My job was to make classroom observations and encourage a training program that would enable students to feel good about themselves and take charge of their lives. Donna was one of the volunteer teachers who participated in this .
One day, I entered Donna’s classroom, took a seat in the back of the room and . All the students were working a task. The student next to me was filling her page with “I Can’ts.” “I can’t kick the soccer ball.” “I can’t get Debbie to like me.” Her page was half full and she showed no of stopping. I walked down the row and found was writing sentences, describing things they couldn’t do.
By this time the activity aroused my , so I decided to check with the teacher to see what was going on I noticed she too was busy writing. “I can’t get John’s mother to come for a parents’ meeting.” I felt it best not to .
After another ten minutes, the students were to fold the papers in half and bring them to the front. They placed their “I Can’t” statements into an empty shoebox. Then Donna hers. She put the lid on the box, tucked it under her arm and headed out the door. Students followed the teacher. I followed the students. Halfway down the hallway Donna got a shovel from the tool house, and then marched the students to the farthest corner of the playground. There they began to . The box of “I Can’ts” was placed at the of the hole and then quickly covered with dirt. At this point Donna announced, “Boys and girls, please join hands and your heads.” They quickly formed a circle around the grave.
Donna delivered the eulogy (悼词). “Friends, we gathered here today to the memory of ‘I Can’t.’ He is by his brothers and sisters ‘I Can’ and ‘I Will’. May ‘I Can’t’ rest in . Amen!”
She turned the students and marched them back into the classroom. They celebrated the of “I Can’t”. Donna cut a large tombstone from paper. She wrote the words “I Can’t” at the top and the date at the bottom, then hung it in the classroom. On those rare occasions when a student and said, “I Can’t,” Donna pointed to the paper tombstone. The student then remembered that “I Can’t” was dead and chose other statement.
1.A. job B. project C. observation D. course
2.A. checked B. noticed C. watched D. waited
3.A. on B. with C. as D. for
4.A. scenes B. senses C. marks D. signs
5.A. nobody B. somebody C. everyone D. anyone
6.A. curiosity B. suspect C. sympathy D. worry
7.A. and B. or C. but D. so
8.A. insert B. interrupt C. talk D. request
9.A. taught B. shown C. forced D. instructed
10.A. added B. wrote C. made D. folded
11.A. cry B. pray C. dig D. play
12.A. back B. bottom C. top D. edge
13.A. drop B. raise C. fall D. lift
14.A. keep B. thank C. forgive D. honor
15.A. remembered B. punished C. removed D. replaced
16.A. silence B. heart C. peace D. memory
17.A. down B. up C. off D. around
18.A. birth B. passing C. loss D. starting
19.A. awoke B. reminded C. forgot D. apologized
20.A. simply B. hardly C. seriously D. angrily
高三英语完型填空中等难度题
My job was to make classroom observations and encourage a training program that would enable students to feel good about themselves and take charge of their lives. Donna was one of the volunteer teachers who participated in this ________.
One day, I entered Donna’s classroom, took a seat in the back of the room and ________. All the students were working on a ________. The student next to me was filling her page with “I Can’ts.” “I can’t kick the soccer ball.” “I can’t get Debbie to like me.” Her page was half full and she showed no ________ of stopping. I walked down the row and found everyone was writing sentences, ________ things they couldn’t do.
By this time the activity aroused my ________, so I decided to check with the teacher to see what was going on but I noticed she too was ________ in writing. “I can’t get John’s mother to come for a parents’ meeting.” ……I felt it best not to ________.
After another ten minutes, the students were ________ to fold the papers in half and bring them to the front. They placed their “I Can’t” statements into an empty shoe box. Then Donna _____ hers. She put the lid on the box, tucked(塞进) it under her arm and headed out the door. Students followed the teacher. I followed the students. Halfway down the hallway Donna got a shovel(铁铲) from the tool house, and then marched the students to the farthest corner of the playground. There they began to ________. The box of “I Can’ts” was placed at the ________ of the hole and then quickly covered with dirt. At this point Donna announced, “Boys and girls, please join hands and ________ your heads.” They quickly formed a circle around the grave(墓地).
Donna delivered the eulogy(悼词). “Friends, we gathered here today to ________ the memory of ‘I Can’t.’ He is ________ by his brothers and sisters ‘I Can’ and ‘I Will’. May ‘I Can’t’ rest in ________.”
She turned the students ________ and marched them back into the classroom. They celebrated the ________ of “I Can’t”. Donna cut a large tombstone(墓碑) from paper. She wrote the words “I Can’t” at the top and the date at the bottom, then hung it in the classroom. On those rare occasions when a student ________ and said, “I Can’t,” Donna ________ pointed to the paper tombstone. The student then remembered that “I Can’t” was dead and chose other statement.
1.A.job B.project C.observation D.course
2.A.checked B.watched C.noticed D.waited
3.A.task B.computer C.problem D.farm
4.A.scenes B.senses C.marks D.signs
5.A.discussing B.doing C.describing D.drawing
6.A.curiosity B.suspect C.sympathy D.worry
7.A.trapped B.strict C.busy D.successful
8.A.insert B.interrupt C.talk D.request
9.A.taught B.shown C.forced D.instructed
10.A.added B.wrote C.made D.folded
11.A.cry B.pray C.dig D.play
12.A.back B.bottom C.top D.edge
13.A.drop B.raise C.fall D.lift
14.A.keep B.thank C.forgive D.honor
15.A.remembered B.punished C.removed D.replaced
16.A.silence B.heart C.peace D.memory
17.A.down B.up C.off D.around
18.A.birth B.passing C.loss D.starting
19.A.awoke B.reminded C.forgot D.apologized
20.A.simply B.hardly C.seriously D.angrily
高三英语完形填空中等难度题查看答案及解析
My job was to make classroom observations and encourage a training program that would enable students to feel good about themselves and take charge of their lives. Donna was one of the volunteer teachers who participated in this .
One day, I entered Donna’s classroom, took a seat in the back of the room and . All the students were working a task. The student next to me was filling her page with “I Can’ts.” “I can’t kick the soccer ball.” “I can’t get Debbie to like me.” Her page was half full and she showed no of stopping. I walked down the row and found was writing sentences, describing things they couldn’t do.
By this time the activity aroused my , so I decided to check with the teacher to see what was going on I noticed she too was busy writing. “I can’t get John’s mother to come for a parents’ meeting.” I felt it best not to .
After another ten minutes, the students were to fold the papers in half and bring them to the front. They placed their “I Can’t” statements into an empty shoebox. Then Donna hers. She put the lid on the box, tucked it under her arm and headed out the door. Students followed the teacher. I followed the students. Halfway down the hallway Donna got a shovel from the tool house, and then marched the students to the farthest corner of the playground. There they began to . The box of “I Can’ts” was placed at the of the hole and then quickly covered with dirt. At this point Donna announced, “Boys and girls, please join hands and your heads.” They quickly formed a circle around the grave.
Donna delivered the eulogy (悼词). “Friends, we gathered here today to the memory of ‘I Can’t.’ He is by his brothers and sisters ‘I Can’ and ‘I Will’. May ‘I Can’t’ rest in . Amen!”
She turned the students and marched them back into the classroom. They celebrated the of “I Can’t”. Donna cut a large tombstone from paper. She wrote the words “I Can’t” at the top and the date at the bottom, then hung it in the classroom. On those rare occasions when a student and said, “I Can’t,” Donna pointed to the paper tombstone. The student then remembered that “I Can’t” was dead and chose other statement.
1.A. job B. project C. observation D. course
2.A. checked B. noticed C. watched D. waited
3.A. on B. with C. as D. for
4.A. scenes B. senses C. marks D. signs
5.A. nobody B. somebody C. everyone D. anyone
6.A. curiosity B. suspect C. sympathy D. worry
7.A. and B. or C. but D. so
8.A. insert B. interrupt C. talk D. request
9.A. taught B. shown C. forced D. instructed
10.A. added B. wrote C. made D. folded
11.A. cry B. pray C. dig D. play
12.A. back B. bottom C. top D. edge
13.A. drop B. raise C. fall D. lift
14.A. keep B. thank C. forgive D. honor
15.A. remembered B. punished C. removed D. replaced
16.A. silence B. heart C. peace D. memory
17.A. down B. up C. off D. around
18.A. birth B. passing C. loss D. starting
19.A. awoke B. reminded C. forgot D. apologized
20.A. simply B. hardly C. seriously D. angrily
高三英语完型填空中等难度题查看答案及解析
阅读下面短文，从短文后各题的A、B、C、D四个选项中，选出适合填入
对应空白处的最佳选项, 并在答题卡上将该选项涂黑。
My job was to make classroom observations and encourage a training program that would enable students to feel good about themselves and take charge of their lives. Donna was one of the volunteer teachers who participated in this ________________________________________.
One day, I entered Donna’s classroom, took a seat in the back of the room and ________________________________________. All the students were working ________________________________________ a task. The student next to me was filling her page with “I Can’ts.” “I can’t kick the soccer ball.” “I can’t get Debbie to like me.” Her page was half full and she showed no ________________________________________ of stopping. I walked down the row and found ________________________________________ was writing sentences, describing things they couldn’t do.
By this time the activity aroused my ________________________________________, so I decided to check with the teacher to see what was going on ________________________________________ I noticed she too was busy writing. “I can’t get John’s mother to come for a parents’ meeting.” I felt it best not to ________________________________________.
After another ten minutes, the students were ________________________________________ to fold the papers in half and bring them to the front. They placed their “I Can’t” statements into an empty shoebox. Then Donna________________________________ hers. She put the lid on the box, tucked it under her arm and headed out the door. Students followed the teacher. I followed the students. Halfway down the hallway Donna got a shovel from the tool house, and then marched the students to the farthest corner of the playground. There they began to ________________________________________. The box of “I Can’ts” was placed at the ________________________________________ of the hole and then quickly covered with dirt. At this point Donna announced, “Boys and girls, please join hands and ________________________________________ your heads.” They quickly formed a circle around the grave.
Donna delivered the eulogy (悼词). “Friends, we gathered here today to ________________________________________ the memory of ‘I Can’t.’ He is ________________________________________ by his brothers and sisters ‘I Can’ and ‘I Will’. May ‘I Can’t’ rest in ________________________________________. Amen!”
She turned the students ________________________________________ and marched them back into the classroom. They celebrated the ________________________________________ of “I Can’t”. Donna cut a large tombstone from paper. She wrote the words “I Can’t” at the top and the date at the bottom, then hung it in the classroom. On those rare occasions when a student ________________________________________ and said, “I Can’t,” Donna ________________________________________ pointed to the paper tombstone. The student then remembered that “I Can’t” was dead and chose other statement.
1. A．job B．project C．observation D．course
2. A．checked B．noticed C．watched D．waited
3. A．on B．with C．as D．for
4. A．scenes B．senses C．marks D．signs
5. A．nobody B．somebody C．everyone D．anyone
6. A．curiosity B．suspect C．sympathy D．worry
7. A．and B．or C．but D．so
8. A．insert B．interrupt C．talk D．request
9. A．taught B．shown C．forced D．instructed
10. A．added B．wrote C．made D．folded
11. A．cry B．pray C．dig D．play
12. A．back B．bottom C．top D．edge
13. A．drop B．raise C．fall D．lift
14. A．keep B．thank C．forgive D．honor
15. A．remembered B．punished C．removed D．replaced
16. A．silence B．heart C．peace D．memory
17. A．down B．up C．off D．around
18. A．birth B．passing C．loss D．starting
19. A．awoke B．reminded C．forgot D．apologized
20. A．simply B．hardly C．seriously D．angrily
高三英语完型填空中等难度题查看答案及解析
My money was beginning to and there were no jobs to be found.
A. leave out B. make out C. give out D. set out
高三英语单项填空中等难度题查看答案及解析
My friends and I are making an area to encourage birds _________.
A. come and feed and lay their eggs safely
B. to come and feed and lie their eggs safely
C. to come and feed and lay their eggs safety
D. to come and feed and lay their eggs safely
高三英语单项填空困难题查看答案及解析
My friends and I are making an area to encourage birds _________.
| A．come and feed and lay their eggs safely |
| B．to come and feed and lie their eggs safely |
| C．to come and feed and lay their eggs safety |
| D．to come and feed and lay their eggs safely |
高三英语单项填空中等难度题查看答案及解析
Guana was born from a family with 7 children. His parents had two jobs to make ends meet and struggled to pay for basic expenses. Guana was once a cleaner at a school but now he is a superintendent(教育学监), leading the Byron Union School District in rural northern California.
Guana always remembers when he wanted to give up, someone would encourage him. One was the cleaner at his school when he was a boy. He called her “Nike” because she wore Nike shoes. Guana wanted those kinds of shoes, too, but his parents could not afford them. Young Gauna liked how Nike made everything so clean. He told her he wanted to be a cleaner, too. Nike said, “it’s good if you want to be a cleaner, but make sure that you go to college and make this as one of your steps there.”
Guana also looked up to the principal(校长), the leader at his school. He was a tall, friendly and good-looking man. He told Guana about his job helping students and teachers. And he said, “Well if you don’t give up, you’ll get there.” Guana did get there, and two men remain friends. But before Guana became a school principal, he followed in Nike’s footsteps and become a cleaner. He worked for three schools in Lodi, California, which helped him earn the money needed for his first two years of college. He earned a high-level university education and gained a doctor’s degree. Then he worked as a campus safety officer, teacher, counselor, administrator, and now superintendent.
Even though Guana has had a successful career, he never forgets where he came from, or how he felt. He uses his life experiences to guide him as a leader.
For example, Guana’s younger sister needs a wheelchair to get around. To this day, her disability helps him as a school administrator to help and support special children. In Guana’s school system today, everyone is important and invited to parties and events.
1.What made Guana have the idea to become a cleaner?
A.He appreciated Nike’s excellent cleaning work.
B.He wanted to buy Nike shoes with his efforts.
C.He planned to work to support his poor family.
D.He was eager to earn money to go to college.
2.What is the third paragraph mainly about?
A.How Guana overcame the difficulties.
B.How Guana received the doctor’s degree.
C.How Guana became a leader from a cleaner.
D.How Guana got help from the previous principal.
3.Why did the author mention Guana’s sister in the last paragraph?
A.To tell us that Guana was a kind and considerate man.
B.To encourage us to help those in need like Guana.
C.To inform us that Guana’s sister had such a difficult life.
D.To show Guana’s experiences were beneficial to his success.
4.What can we learn from the text?
A.Strike while the iron is hot. B.Where there is a will, there is a way.
C.A friend in need is a friend indeed. D.Great minds think alike.
高三英语阅读理解中等难度题查看答案及解析
My family and I never talked about school as the ticket to a future. I was in the classrooms, but I wasn’t there to learn to write, read or even speak. When it was my turn to read, I wanted to hide. I was 13 years old, but I already hated being who I was.
I had an English teacher, Mr. Creech, who knew I couldn’t read. In one of my first lessons the teacher said that anyone who had a reading age below six had to stand up. I felt so embarrassed. But at the same time, it made me realize that I needed to change the situation. I was determined it wouldn’t happen again. Later that day, Mr. Creech encouraged me and promised he would try his best to help me learn to read. From then on, I never gave up practicing reading.
Now I was 41 years old. One day, I planned to fly back to Texas to visit my friends and family. On my way from the airport, I saw Mr. Creech buying himself a drink. I rushed over and reached into my pocket to pay for him. “Do I know you?” he asked. “Yes, sir, you do know me,” I answered excitedly. “My name is Anthony Hamilton. You taught me English.” The look on his face told me that he remembered the boy he’d once encouraged.
“I’m so glad I had a chance to see you,” I said. “And Mr. Creech, I have great news to share.” I told him I had learned to read. But that wasn’t all. I had become a published author and an active speaker. “The next time you get another Anthony Hamilton in your classroom, please encourage him to read as well,” I added.
The experts say what once worried me has a name: dyslexia (诵读困难症). But I can tell you it was a lack of desire for education.
1.Why did the author want to hide?
A.Because he felt sorry for himself. B.Because he hated being laughed at.
C.Because he couldn’t read at all. D.Because he didn’t have a ticket.
2.Which of the following could best describe Mr. Creech?
A.Considerate and dutiful. B.Demanding and enthusiastic.
C.Emotional and dedicated. D.Friendly and ambitious.
3.Why couldn’t the author read before meeting Mr.Creech?
A.Because his reading age was not long enough.
B.Because his parents didn’t teach him how to read.
C.Because he was afraid of reading before the class.
D.Because he didn’t have inner driving force to learn to read.
4.What can we infer from the passage?
A.Mr. Creech taught two students called Anthony Hamilton.
B.The author had become a published author and an active speaker.
C.Dyslexia was the underlying reason that made the author unable to read.
D.The author was grateful to Mr. Creech.
高三英语阅读理解中等难度题查看答案及解析
My family and I never talked about school as the ticket to a future. I was in the classrooms, but I wasn’t there to learn to write, read or even ______. When it was my turn to read, I wanted to ______. I was 13 years old, ______ I already hated being who I was.
I had a(n) ______ teacher, Mr. Creech, who knew I couldn’t read. In one of my first lessons the teacher said that anyone who had a reading age ______ six had to stand up. I felt so ______. But at the same time, it made me realize that I needed to change the situation. I was determined it wouldn’t ______ again. Later that day, Mr. Creech encouraged me and promised he would try his best to help me learn to read. From then on, I ______ gave up practicing reading.
Now I was 41 years old. One day, I planned to ______ back to Texas to visit my friends and family. On my way from the airport, I saw Mr. Creech ______ himself a drink. I rushed over and reached into my ______ to pay for him. “Do I know you?” he asked. “Yes, sir, you do know me,” I answered ______. “My name is Anthony Hamilton. You taught me English.” The look on his face told me that he remembered the ______ he’d once encouraged.
“I’m so ______ I had a chance to see you,” I said. “And Mr. Creech, I have great ______ to share.” I told him I had learned to read. But that wasn’t all. I had become a published ______ and an active speaker. “The ______ time you get another Anthony Hamilton in your ______, please encourage him to read as well," I added.
The experts say what once ______ me has a name: dyslexia(诵读困难症). But I can tell you it was a lack of ______ for education.
1.A. dance B. paint C. speak D. act
2.A. jump B. hide C. sleep D. succeed
3.A. but B. or C. therefore D. still
4.A. Chinese B. history C. geography D. English
5.A. above B. at the end of C. below D. at the beginning of
6.A. embarrassed B. desperate C. unwise D. happy
7.A. pick up B. work C. come back D. happen
8.A. always B. ever C. never D. hardly
9.A. drive B. fly C. walk D. ride
10.A. buying B. making C. fetching D. sending
11.A. pocket B. car C. clothes D. arms
12.A. shyly B. proudly C. excitedly D. angrily
13.A. girl B. man C. woman D. boy
14.A. upset B. glad C. regretful D. grateful
15.A. news B. jobs C. chances D. ideas
16.A. author B. assistant C. teacher D. doctor
17.A. first B. last C. next D. every
18.A. company B. factory C. house D. classroom
19.A. hurt B. worried C. hit D. confused
20.A. excuse B. ability C. desire D. help
高三英语完形填空中等难度题查看答案及解析
When I began planning to move to Auckland to study .my mother was worried about a lack of jobs and cultural differences, Ignoring these 36 ,I got there in July 2010,37 I arrived ,I realized the importance of getting a job 38 my living experience, Determined to do this 39 , I spent several weeks going door-to-door for a job, but found40 response.
One afternoon, I walked into a building to ask41 there were any job opportunities，The people there advised me not to continue my job search in that 42 .As I was about to 43. a man who had been listening approached me and asked me to wait outside 44 .Nearly ten minutes later, he 45 ,He asked me about my plans and encouraged me to stay 46 . Then he offered to take me to Royal Oak to 47 a job.
I was a little surprised. but had a 48 feeling about him. Along the way ,I realized that I had 49 resumes(简历).Seeing this, the man50 at his business partner’s office to make me fifteen 51 copies. He also gave me some 52 on dressing and speaking. I handed out my resume and went home feeling very53 . The following day, I received a54 from a store in Royal Oak offering me a job.
It seems that the world always 55 to you when you need it .And this time, it was a complete stranger who turned out to be a real blessing.
1.A. doubts B. concerns C. instructions D. reasons
2.A. Even if B. Every time C. Now that D. Soon after
3.A. of B. at C. for D. with
4.A. on my own B. on my way C. by any chance D. by the day
5.A. any B. much C. some D. little
6.A. why B. wherever C. whether D. whenever
7.A. direction B. attitude C. language D. manner
8.A. answer B. work C. leave D. refuse
9.A. for ever B. at any time C. as usual D. for a while
10.A. returned B. hesitated C. passed D. regretted
11.A. silent B. busy C. positive D. comfortable
12.A. pick out B. search for C. take on D. give up
13.A. dull B. good C. guilty D. general
14.A. made use of B. taken care of C. run out of D. become tired of
15.A. stopped B. knocked C. glanced D. appeared
16.A. right B. more C. former D. different
17.A. pressures B. agreements C. impression D. suggestions
18.A. lonely B. funny C. disappointed D. satisfied
19.A. call B. tip C. present D. report
20.A. turns off B. goes over C. gives back D. looks up
高三英语完型填空中等难度题查看答案及解析