
【小题19】B. 得到的教训, teache sb. a lesson.
【小题20】C. 副词辨析。真正起作用。
科目：高中英语 来源： 题型：阅读理解
Have you ever been afraid to talk back when you were treated unfairly? Have you ever bought something just because the salesman talked you into it? Are you afraid to ask a boy (girl) for a date？
Many people are afraid to assert themselves (insist upon their own rights). Dr Robert Alberti, author of Stand Up, Speak Out, and Talk Back, thinks it’s because their self-esteem(自尊) is low. “Our whole set-up makes people doubt themselves,” says Alberti. “There’s always a 'superior' around — a parent, a teacher, a boss — who 'knows better’”.
But Alberti and other scientists are doing something to help people to assert themselves. They offer “assertiveness training” courses (AT). In the AT courses people learn that they have a right to be themselves. They learn to speak out and feel good about doing so. They learn to be aggressive(敢闯, 闯劲儿) without hurting other people.
In one way, learning to speak out is to overcome fear. A group taking an AT course will help the timid person to lose his fear. But AT uses an even stronger motive—the need to share. The timid person speaks out in the group because he wants to tell how he feels. AT says you can get to feel good about yourself. And once you do, you can learn to speak out.
1. In the passage, the writer talks about the problem that _______.
A. some people are too easy-going
B. some people are too timid
C. there are too many superiors around us
D. some people dare not stick up for their own rights
2. The effect of our set-up on people is often to _______.
A. make them distrust their own judgment
B. make things more favorable for them
C. keep them from speaking out as much as their superiors do
D. help them to learn to speak up for their rights
3. One thing AT doesn’t do is to _______.
A. use the need of people to share
B. show people they have the right to be themselves
C. help people to be aggressive at anytime even when others suffer
D. help people overcome fear
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科目：高中英语 来源： 题型：
Neither of them knew what __________ was doing.
A. other B. others C. the other D. another
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科目：高中英语 来源： 题型：
第一节，短文改错（共10小题；每小题1分，满分10分）
以下标有题号的每一行均有一个错误，请找出，并按下列情况改正：此行多一个词；把多余的词用斜线（\）划掉，在该行右边横线上写出该词，并也用斜线划掉。此行缺一个词：在缺词处加一个漏字符号（Λ），在该行右边横线上写出该加的词。此行错一词：在错的词下划一横线，在该行右边横线上写出改正后的词。
注意：请在答题卡上作答。
Bob told me that before he was a teacher, all what he 76．_______
would like doing was to be a lawyer． 77．_______
He had worked very hard at his lessons and try to 78 ．_______
enter into a famous university, but something unfortunate 79．_______
happened in his family, which made necessary for him 80．_______
to work for a life．As a young man, he had been a 81．_______
bus driver, a dustman and a salesman, and he spent his 82．_______
spare times studying and finally became a college teacher． 83．_______
“Young people,” he often said, “ are fill of 84．_______
wishes and hopes before they step into the society．” 85．_______
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科目：高中英语 来源： 题型：阅读理解
Dropouts for Ph. D. s
Educators are seriously concerned about the high rate of dropouts among the doctor of philosophy candidates and the consequent loss of talent to a nation in need of Ph. D. s. Some have placed the dropouts loss as high as 50 percent. The extent of the loss was, however, largely a matter of expert guessing. Last week a well-rounded study was published. It was published. It was based on 22,000 questionnaires sent to former graduate students who were enrolled in 24 universities and it seemed to show many past fears to be groundless.
The dropouts rate was found to be 31 per cent, and in most cases the dropouts, while not completing the Ph. D. requirement, went on to productive work. They are not only doing well financially, but, according to the report, are not far below the income levels of those who went on to complete their doctorates.
Discussing the study last week, Dr. Tucker said the project was initiated 'because of the concern frequently expressed by graduate faculties and administrators that some of the individuals who dropped out of Ph. D. programs were capable of competing the requirement for the degree. Attrition at the Ph. D. level is also thought to be a waste of precious faculty time and a drain on university resources already being used to capacity. Some people expressed the opinion that the shortage of highly trained specialists and college teachers could be reduced by persuading the dropouts to return to graduate schools to complete the Ph. D.’
"The results of our research" Dr. Tucker concluded, "did not support these opinions."
1. Lack of motivation was the principal reason for dropping out.
2. Most dropouts went as far in their doctoral program as was consistent with their levels of ability or their specialties.
3. Most dropouts are now engaged in work consistent with their education and motivation.
Nearly 75 per cent of the dropouts said there was no academic reason for their decision, but those who mentioned academic reason cited failure to pass the qualifying examination, uncompleted research and failure to pass language exams. Among the single most important personal reasons identified by dropouts for non-completion of their Ph. D. program, lack of finances was marked by 19 per cent.
As an indication of how well the dropouts were doing, a chart showed 2% in humanities were receiving $ 20,000 and more annually while none of the Ph. D. 's with that background reached this figure. The Ph. D. 's shone in the $ 7,500 to $ 15,000 bracket with 78% at that level against 50% for the dropouts. This may also be an indication of the fact that top salaries in the academic fields, where Ph. D. 's tend to rise to the highest salaries, are still lagging behind other fields.
As to the possibility of getting dropouts back on campus, the outlook was glum. The main condition which would have to prevail for at least 25 % of the dropouts who might consider returning to graduate school would be to guarantee that they would retain their present level of income and in some cases their present job.
The author states that many educators feel that
[A] steps should be taken to get the dropouts back to campus.
[B] the dropouts should return to a lower quality school to continue their study.
[C] the Ph. D. holder is generally a better adjusted person than the dropout.
[D] The high dropouts rate is largely attributable to the lack of stimulation on the part of faculty members.
Research has shown that
[A] Dropouts are substantially below Ph. D. 's in financial attainment.
[B] the incentive factor is a minor one in regard to pursuing Ph. D. studies.
[C] The Ph. D. candidate is likely to change his field of specialization if he drops out.
[D] about one-third of those who start Ph. D. work do not complete the work to earn the degree.
Meeting foreign language requirements for the Ph. D.
[A] is the most frequent reason for dropping out.
[B] is more difficult for the science candidate than for the humanities candidate.
[C] is an essential part of many Ph. D. programs.
[D] does not vary in difficulty among universities.
After reading the article, one would refrain from concluding that
[A] optimism reigns in regard to getting Ph. D. dropouts to return to their pursuit of the degree.
[B] a Ph. D. dropout, by and large, does not have what it takes to learn the degree.
[C] colleges and universities employ a substantial number of Ph. D. dropouts.
[D] Ph. D. 's are not earning what they deserve in nonacademic positions.
It can be inferred that the high rate of dropouts lies in
[A] salary for Ph. D. too low.
[B] academic requirement too high.
[C] salary for dropouts too high.
[D] 1000 positions.
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科目：高中英语 来源： 题型：阅读理解
Watercolor is the oldest paints known. It dates back to the early cave men who discovered they could add lifelike qualities to drawings of animals and other figures on the walls of caves by mixing the natural colors found in the earth with water.
Fresco(壁画), one of the greatest of all art forms, is done with watercolor. It is created by mixing paints and water and applying these to wet plaster(灰泥). Of the thousands of people who stand under Michelangelo's heroic ceiling in the Sistine Chapel, very few know that they are looking at perhaps the greatest watercolor painting in the world.
The invention of oil painting by the Flemish masters in the fifteenth century made fresco painting go down-hill, and for the next several centuries watercolor was used mainly for doing sketches(素描) or as a tool for study. It was not until the eighteenth and nineteenth centuries that English painters put back watercolor as a serious art form. The English have a widely-known love for the outdoors and also small, private pictures. The softness of watercolor had a remarkably strong attraction for them.
The popularity of watercolor continued to grow until in the twentieth century. The United States passed England as the center for watercolor, producing such well-known watercolor artists as Thomas Eakins and Andrew Wyeth.
What is the passage mainly about?
A.The gradual weakness of fresco painting.
B.Oils having more power or influence over watercolor.
C.The rediscovery of watercolor in England.
D.The start and development of watercolor.
The first watercolor artists were ______.
A.early cave men B.Italian fresco artists
C.Flemish masters D.English artists of the 18th century
In 16th and 17th centuries the artists thought ______.
A.watercolor was more costly, but was better
B.oil painting lasted less long, but clearer and brighter
C.watercolor was not suitable for finished works
D.oil painting was difficult to use
According to the passage, watercolor painting was put back in England because ______.
A.it was easy to use outdoors B.it was a strong medium
B.it was extremely bright in color D.it was well suited to popular tastes
What would the next paragraph most probably deal with?
A.The works of famous American watercolor artists.
B.The weakness of oils as popular paints.
C.Techniques of producing watercolor.
D.Modern American oil painters.
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