In my senior year of high school, Mike and I ...

In my senior year of high school, Mike and I were lined up in front of a small group of students made up mainly of the leaders of the senior classes. Our teacher said to us," The two of you will never amount to anything."

There was some snickering (窃笑)from some of the seniors as the teacher continued,"From now on,I am not going to waste any more time on either of you. I am only going to spend my time with these class leaders. You two are the class downs with bad grades, and you will never amount to anything. Now get out of here. "

That teacher did Mike and me the biggest favor of all. While what she said was true in many ways and her words hurt us deeply, her words also inspired both of us to work even harder. They carried us through college and into our own businesses.

A few years ago, Mike and I attended our high school reunion.It was nice to visit with people with whom we had spent three years during a period of time when none of us really knew who we were. It was also interesting to see that most of the so-called senior leaders had not become successful in the years after high school.

I tell this story because Mike and I were not academic whiz kids. We were neither financial experts nor athletic stars. For the most part, we were slow-to-average learners and students. In my opinion,we were not as naturally gifted as our fathers. Yet it was our teacher's stinging words and the snickering from our classmates that gave us the strength to move forward, to learn from our mistakes and to keep doing in both good times and bad times.

Just because you didn't do well in school, were not popular, bad in math, or have other reasons to underestimate yourself-none of them count in the long run. They only count if you think they count.

For those who're considering beginning your own financial fast track, you may have some doubts about your abilities. Trust that you have everything you need right now to be successful financially. All it takes to bring out your natural God-given gifts is your desire, determination and a deep faith that you have a genius and a gift that is unique.

1.What did Mike and I think of the teacher's words?

A.Her stinging words inspired them.

B.Her inspiring words hurt them deeply.

C.Her encouraging words helped them through bad times.

D.Her bitter words discouraged them from working harder.

2.At the school union,the author found _______

A.their former classmates didn't recognize him

B.it was boring to see their formers classmates

C.most of the class clowns turned out successful

D.most of the senior leaders didn't become successful

3.The underlined word "whiz" in Paragraph 5 means"

A.know-nothing B.slow

C.stupid D.genius

4.According to the author,which of the following people can achieve financial success?

A.Those who have faith in themselves

B.Those who did not do well in school

C.Those who have natural God-given gifts

D.Those who are doubtful about their abilities

高二英语阅读理解中等难度题查看答案及解析

My senior year of high school was a very hectic one, to say the least. If I wasn’t studying or worrying about my grades, I was working on after-class activities. It seemed as if my life had turned into one crazy cloud of confusion and I hoped to find some sort of direction.

Finally, I got a part-time job at the local coffee shop. I had thought it would be easy and, for the most part, stress-free. I pictured myself pouring coffee and becoming close friends with my customers.

What I hadn’t expected was the people with so many orders. There were moments when I was very angry simply because I couldn’t seem to please anyone. There was always too much sugar, too little ice, or not enough skim milk. However, I kept at it.

One day, one of my customers came in, depressed. Before he left, I handed him a bag along with his iced coffee. He looked at me questioningly because he hadn’t ordered anything but the coffee. He opened the bag and saw his favorite doughnut (甜甜圈) I had given him. He smiled and thanked me before heading out into the rain.

The next evening, he came. Instead of ordering something, he handed me a single pink rose and a note.

“Thanks for being so sweet and thoughtful yesterday. It is so nice to meet someone who’s warm and unselfish. Please don’t change your ways because I truly believe that you will do better. Have a great day!”

As time went on, I did come across some customers really particular. But anytime I felt depressed, I thought of that man and his kindness. Then I would smile, hold my head up high, clear my throat and ask politely, “How can I help you?”

1.What does the underlined word “hectic” in Paragraph 1 mean?

A. Glad.　　 B. Interesting.

C. Productive.　　 D. Busy.

2.What can we know about the author’s part-time job?

A. It is easy and stress-free.　　 B. It is quite busy and challenging.

C. It doesn’t need special skills.　　 D. It gives the author a feeling of freshness.

3.The customer’s note ________.

A. showed his thanks to the author.　　 B. offered suggestions to the author.

C. encouraged the author to work harder.　　 D. gave an explanation of his condition.

4.What’s the message the author want to convey?

A. Kind words are worth much but cost little.

B. It is impossible to satisfy everyone in our life.

C. A small act of kindness can make a big difference.

D. Our attitude determines our suffering or our freedom.

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

This afternoon, my office sent out over 34,000 e-mail notifications to high school seniors who were waiting to learn whether they would be invited to spend the next four years at Stanford. Even though I have been in the admission field for over 30 years, I still feel the pain of the many exceptional youths who were not offered places.

Given that today’s teens already have enough pressure in their lives, I wish to impart (告知) three messages to any particularly disappointed parents.

First, it’s all relative. While the number admitted into the undergraduate (本科的) class has remained unchanged for years, Stanford, like many of its peer (同类的) schools, has had a record number of total applicants – more than 42,000. Regardless of arguments over whether too much preference is given to one category over another, thousands of students are going to be turned away, and there is no doubt that the vast majority of them could have met the demands of a Stanford education.

I wish there were a formula (公式) to explain who is accepted and who isn’t, but the decision-making is as much art as it is science. Each class is a symphony with its own distinct composition (乐曲)and sound. The final roster (花名册) is an effort to create harmony (和谐), and that means that some extraordinary bass players don’t get a chair. What’s more, even among my staff (员工) there are legitimate (合理的) differences about applicants.

Second, celebrate the bigger picture. Most of the applications I reviewed are truly remarkable. The transition from high school to college is a turning point, and it’s more important to focus on how a young adult is moving on to a new stage than where that stage happens to be. You should mark the success of your children and rejoice (喜悦) in the excitement that the next four years will bring.

And that leads to my final point: education is what a student makes of it. Of course, certain schools have resources (资源) that others don’t, but they all offer opportunities to learn and to grow. Thousands of applicants who aren’t accepted to Stanford go on to have fulfilling lives. What parents and college applicants across the country need to remember is that the news they receive, whether good or bad, is but a single step on a much longer journey.

1. Which of the following statements might the author agree with?

A. Bass players, even some extraordinary ones, have little chance of being accepted by Stanford.

B. Those who fail to get admitted into Stanford don’t necessarily do worse than those who make it.

C. Those who fail to get admitted by Stanford probably wouldn’t meet the demands of a Stanford education.

D.There are more students applying to study at Stanford than its peer schools in the US.

2. In the last two paragraphs, the author intends to convey the message that ______.

A. most colleges offer students the same resources as Stanford does

B. Stanford offers the best opportunities for young adults to learn and grow

C. parents should tell their children that this rejection will only make them stronger

D. it’s not which college that students enter but what they do there that counts

3. What is the main purpose of the article?

A. To congratulate those who have been admitted into Stanford.

B. To tell parents that there is no need to feel down if their children weren’t admitted to Stanford.

C. To inform us what kinds of applicants are more likely to be accepted by Stanford.

D. To inform us of the characteristics of a Stanford education.

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

Are you afraid of moving up to senior high school? It is a completely new experience, but you shouldn’t worry. We’ve put together a guide to help you.

You are not alone

Remember that everybody else in your grade is in the same boat. You may not notice it, but they are just as nervous as you are.

Moving up to senior high school is a chance, not a problem. Things are different, and all you need to do is be polite and learn the new rules.

The teachers will help

If you don’t know what to do or are worried about something, then ask for help. Teachers are probably the best people to turn to because they have experience in helping new students.

Everything changes

There are lots of differences between junior high school and senior high school. You will have your lessons with different teachers in different rooms. You will have homework for different subjects on different days, so make sure you get organized.

Other points

If you’ve got an elder brother or sister at senior high school, then ask them for advice.

Be yourself! It sounds simple, but people will respond much better to you if you act naturally.

Going to bed early makes a difference. You’ll also find it easier to get up in the morning!

1.The author says that you’re not alone because other students______

2.When you don’t know what to do, you can______

3.The main purpose of the passage is to ___________?

高二英语阅读理解简单题查看答案及解析

“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

“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-levelB. 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. good     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. denied    C. reflected     D. described

18.A. abandonedB. 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