At primary school in New Zealand, I was introduced to a school savings account run by one of the local banks. When our money box was full, we took it to the bank and watched with pride as our coins flowed across the counter. As a reward，we could choose our next money box from a small variety, and start the whole savings routine again. Every week I watched my parents sort out the housekeeping and “make ends meet”. Sometimes it was annoying to wait for things we really felt we needed.
Later, as a university student, I managed on an extremely small student allowance. Students were ignored by banks then, because we were so poor, and there was no way I could have gotten credit, even if I had tried. We collected our allowance three times each year, deposited it to the best advantage and withdrew it little by little to last until the next payout of the allowance.
When our daughter, Sophie, began to walk, we made a purposeful choice to encourage her to use money wisely. We often comment when the TV tells us “You owe it to yourself to borrow our money"—to whom do we really owe it? And what would happen if our income were reduced or dried up? Now, as a 12-year-old child, it’s almost embarrassing to see her tight “financial policy”，and wait for the unavoidable holiday sales to buy what she wants.
I agree that financial education in schools is very important. But the root of the problem lies with us and the way we behave as role models to those who follow.
1.What did the author learn from her parents?
A. How to become a banker.
B. Where to open a savings account.
C. Where to choose a money box.
D. How to make ends meet.
2.How did the author manage the student allowance?
A. He applied for a credit card.
B. He spent it three times a year.
C. He put it in the bank.
D. He seldom withdrew it.
3.What reflects Sophie’s tight “financial policy”？
A. Reducing her savings.
B. Buying things on sales.
C. Canceling holiday plans.
D. Borrowing money from banks.
4.What’s the text mainly about?
A. Parents，money problems.
B.Students' school performance.
C. Children’s saving behavior.
D. Children’s financial education.
高三英语阅读理解中等难度题
At primary school in New Zealand, I was introduced to a school savings account run by one of the local banks. When our money box was full, we took it to the bank and watched with pride as our coins flowed across the counter. As a reward，we could choose our next money box from a small variety, and start the whole savings routine again. Every week I watched my parents sort out the housekeeping and “make ends meet”. Sometimes it was annoying to wait for things we really felt we needed.
Later, as a university student, I managed on an extremely small student allowance. Students were ignored by banks then, because we were so poor, and there was no way I could have gotten credit, even if I had tried. We collected our allowance three times each year, deposited it to the best advantage and withdrew it little by little to last until the next payout of the allowance.
When our daughter, Sophie, began to walk, we made a purposeful choice to encourage her to use money wisely. We often comment when the TV tells us “You owe it to yourself to borrow our money"—to whom do we really owe it? And what would happen if our income were reduced or dried up? Now, as a 12-year-old child, it’s almost embarrassing to see her tight “financial policy”，and wait for the unavoidable holiday sales to buy what she wants.
I agree that financial education in schools is very important. But the root of the problem lies with us and the way we behave as role models to those who follow.
1.What did the author learn from her parents?
A. How to become a banker.
B. Where to open a savings account.
C. Where to choose a money box.
D. How to make ends meet.
2.How did the author manage the student allowance?
A. He applied for a credit card.
B. He spent it three times a year.
C. He put it in the bank.
D. He seldom withdrew it.
3.What reflects Sophie’s tight “financial policy”？
A. Reducing her savings.
B. Buying things on sales.
C. Canceling holiday plans.
D. Borrowing money from banks.
4.What’s the text mainly about?
A. Parents，money problems.
B.Students' school performance.
C. Children’s saving behavior.
D. Children’s financial education.
高三英语阅读理解中等难度题查看答案及解析
As a primary school student in New York City, Robert Lee would stare in _______ at his classmates throwing away half-eaten sandwiches after lunch, because his parents had _______ him and his elder brother not to ________ food. They said it was bad karma(作孽).
While studying at New York University, Robert remembered this_______ and joined Two Birds One Stone, a food-rescue club on campus that______, five days a week, uneaten pasta, vegetables, and other leftovers from the school ______to nearby homeless shelters.
When Robert and fellow club member Louisa Chen entered a college contest, they _______ a slightly _______ idea for a food-rescue nonprofit group: Their program wouldn’t have a _______minimum, would _______seven days a week, and its staff would _______volunteers.
Their idea_______the competition. With the＄1,000 prize, they_______Rescuing Leftover Cuisine (RLC) in July, 2013. In just the first few weeks, Robert’s team delivered a donation of enough spaghetti and meatballs to_______ 20 people in line at a New Yorker City homeless shelter that had _______food.
Robert, who had taken a job as an analyst at J.P.Morgan, devoted his spare time to creating a network of New Yorker City restaurants that were_______to donate food, and he enlisted(征募) volunteers to make food deliveries to homeless shelters. After RLC received national press_______, homeless shelters and soup kitchens in many places reached out to Robert for_______. Two years after being founded, RLC had already distributed more than 250,000 pounds of food.
Only a year into his finance job, Robert gave up his six-figure salary to_______RLC. “I compared work at J.P.Morgan with that at RLC, and the difference was great,” he says.
“One shelter told us that our donations allow them to provide entire dinners for more than 300 people, three nights a week,” Robert says. “Things like that make me feel_______that I quit my job.”
1.A. safety B. relief C. honesty D. disbelief
2.A. taught B. allowed C. advised D. forbidden
3.A. prepare B. waste C. purchase D. consider
4.A. intention B. lesson C. rule D. conversation
5.A. cooked B. collected C. delivered D. consumed
6.A. library B. playground C. canteen D. laboratory
7.A. withdrew B. ignored C. avoided D. proposed
8.A. different B. modern C. outdated D. practical
9.A. donation B. wage C. speed D. height
10.A. grow B. produce C. change D. operate
11.A. compete with B. stand for C. consist of D. suffer from
12.A. brought B. won C. held D. contained
13.A. left B. joined C. founded D. defeated
14.A. inspire B. feed C. raise D. cure
15.A. dealt with B. protected C. stored D. run out of
16.A. brave B. nervous C. patient D. willing
17.A. invitation B. award C. attention D. offer
18.A. acceptance B. instructions C. partnership D. materials
19.A. take on B. focus on C. depend on D. turn on
20.A. glad B. regretful C. confident D. unlucky
高三英语完形填空中等难度题查看答案及解析
165. The headmaster ______ a new teacher ______ the students just now.
| A．was introduced; to | B．was introducing; to |
| C．introduced; to | D．introduced; for |
高三英语单项填空简单题查看答案及解析
The kids at Shute Country Primary School in Devon are surprisingly quiet when it’s time to go home in the afternoon, instead of the usual shouting and running you can hear them asking each other, “ Are the lights all off?”, “Shall we check the taps in case they are dripping （滴水）?”, “How many paper towels did we use today?”
But it’s not unusual here．The kids have declared a war on waste．
“We’ve never made the children do anything,” explains Liz Templar, the school’s head teacher, “they came up with all ideas themselves．They’re doing this because they want to．”
If you take a look around the school you won’t see anything thrown away unnecessarily．Everything is collected and reused, or sent to be recycled．
Shute School started its green_revolution_two years ago．They looked carefully at every party of school life－from the teaching to the cleaning．They looked at the way stationery（文具） was used－especially photocopying, the way cleaning was carried out, and how food was used and wasted!
Even parents were looked at: how many children came in each car? Did they use unleaded petrol? Could they bring more children in fewer cars?
High on the list was the waste of paper．Next came unfriendly cleaning products．Paper towels were replaced with recycled paper．But the hardest thing for the kids was when they found out how much rubbish was created by the chocolate, crisps and other snacks（小吃） eaten at lunch time．Of their own accord（自愿地）, the children gave them up．Now they bring apples and home-made snacks．
The school has its own garden where they grow vegetables and flowers so that they can learn about the environment．They also use this area for their recycling store-large containers to collect aluminum, bottles, plate and fabric（织物）．
Even the school’s play area is made from recycled things．
Since the children started, the school’s heating and lighting bills have fallen obviously and the number of rubbish bags has gone down from seven a week to two or three．
Everywhere in Shute School there are bright posters asking everyone to take their rubbish home, to save energy and paper and to keep the green flag flying．
1．Which of the following best describes the writer’s idea?
A．The pupils at Shute School are fighting against pollution．
B．The pupils at Shute School are learning to save things．
C．The pupils at Shute School have declared a war on waste．
D．The pupils at Shute School have found a way to recycle waste things．
2．We can infer from the text that “green revolution” means _______．
A．beautifying schoolyard B．activity against waste
C．planting green plants D．throwing away waste
3．What do the children think creates the most waste?
A．Paper towels． B．Cleaning products．
C．Snacks． D．Paper．
4．We learn from the text that the children’s behavior ____________．
A．has brought arguments
B．has saved the school’s cost
C．was against by their parents
D．was forced by their head teacher
高三英语阅读理解简单题查看答案及解析
The kids at Shute Country Primary School in Devon are surprisingly quiet when it’s time to go home in the afternoon, instead of the usual shouting and running you can hear them asking each other, “ Are the lights all off?”, “Shall we check the taps in case they are dripping (滴水)?”, “How many paper towels did we use today?”
But it’s not unusual here. The kids have declared a war on waste.
“We’ve never made the children do anything,” explains Liz Templar, the school’s head teacher, “they came up with all ideas themselves. They’re doing this because they want to.”
If you take a look around the school you won’t see anything thrown away unnecessarily. Everything is collected and reused, or sent to be recycled.
Shute School started its green revolution two years ago. They looked carefully at every party of school life－from the teaching to the cleaning. They looked at the way stationery(文具) was used－especially photocopying, the way cleaning was carried out, and how food was used and wasted!
Even parents were looked at: how many children came in each car? Did they use unleaded petrol? Could they bring more children in fewer cars?
High on the list was the waste of paper. Next came unfriendly cleaning products. Paper towels were replaced with recycled paper. But the hardest thing for the kids was when they found out how much rubbish was created by the chocolate, crisps and other snacks(小吃) eaten at lunch time. Of their own accord(自愿地), the children gave them up. Now they bring apples and home-made snacks.
The school has its own garden where they grow vegetables and flowers so that they can learn about the environment. They also use this area for their recycling store-large containers to collect aluminum, bottles, plate and fabric(织物).
Even the school’s play area is made from recycled things.
Since the children started, the school’s heating and lighting bills have fallen obviously and the number of rubbish bags has gone down from seven a week to two or three.
Everywhere in Shute School there are bright posters asking everyone to take their rubbish home, to save energy and paper and to keep the green flag flying.
1.Which of the following best describes the writer’s idea?
A. The pupils at Shute School are fighting against pollution.
B. The pupils at Shute School are learning to save things.
C. The pupils at Shute School have declared a war on waste.
D. The pupils at Shute School have found a way to recycle waste things.
2.We can infer from the text that “green revolution” means _______.
A. beautifying schoolyard B. activity against waste
C. planting green plants D. throwing away waste
3.What do the children think creates the most waste?
A. Paper towels. B. Cleaning products. C. Snacks. D. Paper.
4.We learn from the text that the children’s behavior ____________.
A. has brought arguments B. has saved the school’s cost
C. was against by their parents D. was forced by their head teacher
高三英语阅读理解中等难度题查看答案及解析
阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。
When Robert Lee was in primary school, he hated to see his classmates throwing away half-eaten sandwiches after lunch. His parents had taught him and his older brother not to waste food. “They said it was bad,” says Robert, 27.
While 1. (study) finance and accounting at New York University, Robert remembered this lesson and joined Two Birds One Stone, a food rescue club at school 2. delivered, five days a week, uneaten pasta, vegetables and other leftovers (剩余食物) from the dining hall to nearby homeless 3. (shelter).
When Robert and fellow club member Louisa Chen entered a college 4. (compete), they came up with a slightly different idea for a food rescue non-profit group—5. (it) program wouldn’t have a donation minimum, would operate seven days a week, and would be staffed 6. (entire) by volunteers.
Surprisingly, 7. idea stood out. Robert and Louisa Chen won the first place. 8. the $1,000 prize, they founded Rescuing Leftover Cuisine (RLC) in July 2013. In just the first few weeks, Robert s team delivered a donation of enough noodles and meatballs to feed 20 people in line at a New York City homeless shelter that had run out of food. Only a year into his finance job, Robert gave up his six- figure salary 9. (focus) on RLC. So far the organization 10. (reach) sixteen cities around the country.
高三英语语法填空中等难度题查看答案及解析
A proposal was put forward at the meeting ____ the new cement plant shouldn’t be built near the school.
A. when B. where
C. that D. which
高三英语单项填空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．more imaginative C．worse written D．less convincing
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 write excuse notes skillfully
C．the pleasure of creative writing D．how to be creative in writing
4.The underlined word “forged” in the second paragraph means “______”.
A．former B．copied C．false D．honest
5.What did the headmaster think of the author’s way of teaching?
A．Effective. B．Difficult C．Misleading. D．Reasonable
高三英语阅读理解中等难度题查看答案及解析
Mildred Webinga Freeman was an English teacher at the new middle school I attended in the ninth grade.She wasn't my____;she was the adviser to the safety patrol（巡逻）on which I____.I loved being around her and____her sense of humor and kind personality.She was____a good listener.
At the end of the year,she____that she was moving to Florida,and I was very sad.We exchanged____and became pen pals.I could tell her____,and she treated me____respect even though I was a teenager.
In Florida,Mrs.Freeman became a Realtor（房地产经纪人）,____she managed to find time to write letters.She wrote____stories and always took my concerns____.She had given me a(n)____invitation to visit,and I missed her so much.When I____to take her up on the____,she answered,"Get your shoes on and your bags____!You are welcome anytime!"
I spent three weeks with her in Miami.Her____of poetry,music,and creative writing____me to follow these endeavors（努力）.One day____hanging sheets on the clothesline,she____and said,"You know,the sky is fuel for the soul."I had never looked at the____before hearing those words.Later that year,I received a call that Mrs.Freeman had died.
1.A. mother B. friend C. classmate D. teacher
2.A. served B. advised C. expected D. led
3.A. shared B. enjoyed C. imagined D. found
4.A. such B. just C. still D. also
5.A. knew B. announced C. thought D. realized
6.A. addresses B. gifts C. views D. roles
7.A. anything B. nothing C. everything D. something
8.A. in B. as C. with D. to
9.A. so B. but C. or D. for
10.A. amusing B. different C. emotional D. ordinary
11.A. immediately B. carefully C. seriously D. privately
12.A. urgent B. lucky C. ambiguous D. open
13.A. decided B. hesitated C. wrote D. hurried
14.A. offer B. promise C. excuse D. message
15.A. bought B. found C. filled D. packed
16.A. love B. dream C. sense D. feeling
17.A. persuaded B. encouraged C. forced D. allowed
18.A. before B. once C. while D. after
19.A. looked over B. looked out C. looked up D. looked down
20.A. clouds B. flowers C. people D. houses
高三英语完形填空中等难度题查看答案及解析
Mildred Webinga Freeman was an English teacher at the new middle school I attended in the ninth grade.She wasn't my________;she was the adviser to the safety patrol（巡逻）on which I________.I loved being around her and________her sense of humor and kind personality.She was________a good listener.
At the end of the year,she________that she was moving to Florida,and I was very sad.We exchanged________and became pen pals.I could tell her________,and she treated me_______respect even though I was a teenager.
In Florida,Mrs.Freeman became a Realtor（房地产经纪人）,_______she managed to find time to write letters.She wrote________stories and always took my concerns________.She had given me a(n)________invitation to visit,and I missed her so much.When I________to take her up on the________,she answered,"Get your shoes on and your bags________!You are welcome anytime!"
I spent three weeks with her in Miami.Her________of poetry,music,and creative writing________me to follow these endeavors（努力）.One day________hanging sheets on the clothesline,she________and said,"You know,the sky is fuel for the soul."I had never looked at the________before hearing those words.Later that year,I received a call that Mrs.Freeman had died.
1.A. mother B. friend C. classmate D. teacher
2.A. served B. advised C. expected D. led
3.A. shared B. enjoyed C. imagined D. found
4.A. such B. just C. still D. also
5.A. knew B. announced C. thought D. realized
6.A. addresses B. gifts C. views D. roles
7.A. anything B. nothing C. everything D. something
8.A. in B. as C. with D. to
9.A. so B. but C. or D. for
10.A. amusing B. different C. emotional D. ordinary
11.A. immediately B. carefully C. seriously D. privately
12.A. urgent B. lucky C. ambiguous D. open
13.A. decided B. hesitated C. wrote D. hurried
14.A. offer B. promise C. excuse D. message
15.A. bought B. found C. filled D. packed
16.A. love B. dream C. sense D. feeling
17.A. persuaded B. encouraged C. forced D. allowed
18.A. before B. once C. while D. after
19.A. looked over B. looked out C. looked up D. looked down
20.A. clouds B. flowers C. people D. houses
高三英语完形填空中等难度题查看答案及解析