Scholarships are at the very heart of Eton Co...

Scholarships are at the very heart of Eton College.Henry I created the school for his 70 King’s Scholars in 1440 and they still exist nearly six hundred years later.1. .

Scholarships differ from bursaries，which are given to help support families who wouldn’t otherwise be able to afford some，or all of the school fees. 2. ，it is still possible to apply for a bursary for the remainder of the fees，but the awarding of a scholarship does not guarantee that a bursary application will be successful.

3. .

◆King’s Scholarships，based on academic ability for boys entering the school at age 13.Around 14 are awarded each year.

◆New Foundation Scholarships，awarded to boys at UK state schools joining Eton at age 13.

◆ 4..These are usually for entry at 13，but a few are for Sixth Form school pupils.

◆Sixth Form Scholarships，usually awarded to boys who have been attending a UK state school for at least the last three years.

◆The Michael Meredith Award，given to a boy joining the school who will make a significant contribution to drama，either on stage，as a crew technician，playwright or director.

5. ，regardless of their family’s financial background.For further information，please contact the School Fees and Bursaries Accountant.

A.Thanks to the generosity of our supporters，we offer a broad range of scholarships

B.When a boy is awarded a scholarship

C.Because there is a wide range of scholarships

D.Scholarships secure a fee decrease of 10％

E.We try to ensure that any boy offered a scholarship can join us

F.Today there are around 140 scholarship boys here at any one time

G.Music Awards，designed to recognize and support talented musicians

高三英语七选五困难题查看答案及解析

A healthy heart is very important for giving life to the full, at_________ age you are or whether you are a male or female.

A. what        B. which            C. whatever         D. whichever

高三英语单项填空中等难度题查看答案及解析

At the heart of the debate over illegal immigration lies one key question: are immigrants good or bad for the economy? The American public overwhelmingly thinks they’re bad. Yet the agreement among most economists is that immigration, both legal and illegal, provides a small net boost to the economy. Immigrants provide cheap labor, lower the prices of everything from farm produce to new homes, and leave consumers with a little more money in their pockets. So why is there such a discrepancy between the perception of immigrants’ impact on the economy and the reality?

There are a number of familiar theories. Some argue that people are anxious and feel threatened by an inflow of new workers. Others highlight the stress that undocumented immigrants place on public services, like schools, hospitals, and jails. Still others emphasize the role of race, arguing that foreigners add to the nation's fears and insecurities. There’s some truth to all these explanations, but they aren’t quite sufficient.

To get a better understanding of what’s going on, consider the way immigration’s impact is felt. Though its overall effect may be positive, its costs and benefits are distributed unevenly. David Card, an economist at UC Berkeley, notes that the ones who profit most directly from immigrants’ low-cost labor are businesses and employers —meatpacking plants in Nebraska, for instance, these producers’ savings probably translate into lower prices at the grocery store, but how many consumers make that mental connection at the checkout counter? As for the drawbacks of illegal immigration, these, too, are concentrated. Native low-skilled workers suffer most from the competition of foreign labor. According to a study by George Borjas, a Harvard economist, immigration has reduced the wages of American high-school dropouts by 9%.

Among high-skilled, better-educated employees, however, opposition was strongest in states with both high numbers of immigrants and relatively generous social services. What worried them most, in other words, was the financial burden of immigration. That conclusion was reinforced by another finding: that their opposition appeared to soften when that financial burden decreased, as occurred with welfare reform in the 1990s, which curbed immigrants’ access to certain benefits.

The irony is that for all the overexcited debate, the net effect of immigration is minimal. Even for those most acutely affected — say, low-skilled workers, or California residents — the impact isn’t all that dramatic. “The unpleasant voices have tended to dominate our perceptions,” says Daniel Tichenor, a professor at the University of Oregon. “But when all those factors are put together and the economists calculate the numbers, it ends up being a net positive, but a small one.” Too bad most people don’t realize it.

1.What can we learn from the first paragraph?

A．Whether immigrants are good or bad for the economy has been puzzling economists.

B．The American economy used to thrive on immigration but now it’s a different story.

C．The agreement among economists is that immigration should not be encouraged.

D．The general public thinks differently from most economists on the impact of immigration.

2.What is the chief concern of native high-skilled, better-educated employees about the inflow of immigrants?

A．It may change the existing social structure.

B．It may pose a threat to their economic status.

C．It may decrease .their financial burden.

D．It may place a great pressure on the state budget.

3.What is the irony about the debate over immigration?

A．Even economists can’t reach an agreement about its impact.

B．Those who are opposed to it turn out to benefit most from it.

C．People are making too big a fuss about something of small impact.

D．There is no essential difference between seemingly opposite opinions.

4.Which of the following might be the best title of the passage?

A．A debate about whether to immigrate.

B．A debate about the impact of illegal immigrants.

C．The great impact of immigrants on the economy.

D．Opposition to illegal immigration.

高三英语阅读理解中等难度题查看答案及解析

Tiny microbes (微生物) are at the heart of a new agricultural technique to manage harmful greenhouse gas. Scientists have discovered how microbes can be used to turn carbon dioxide into soil-enriching limestone (石灰石), with the help of a type of tree that grows in tropical areas, such as West Africa.

Researchers have found that when the Iroko tree is grown in dry, acidic soil and treated with a combination of natural fungi (霉菌) and other bacteria, not only does the tree grow well, it also produces the mineral limestone in the soil around its root.

The Iroko tree makes a mineral by combining Ca from the earth with CO2 from the atmosphere. The bacteria then create the conditions under which this mineral turns into limestone. The discovery offers a new way to lock carbon into the soil, keeping it out of the atmosphere. In addition to storing carbon in the trees' leaves and in the form of limestone, the mineral in the soil makes it more suitable for agriculture.

The discovery could lead to reforestation projects in tropical countries, and help reduce carbon dioxide in the atmosphere in the developing world. It has already been used in West Africa and is being tested in Bolivia, Haiti and India.

The findings were made in a three-year project involving researchers from the Universities of Edinburgh, Granada, Lausanne and Delft University of Technology. The project examined several microbiological methods of locking CO2 as limestone, and the Iroko-bacteria way showed best results. Work was funded by the European Commission under the Future&Emerging Technologies(FET)scheme.

Dr Bryne Ngwenya of the University of Edinburgh's School of GeoSciences, who led the research, said："By taking advantage of this natural limestone-producing process, we have a low-tech, safe, readily employed and easily operating way to lock carbon out of the atmosphere, while improving farming conditions in tropical countries."

1.The passage is mainly introducing ______ .

A.some useful natural fungi and bacteria

B.the soil-enriching limestone created by scientists

C.a newly-found tree in West Africa

D.a new way to deal with greenhouse gas

2.Which of the following is True about tiny microbes?

A.Tiny microbes get along well with the Iroko tree in special soil.

B.CO2 can be broken down by natural fungi and bacteria.

C.The more greenhouse gas is, the more active tiny microbes become.

D.Most tiny microbes like living in dry, acidic soil.

3.What does the underlined word "it" in paragraph 3 probably refer to?

A.Carbon dioxide. B.Soil.

C.Carbon. D.Limestone.

4.According to the passage, what can we infer?

A.The action of the tiny microbes can increase the oxygen in the earth.

B.Researchers tend to use natural power to solve their problem.

C.Researchers have done the experiment on trees in Africa for three years.

D.West Africa is one of the most polluted areas all over the world.

高三英语阅读理解中等难度题查看答案及解析

Tiny microbes(微生物) are at the heart of a new agricultural technique to manage harmful greenhouse gas. Scientists have discovered how microbes can be used to turn carbon dioxide into soil-enriching limestone(石灰石), with the help of a type of tree that grows in tropical areas, such as West Africa.

Researchers have found that when the Iroko tree is grown in dry, acidic soil and treated with a combination of natural fungi(霉菌) and other bacteria, not only does the tree grow well, it also produces the mineral limestone in the soil around its root.

The Iroko tree makes a mineral by combining Ca from the earth with CO2 from the atmosphere. The bacteria then create the conditions under which this mineral turns into limestone. The discovery offers a new way to lock carbon into the soil, keeping it out of the atmosphere. In addition to storing carbon in the trees’ leaves and in the form of limestone, the mineral in the soil makes it more suitable for agriculture.

The discovery could lead to reforestation(重新造林) projects in tropical countries, and help reduce carbon dioxide in the atmosphere in the developing world. It has already been used in West Africa and is being tested in Bolivia, Haiti and India.

The findings were made in a three-year project involving researchers from the Universities of Edinburgh, Granada, Lausanne and Delft University of Technology. The project examined several microbiological methods of locking CO2 as limestone, and the Iroko-bacteria way showed best results. Work was funded by the European Commission under the Future&Emerging Technologies(FET) scheme.

Dr Bryne Ngwenya of the University of Edinburgh’s School of GeoSciences, who led the research, said:“By taking advantage of this natural limestone-producing process, we have a low-tech, safe, readily employed and easily operating way to lock carbon out of the atmosphere, while improving farming conditions in tropical countries.”

1.The passage is mainly introducing 　　　　 .

A. some useful natural fungi and bacteria

B. a new way to deal with greenhouse gas

C. a newly-found tree in West Africa

D. the soil-enriching limestone created by scientists

2.Which of the following is True about tiny microbes?

A. Most tiny microbes like living in dry, acidic soil.

B. CO2 can be broken down by natural fungi and bacteria.

C. The more greenhouse gas is, the more active tiny microbes become.

D. Tiny microbes get along well with the Iroko tree in special soil.

3.What does the underlined word “it” in paragraph 3 probably refer to?

A. Carbon dioxide.

B. Carbon.

C. Soil.

D. Limestone.

4.According to the passage, what can we infer?

A. The action of the tiny microbes can increase the oxygen in the earth.

B. Researchers have done the experiment on trees in Africa for three years.

C. Researchers tend to use natural power to solve their problem.

D. West Africa is one of the most polluted areas all over the world.

5.According to the passage, the Iroko-bacteria method 　　　　 .

A. can be used to improve the farming land

B. can save a lot of seriously destroyed woods

C. has been popularized in Bolivia, Haiti and India

D. should be spread all around the world in the future

高三英语阅读理解困难题查看答案及解析

Northern Virginia Community College had agreed to stop awarding scholarships based on race.

The college took that step, Virginia’s Attorney (司法局) said last week, after the U.S. Education Department’s Office for Civil Rights had concluded that the privately financed scholarship programs for minority students did not follow established federal (联邦的) guidelines for such programs.

The civil-rights office got involved when a white student at Northern Virginia complained in June 1996 that he had been illegally excluded from a scholarship program for minority students.

Christopher Thompson argued in his complaint that such programs had been found unconstitutional ― (不符合法规的) in 1994 by the U. S. Court of Appeals for the Fourth Circuit (联邦上诉法院第四管辖区), in a case involving a blacks-only scholarship at the University of Maryland at College Park.

In a letter to the department last month, the state Attorney Genera’s Office said the college would alter its five scholarship programs that have been limited to students of certain races. All of the programs were financed by private donors or groups.

“After careful consideration of the position taken by your office, in response to the complaint filed with the Office for Civil Rights by a student at the college, and the legal arguments presented to us by lawyers representing that student, the college has concluded that it will abandon its administration of race-based scholarships,” wrote Maureen Riley Masten, an Assistant Attorney General.

Northern Virginia officials said that two of the aid programs would be opened to students of all races, and that the sponsors of two others had asked that their money be returned. The sponsors of the fifth program said they would transfer the funds to a private, non-profit group that would continue to administer the scholarship to minority students only, the college said.

Officials of many colleges have watched the Northern Virginia case because they believed that it might throw new light on how the Education Department would view the legality of scholarship programs financed by private donors.

A spokesman for the department, Rodger Murphey, said he did not believe that a new precedent (判例) had been set in the case.

1.What was Christopher Thompson’s complaint?

A.He wasn’t qualified for his college’s race-based scholarships as a white student.

B.The lawyers refused to represent him in his appeal against his college’s decision.

C.Northern Virginia officials decided that his appeal to the state court was illegal.

D.The civil-rights office failed to respond to his complaint about his college.

2.What was the civil-rights office’s position in Christopher Thompsons case?

A.The college should justify its race-based scholarship programs.

B.The college should transfer its scholarship funds to non-profit groups.

C.The college should open its scholarship programs to students of all races.

D.The college should put aside its prejudice against white students.

3.How did Northern Virginia Community College respond to the civil-rights office’s decision?

A.It continued to administer its scholarship programs despite the complaint.

B.It got new sponsors to open scholarship programs to students of all races.

C.It stopped its scholarship programs temporarily to confirm their legality.

D.It abandoned its scholarship programs exclusively for minority students.

4.Which of the following can NOT be inferred from the passage?

A.Christopher Thompson based his complaint legally on the Maryland case.

B.The legality of privately financed scholarships was still uncertain.

C.Race-based scholarship programs would be presented in a new form.

D.The courts decision in the case would be followed in later similar cases.

高三英语阅读理解中等难度题查看答案及解析

The Museum of Eton Life

The Museum of Eton Life brings alive various aspects of the Eton experience across six centuries. It is housed in an undercroft (地窖) below College Hall, a space that was used to store beer for the scholarship boys until the early 20th century. Established as a museum in 1985, it now houses permanent and temporary displays exploring life at Eton College.

In 2016, the museum launched a new permanent display showcasing materials which illustrate the boarding life of boys at the school in the 21st century. There is also an annually changing display exploring new and different stories and presenting rarely seen objects from the collection.

Visitors can discover Eton s history and traditions, famous Old Etonians (from poets to , Prime Ministers) and sports including the Wall Came, as well as find out about what and where pupils learn, eat and live.

Access and Enquiries

Opening hours: Sunday afternoons 2:30 —5 :00 pm.

Please contact the Museum Officer to arrange an appointment to visit the museum outside opening hours or to enquire about this collection.

The museum is located in Brewhouse Yard, accessed from Eton High Street via Baldwin's Shore.

Please check the access page for further details on opening times. The museums may close due to holidays or exceptional circumstances.

Please access the Collections Learning page for more information.

1.When was the museum started?

A.Six centuries ago. B.In 1985.

C.In the early 20th century, D.In 2016.

2.What do you learn about the exhibits?

A.They explore different aspects of Eton Life. B.They are a collection of old objects of Eton.

C.They are changed for new ones every year. D.They are materials about 0ld Etonians.

3.How can a visitor get access outside opening hours?

A.He can go any time on Sundays. B.By walking in via Baldwin's Shore.

C.He'll have to make an appointment. D.By showing Collections Learning page.

高三英语阅读理解中等难度题查看答案及解析

I had a very special teacher in high school many years ago whose husband died suddenly of a heart attack.  About a week after his death, she _________ some of her insight with a classroom of students. As the late afternoon sunlight came streaming in _________ the classroom windows and the class was nearly over, she moved a few things aside on the _________ of her desk and sat down there.

With a gentle look on her face, she paused and said,"Before class is over, I would like to share with all of you a thought __________ I feel is very important. Each of us is put here on earth to learn, share, love, appreciate and give of ourselves...and ______ of us knows when this fantastic experience will end. It can be taken away at any moment. Perhaps this is a(an) _________that we must make the most out of every single day."

Her eyes beginning to__________, she went on,"So I would like you all to make me a _________...from now on, on your way to school, or on your way home, find something beautiful to notice. It doesn't have to be something you see---it________ be a scent(香味)--perhaps of__________ baked bread wafting out of someone's house, or it could be the sound of the breeze slightly rustling the leaves in the trees, or the __________ the morning light catches one autumn leaf as it falls gently to the ground. Please, look for these things, and remember them.

"For, _________ it may sound silly to some people, these things are the 'stuff' of life. The little things we are put here on earth to enjoy. The things we often take for ________. We must make _______important to notice them, for at any time...it can all be taken away."

The class was completely quiet. We all picked up our books and filed out of the room _________ .That afternoon, I noticed more things on my way home from school than I had that whole semester. Every once in a while, I think of that teacher and remember what a deep _________ she made on all us, and I try to appreciate all of those things that sometimes we all __________.

Take notice of something _________you see on your lunch hour today. Go barefoot. Or walk on the beach at sunset. Stop off on the way home tonight to get a double dip ice cream cone. _______ as we get older, it is not the things we did that we often _______, but the things we didn't do.

1.A. enjoyed        B. shared                C. changed         D. connected

2.A. through         B. on                 C. across         D. along

3.A. back             B. front                 C. feet             D. edge

4.A. what         B. which             C. when             D. where

5.A. no one            B. every                 C. none             D. any

6.A. sign             B. signal             C. symbol         D. scene

7.A.cry             B. sweat                 C. run             D. water

8.A. present         B. promise             C. discovery        D. contribution

9.A. should         B. must                C. could            D. need

10.A. eventually        B. freshly             C. gradually        D. slightly

11.A. way            B. method             C. access         D. process

12.A. because         B. since                 C. unless         D. although

13.A. responsibility    B. granted             C. fun             D. pleasure

14.A. one             B. that                 C. them.             D. it

15.A. happily         B. silently            C. sadly             D. tiredly

16.A. expression        B. depression             C. impression     D. progress

17.A. notice         B. forget             C. overlook         D. remember

18.A. special         B. nice                 C. beautiful         D. typical

19.A. While　　　　　 B. Though　　　　　　     C. For　　         D. If

20.A. like             B. regret                 C. neglect         D. remember

高三英语完型填空困难题查看答案及解析

I made a speech at Eton School last year. When the _______ was over, the headmaster asked me if I would visit a(n) _______ student. An illness had kept the boy home, but he had expressed an interest in _______ me, and the headmaster knew it would _______ much to him. I _______. During the nine-mile drive to his home, I _______ some things about Matthew who had a muscle disease. When he was born, the _______ told his parents he would not live to 5. He was 13 and from what I was told, a _______ fighter. He wanted to meet me _______ I was a gold- medal power lifter, and I knew about ________ difficulties and going for my dreams.

I spent over an hour ________ with Matthew. Never once did he complain (抱怨) or ask, “Why me?” He spoke about winning and ________ and going for his dreams. ________, he knew what he was talking about. He didn’t ________ that his classmates had made fun of him because he was different; he just talked about his ________ for the future, and how one day he wanted to ________ weights with me.

When we finished talking, I went into my suitcase and ________ out the first gold medal I won for power lifting and put it around his ________. I told him he was more of a ________. He looked at it for a moment and then returned it to me and said, “Rick, you are a champion. You ________ that medal. Someday, when I get to the Olympics and win my gold medal, I will show it to you.”

1.A. program B. performance C. procedure D. story

2.A. smart B. distinguished C. energetic D. special

3.A. interviewing B. approaching C. greeting D. meeting

4.A. reflect B. mean C. improve D. matter

5.A. agreed B. understood C. smiled D. hesitated

6.A. put aside B. found out C. turned to D. gave away

7.A. officials B. teachers C. doctors D. colleagues

8.A. real B. hard C. helpless D. serious

9.A. after B. before C. unless D. because

10.A. admitting B. avoiding C. overcoming D. recognizing

11.A. declaring B. chatting C. predicting D. arguing

12.A. seeking B. relaxing C. succeeding D. working

13.A. Bravely B. Finally C. Disappointedly D. Obviously

14.A. mention B. notice C. doubt D. realize

15.A. methods B. lives C. hopes D. questions

16.A. lose B. support C. bear D. lift

17.A. carried B. pulled C. dragged D. kicked

18.A. hand B. shoulder C. neck D. head

19.A. winner B. helper C. reader D. survivor

20.A. adopted B. earned C. designed D. used

高三英语完形填空简单题查看答案及解析

Since many of you are planning to study at a college or university in this country, you may be curious to know what you usually do in a typical week, how you can get along with your fellow students, and so on. These are the questions I want to discuss with you today.

First, let’s talk about what your weekly schedule will look like. No matter what your major may be, you can expect to spend between four and six hours a week for each class attending lectures. Lectures are usually in very large rooms because some courses such as introduction to sociology or economics often have as many as two or three hundred students, especially at large universities. In lectures, it’s very important for you to take notes on what the professor says because the information in a lecture is often different from the information in your textbooks. Also, you can expect to have exam questions based on the lectures. So it isn’t enough to just read your textbooks; you have to attend lectures as well. In a typical week you will also have a couple of hours of discussion for every class you take. The discussion section is a small group meeting usually with fewer than thirty students where you can ask questions about the lectures, the reading, and the homework. In large universities, graduate students, called teaching assistants, usually direct discussion sections.

If your major is chemistry, or physics, or another science, you’ll also have to spend several hours a week in the lab, or laboratory, doing experiments. This means that science majors spend more time in the classroom than non science majors do. On the other hand, people who major in subjects like literature or history usually have to read and write more than science majors do.

1.The main purpose of this text is________.

A. to help the students to learn about university life

B. to persuade the students to attend lectures

C. to encourage the students to take part in discussions

D. to advise the students to choose proper majors

2.We can learn from the passage that university professors________.

A. spend over 6 hours on lectures each week

B. must join the students in the discussion sections

C. prefer to use textbooks in their lectures

D. require the students to read beyond the textbooks

3.A discussion section does NOT include________.

A. working under the guidance of university professors

B. talking over what the students have read about the courses

C. discussing the problems related to the students’ homework

D. raising questions about what a professor has said in a lecture

4.According to the author, science majors________.

A. have to work harder than non science majors

B. spend less time on their studies than non science majors

C. consider experiments more important than discussions

D. read and write less than non science majors

高三英语阅读理解中等难度题查看答案及解析