Student ServicesStudents' UnionEvery Universi...

Student Services

Students' Union

Every University has a Students' Union. If students are the lifeblood of a university, the Union is surely its beating heart.

For students, by students

A Students’ Union is run by students and acts independently. At the end of each academic year, it will find six students to hold a sabbatical（带有休假的） position managing the Union for the coming year. That the six successful sabbatical officers have only recently experienced issues affecting students ensures that your needs are very well understood.

Letting your hair down

Although the University is spread across a fairly wide area, the Union is centrally located and is only a short walk from any of the main buildings. This makes it very easy to catch up with friends who might be on a different course.

At night, the place really comes alive – we have three different bars to suit every occasion. The venues are student-only so you can be sure of meeting people with a similar outlook and we throw in a transport service to make sure you get home safely.

The Union also organizes various formal balls throughout the year, with the highlight being the end-of-year ball.

Supporting you

Beyond having fun, we also make sure some of the more serious issues are effectively dealt with. If you have a problem with your course, another sabbatical officer is trained to help you. Being independent from the University means we can represent and support you to the best of our ability, and once you reach university you may find that you become aware of more national or political issues.

1.From the second paragraph of the passage, we can infer that ______.

2. The person who takes up a certain post of the Students’ Union ______.

3.According to the third paragraph, we can learn that ______.

4.From the passage, we can learn that ______ is the most wonderful program of every year.

5.After reading the last two parts, we can infer that _______.

高二英语阅读理解简单题查看答案及解析

________, Henry studied even harder after he entered the university.

A. That always a diligent student     B. Always a diligent student

C. Always to be a diligent student    D. Diligent student as he is

高二英语单项填空中等难度题查看答案及解析

It is easier to go to university than before, but it is more difficult to find a job. Being a student in a　　　　　　 agriculture(农业) university, I want to try my luck to hunt for a job. As you know, few people think 　　　　　　 of an agriculture university, especially one which is not famous. Most graduates from our university can---38---to be treated coldly.

Last year, a 　　　　　　 from our university attended a talent fair (人才市场) held in Guangzhou. He joined a queue to　　　　　　 in his resume (简历) for an interview. When his　　　　　　 came and his university was introduced, the interviewer said with a sneer, “What? I’ve never　　　　　　 of that university. Go! Next one!” He waved his hand 　　　　　　 even taking a look at the resume and took no notice of the graduate’s request for a chance to show his skills and knowledge.

How　　　　　　 the graduate was! I wonder what these employers(雇主) really want: the name of a famous university　　　　　　 knowledge and technology?

It is true that some students from common universities don’t have the same abilities as those from key ones, but that doesn’t　　　　　　 that all of us are less able students. We are sure to　　　　　　 the employers with our skills if they give us a chance.

1.A. keyB. Usual　　　　 C. special    D. common

2.A. highlyB. lowly    C. little    D. greatly

3.A. needB. expect    C. hope    D. wish

4.A. graduateB. teacher    C. parent    D. professor

5.A. giveB. share    C. let    D. hand

6.A. timeB. chance    C. turn    D. interview

7.A. seenB. heard    C. listened    D. noticed

8.A. withB. up    C. without    D. away

9.A. disappointedB. amazed    C. pleased    D. stupid

10.A. soB. and    C. but    D. or

11.A. adviseB. say    C. mean    D. translate

12.A. warnB. impress    C. show    D. encourage

高二英语完形填空中等难度题查看答案及解析

Many of us have heard stories about teachers who can “see” into a student’s future. Even if a student is not performing well, they can predict success. We are convinced that this ability, this gift, is evidence that they were “called to teach” . If the gift of sight is evidence, how greater must be the gift of touch. I have a story.

I grew up in the fifties in a poor African American neighborhood in Stockton, California, that had neither sidewalks nor an elementary school. Each day, always in groups at our parents’ insistence, my friends and I would leave home early enough to walk eight blocks to school and be in our seats when the bell rang. For four blocks, we walked on dusty roads. By the fifth block, we walked on sidewalks that led to lovely homes and to Fair Oaks Elementary School. It was at Fair Oaks, in a sixth grade English class, that I met Ms. Victoria Hunter, a teacher who had a huge influence on my life.

During reading periods, she would walk around the room, stop at our desks, stand over us for a second or two, and then touch us. Without saying anything to us (nothing could break the silence of reading periods), she would place two fingers lightly on our throats and hold them there for seconds. I learned many years later when I was a student at Stanford University that teachers touch the throat of students to check for sub-vocalization (默读), which slows down the reading speed. I did not know at the time why Ms. Hunter was touching our throats, but I was a serious and respectful student and so, during silent reading period, I did what Ms. Hunter told us to do. I kept my eyes on the material I was reading and waited for her to place her fingers lightly on my throat.

One day, out of curiosity, I raised my head from my book — though not high — so that I could see Ms. Hunter, a white woman from Canada, moving up and down the rows, stopping at the desks of my classmates. I wanted to see how they reacted when she touched their throats. She walked past them. I was confused. Did she pass them by because they were model students? What did we, the students who were touched, not do right? I sat up straighter in my chair, thinking that my way of sitting might be the problem. I was confused. Several days later, I watched again, this time raising my head a little higher. Nothing changed. Ms. Hunter touched the same students. Always, she touched me.

She touched me with her hands. She also touched me with her belief in my ability to achieve. She motivated me by demanding the best from me and by letting teachers I would meet in junior high school know that I should be challenged, that I would be serious about my work. I am convinced that she touched me because she could “see” me in the future. That was true of all of us at Fair Oaks who sat still and silent as Ms. Hunter placed her fingers lightly on our throats. We left Fair Oaks as “best students,” entered John Marshall Junior High School, finished at the top of our high school class, and went on to earn graduate degrees in various subjects. Ms. Hunter saw us achieving and she touched us to make certain that we would.

I was not surprised that she came to my graduation ceremony at Edison High School in Stockton or that she talked to me about finishing college and earning a Ph. D. She expected that of me. She gave me a beautifully wrapped box. Inside was a gift, the beauty of which multiplies even as it touches me: a necklace to which I can add charms for each stage of my life.

1.According to the writer, what is a special ability many good teachers possess?

A. The ability to make all students behave well.

B. The ability to treat different students in the same way.

C. The ability to discover a student’s potential to succeed.

D. The ability to predict the near future of a poor student.

2.According to the passage, how did Ms. Hunter motivate the writer?

A. By correcting the way she sat.

B. By having high expectations of her.

C. By sending her a valuable necklace.

D. By communicating with her parents often.

3.What does the writer mean by “a necklace to which I can add charms for each stage of my life” (paragraph 6)?

A. A gift which encourages me to do well on the journey of my life.

B. A gift which becomes more and more valuable as time goes by.

C. A necklace which I wear on all important occasions in my life.

D. A necklace which suits me and adds to my charm.

4.Which of the following serves as the best title for the story?

A. Ms. Hunter’s Surprise B. Ms. Hunter’s Challenge

C. A Teacher’s Touch 　　 D. A Teacher’s Memory

高二英语阅读理解中等难度题查看答案及解析

Many of us have heard stories about teachers who can “see” into a student’s future. Even if a student is not performing well, they can predict success. We are convinced that this ability, this gift, is evidence that they were “called to teach.” If the gift of sight is evidence, how greater must be the gift of touch. I have a story.

I grew up in the fifties in a poor African American neighborhood in Stockton, California, that had neither sidewalks nor an elementary school. Each day, always in groups at our parents’ insistence, my friends and I would leave home early enough to walk eight blocks to school and be in our seats when the bell rang. For four blocks, we walked on dusty roads. By the fifth block, we walked on sidewalks that led to lovely homes and to Fair Oaks Elementary School. It was at Fair Oaks, in a sixth grade English class, that I met Ms. Victoria Hunter, a teacher who had a huge influence on my life.

During reading periods, she would walk around the room, stop at our desks, stand over us for a second or two, and then touch us. Without saying anything to us (nothing could break the silence of reading periods), she would place two fingers lightly on our throats and hold them there for seconds. I learned many years later when I was a student at Stanford University that teachers touch the throat of students to check for sub-vocalization (默读), which slows down the reading speed. I did not know at the time why Ms. Hunter was touching our throats, but I was a serious and respectful student and so, during silent reading period, I did what Ms. Hunter told us to do. I kept my eyes on the material I was reading and waited for her to place her fingers lightly on my throat.

One day, out of curiosity, I raised my head from my book — though not high — so that I could see Ms. Hunter, a white woman from Canada, moving up and down the rows, stopping at the desks of my classmates. I wanted to see how they reacted when she touched their throats. She walked past them. I was confused. Did she pass them by because they were model students? What did we, the students who were touched, not do right? I sat up straighter in my chair, thinking that my way of sitting might be the problem. I was confused. Several days later, I watched again, this time raising my head a little higher. Nothing changed. Ms. Hunter touched the same students. Always, she touched me.

She touched me with her hands. She also touched me with her belief in my ability to achieve. She motivated me by demanding the best from me and by letting teachers I would meet in junior high school know that I should be challenged, that I would be serious about my work. I am convinced that she touched me because she could “see” me in the future. That was true of all of us at Fair Oaks who sat still and silent as Ms. Hunter placed her fingers lightly on our throats. We left Fair Oaks as “best students,” entered John Marshall Junior High School, finished at the top of our high school class, and went on to earn graduate degrees in various subjects. Ms. Hunter saw us achieving and she touched us to make certain that we would.

I was not surprised that she came to my graduation ceremony at Edison High School in Stockton or that she talked to me about finishing college and earning a Ph. D. She expected that of me. She gave me a beautifully wrapped box. Inside was a gift, the beauty of which multiplies even as it touches me: a necklace to which I can add charms for each stage of my life.

1.According to the writer, what is a special ability many good teachers possess?

A. The ability to make all students behave well.

B. The ability to treat different students in the same way.

C. The ability to discover a student’s potential to succeed.

D. The ability to predict the near future of a poor student.

2.When she saw Ms. Hunter walk past some students without touching their throats, the writer felt ______.

A. disturbed    B. puzzled    C. ashamed    D. annoyed

3.According to the passage, how did Ms. Hunter motivate the writer?

A. By correcting the way she sat.

B. By having high expectations of her.

C. By sending her a valuable necklace.

D. By communicating with her parents often.

4.What does the writer mean by “a necklace to which I can add charms for each stage of my life” (paragraph 6)?

A. A gift which encourages me to do well on the journey of my life.

B. A gift which becomes more and more valuable as time goes by.

C. A necklace which I wear on all important occasions in my life.

D. A necklace which suits me and adds to my charm.

5.The writer’s attitude towards Ms. Hunter might be described as _____.

A. disappointed    B. grateful

C. doubtful     D. sympathetic

6.Which of the following serves as the best title for the story?

A. Ms. Hunter’s Surprise    B. Ms. Hunter’s Challenge

C. A Teacher’s Touch    D. A Teacher’s Memory

高二英语阅读理解中等难度题查看答案及解析

Perhaps everyone has heard warnings about the “freshman 15”, but is it true that many college students weigh 15 pounds more during their first year at school?

Recent studies find that some first-year students are indeed likely to gain weight, but it might not be the full freshman 15, and it may not all happen during the freshman year. That might sound like good news, but it’s not. Doctors are concerned that students who gradually put on pounds could have healthy problems.

Studies show that students on average gain 3-10 pounds during their first 2 years of college. Most of this weight gain occurs during the first year. A college offers many temptations (诱惑). You’re on your own and free to eat what you want. In addition, you may not get as much exercise as you did in high school. A college is also a time of change, and people sometimes eat in response to (对……做出反应) homesickness, sadness, or stress, and all of these can be part of starting a new life in college.

Some weight gain is normal as a young body grows, but rapid weight gain may become a problem. Weight gain that pushes you above the body’s normal range carries health risks. People who are overweight are more likely to have high blood pressure, heart disease and develop certain cancers.

The best way to beat “freshman 15” is to prevent it altogether. Good habits like a balanced diet, regular exercise, and getting enough sleep can do more than keeping the pounds off. They can also help you stay healthy.

1. The “freshman 15” refers to the fact that the first-year college students ________.

A. are likely to gain much weight    B. can’t get used to living in college

C. may have 15 health problems    D. gradually put on weight in 15 weeks

2. According to the writer, the causes of “freshman 15” don’t include ________.

A. getting less exercise          B. being free to eat food

C. feeling homesick            D. having more subjects.

3. What is the best way to beat “freshman 15”?

A. To ask doctors for advice.        B. To pay attention to your lessons.

C. To stop it from happening.        D. To do a lot exercise every day.

4. What can we learn from the text?

A. Getting less sleep can help people lose weight gradually.

B. Overweight people usually have more health risks.

C. Weight gain is becoming serious among college students.

D. Students gain more weight in the second year than in the first.

高二英语阅读理解简单题查看答案及解析

Our school has an absolute _______ over others, for we have the most hardworking teachers and students.

A. profit     　　         B. benefit    　　　　　 C. advantage     　　　　　　 D. effect

高二英语单项填空简单题查看答案及解析

选词填空，并翻译划线句子

Unit 4　 Body language

Yesterday another student and I, 1. our university’s student association, went to meet this year’s international students. After half an hour of waiting. I saw several young people enter the waiting area looking around 2.. I went forward to greet them. After being introduced, they greeted each other in different ways, causing some 3. and culture mistakes.

As I get to know more intemational friends, I learn more about this cultural “body language”. Not all cultures greet each other the same way, nor are they comfortable in the same way with touching or distance between people. In the same way that people 4. with spoken language, they also express their feelings through physical distance, actions or 5.. English people, for example, do not usually stand very close to others 6. they meet. However, people from places like Spain, Italy or South American countries 7. others closely and are more likely to touch them. Most people around the world now greet each other by shaking hands, but some cultures use other greetings as well, such as the Japanese, who prefer to bow.

These actions are simply ways in which cultures have developed. I have seen, however, that cultural customs for body language are very general—not all members of a culture 8. in the same way. 9., though, studying international customs can certainly help 10. difficulties in today’s world of cultural crossroads.

Not all cultures greet each other the same way, nor are they comfortable in the same way with touching or distance between people.

11.

Most people around the world now greet each other by shaking hands, but some cultures use other greetings as well, such as the Japanese, who prefer to bow.

12.

高二英语任务型阅读简单题查看答案及解析

A 25-five-year student from Hubei was admitted into Tsinghua University, China’ most famous university, after an eight-year ___21___．Li Jun comes from a small village of Hubei Province．He first ____22____ going to college in year 2000 ___23__he was admitted by a local school after __24___ from a secondary technical school at 17．As a ___25___ art student, he passed the exam again the next year but __26_____ school due to economic pressure in September 2002．Life seemed ___27___ but Li didn’t give in．He earned a _28_____ by working part-time in Wuhan’s art rooms and tutoring students．But he never lost sight of his lifelong dream of __29___ the Academy of Arts & Design of Tsinghua University．Li __30____ the college entrance examination for five continuous years from 2003．____31___, he missed making the cut one mark last year．

In 2008, his fifth try, Li’s efforts ___32_____．He finished the qualifying exam in his province and was finally admitted as a sculpture major in Tsinghua University．Every year, Li took art __33___ in Beijing and took exams from December to March．He then took cultural courses in his school till June．The rest of the year he spent on __34____ work．Li said he hadn’t ____35___any money from his family since he graduated from the technical secondary school．Li said the reason he maintained for eight years was that he wanted to change his __36_____ through knowledge．

_____37___ by his contribution, Li Jun’s university __38____ him 9,000 yuan out of his tution fees of 11,450 yuan．An eight-year struggle may have come to an end for Li Jun, but a new ___39__ has now begun．Li said he would not worry about repaying loans at present．He wants to study well and __40___ more scholarships．

高二英语完型填空简单题查看答案及解析

It’s a nightmare for Huazhong University of Science and Technology （HUST）: within a week，two students committed suicide by jumping off dorm buildings．对于整个华中科技大学来说，这简直就是场噩梦：一周之内，两名学生在宿舍跳楼自杀。

Officials from the university are reluctant to give interviews．校方官员们不愿接受采访。

“We had a hard time calming down students who were shocked at the suicides,” said Zhang Jingyuan，one official of HUST．

“Media coverage may arouse some students’ negative emotions again．Suicide can be contagious,” Zhang said．他说，“媒体的报道将会再次引发学生的消极情绪，自杀是会传染的。”

The university reacted promptly to the first suicide on October 23．对于今年10月23号发生的第一起自杀事件，华中科技大学迅速做出应急措施。

Advisors and class leaders conducted dorm-to-dorm checks to find students suffering depression．Then psychologists offered one-on-one counseling to them．辅导员和班长们走访了每个宿舍，找出遭遇抑郁的学生。然后，心理咨询师会为这些学生提供一对一的心理咨询。

Notice boards publicizing tips for identifying peers’ mental problems and offering help were set up in front of dorm buildings．Leaflets carrying similar information were handed out to each dorm．宿舍楼前竖起一些布告栏，为同学们普及关于如何发现身边人遭遇心理问题并提供帮助的小贴士。印有类似内容的小册子也被分发给每个寝室。

However，the second suicide came seven days later．然而，七天后，第二起自杀事件发生了。

Both students were described as men of few words．Their schoolmates didn’t see anything to indicate suicide．据周围人描述，这两名学生都很少言寡语。他们的同学都没有觉察到任何自杀前的征兆。

Zhang revealed that the two students had been bothered by mental disorders．But the school didn’t know this until the students’ close friends outside school and their parents unveiled the truth after the suicides．章劲元透露，这两名学生曾经饱受心理疾病的困扰。但是学校对此并不知情，他们校外的好友和家长也是在自杀事件发生后才说出实情。

According to Zhang，there are only three full-time counselors working in the university’s counseling center for its 60,000 students．He complained: “It’s unrealistic to rely only on counselors to detect students’ mental problems．”据章劲元说，全校共有六万名学生，但学校的心理咨询中心只有三位全职心理咨询师。他抱怨说：“仅仅依靠心理咨询师来察觉学生的心理问题，这是不现实的。”

Effective prevention comes from long-term education for life instead of temporary intervention to meet an emergency，said Hu Yi’an．Hu delivers a course of lectures on life and death at Guangzhou University．He worries that universities have paid little attention to education for life．有效的预防来自于长期的生命教育，而并非遭遇紧急状况时的临时干预，胡毅安（音译）说。他在广州大学教授以生命和死亡为主题的课程。他为各大高校给予生命教育的关注少之又少而担忧。

“Education for life helps students respect and love life so they won’t resort to ending their lives when they have difficulties,” said Hu．“生命教育可以帮助学生尊重、热爱生命，这样一来，当他们遇到困难的时候就不会选择结束生命了,” 胡毅安说。

According to Hu，the principles can be incorporated into everyday teaching．胡毅安还表示，这些观念可以融入到日常教学中去。

Hu is also concerned that some universities are conveying discriminatory message that will hold back students from seeking help．胡老师也很担心一些大学传递出带有歧视性的信息会使得学生们不愿去寻求帮助。

When HUST conducted the dorm-to-dorm examination，students with poor academic performance were paid special attention．In March，Peking University also released a controversial policy，which required teachers to have a chat with students “with biased thinking”．当华中科技大学校方挨个宿舍进行走访时，学习成绩较差的学生也被给予了特别关照。三月份，北京大学也推行了一项备受争议的政策，该新规要求教师们要找那些学生中的“激进分子”谈话。

However，Hu suggested that students step out of their comfort zone to seek real-life communication．

1.The underlined word “reluctant” in paragraph 2 probably means “________”．

2.Which measure the university took to the first suicide is incorrect?

3.Which of the following is right according to the text?

4.What’s the main idea of the passage?

高二英语阅读理解困难题查看答案及解析