When I was in my first year of high school, I had a terrible time when every area of my life was a disaster. I felt so hopeless and alone that I thought everything was impossible.
On one such day, I was walking from class across the school to catch the school bus home, with my head down, fighting tears of total hopelessness, when a young man came down the sidewalk toward me. Though I had never seen him before, I did not want him to see that I was in such low spirits, so I turned my head away and hoped to hurry past. I thought he'd walk on by, but he moved until he was directly in front of me, waited until I looked up, and then smiled.
Looking into my eyes, this stranger spoke in a quiet voice:"Whatever is wrong will pass. You're going to be OK, just hang on." He then smiled again and walked away.
I can't explain the effect of that man's unexpected kindness and caring! He gave me the one thing that I'd lost completely—hope. I looked for him in our school to thank him, but never saw him again.
That was thirty years ago. And I've never forgotten that moment. Over the years, whenever I see someone who is in trouble, I will always think of that young man and try to give a flash of hope in the dark wherever I can. I carry things for people when they are too heavy for them, sit with naughty babies in the waiting room while their mothers are busy, or talk to tired couples at the checkout line or it could be anything.
If you keep your head up, your heart will show you the place that needs hope.
1.Where did the writer meet with the young man?
A.In the school. B.In the school bus. C.In the classroom. D.In the library.
2.From the passage we may infer that the author ________.
A.had known the young man for a long time
B.made friends with the young man afterwards
C.was grateful to that young man very much
D.avoided meeting the young man since then
3.The author has given a lot of help to others in order to ________.
A.show his sympathy to those who are badly ill
B.give others hope of life when they are in trouble
C.realize his promise made to the young man
D.get respect from those who were helped by him
4.It can be known from the passage that ________.
A.the young man always tried his best to help those who were in trouble
B.it was the young man's smile and words that made the author feel hopeful
C.the author had never been praised by others before he met with the young man
D.the author traveled to a lot of places to look for the young man but failed
高二英语阅读理解简单题
When I was in my first year of high school, I had a terrible time when every area of my life was a disaster. I felt so hopeless and alone that I thought everything was impossible.
On one such day, I was walking from class across the school to catch the school bus home, with my head down, fighting tears of total hopelessness, when a young man came down the sidewalk toward me. Though I had never seen him before, I did not want him to see that I was in such low spirits, so I turned my head away and hoped to hurry past. I thought he'd walk on by, but he moved until he was directly in front of me, waited until I looked up, and then smiled.
Looking into my eyes, this stranger spoke in a quiet voice:"Whatever is wrong will pass. You're going to be OK, just hang on." He then smiled again and walked away.
I can't explain the effect of that man's unexpected kindness and caring! He gave me the one thing that I'd lost completely—hope. I looked for him in our school to thank him, but never saw him again.
That was thirty years ago. And I've never forgotten that moment. Over the years, whenever I see someone who is in trouble, I will always think of that young man and try to give a flash of hope in the dark wherever I can. I carry things for people when they are too heavy for them, sit with naughty babies in the waiting room while their mothers are busy, or talk to tired couples at the checkout line or it could be anything.
If you keep your head up, your heart will show you the place that needs hope.
1.Where did the writer meet with the young man?
A.In the school. B.In the school bus. C.In the classroom. D.In the library.
2.From the passage we may infer that the author ________.
A.had known the young man for a long time
B.made friends with the young man afterwards
C.was grateful to that young man very much
D.avoided meeting the young man since then
3.The author has given a lot of help to others in order to ________.
A.show his sympathy to those who are badly ill
B.give others hope of life when they are in trouble
C.realize his promise made to the young man
D.get respect from those who were helped by him
4.It can be known from the passage that ________.
A.the young man always tried his best to help those who were in trouble
B.it was the young man's smile and words that made the author feel hopeful
C.the author had never been praised by others before he met with the young man
D.the author traveled to a lot of places to look for the young man but failed
高二英语阅读理解简单题查看答案及解析
When I was young, I left a high-school-teaching job to go graduate school again. In one of my first classes, I studied the poetry of Thomas Eliot. I felt hopeless when my high school Webster’s Dictionary tuned silent each time I tried to look up words like “estaminet” or “juvescence”. I needed a new book the Oxford English Dictionary, whose price was $300.
On a cold night, my husband and I set out for a bookstore in Atlanta. I breathlessly asked the clerk for my book, which was kept far behind the counter, paid quickly so that I would have no time to imagine people’s thoughts that I was mad, and rushed back to our truck, carrying the great weight of Oxford English Dictionary.
Don’t get me wrong: I never turn down a trip to the library, but I know that there is something mysterious and spiritual ---to own your own good books, and to spend your earthly money on a piece of heavenly art to pass it down to future generations.
I have been the recipient of many of these passed-down books. My father worked as a plumber, who was often busy repairing things like water pipes. He never made the extravagant (奢侈的) purchases as I did, but I remember his going to the Aspen Used Book store on the weekends. He would take hundreds of used books and trade them for wonderful sets of classics. He would also go in there and come out with how-to books about fixing the leaks. He would neatly arrange the classics in our basement where I, at the age of nine or ten, would spend all summer there reading Greek and Roman myths.
One day, I’ll have to leave my library, but I’m pleased to know that my children will have all my books about Southern literature and modern poetry. They might say, “Look, Mama surely loved Flannery O’Connor.” Or “I wonder why she had three copies of T.S. Eliot: Collected Poems?”
1.Why did the author feel hopeless about her high school dictionary?
A. It was out of date and of no use.
B. It failed to cover enough words.
C. It often gave wrong explanations.
D. It couldn’t offer the exact meaning.
2.What can be inferred from Paragraph 2?
A. The Oxford English Dictionary was very popular.
B. The author felt it an adventure to buy the dictionary.
C. The author regretted buying the dictionary at first.
D. Few people would buy the Oxford English Dictionary.
3.What do we know about the author’s father?
A. He was inspired to read books by his daughter.
B. He loved books despite not being well educated.
C. He improved his professional skills through books.
D. He spent lots of his salary buying wonderful book.
4.Which of the following can be the best title of the passage?
A. Books at all costs
B. Father’s special bookstore
C. The Oxford English Dictionary
D. Studying the poetry of T.S. Eliot
高二英语阅读理解中等难度题查看答案及解析
I was in my third year of teaching creative writing at a high school in New York, when one of my students, 15-year-old Mikey, gave me a note from his mother. It explained his absence from class the day before.
I had seen Mikey himself writing the note at his desk. Most parental-excuse notes(请假条) I received were penned by my students. If I were to deal with them, I’d be busy 24 hours a day.
The forged excuse notes made a large pile, with writing that ranged from imaginative to crazy. The writers of those notes didn't realize that honest excuse notes were usually dull: “Peter was late because the alarm clock didn’t go off.”
Isn’t it remarkable, I thought, how the students complained and said it was hard putting 200 words together on any subject? But when they produced excuse notes, they were brilliant.
So one day I typed out a dozen excuse notes and gave them to my classes. I said, “They’re supposed to be written by parents, but actually they are not. True, Mikey?” The students looked at me nervously.
“Now, this will be the first class to study the art of the excuse note---the first class, ever, to practice writing them. You’re so lucky to have a teacher like me who has taken your best writing and turned it into a subject worthy of study.”
Everyone smiled as I went on, “You used your imaginations. So try more now. Today I’d like you to write ‘An Excuse Note from Adam to God’ or ‘An Excuse Note from Eve to God’.” Heads went down. Pens raced across paper. For the first time ever I saw students so careful in their writing that they had to be asked to go to lunch by their friends.
The next day everyone had excuse notes. Heated discussions followed. The headmaster entered the classroom and walked up and down, looking at papers, and then said, “I’d like you to see me in my office.”
When I stepped into his office, he came to shake my hand and said, “I just want to tell you that that lesson, that task, whatever the hell you were doing, was great. Those kids were writing on the college level. Thank you.”
1.What did the author do with the students found dishonest?
A.He reported them to the headmaster.
B.He lectured(训诫)them hard on honesty.
C.He had them take notes before lunch.
D.He helped improve their writing skills.
2.The underlined word “forged” in the third paragraph means .
A.former B.copied
C.false D.honest
3.The author found that compared with the true excuse notes, the produced ones by the students were usually .
A.less imaginative B.more impressive
C.loss lively D.more serious
4.The author had the students practice writing excuse notes so that students could learn .
A.the importance of being honest B.how to write excuse notes skillfully
C.the value of creative writing D.how to be creative in writing
5.What did the headmaster think of the author’s way of teaching?
A.Effective. B.Difficult
C.Misleading. D.Reasonable.
高二英语阅读理解中等难度题查看答案及解析
I was in my third year of teaching creative writing at a high school in New York, when one of my students, 15-year-old Mikey, gave me a note from his mother. It explained his absence from class the day before.
I had seen Mikey himself writing the note at his desk. Most parental-excuse notes I received were penned by my students. If I were to deal with them, I’d be busy 24 hours a day. The forged excuse notes made a large pile, with writing that ranged from imaginative to crazy. The writers of those notes didn’t realize that honest excuse notes were usually dull: “Peter was late because the alarm clock didn’t go off.”
Isn’t it remarkable, I thought, how the students complained and said it was hard putting 200 words together on any subject? But when they produced excuse notes, they were brilliant.
So one day I typed out a dozen excuse notes and gave them to my classes. I said, “They’re supposed to be written by parents, but actually they are not. True, Mikey?” The students looked at me nervously.
“Now, this will be the first class to study the art of the excuse note --- the first class, ever, to practice writing them. You’re so lucky to have a teacher like me who has taken your best writing and turned it into a subject worthy of study. ”
Everyone smiled as I went on, “You used your imaginations. So try more now. Today I’d like you to write ‘An Excuse Note from Adam to God’ or ‘An Excuse Note from Eve to God’.” Heads went down. Pens raced across paper. For the first time ever I saw students so careful in their writing that they had to be asked to go to lunch by their friends.
The next day everyone had excuse notes. Heated discussions followed. The headmaster entered the classroom and walked up and down, looking at papers, and then said, “I’d like you to see me in my office.”
When I stepped into his office, he came to shake my hand and said, “I just want to tell you that that lesson, that task, whatever the hell you were doing, was great. Those kids were writing on the college level. Thank you. ”
1.What did the author do with the students found dishonest?
A.He reported them to the headmaster. B.He lectured them hard on honesty.
C.He had them take notes before lunch. D.He helped improve their writing skills.
2.The author found that compared with the true excuse notes, the produced ones by the students were usually ________.
A.less impressive B.less convincing C.worse written D.more imaginative
3.The author had the students practice writing excuse notes so that the students could learn_________.
A.the importance of being honest B.how to be creative in writing
C.the pleasure of creative writing D.how to write excuse notes skillfully
4. The underlined word “forged” in the second paragraph means “________”.
A.false B.copied C.former D.honest
5.What did the headmaster think of the author’s way of teaching?
A.Misleading. B.Difficult C.Effective. D.Reasonable.
高二英语阅读理解中等难度题查看答案及解析
I was in my third year of teaching creative writing at a high school in New York, when one of my students, 15-year-old Mikey, gave me a note from his mother. It explained his absence from class the day before.
I had seen Mikey himself writing the note at his desk. Most parental-excuse notes I received were penned by my students. If I were to deal with them, I’d be busy 24 hours a day.
The forged excuse notes made a large pile(堆), with writing that ranged from imaginative to crazy. The writers of those notes didn’t realize that honest excuse notes were usually dull: “Peter was late because the alarm clock didn’t go off.”
Isn’t it remarkable, I thought, how the students complained and said it was hard to put 200 words together on any subject? But when they produced excuse notes, they were brilliant.
So one day I typed out a dozen excuse notes and gave them to my classes. I said, “They’re supposed to be written by parents, but actually they are not. True, Mikey?” The students looked at me nervously.
“Now, this will be the first class to study the art of the excuse note—the first class, ever, to practice writing them. You’re so lucky to have a teacher like me who has taken your best writing and turned it into a subject worth studying.”
Everyone smiled as I went on, “You used your imaginations. So try more now. Today I’d like you to write ‘An Excuse Note from Adam to God’ or ‘An Excuse Note from Eve to God’. ” Heads went down. Pens raced across paper. For the first time ever I saw students so careful in their writing that they had to be asked to go to lunch by their friends.
The next day everyone had excuse notes. Heated discussions followed. The headmaster entered the classroom and walked up and down, looking at papers, and then said, “I’d like you to see me in my office.”
When I stepped into his office, he came to shake my hand and said, “I just want to tell you that that lesson, that task, whatever the hell you were doing, was great. Those kids were writing on the college level. Thank you.”
1.What did the author do with the students found dishonest?
A. He reported them to the headmaster.
B. He lectured them hard on honesty.
C. He had them take notes before lunch.
D. He helped improve their writing skills.
2. The author had the students practice writing excuse notes so that the students could learn ______.
A. the importance of being honest
B. how to write excuse notes skillfully
C. the pleasure of creative writing
D. how to be creative in writing
3. The underlined word “forged” in the second paragraph means“______”.
A. dull B. copied C. dishonest D. parental
4. What did the headmaster think of the author’s way of teaching?
A. Excellent. B. Difficult. C. Incorrect. D. Reasonable.
高二英语阅读理解中等难度题查看答案及解析
When I was in my fourth year of teaching, I was also (and am still) a high school track and field coach(田径教练). One year, I had a student, John, who entered my class when he was a junior. John changed to our school from Greece, and seemed to be interested in sports, so I encouraged him to join our track team. I explained to him that even though he had never taken part in it before, I did believe that he could do well in any event, and I would be willing to coach him at whichever ones interested him. He accepted the offer, and began to work hard at every practice.
About a month later, I had found out from other sources that John was a first-class tennis player, winning various junior awards in his home country. I went to him asking, "John, I really appreciate that you came out for the track team, but why didn't you play tennis instead? It seems that would interest you a lot more, since
you're so good at it." John answered, "Well, I like tennis, but you told me that you believed in me, and that you thought I could do well in track, so I wanted to try it for that reason."
From then on, I often remember my student's reply. I told it to a friend and she suggested I write it down to share somewhere with more teachers. No matter how critical (不满的) students can be of them-selves, I've found that a simple "I trust that you can do it!" can go a long way!
1.According to Paragraph 1, the author seems to think more about John's ________
A. PE marks B. self-confidence
C. interest in sports D. state of health
2.Why did John take part in the track team?
A. He had been an excellent runner.
B. He was encouraged by his teacher.
C. He liked running more than tennis.
D. He had no tennis coach to train him.
3.The purpose of this passage is probably _____.
A. to build a close teacher-student relationship
B. to introduce a new way of sports training
C. to explain the value of sports and games
D. to show the importance of encouragement
4.The passage is mainly written for _____.
A. teachers B. parents
C. students D. players
高二英语阅读理解中等难度题查看答案及解析
Chuck was one of my students in my high school English class. He was a writer of great 21. So, when he was accepted into the journalism program at the University of Missouri, I wasn’t 22.
During his first year at college, Chuck would stopp by the school a few times to keep me informed of his 23. We recalled(回忆)that we had worked together several years before to 24 money for some sick African babies who were being cared for by a nurse friend of mine in Thailand, a place far away yet close to our 25. Chuck raised several thousand dollars. It was an activity that 26 our common relationship into a friendship.
In his second year at college, it was discovered that Chuck had lung cancer and had only a short while to 27. I went to see him one day. Seeing me, he was filled with 28 and we talked and laughed for most of the afternoon.
About six weeks later, Chuck died. It was a great 29 for everyone, especially for his family. Chuck was 30 and full of promise. More 31, he was a good person, a just person.
When I went to his funeral(葬礼), his father told me that several weeks before, Chuck had asked him to 32 his possessions with him so that he might select a few things to be buried together with him . Chuck 33 six items, including an essay(论文) he had written.
He told me that Chuck liked the 34 I had written to him at the bottom of the last page. In that little note, I affirmed(证实) his talent as a 35.
I was grateful for the 36 gift Chuck gave me that day. His taking my note with him offered me a great opportunity to 37 students’ lives. I felt a sense of purpose that was greater than ever. Whenever I 38 my purpose in teaching, I think of Chuck, and I am reminded of it once again: 39 have the power to affect hearts and 40 for a long time.
1.. A. use B. talent C. height D. assistance
2..A. disappointed B. amused C. excited D. surprised
3.. A. secret B. school C. progress D. family
4. A. raise B. borrow C. spend D. save
5.. A. college B. hearts C. village D. friends
6.. A. transformed B. divided C. put D. devoted
7.. A. spare B. act C. live D. sleep
8.. A. worry B. joy C. pain D. tears
9.. A. honor B. comfort C. day D. loss
10. A. fortunate B. serious C. talented D. unsatisfied
11.. A. importantly B. seriously C. usually D. sincerely
12.. A. go over B. take over C. give away D. threw away
13.. A. added B. bought C. examined D. chose
14.. A. story B. letter C. joke D. message
15.. A. writer B. teacher C. doctor D. comedian
16.. A. excellent B. practical C. special D. expensive
17.. A. believe B. draw C. know D. influence
18. A. remember B. forget C. change D. achieve
19.. A. Parents B. Teachers C. Students D. Strangers
20.. A. health B. appearance C. accents D. minds
高二英语完型填空简单题查看答案及解析
Chuck was one of my students in my high school English class. He was a writer of great 36. So, when he was accepted into the journalism program at the University of Missouri, I wasn’t37
During his first year at college, Chuck would stop by the school a few times to keep me informed of his 38. We recalled that we had worked together several years before to 39 money for some sick African babies who were being cared for by a nurse friend of mine in Thailand, a place far away yet close to our 40. Chuck raised several thousand dollars. It was an activity that 41 our common relationship into a friendship.
In his second year at college, it was discovered that Chuck had lung cancer and had only a short while to 42. I went to see him one day. Seeing me, he was filled with 43 and we talked and laughed for most of the afternoon.
About six weeks later, Chuck died. It was a great 44 for everyone, especially for his family. Chuck was 45 and full of promise. More 46, he was a good person, a just person.
When I went to his funeral, his father told me that several weeks before, Chuck had asked him to 47 his possessions with him so that he might select a few things to be buried together with him . Chuck 48 six items, including an essay he had written.*
He told me that Chuck liked the 49 I had written to him at the bottom of the last page. In that little note, I affirmed(证实) his talent as a 50.
I was grateful for the 51 gift Chuck gave me that day. His taking my note with him offered me a great opportunity to 52 students’ lives. I felt a sense of purpose that was greater than ever. Whenever I 53 my purpose in teaching, I think of Chuck, and I am reminded of it once again: 54 have the power to affect hearts and 55 for a long time.
1.A. use B. talent C. height D. assistance
2.A. disappointed B. amused C. excited D. surprised
3.A. secret B. school C. progress D. family
4. A. raise B. borrow C. spend D. save
5. A. college B. hearts C. village D. friends
6. A. transformed B. divided C. put D. devoted
7. A. spare B. act C. live D. sleep
8. A. worry B. joy C. pain D. tears
9. A. honor B. comfort C. day D. loss
10. A. fortunate B. serious C. talented D. unsatisfied
11. A. importantly B. seriously C. usually D. sincerely
12. A. go over B. take over C. give away D. threw away
13. A. added B. bought C. examined D. chose
14.A. story B. letter C. joke D. message
15. A. writer B. teacher C. doctor D. comedian
16. A. excellent B. practical C. special D. expensive
17. A. believe B. draw C. know D. influence
18.. A. remember B. forget C. change D. achieve
19. A. Parents B. Teachers C. Students D. Strangers
20.A. health B. appearance C. accents D. minds
高二英语完型填空简单题查看答案及解析
During my second year in high school, I got sick and missed a few days. When I ______, I was greeted with two essays,three days of math and history homework, plus several tests. ________ I went home from school that day exhausted, I had to stay up really late to finish them all.
The next day at school, I got a shock: I’d totally forgotten to prepare for the ________ on Romeo and Juliet, which I’d take ________ my lunch hour! Worse still, I had ________ the in-class discussion and all the notes. When lunch came, I went to the English room to face my certain doom(厄运). All I could do was try to ________ on the questions I didn’t know.
As it turned out, I didn’t know the majority of the questions. I was just about to give ______ when my pencil accidentally fell and broke. Standing by the blackboard sharpening my pencil, I ________ down and there in full view lay the answer sheet for the test! What good fortune! I can kiss good-bye to all my ________ of failing the test! My heart started beating, and my brain _________, Yes! Read over the answers — quickly! This was quickly followed by another voice, No! You’ll get caught! My mind turning back and forth, Yes! No! Yes! No! …This went on for ten of the ________ seconds in my entire life.
Finally, I decided to finish the test on my own, without ________! I was satisfied with my decision but pretty ________ I had failed the test.
The next day when I walked into the English room, my great joy of having been an ______ soul changed into a wave of doom as I saw my test paper lying face down on my desk. I knew what awaited me. I stared at it a few seconds before I took the _________ to turn it over.
You can only imagine my ________ when I learned that I had passed the test! I have never in my whole life been so happy to see my ________, a C-.
My mom says the victories that ________ the most courage are won within. Now I know ________ what she means. Now not only can my conscience (良心) rest easy, but I don’t have to worry about getting caught and meeting a sad ________ like Romeo and Juliet.
1.A.arrived B.appeared C.returned D.finished
2.A.Although B.Because C.Until D.If
3.A.lecture B.essay C.test D.play
4.A.by B.over C.upon D.toward
5.A.carried B.lost C.dropped D.missed
6.A.depend B.guess C.agree D.improve
7.A.in B.off C.out D.away
8.A.wrote B.settled C.looked D.calmed
9.A.boredom B.loneliness C.tiredness D.worries
10.A.warned B.persuaded C.chanted(唱歌) D.whispered
11.A.coldest B.saddest C.longest D.fastest
12.A.suffering B.cheating C.checking D.thinking
13.A.regretful B.glad C.certain D.relieved
14.A.honest B.open C.optimistic D.energetic
15.A.wisdom B.encouragement C.intention D.courage
16.A.anxiety B.shock C.fear D.appreciation
17.A.paper B.credit C.rate D.grade
18.A.take B.put C.find D.gain
19.A.gradually B.exactly C.willingly D.seemingly
20.A.ending B.film C.fact D.love
高二英语完形填空中等难度题查看答案及解析
“A” for Attitude
English was always my favorite subject. In my freshman year of high school, I could write a killer composition. In my second year, my teacher me to give spelling tests to the class. I had a time of my junior year. Mrs Alexander me to sit at her desk and take over the class when she had to leave the room. Only my senior English class was , as we had a teacher right out of college who expected work. Every student received a "C" or "D" grade the first quarter. But English was still my favorite subject.
I graduated from high school, early and had children. about my English, I often helped my kids with their English homework. And I wrote long articles and beautiful poetry as a columnist for a newspaper. Fifteen years later, I went to college, and because I had been an "A" student, I remained an "A" student. I up to my own expectations.
Yesterday, I my high school report cards when I was reading old papers. That bundle of report cards back the old days. I remembered sitting in my advisor's office, explaining that I had always be at English, and recommending that I did not deserve a '"D" from that inexperienced teacher of my senior year. The advisor was but unable to change a(an) . Reading through my old report cards revealed something else too. I wanted to them or hide them. I was not an "A" student in high school English! Somehow, I had myself of this, when the grades clearly reflected an average student with an "A" or "B" but mostly "C” S.
Had I lived up to those grades and myself according to those letters, I would have never confidently sought my writing career. Had I my early grades instead of myself, I would have allowed my fear of failure to enthusiasm and damage my creativity. Instead, I my younger self as an "A" English student, except for that undeserved "D".
1.A. scolded B. allowed C. ordered D. reminded
2.A. bad B. complex C. terrible D. wonderful
3.A. approved B. appointed C. expected D. urged
4.A. flexible B. creative C. disappointing D. controversial
5.A. college-level B. based C. difficult D. easy
6.A. married B. worked C. succeeded D. progressed
7.A. Sad B. Confident C. Anxious D. Curious
8.A. added B. lived C. grew D. went
9.A. counted B. remembered C. approached D. discovered
10.A. brought B. turned C. held D. kept
11.A. nervous B. excelled C. poor D. terrible
12.A. impolite B. impatient C. inexperienced D. sympathetic
13.A. grade B. figure C. paper D. entry
14.A. tear B. fire C. cry D. escape
15.A. warned B. reminded C. informed D. convinced
16.A. average B. enthusiastic C. outstanding D. occasional
17.A. considered B. defined C. reflected D. described
18.A. abandoned B. given C. believed in D. doubted
19.A. change B. risk C. defeat D. reminded
20.A. looked B. viewed C. sang D. criticized
高二英语完型填空中等难度题查看答案及解析