D. R. Gaul Middle School is in Union, Maine, ...

试题详情

D. R. Gaul Middle School is in Union, Maine, a blueberry-farming town where the summer fair finds kids competing in pig scrambles(争夺) and pie-eating contests.

Gaul, with about 170 seventh- and eighth-graders, has its own history of lower level academic achievement. One likely reason: Education beyond the basic requirements hasn't always been a top priority(优先) for families who've worked the same land for generations. Here, few adults have college degrees, and outsiders(局外人) (teachers included) are often kept at a respectful distance.

Since 2002, Gaul's students have been divided into four classes, each of them taught almost every subject by two teachers. The goal: To find common threads across disciplines to help students create a big picture that gives fresh meaning and context to their class work -- and sparks(激发) motivation for learning.

Working within state guidelines, each team makes its individual schedules and lesson plans, incorporating non-textbook literature, hands-on lab work and field trips. If students are covering the Civil War in social studies, they're reading The Red Badge of Courage or some other period literature in English class. In science, they study the viruses and bacteria that caused many deaths in the war.

Team teaching isn't unusual. About 77 percent of middle schools now employ some form of it, says John Lounsbury, consulting editor for the National Middle School Association. But most schools use four- or five-person teams, which Gaul tried before considering two-person teams more effective. Gaul supports the team concept by "looping" classes (跟班) so that the same two teachers stick with the same teens through seventh and eighth grades. Combining teams and looping creates an extremely strong bond between teacher and student. It also, says teacher Beth Ahlholm, "allows us to build an excellent relationship with parents."

Ahlholm and teammate Madelon Kelly are fully aware how many glazed looks they see in the classroom, but they know 72 percent of their eighth-graders met Maine's reading standard last year -- double the statewide average. Only 31 percent met the math standard, still better than the state average (21 percent). Their students also beat the state average in writing and science. And in2006, Gaul was one of 47 schools in the state to see testing gains of at least 20 percent in four of the previous five years, coinciding roughly with team teaching's arrival.

A Classroom With Context

1.________of the school

◆Being a farming town, Gaul achieved little in 2.________ before.

◆Further education is considered less important there.

◆The community is relatively 3.________ rather than open to the outsiders.

Ways of solving

the problems

●dividing the students into different classes and creating ways to make the students well 4.________to learn.

●conducting5.________and lesson plans for each team

●establishing a strong 6.________between teacher and students through combining teams and looping

7.________of success

■72 percent of the eighth-graders8.________Maine's reading standard

■the school beating the state average in 9.________

■students’ math average being 10.________higher than the state average

■four of the previous five years witnessing at least 20 percent test gains

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D. R. Gaul Middle School is in Union, Maine, a blueberry-farming town where the summer fair finds kids competing in pig scrambles(争夺) and pie-eating contests.

Gaul, with about 170 seventh- and eighth-graders, has its own history of lower level academic achievement. One likely reason: Education beyond the basic requirements hasn't always been a top priority(优先) for families who've worked the same land for generations. Here, few adults have college degrees, and outsiders(局外人) (teachers included) are often kept at a respectful distance.

Since 2002, Gaul's students have been divided into four classes, each of them taught almost every subject by two teachers. The goal: To find common threads across disciplines to help students create a big picture that gives fresh meaning and context to their class work -- and sparks(激发) motivation for learning.

Working within state guidelines, each team makes its individual schedules and lesson plans, incorporating non-textbook literature, hands-on lab work and field trips. If students are covering the Civil War in social studies, they're reading The Red Badge of Courage or some other period literature in English class. In science, they study the viruses and bacteria that caused many deaths in the war.

Team teaching isn't unusual. About 77 percent of middle schools now employ some form of it, says John Lounsbury, consulting editor for the National Middle School Association. But most schools use four- or five-person teams, which Gaul tried before considering two-person teams more effective. Gaul supports the team concept by "looping" classes (跟班) so that the same two teachers stick with the same teens through seventh and eighth grades. Combining teams and looping creates an extremely strong bond between teacher and student. It also, says teacher Beth Ahlholm, "allows us to build an excellent relationship with parents."

Ahlholm and teammate Madelon Kelly are fully aware how many glazed looks they see in the classroom, but they know 72 percent of their eighth-graders met Maine's reading standard last year -- double the statewide average. Only 31 percent met the math standard, still better than the state average (21 percent). Their students also beat the state average in writing and science. And in2006, Gaul was one of 47 schools in the state to see testing gains of at least 20 percent in four of the previous five years, coinciding roughly with team teaching's arrival.

A Classroom With Context

1.________of the school

◆Being a farming town, Gaul achieved little in 2.________ before.

◆Further education is considered less important there.

◆The community is relatively 3.________ rather than open to the outsiders.

Ways of solving

the problems

●dividing the students into different classes and creating ways to make the students well 4.________to learn.

●conducting5.________and lesson plans for each team

●establishing a strong 6.________between teacher and students through combining teams and looping

7.________of success

■72 percent of the eighth-graders8.________Maine's reading standard

■the school beating the state average in 9.________

■students’ math average being 10.________higher than the state average

■four of the previous five years witnessing at least 20 percent test gains

高三英语其他题困难题查看答案及解析

任务型阅读(共10题；每小题1分，满分10分)

请认真阅读下列短文，并根据所读内容在文章后表格中的空格里填入最恰当的单词。

注意：每空格1个单词。

D. R. Gaul Middle School is in Union, Maine, a blueberry-farming town where the summer fair finds kids competing in pig scrambles and pie-eating contests.

Gaul, with about 170 seventh- and eighth-graders, has its own history of lower level academic achievement. One likely reason: Education beyond the basic requirements hasn't always been a top priority for families who've worked the same land for generations. Here, few adults have college degrees, and outsiders (teachers included) are often kept at a respectful distance.

Since 2002, Gaul's students have been divided into four classes, each of them taught almost every subject by two teachers. The goal: To find common threads across disciplines to help students create a big picture that gives fresh meaning and context to their classwork -- and sparks motivation for learning.

Working within state guidelines, each team makes its individual schedules and lesson plans, incorporating non-textbook literature, hands-on lab work and field trips. If students are covering the Civil War in social studies, they're reading The Red Badge of Courage or some other period literature in English class. In science, they study the viruses and bacteria that caused many deaths in the war.

Team teaching isn't unusual. About 77 percent of middle schools now employ some form of it, says John Lounsbury, consulting editor for the National Middle School Association. But most schools use four- or five-person teams, which Gaul tried before considering two-person teams more effective. Gaul supports the team concept by "looping" classes (跟班) so that the same two teachers stick with the same teens through seventh and eighth grades. Combining teams and looping creates an extremely strong bond between teacher and student. It also, says teacher Beth Ahlholm, "allows us to build an excellent relationship with parents."

Ahlholm and teammate Madelon Kelly are fully aware how many glazed looks they see in the classroom, but they know 72 percent of their eighth-graders met Maine's reading standard last year -- double the statewide average. Only 31 percent met the math standard, still better than the state average (21 percent). Their students also beat the state average in writing and science. And in2006, Gaul was one of 47 schools in the state to see testing gains of at least 20 percent in four of the previous five years, coinciding roughly with team teaching's arrival.

A Classroom With Context
Problems of the school	Being a farming town, it (1)________ little in education before.
(2) education is considered less important.
The community is relatively （3)____ rather than open to the outsiders.
Ways of solving the problems	The division of classes is made and students are well (4)____.
Individual schedules and lesson plans are (5)____ by each team.
A strong (6)____ between teacher and student is established through combining teams and looping.
Signs of (7)____	72 percent of the eighth-graders (8)____ Maine's reading standard
(9)________ percent higher than the state average in maths
the school beating the state average in writing and science
four of the previous five years (10)____ at least 20 percent test gains

高三英语其他题中等难度题查看答案及解析

任务型阅读(共10题；每小题1分，满分10分)
请认真阅读下列短文，并根据所读内容在文章后表格中的空格里填入最恰当的单词。
注意：每空格1个单词。
D. R. Gaul Middle School is in Union, Maine, a blueberry-farming town where the summer fair finds kids competing in pig scrambles and pie-eating contests.
Gaul, with about 170 seventh- and eighth-graders, has its own history of lower level academic achievement. One likely reason: Education beyond the basic requirements hasn't always been a top priority for families who've worked the same land for generations. Here, few adults have college degrees, and outsiders (teachers included) are often kept at a respectful distance.
Since 2002, Gaul's students have been divided into four classes, each of them taught almost every subject by two teachers. The goal: To find common threads across disciplines to help students create a big picture that gives fresh meaning and context to their classwork -- and sparks motivation for learning.
Working within state guidelines, each team makes its individual schedules and lesson plans, incorporating non-textbook literature, hands-on lab work and field trips. If students are covering the Civil War in social studies, they're reading The Red Badge of Courage or some other period literature in English class. In science, they study the viruses and bacteria that caused many deaths in the war.
Team teaching isn't unusual. About 77 percent of middle schools now employ some form of it, says John Lounsbury, consulting editor for the National Middle School Association. But most schools use four- or five-person teams, which Gaul tried before considering two-person teams more effective. Gaul supports the team concept by "looping" classes (跟班) so that the same two teachers stick with the same teens through seventh and eighth grades. Combining teams and looping creates an extremely strong bond between teacher and student. It also, says teacher Beth Ahlholm, "allows us to build an excellent relationship with parents."
Ahlholm and teammate Madelon Kelly are fully aware how many glazed looks they see in the classroom, but they know 72 percent of their eighth-graders met Maine's reading standard last year -- double the statewide average. Only 31 percent met the math standard, still better than the state average (21 percent). Their students also beat the state average in writing and science. And in2006, Gaul was one of 47 schools in the state to see testing gains of at least 20 percent in four of the previous five years, coinciding roughly with team teaching's arrival.

高三英语其他题中等难度题查看答案及解析

请认真阅读下列短文,并根据所读内容在文章后表格中的空格里填入一个最恰当的单

词。

注意：每个空格只填1个单词。请将答案写在答题卡上相应题号的横线上。

D.R.Gaul Middle School in Union, Maine, a blue-berry farming town where the summer fair finds kids competing in pig scrambles and pie-eating contests.

Gaul, with about 170 seventh-and eighth-graders, has its own history of lower level academic achievement. One likely reason: education beyond the basic requirements hasn't always been a top priority for families who've worked the same land for generations. Here, few adults have college degrees, and outsiders(teachers included) are often kept at a respectful distance.

Since 2002, Gaul's students have been divided into four classes, each of them was taught almost every subject by two teachers. The goal: to find common threads across disciplines to help students create a big picture that gives fresh meaning and context to their classwork and sparks motivation for leaning.

Working within state guidelines, each team makes its individual schedules and lesson plans, incorporating non-textbook literature, hands-on lab work and fields trips. If students are covering the Civil War in social studies, they're reading The Read Badge of Courage or some other period literature in English class. In science, they study the viruses and bacteria that caused many deaths in the war.

Team teaching isn't unusual. About 77 percent middle schools now employ some form of it, says John Lounsbury, consulting editor for the National Middle School Association. But most schools use four-or five-person teams, which Gaul tried before considering two-person teams more effective. Gual supports the team concept by "looping" classes (跟班）so that the same two teachers stick with the same teens through seventh and eighth grades. Combining teams and looping creates an extremely strong bond between teacher and student. It also, says teacher Beth Ahlholm, "allows us to build an excellent relationship with parents."

Ahlholm and teammate Madelon Kelly are fully aware how many glazed looks they see in the classroom, but they know 72 percent of their eighth-graders met Maine's reading standard last year--double the statewide average. Only 31 percent met the Maths standard, still better than the state average(21 percent). Their students also beat the state average in writing and science. And in 2006, Gual was one of 47 schools in the state to see testing gains of at least 20 percent in four of the previous five years, coinciding roughly with team teaching’ arrival.

A Classroom with Context
Problems of the school	Being a farming town, it (1.)______ little in education before.
(2.)_____ education is considered less important.
The community is relatively (3.)_____ rather than open to the outsiders.
Ways of solving the problems	The division of the classes is made and students are well (4.)_____.
Individual schedules and lesson plans are (5.)_____ by each team.
A strong (6.)_____ between teacher and student is established through combining teams and looping.
Signs of (7.)_____	72 percent of the eighth-graders (8.)_____ Maine's reading standard
(9.)_____percent higher than the state average in Maths
The school beating the state average in writing and science
Four of the previous five years (10.)_____ at least 20 percent test gains

高三英语任务型阅读中等难度题查看答案及解析

In modern society, it is necessary for middle school students to take part in academic activities and enrich their knowledge. There are many academic clubs that students can participate in. Students can choose clubs that focus on an area of interest.
Mathcounts Club
Mathcounts tries to increase excitement towards mathematic achievement. It hopes to provide students with the foundation for success in science, technology, engineering and mathematics careers. Schools select individuals and teams to participate in competitions. Local competitions are held in February with winners progressing to state competitions and then on to the national level. Mathcounts works to challenge student math skills, develop self-confidence and give rewards for their achievements.
Envirothon
The Envirothon program focuses on natural resources knowledge and exposes students to diverse environmental issues, ecosystems, and topography. The ecology field competition for five-member middle school teams offers competitions in wildlife, soils, forestry, current environmental issues and aquatics. Students work and learn in middle school clubs and can compete at the local and state level.
Future Problem Solvers
Future Problem Solvers is an academic club that uses a six-step process to solve problems that may happen in the future. Students who are in the talented and gifted program, who like to “think out of the box,” or who enjoy thinking about futuristic problems may like this club. Teams comprised of four students read future scenes and write up solutions in a booklet using the six-step process. Teams that score high enough can go to the state competition and then to the international competition.
Builders Club
Builders Club is open to any middle school student who wishes to perform community service. Each Builders Club is co-sponsored by a Kiwanis club and the middle school. The members learn by doing, and they learn organization, teamwork, and leadership. Builders Clubs can sponsor a "Teacher of the Year" program, provide a recycling collection point, organize canned food and clothing drives to support local shelters, adopt a resident at a local senior citizens home, adopt a highway, tutor, etc.
Middle school academic clubs offer students a place to explore interests or talents. The clubs that join in middle school can help guide choices in high school and beyond.
1.The students who are not interested in competitions would like to choose________.
A. Mathecounts Club                                   B. Builders Club
C. Future Problem Solvers           D. Envirothon
2.Why do some of the students choose Mathcounts Club?
A. To be successful in science careers.
B. To enjoy solving future problems.
C. To perform community service.
D. To study wildlife and soils.
3.What is the common feature of the four clubs?
A. Competitions                     B. Sponsorship
C. Scientific researches            D. Teamwork.
4.The passage mainly talks about________.
A. the state academic competitions B. middle school clubs
C. extra – curricular activities   D. the gifted students

高三英语阅读理解中等难度题查看答案及解析
Xu Hui is very excited. The Senior 1 student in a middle school in Beijing will go to South Korea with his parents during the Spring Festival.
“Overseas touring has always been a dream for me,” he said happily.
Nowadays, Chinese people enjoy longer holidays, such as the three “Golden Week Holidays”(the Spring Festival, May Day and National Day). They have more time to travel. Rising incomes also make travelling abroad realistic for ordinary Chinese people.
Nearly 7 million Chinese travelled overseas in 2001, according to the National Tourism Administration(国家旅游局). The most common problem travellers face is how to choose the best routes.
By the end of 2002, Chinese citizens were allowed to travel to 19 foreign countries and regions at their own expense.
The top 10 places included Hong Kong, Macao and Thailand. European countries are also becoming increasingly popular.
“More and more Chinese people have shown interest in travelling to Europe, particularly France and Finland,” said Tan Wen, a general manager of China Youth Travel Service. “Sooner or later, there will be a peak(高峰) in European tours.”
Another consideration is choosing the right travel agencies and finding the best price. The China Consumers’ Association(CCA, 中国消费者协会) offered tips to consumers on choosing the right travel agencies to help prevent a relaxing vacation from turning into a costly disaster.
“Price should not be the single most important factor in choosing a travel agency,” said Zhang Yuanchao, CCA vice-secretary general. Consumers are advised to choose large State travel agencies with good reputations(名声) and official approval to organize overseas tour groups.
Zhang’s association dealt with more than 5, 000 complaints about travel agencies last year. And the majority of the complaints were about random changes in travel routes, bad tour guides, and forced shopping.
Travellers were warned to look carefully at their contracts(合同) with agencies and to buy travel insurance(保险).
1.How many reasons are given in the article as to why ordinary Chinese people are traveling abroad more today?
A. Two. B. Three. C. Four. D. Five.
2.According to the passage, what is the biggest problem Chinese travelers face when going overseas?
A. Choosing the best travel agent.
B. Deciding the best way to get to the places they want to go to.
C. Traveling to Europe.
D. Cost.
3.According to the passage, what seems to be the most common result of choosing a bad travel agency?
A. People buy more souvenirs than they had planned to.
B. People spend more money than they had planned to.
C. People go to different places than they had planned to.
D. People complained more than they had planned to.
4.The underlined part “random changes” probably means that _______.
A. the travelers agreed with the changes.
B. the travel agency didn’t make any changes.
C. the travel agency refused to changes the routes.
D. the travel agency changed the routes or time without following the original plan.

高三英语阅读理解中等难度题查看答案及解析
Xu Hui is very excited. The Senior 1 student in a middle school in Beijing will go to South Korea with his parents during the Spring Festival.
“Overseas touring has always been a dream for me,” he said happily.
Nowadays, Chinese people enjoy longer holidays, such as the three “Golden Week Holidays”(the Spring Festival, May Day and National Day). They have more time to travel. Rising incomes also make travelling abroad realistic for ordinary Chinese people.
Nearly 7 million Chinese travelled overseas in 2001, according to the National Tourism Administration(国家旅游局). The most common problem travellers face is how to choose the best routes(路线).
By the end of 2002, Chinese citizens were allowed to travel to 19 foreign countries and regions at their own expense.
The top 10 places included Hong Kong, Macao and Thailand. European countries are also becoming increasingly popular.
“More and more Chinese people have shown interest in travelling to Europe, particularly France and Finland,” said Tan Wen, a general manager of China Youth Travel Service. “Sooner or later, there will be a peak(高峰) in European tours.”
Another consideration is choosing the right travel agencies and finding the best price. The China Consumers’ Association(CCA, 中国消费者协会) offered tips to consumers on choosing the right travel agencies to help prevent a relaxing vacation from turning into a costly disaster.
“Price should not be the single most important factor in choosing a travel agency,” said Zhang Yuanchao, CCA vice-secretary general. Consumers are advised to choose large State travel agencies with good reputations(名声) and official approval to organize overseas tour groups.
Zhang’s association dealt with more than 5, 000 complaints about travel agencies(旅行社) last year. And the majority of the complaints were about random changes in travel routes, bad tour guides, and forced shopping.
Travellers were warned to look carefully at their contracts(合同) with agencies and to buy travel insurance(保险).
1.How many reasons are given in the article as to why ordinary Chinese people are traveling abroad more today?
A. Two. B. Three. C. Four. D. Five.
2.According to the passage, what is the biggest problem Chinese travelers face when going overseas?
A. Choosing the best travel agent.
B. Deciding the best way to get to the places they want to go to.
C. Traveling to Europe.
D. Cost.
3.According to the passage, what seems to be the most common result of choosing a bad travel agency?
A. People buy more souvenirs than they had planned to.
B. People spend more money than they had planned to.
C. People go to different places than they had planned to.
D. People complained more than they had planned to.
4.The underlined part “random changes” probably means that _______.
A. the travelers agreed with the changes.
B. the travel agency didn’t make any changes.
C. the travel agency refused to changes the routes.
D. the travel agency changed the routes or time without following the original plan.
5. What would be a good title for this passage?
A. Xu Hui’s Vacation in South Korea
B. The Job of the National Tourism Administration
C. Where Young Chinese Travelers Go
D. Suggestions for the Chinese Travelers

高三英语阅读理解中等难度题查看答案及解析
阅读表达（共5小题；每小题2分，满分10分）
What is the hottest topic at your school recently? In Hangzhou Yongjin Middle School, it’s money.
The school held an activity called“making money”last weekend. About 200 Junior 1 and Junior 2 students
were divided into 30 teams. They went out________. What did they choose to sell? Some
sold newspapers; some chose bottled water; some sold environmentally friendly shopping bags and bamboo
baskets.
Hu Qing’s team decided to sell some us useful books in front of the Children Activity Center. They thought
parents would like to buy the books for their children. But unfortunately, they met urban management officers.
The officers asked them to leave.“We played hide-and-seek with the offices for the whole morning,”said Hu.
“Finally we had to give up.”
Wang Bing and her team sold ice cream in a square. They didn’t meet any officers. But few people were
interested in what they were selling. The team then put up a board saying“For Country Kids”. It worked. More
people came to their stall(小摊). A foreigner even gave them 100 Yuan.“He didn’t want any change. He said he
wanted to help the children,” said Wang. “We were touched.”Later that day they gave the 100 Yuan and more
to the “Project Hope”office.
Meng Zhaoxiang and his team were luckier. They sold all their cakes in four hours, spending 39.5 Yuan and
getting back 80 Yuan. They made 40.5 Yuan. “It was not easy to make the money,”said Meng. “Some people
just looked. Others just tasted but didn’t buy. Now I know how hard it is for our parents to make money we need
to lead happy lives.”
1.What is the main idea of the text?(No more than ten words)
________
2.Fill in the blank in Paragraph 2 with proper words.(No more than ten words)
________
3.What does the underlined“it”in Paragraph 4 refer to?
________
4.What is the writer’s attitude towards the activity?
________
5.What is the purpose of holding the activity?(No more than twelve words)
________

高三英语其他题中等难度题查看答案及解析
—Your mother isn’t a doctor, is she?
----___________. She teaches English in a middle school.
A. Yes, she is B. Yes, she isn’t C. No, she isn’t D. No, she is

高三英语单项填空简单题查看答案及解析
Liu Fang is a company CEO now, but she ____ as a teacher in a middle school for three years.
A. worked B. has worked C. works D. had worked

高三英语单项填空中等难度题查看答案及解析