Learning new words is learning new ideas: Hig...

Learning new words is learning new ideas: High school students can take control of

their learning by always looking up new words and finding out what they mean. They should keep a dictionary and a thesaurus close at hand.

Make clear lists: Students should make a list of everything that they need to get done. They should check off assignments（作业）once completed. They should include clear due dates.

Make a commitment: Active learners will resolve to keep up –to-date from the start. They will avoid procrastinating. They will complete most of their work as early as possible.

Independent work is best: Students will do all assignments independently—they will never copy! Students who copy are passive learners. Passive learners do not give their mind a chance to think on its own.

Organization is key: Students should keep an excellent folder and notebook. All problems should be clearly stated and solutions given. All tests and quizzes should be corrected and used as study guides for exams and finals.

All actions without solutions are dead: Active learners will always show their work needed to solve a problem. Active learners will never turn in a list of answers without giving an explanation or a solution.

Advanced reading: Students should do any required reading for the topic before class. They should write an outline of the section or chapter. They should actively take notes as they read to help them remember.

1.If you want to be successful in exams and finals you should________.

A．give your mind a chance to think on its own

B．check off your papers once completed

C．keep an excellent folder and notebook

D．hand in your homework on time

2.What does the underlined word” procrastinating” mean?

A．be active doing something

B．finishing doing something

C．delaying doing something

D．doing something ahead

3.The best title of the passage is “________”.

A．How to Be an Effective Reader

B．How to Get Good Scores in Tests

C．How to Collect Academic Information

D．How to Actively Study in High School

高三英语阅读理解中等难度题查看答案及解析

Going to school means learning new skills and facts in different subjects. Teachers teach and students learn, and many scientists are interested in finding ways to improve both teaching and learning processes.

Sian Beilock and Susan Leving, two psychologists at the University of Chicago, are trying to learn about learning. In a new study about the way kids learn math in elementary school, Beilock and Levine found a surprising relationship between what female teachers think and what female students learn: If a female teacher is uncomfortable with her own math skills, then her female students are more likely to believe that boys are better than girls at math. “If these girls keep getting math-anxious female teachers in later grades, it may create a snowball effect on their math achievement,” Levine told Science News. The study suggests that if these girls grow up believing that boys are better at math than girls are, then these girls may not do as well as they would have if they were more confident.

Just as students find certain subjects to be difficult, teachers can find certain subjects to be difficult to learn—and teach. The subject of math can be particularly difficult for everyone.

The new study involved 65 girls, 52 boys and 17 first-and second-grade teachers in elementary schools in the Midwest. The students took math achievement tests at the beginning and end of the school year, and the researchers compared the scores.

The researchers also gave the students tests to tell whether the students believed a math superstar had to be a boy. Then the researchers turned to the teachers: To find out which teachers were anxious about math, the researchers asked the teachers how they felt at times when they came across math, such as when reading a sales receipt. A teacher who got nervous looking at the numbers on a sales receipt, for example, was probably anxious about math.

Boys, on average, were unaffected by a teacher’s anxiety. On average, girls with math-anxious teachers scored lower on the end-of-the-year math tests than other girls in the study did. Plus, on the test showing whether someone thought a math superstar had to be a boy, 20 girls showed feeling that boys would be better at math—and all of these girls had been taught by female teachers with math anxiety.

According to surveys done before this one, college students who want to become elementary school teachers have the highest levels of anxiety about math. Plus, nine of every 10 elementary teachers are women, Levine said.

1.Sian Beilock and Susan Levine carried out the new research in order to ______.

2.The underlined part in paragraph 2 most probably means that girls may ___________.

3.In the study, what were the teachers required to do?

4.What is the finding of the new study?

5. Which of the following is TRUE according to the text?

高三英语阅读理解中等难度题查看答案及解析

Going to school means learning new skills and facts in different subjects. Teachers teach and students learn, and many scientists are interested in finding ways to improve both teaching and learning processes.

Sian Beilock and Susan Leving, two psychologists at the University of Chicago, are trying to learn about learning. In a new study about the way kids learn math in elementary school, Beilock and Levine found a surprising relationship between what female teachers think and what female students learn: If a female teacher is uncomfortable with her own math skills, then her female students are more likely to believe that boys are better than girls at math. “If these girls keep getting math-anxious female teachers in later grades, it may create a snowball effect on their math achievement,” Levine told Science News. The study suggests that if these girls grow up believing that boys are better at math than girls are, then these girls may not do as well as they would have if they were more confident.

Just as students find certain subjects to be difficult, teachers can find certain subjects to be difficult to learn—and teach. The subject of math can be particularly difficult for everyone.

The new study involved 65 girls, 52 boys and 17 first-and second-grade teachers in elementary schools in the Midwest. The students took math achievement tests at the beginning and end of the school year, and the researchers compared the scores.

The researchers also gave the students tests to tell whether the students believed a math superstar had to be a boy. Then the researchers turned to the teachers: To find out which teachers were anxious about math, the researchers asked the teachers how they felt at times when they came across math, such as when reading a sales receipt. A teacher who got nervous looking at the numbers on a sales receipt, for example, was probably anxious about math.

Boys, on average, were unaffected by a teacher’s anxiety. On average, girls with math-anxious teachers scored lower on the end-of-the-year math tests than other girls in the study did. Plus, on the test showing whether someone thought a math superstar had to be a boy, 20 girls showed feeling that boys would be better at math—and all of these girls had been taught by female teachers with math anxiety.

According to surveys done before this one, college students who want to become elementary school teachers have the highest levels of anxiety about math. Plus, nine of every 10 elementary teachers are women, Levine said.

1.Sian Beilock and Susan Levine carried out the new research in order to ___________.

2.The underlined part in paragraph 2 most probably means that girls may ___________.

3. In the study, what were the teachers required to do?

4.What is the finding of the new study?

5. Which of the following is TRUE according to the text?

高三英语阅读理解困难题查看答案及解析

Going to school means learning new skills and facts in different subjects. Teachers teach and students learn, and many scientists are interested in finding ways to improve both teaching and learning processes.

Sian Beilock and Susan Leving, two psychologists at the University of Chicago, are trying to learn about learning. In a new study about the way kids learn math in elementary school, Beilock and Levine found a surprising relationship between what female teachers think and what female students learn: If a female teacher is uncomfortable with her own math skills, then her female students are more likely to believe that boys are better than girls at math. “If these girls keep getting math-anxious female teachers in later grades, it may create a snowball effect on their math achievement,” Levine told Science News. The study suggests that if these girls grow up believing that boys are better at math than girls are, then these girls may not do as well as they would have if they were more confident.

Just as students find certain subjects to be difficult, teachers can find certain subjects to be difficult to learn—and teach. The subject of math can be particularly difficult for everyone.

The new study involved 65 girls, 52 boys and 17 first-and second-grade teachers in elementary schools in the Midwest. The students took math achievement tests at the beginning and end of the school year, and the researchers compared the scores.

The researchers also gave the students tests to tell whether the students believed a math superstar had to be a boy. Then the researchers turned to the teachers: To find out which teachers were anxious about math, the researchers asked the teachers how they felt at times when they came across math, such as when reading a sales receipt. A teacher who got nervous looking at the numbers on a sales receipt, for example, was probably anxious about math.

Boys, on average, were unaffected by a teacher’s anxiety. On average, girls with math-anxious teachers scored lower on the end-of-the-year math tests than other girls in the study did. Plus, on the test showing whether someone thought a math superstar had to be a boy, 20 girls showed feeling that boys would be better at math—and all of these girls had been taught by female teachers with math anxiety.

According to surveys done before this one, college students who want to become elementary school teachers have the highest levels of anxiety about math. Plus, nine of every 10 elementary teachers are women, Levine said.

1.Sian Beilock and Susan Levine carried out the new research in order to ___________.

A. know the effects of teaching on learning       B. study students’ ways of learning math

C. prove women teachers are unfit to teach math   D. find better teaching methods for teachers

2.The underlined part in paragraph 2 most probably means that girls may ___________.

A. end up learning math anxiety from their teachers     B. study the ways their female teachers behave

C. have an influence on their math-anxious female teachers

D. gain unexpected achievement in such subjects as math

3. In the study, what were the teachers required to do?

A. Prepare two math achievement tests for the students    B. Tell their feelings about math problems

C. Answer whether a math superstar had to be a boy       D. Compare the students’ scores after the math tests

4.What is the finding of the new study?

A. No male students were affected by their teachers’ anxiety

B. Almost all the girls got lower scores in the tests than the boys

C. About 30% of the girls thought boys are better at math than girls

D. Girls with math-anxious teachers all failed in the math tests

5.Which of the following is TRUE according to the text?

A. 117 students and teachers took part in the new study

B. The researchers felt surprised at the findings of their study

C. Beilock and Levine are interested in teaching math

D. Men teachers are better at teaching math than women teachers

高三英语阅读理解中等难度题查看答案及解析

Adulting is hard. While high school students are at the forefront of technological and learning skills, it's often not until they leave home that they learn everyday life skills. Some believe that high schools should offer a commonsense course in which students are taught how to pay bills, change a tire or cook. Now, one Kentucky school is offering an ''adulting day'' to teach such skills to students in their senior year.

The class of 2019 at Bullitt Central High School in Shepherdsville, Ky., traded in their algebra and literature classes for a day to learn some positive life skills, according to Wave 3 News.

''I think that the idea occurred to me, originally, when I saw a Facebook post that parents passed around saying they needed a class in high school on taxes and cooking, '' Christy Hardin, director of the BCHS Family Resource & Youth Services Center, told Wave 3. ''Our kids can get that, but they have to choose it. And ''Wednesday'' was a day they could pick and choose pieces they didn't feel like they had gotten so far. ''

Members of the community helped provide the lessons for the students one on one, including local police who taught them how to interact with officers during traffic stops, a speaker who explained how to decipher the difference between homesickness and depression, and others who discussed how to use credit cards, how to cook in a dorm room and how to change a tire.

While many people on Facebook applauded the idea, with some arguing, ''This should be taught in every high school, '' others wondered what became of home economics.

Now known as Family and Consumer Sciences, these courses teach students how to cook, sew and budget, along with other skills. In many districts, however, the classes are electives and students do not always choose to take them.

''About time this came back, it was called Home Economics, '' one woman wrote. ''In today's diverse make up of families it would be a welcome addition. ''

Another shared, ''We had home economics that taught us to cook and learned how to sew. We also had business math that taught us banking and finances. Why in the world is that not taught today? I mean, a special day called adulting to teach kids this stuff? Should be a required class credit. ''

1.What can we infer from the first paragraph?

A.High school students are too busy to learn everyday life skills.

B.The schools in other districts have never taught everyday life skills to students.

C.High school students are advanced in technological and learning skills.

D.High school students are lacking in everyday life skills.

2.What put BCHS in the spotlight?

A.It did everything it could to cater to the parents.

B.It taught life skills at the cost of academic courses.

C.It offered parents opportunities to instruct classes.

D.It allow students to decide on their own subjects.

3.The underlined word ''decipher'' in paragraph 4 probably means “________”.

A.determine B.define C.discriminate D.distribute

4.Which of the following skills are included in the courses?

a. use credit cards　 b. learn algebra and literature c. change a tire d. how to cook

A.abc B.bcd C.acd D.abd

5.What are people's attitudes towards the courses?

A.Supportive B.Opposed C.Skeptical D.Indifferent

高三英语阅读理解中等难度题查看答案及解析

完形填空

Reading and learning new words is about finding their meaning and use within a passage. The meaning of unknown words which you _________ in your reading sometimes can be known by their _________， that is, their contexts. The context of the sentence can tell us the part of speech (词性) of the _________ word. Using the context of the paragraph to define unknown words can also be _________.

Readers often have trouble because they understand the sentence word by word instead the _________ meaning of a word, when they should identify the way it has been used in the passage.

One consideration in using the context is to determine the unknown word's part of speech. The words around the unknown word can give you __________. Once you know if the word is a noun or an adjective, it is often enough for you to __________ reading without having to stop to look up the meaning of the word. After coming across the word a few more times, you will know its meaning more __________ than if you had just looked it up.

Comparison clues indicate that two or more things are _________. A comparison is possible because the known and unknown words have ___________. The likeness shows you that comparisons can be made.

_________ clues tell you an example of an unknown word. Example clues are usually __________ by the following words and phrases: such as, for example, and like.

To find meaning from text­based clues, you should look for clues in the sentence. A second kind of clue does not ___________on specific words to indicate meaning. This　 kind of context clue is called a framework­based clue. Your　 knowledge of the meaning of surrounding words _________ you discover the meaning of a word or sentence. Common __________ and your knowledge of the parts of speech also help defining unknown words. For example, the angry driver shouted vehemently during his fight with the other driver. What does “vehemently” _________？ You know what ___________ means, and you know how people __________ when they argue. From this, you can __________ out　 that “vehemently” has something to do with strong __________ or intense feeling.

1.A.take down　　　　 B．look up　　　　　　 C．come across　 　　 D．pick out

2.A.sentences　　 　　 B．words　　　　　　　 C．topics　 　　　　　　 D．surroundings

3.A.unknown　 　　　 B．abnormal　　　　　 C．familiar　 　　　　 D．negative

4.A.unique　 　　　　 B．natural　　　　　　 C．helpful　 　　　　　 D．common

5.A.correct　　 　　　 B．inconvenient　　 C．different　 　　　　 D．satisfactory

6.A.cases　 　　　　 B．reasons　　　　　　 C．effects　　 　　　　　 D．clues

7.A.translate　 　　 B．interview　　　　 C．continue　 　　　　 D．examine

8.A.strangely　 　　 B．uncertainly　　　 C．potentially　 　　 D．firmly

9.A.alike　 　　　　 B．meaningful　　　　 C．proper　 　　　　　　 D．great

10.A.properties　 B．similarities　　 C．possibilities　 　 D．personalities

11.A.Popularity 　 B．Consideration　　 C．Example　 　　　　　 D．Comparison

12.A.affected　　 　　 B．adjusted　　　　　 C．changed　 　　　　　 D．introduced

13.A.focus　 　　　　 B．spend　　　　　　　 C．carry　　 　　　　　　 D．rely

14.A.prevents　　 　　 B．helps　　　　　　　 C．tells　　 　　　　　　 D．displays

15.A.point　　 　　　　 B．taste　　　　　　　 C．awareness　 　　　　 D．sense

16.A.mean　　 　　　　 B．use 　　　　　　　　 C．contain　 　　　　　 D．complete

17.A.angry　　 　　　　 B．grateful　　　　　 C．happy　　 　　　　　　 D．anxious

18.A.act　　 　　　　　 B．say　　　　　　　　 C．feel　 　　　　　　　 D．think

19.A.come　 　　　　 B．figure　　　　　　 C．take　 　　　　　　　 D．set

20.A.demand　　 　　　 B．ambition　　　　　 C．attitude　 　　　　 D．emotion

高三英语完形填空中等难度题查看答案及解析

This brief book is aimed at high school students, but speaks to anyone learning at any stage of life.

Its formal, serious style closely matches its content, a school-masterly book on schooling. The author, W. H. Armstrong, starts with the basics: reading and writing. In his opinion, reading doesn’t just mean recognizing each word on the page; it means taking in the information, digesting it and incorporating it into oneself just as one digests a sandwich and makes it a part of himself. The goal is to bring the information back to life, not just to treat it as dead facts on paper from dead trees. Reading and writing cannot be completely separated from each other; in fact, the aim of reading is to express the information you have got from the text. I’ve seen it again and again: someone who can’t express an idea after reading a text is just as ineffective as someone who hasn’t read it at all.

Only a third of the book remains after that discussion, which Armstrong devotes to specific tips for studying languages, math, science and history. He generally handles these topics thoroughly  and equally, except for some weakness in the science and math sections and a bit too much passion regarding history. Well, he was a history teacher —if conveyed only a tenth of his passion to his students, that was a hundred times more than my history teachers ever got across.

To my disappointment, in this part of the book he ignores the arts．As a matter of fact, they demand all the concentration, and study that math arid science do, though the study differs slightly in kind．Although it's commonly believed that the arts can only be naturally acquired, actually, learning the arts is no more natural than learning French or mathematics．

My other comment is that tke text aged．The first edition apparently dates to the 1960s—none of the references （参考文献） seem newer than the late 1950s．As a result, the discussion misses the entire computer age．

These are small points, though, and don't affect the main discussion．I recommend it to any student and any teacher, including the self-taught student．

1.According to Armstrong, the goal of reading is to ____________.

A．gain knowledge and expand one's view

B．understand the meaning between the lines

C．express ideas based on what one has read

D．get information and keep it alive in memory

2.The author of the passage insists that learning the arts___________.

A．requires great efforts                            B．demands real passion

C．is less natural than learning maths          D．is as natural as learning a language

3.What is a shortcoming of Armstrong's work．according to- the author?

A．Some ideas are slightly contradictory．

B．There is too much discussion on studying science．

C．The style is too serious．

D．It lacks new information．

4.This passage can be classified as ___．

A．an advertisement                              B．a book review

C．a feature story                                D．a news report

高三英语阅读理解中等难度题查看答案及解析

D

This brief book is aimed at high school students , but speaks to anyone learning at any stage of life.

Its formal ,serious style closely matches its content ,a school-masterly book on schooling .The author , W .H . Armstrong ,starts with the basics : reading and writing . In his opinion , reading doesn’t just mean recognizing each word on the page ; it means taking in the information, digesting it and incorporating it into oneself just as one digests a sandwich and makes it a part of himself .The goal is to bring the information back to life , not just to treat it as dead facts on paper from dead trees . Reading and writing cannot be completely separated from each other ; in fact ,the aim of reading is to express the information you have got from the text .I’ve seen it again and again ：someone who can’t express an idea after reading a text is just as ineffective as someone who hasn’t read it at all.

Only a third of the book remains after that discussion, which Armstrong devotes to specific tips for studying languages, math, science and history. He generally handles these topics thoroughly and equally, except for some weakness in the science and math sections and a bit too much passion regarding history. Well, he was a history teacher---if conveyed only a tenth of his passion to his students, that was a hundred times more than my history teachers ever got across .To my disappointment, in this part of the book he ignores the arts. As a matter of fact, they demand all the concentration and study that math and science do, though the study differs slightly in kind. Although it’s commonly believed that the arts can only be naturally acquired ,actually ,learning the arts is no more natural than learning French or mathematics.

My other comment is that the text aged. The first edition apparently dates to the 1960s—none of the references(参考文献)seem newer than the late 1950s. As a result, the discussion misses the entire computer age.

These are small points, though, and don’t affect the main discussion. I recommend it to any student and any teacher, including the self-taught student.

1.According to Armstrong, the goal of reading is to________.

A. gain knowledge and expand one’s view

B. understand the meaning between the lines

C. express ideas based on what one has read

D. get information and keep it alive in memory

2.The author of the passage insists that learning the arts_________.

A. requires great efforts

B. demands real passion

C. is less natural than learning math

D. is as natural as learning a language

3. What is a shortcoming of Armstrong’s work according to the author?

A. Some ideas are slightly contradictory.

B. There is too much discussion on studying science.

C. The style is too serious.

D. It lacks new information.

4.This passage can be classified as________.

A. an advertisement

B. a book review

C. a feature story

D. A news report

高三英语阅读理解简单题查看答案及解析

This brief book is aimed at high school students, but speaks to anyone learning at any stage of life.
　　 Its formal, serious style closely matches its content, a school-masterly book on schooling. The author, W. H. Armstrong, starts with the basics: reading and writing. In his opinion, reading doesn’t just mean recognizing each word on the page; it means taking in the information, digesting it and incorporating it into oneself just as one digests a sandwich and makes it a part of him. The goal is to bring the information back to life, not just to treat it as dead facts on paper from dead trees. Reading and writing cannot be completely separated from each other; in fact, the aim of reading is to express the information you have got from the text. I’ve seen it again and again ：Someone who can’t express an idea after reading a text is just as ineffective as someone who hasn’t read it at all.
　　 Only a third of the book remains after that discussion, which Armstrong devotes to specific tips for studying languages, math, science and history. He generally handles these topics thoroughly and equally, except for some weakness in the science and math sections and a bit too much passion(激情）regarding history to his students, that was a hundred times more than my history teachers ever got across. To my disappointment, in this part of the book he ignores the arts. As a matter of fact, they demand all the concentration and study that math and science do, though the study differs slightly in kind. Although it’s commonly believed that the arts can only be naturally acquired, actually, learning the arts is no more natural than learning French or mathematics.
　　 My other comment is that the text aged. The first edition apparently dates to the 1960s—none of the references(参考文献)seem newer than the late 1950s. As a result, the discussion misses the entire computer age.
　　 These are small points, though, and don’t affect the main discussion. I recommend it to any student and any teacher, including the self-taught student.

1.According to Armstrong, what is the goal of reading?

A. gain knowledge and expand one’s view

B. express ideas based on what one has read

C. understand the meaning between the lines

D. gets information and keeps it alive in memory

2.The author of the passage insists that learning the arts_________.

A. is as natural as learning a language　　 B. demands real passion　　 C. is less natural than learning maths

D. requires great efforts

3.What can this passage be classified as?A. an advertisement　　 B. a book review　　 C. a feature story　　 D. a news report

高三英语阅读理解困难题查看答案及解析

This brief book is aimed at high school students, but speaks to anyone learning at any stage of life．

Its formal, serious style closely matches its content, a school-masterly book on schooling．The author, W．H．Armstrong, starts with the basics: reading and writing．In his opinion, reading doesn’t just mean recognizing each word on the page; it means taking in the information, digesting it and incorporating it into oneself just as digests a sandwich and makes it a part of himself．The goal is to bring the information back to life, not just to treat it as dead facts on paper from dead trees．Reading and writing cannot be completely separated from each other; in fact, the aim of reading is to express the information you have got from the text．I’ve seen it again and again: someone who can’t express an idea after reading a text is just as ineffective as someone who hasn’t read it at all．

Only a third of the book remains after that discussion, which Armstrong devotes to specific tips for studying languages, math, science and history．He generally handles these topics thoroughly(透彻地) and equally, except for some weakness in the science and math sections and a bit too much passion(激情) regarding history．Well, he was a history teacher — if conveyed only a tenth of his passion to his students, that was a hundred times more than my history teachers ever got across．To my disappointment, in this part of the book he ignores the arts．As a matter of fact, they demand all the concentration and study that math and science do, though the study differs slightly in kind．Although it’s commonly believed that the arts can only be naturally acquired, actually, learning the arts is no more natural than learning French or mathematics．

My other comment is that the text aged．The first edition apparently dates to the 1960s — none of the references(参考文献)seem newer than the late 1950s．As a result, the discussion misses the entire computer age．

These are small points, though, and don’t affect the main discussion．I recommend it to any student and any teacher, including the self-taught student．

1.According to Armstrong, the goal of reading is to________．

A．gain knowledge and expand one’s view

B．understand the meaning between the lines

C．express ideas based on what one has read

D．get information and keep it alive in memory

2.The author of the passage insists that learning the arts_________．

A．requires great efforts           B．demands real passion

C．is less natural than learning maths       D．is as natural as learning a language

3.What is a shortcoming of Armstrong’s work according to the author?

A．Some ideas are slightly contradictory．

B．There is too much discussion on studying science．

C．The style is too serious．

D．It lacks new information．

4.This passage can be classified as________．

A．an advertisement            B．a book review

C．a feature story                   D．a news report

高三英语阅读理解简单题查看答案及解析