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Katie Blomquist, a lst grade teacher at Pepperhill Elementary School in North Charleston, South Carolina, learned last year that one of her students wanted a bike for his birthday. But his parents could not afford it. So, like most other people that you will find here on InspireMyKids, she decided to do something about it!
First, she thought about how to get a bike for that child. Then, she decided to think bigger. How could she also give a bike to his brother? Or how about a bike to every child in her class? Finally, her vision got even bolder! How might she find bikes for the 650 poor kids that make up her entire school. Even though Ms. Blomquist could not afford to buy the bikes herself, she felt she now had to do something about it!
So, she decided to start a GoFundMe campaign to raise money. Her request caught on! In less than 6 months, over 1,000 donors from around her community, and even 10 countries around the world, provided over $80,000 in donations! This was enough to buy more than 600 bikes for Pepperhill students, along with locks!
After a big ceremony to surprise the kids, Ms. Blomquist’s effort is not done. Katie Blomquist is starting a charity called “Going Places”, with a mission to bring joy to deserving children from low income families by providing them with bikes, swim lessons, summer camp chances, and more. This will enrich their growth and fuel their imaginations, supporting the most basic childhood right---a right to joy. And she has started yet another campaign for her chairty to help more schools and kids!
1.What led Ms. Blomquist to start GoFundMe campaign originally?
A. Her dream for a bike. B. A kid’s birthday wish.
C. Her bad family conditions. D. A moving story on InspireMyKids.
2.What is Pepperhill Elementary School like?
A. Its education level is well below average.
B. It has no access to convenient transportation.
C. It’s a community school intended for the poor.
D. Its students all come from a poor background.
3.What do the figures in Paragraph 3 indicate?
A. The large number of kind donors.
B. The great advantage of GoFundMe.
C. The immediate success of GoFundMe.
D. The huge economic benefits of GoFundMe.
4.Which words can best describe Katie Blomquist?
A. Sympathetic and devoted. B. Aggressive and independent.
C. Generous and honest. D. Responsible and sociable.
高二英语阅读理解中等难度题查看答案及解析
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Alvin Irby, a former kindergarten and first-grade teacher, was at a barbershop when he saw one of his former students sitting in the shop with a bored look on his face. That’s when Irby realized that by pairing barbershops and books, he might be able to inspire young black boys to read.
Four years ago, he launched Barbershop Books as a way to not just get books into the hands of young black boys, but to also create community reading spaces in a place where kids go frequently. Since its inception in 2013, the program has created kid-friendly reading spaces in 50 barbershops in 12 states throughout the United States.
Irby isn’t the first person to see the connection between barbers and books and boys. Hair stylist Courtney Holmes, launched a program a few years ago offering free haircuts to kids as long as they read to him while he cuts their hair.
That’s the kind of environment that Irby wants to promote with his program. The reading spaces created by Barbershop Books help to spark an interest in books by showing kids that reading is about more than just spelling and vocabulary skills, it’s about making reading a low-stress activity that can help them relax, laugh and have fun.
“Our belief is that if we can create positive reading experiences early and often for young black boys, then they will choose to read for fun because they will identify as a reader,” Irby noted, adding, “This is really what Barbershop Books is about, getting young black boys to say three words: I’m a reader.”
Irby’s idea is catching on, and it will continue to spread thanks in part to the National Book Foundation. Barbershop Books recently won the organization’s 2017 Innovations in Reading prize, which is given to Programs that use reading to make a social impact.
1.What happened to Alvin when he was at a barbershop?
A. He found it easy for black boys to get bored.
B. He offered a barbershop to his former student.
C. He thought of a way to make black boys readers.
D. He realized the importance of reading for black boys.
2.What is the function of Barbershop Books?
A. To attract more customers who love books.
B. To provide free haircuts to black book lovers.
C. To show the influence of reading on children.
D. To create a reading environment for children.
3.What can we infer about Irby according to the text?
A. His program has been recognized by society.
B. He is the first to connect barbers with reading.
C. He attaches great importance to school education.
D. All his life has been devoted to helping black children.
4.Which of the following can best replace the underlined word “inception” in paragraph 2?
A. Discovery. B. Success.
C. Popularity. D. Beginning.
高二英语阅读理解中等难度题查看答案及解析
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At a primary school in a small town in the east of South Carolina, second-grade teachers Garneau and Lynne are convinced that separating elementary-age boys and girls produces immediate academic improvement in both genders（性别）．
David Chadwell, South Carolina’s expert of single gender education says, “Boys and girls learn, hear and respond to their surroundings differently．We can teach boys and girls based on what we now know．”
Male and female eyes are not organized in the same way, he explains．The organization of the male eye makes it sensitive to motion and direction．“Boys understand the world as objects moving through space,” he says．
The male eye is also drawn to cooler colors like silver and black．It’s no accident that boys tend to create pictures of moving objects instead of drawing the happy colorful family, like girls do in their class．
The female eye, on the other hand, is drawn to warmer colors like red, yellow and orange．To attract girls, Chadwell says, the teacher doesn’t need to move as much as in boy’s class．Using descriptive phrases and lots of colors in presentations or on the blackboard gets their attention．
Boys and girls also hear differently．“When someone speaks in a loud tone, girls understand it as yelling,” Chadwell says．“They think you’re mad and can shut down．” Girls are more sensitive to sounds．He advises girls’ teachers to watch the tone of their voices．Boys’ teachers should sound more forceful, even excited．
A boy’s nervous system causes him to be more cautious when he is standing, moving, and the room temperature is around 69 degrees Fahrenheit．Stress in boys, he says, tends to increase blood flow to their brains, a process that helps them stay focused．Girls are more focused when seated in a warmer room around 75 degrees Fahrenheit．Girls also respond to stress differently．When exposed to threat and conflict, blood goes to their guts（肠道）, leaving them feeling nervous or anxious．
These differences can be applied in the classroom, Chadwell adds．“Single gender programs are about making the best use of the learning．”
1.What is David Chadwell’s attitude toward separating elementary-age boys and girls while learning?
A．Supportive B．Worried
C．Concerned D．Uninterested
2.To engage boy in a class, the teacher ______．
A．must have a moving object in this hand
B．needs to wear clothes in warm color
C．has to speak politely
D．had better move constantly while teaching
3.Which of the following shows the organization of the passage?
（ = Paragraph 1 = Paragraph 2 = Paragraph 3 …．．． = Paragraph 8 ）
4.Which of the following students is most likely to be focused?
A．A boy sitting in a warm room
B．A standing boy who is faced with stress
C．A girl standing in a cold room
D．A girl who is facing a lot of pressure
高二英语阅读理解中等难度题查看答案及解析
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At a primary school in a small town in the east of South Carolina, second-grade teachers Garneau and Lynne are convinced that separating elementary-age boys and girls produces immediate academic improvement in both genders(性别).
David Chadwell, South Carolina’s coordinator of single gender education says, “Boys and girls learn, hear and respond to their surroundings differently. We can teach boys and girls based on what we now know.”
Male and female eyes are not organized in the same way, he explains. The composition of the male eye makes it sensitive to motion and direction. “Boys interpret the world as objects moving through space,” he says.
The male eye is also drawn to cooler colors like silver and black. It’s no accident boys tend to create pictures of moving objects instead of drawing the happy colorful family, like girls do in their class.
The female eye, on the other hand, is drawn to warmer colors like red, yellow and orange. To attract girls, Chadwell says, the teacher doesn’t need to move as much as in boy’s class. Using descriptive phrases and lots of colors in presentations or on the blackboard gets their attention.
Boys and girls also hear differently. “When someone speaks in a loud tone, girls interpret it as yelling,” Chadwell says. “They think you’re mad and can shut down.” Girls are more sensitive to sounds. He advises girls’ teachers to watch the tone of their voices. Boys’ teachers should sound more forceful, even excited.
A boy’s nervous system causes him to be more cautious when he is standing, moving, and the room temperature is around 69 degrees Fahrenheit. Stress in boys, he says, tends to increase blood flow to their brains, a process that helps them stay focused. Girls are more focused when seated in a warmer room around 75 degrees Fahrenheit. Girls also respond to stress differently. When exposed to threat and conflict, blood goes to their guts(肠道), leaving them feeling nervous or anxious.
These differences can be applied in the classroom, Chadwell adds. “Single gender programs are about maximizing the learning.”
1.What is David Chadwell’s attitude toward separating elementary-age boys and girls
while learning?
A. Supportive B. Worried C. Concerned D. Uninterested
2. To engage boy in a class, the teacher ______.
A. must have a moving object in this hand B. needs to wear clothes in warm color
C. has to speak politely D. had better move constantly while teaching
3. Which of the following shows the organization of the passage?
(= Paragraph 1 ‚= Paragraph 2 ƒ= Paragraph 3 ….. ˆ= Paragraph 8)
4. Which of the following is the best title of the passage?
A. Ways of teaching boys and ways of teaching girls
B. Boys and girls should be separated
C. How boys and girls learn differently
D. How to teach more effectively
高二英语阅读理解中等难度题查看答案及解析
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Mary Regan was a French teacher at the new school I attended in the seventh grade. She wasn’t my _______ teacher; she was the consultant to the animal-shelter association on which I _______. I fancied being around her and enjoyed her sense of humor and kind _______. She was also a good listener.
At the end of the year, she _______ that she was moving to California, and I was cast down with the announcement. We exchanged addresses and became pen pals. I could tell her anything _______, and she treated me with respect _______ I was a teenager.
In California, Mrs. Regan became a house agent, but she managed to find time to write letters, often _______ “sitting on” a model home awaiting customers. She wrote fascinating stories and always took my concerns _______.
She had given me a(n)_______ invitation to visit, and I missed her so much. When I wrote to take her up on the _______, she replied, “Get your shoes on and your bags packed! You are welcome _______!”
I spent three weeks with her in San Diego,_______ to do anything from washing dishes to _______ houses with her. Her fancy of literature, music, and innovative writing inspired me to pursue these efforts. One day while hanging sheets on the clothesline, she _______ and said, “You know, the sky is fuel for the soul.” I have never looked at the clouds since _______ hearing those words.
Five years later she astonished me by attending my _______ school graduation. Later that year, my family decided to spend Christmas in California and I couldn’t wait to visit my friend again. As I reached her house I had expected to talk to her about university, but she was _______ in a hospital bed in the guest room. She had cancer of the lung, and family members were caring for her. I was in _______.
Two months after we returned home, we received a call that Mrs. Regan had _______. To this day, more than 55 years later, I still see her smile and think about suggestions she gave me._______ I reread her letters, and I remember the essence of her smile and her companionship.
1.A. qualified B. normal C. actual D. identical
2.A. stood B. joined C. supported D. served
3.A. identity B. dignity C. personality D. nationality
4.A. voiced B. noted C. thought D. attained
5.A. with ease B. at will C. on purpose D. in secret
6.A. now that B. even though C. as though D. as for
7.A. whereas B. since C. as D. while
8.A. seriously B. kindly C. casually D. initially
9.A. effective B. secret C. open D. abrupt
10.A. help B. offer C. advice D. regulation
11.A. anytime B. at one time C. this time D. at times
12.A. exhausted B. disappointed C. scared D. thrilled
13.A. making B. rebuilding C. decorating D. touring
14.A. blew out B. looked up C. turned to D. concentrated on
15.A. without B. beyond C. through D. except
16.A. primary B. junior C. high D. particular
17.A. instead B. ever C. even D. still
18.A. relief B. discomfort C. shock D. skeptical
19.A. passed off B. passed over C. passed by D. passed away
20.A. Eventually B. Occasionally C. Autonomously D. Currently
高二英语完形填空中等难度题查看答案及解析
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Let me tell you about my relationship with the school desk.From my first day at Penny Camp Elementary School in 1982,it was terrible.This is how it went down: five seconds into class, the foot start bouncing;10 seconds in, both feet; 15 seconds,I burst out the drums ! After a few minutes,it’s all over. I’m trying to put my leg behind my neck.No,that desk and I didn’t get along.
Sitting still was hard enough,but I also struggled with reading.Reading out loud in class was a special kind of hell(地狱).By the third grade I had progressed from being one of “those kids” to being the “special kid”. I was found to have multiple language-based learning disabilities and attention deficit disorder (A.D.D) (注意力缺陷障碍症). I was turned into a “patient” who needed treatment rather than a human being with differences.I struggled with severe anxiety and depression at age 10.
I survived this time in my life because of my mom. She knew in her heart that her child wasn’t broken and didn’t need to be fixed.My mom was right. When I think back on my school experience, I realize it wasn’t the A.D.D. that disabled me. What disabled me were limitations not in myself but in the environment. I’ve come to believe that I did not have a disability, as it is common to say, but experienced disability in environments that could not accommodate and accept my differences.
In the fall of 1977,after two years at Loyola Marymount University,where my learning differences were fully accommodated, I transferred to(转学)Brown University, where I graduated with an honors degree in English literature. I still can’t spell or sit still,but I now use support and technology to relieve my weakness and build a life on my strengths. I don’t feel stupid anymore and I know that I—and others like me—can live good lives despite these challenges.
1.What does the author want to tell us in the first paragraph?
A. He didn’t like to study. B. He used to be active at school.
C. He suffered from a broken desk. D. He had trouble sitting still in class.
2.How did the author probably feel in class in his early school years?
A. Exited. B. Uneasy.
C. Interested. D. Bored.
3.Which of the following is correct according to the last paragraph?
A. He is living a good life with his weakness.
B. His disability has been cured by technology.
C. He got his honors degree in English literature in the fall of 1997.
D. He was transferred to Brown University because of his disability.
4.From the passage we learn that__________.
A. a disability is nothing but a difference
B. family’s support is the most important
C. disabled people can’t live well however hard they work
D. sometimes limitations of the environment disable a person
高二英语阅读理解中等难度题查看答案及解析
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My son, Sam, struggled through elementary school. But his sixth grade teacher took the time to ____ Sam’s strengths and inspired him to be a better student.
On Valentine’s Day, my eleven-year-old son Sam ____ me to allow him to buy his teacher an enormous red heart-shaped box filled with chocolates. We compromised，and he ____ her a smaller but respectably sized heart. On his small ____ , $4.99 was a huge investment, and I was touched by his ____ .
Sam has not always loved teachers. He doesn’t yet admit that he ____ school, but he does like to hang out in his classroom after three o’ clock, and he is ____ about some class projects.
Last year, Sam’s most memorable achievement was having the longest “missing assignment” list in the __ fifth grade. He ____ all year to keep his head above the academic sea. Many nights Sam sank into tears of ____ while working his way through another pile of homework.
I must admit I was ____ when I first met Mrs. Hogan. She was a ____ teacher. She seemed so young and sweet and inexperienced. How was this new teacher going to ____ a boy who had feared school?
As I observed this teacher’s ____ with my son at the end of each day, I realized that Sam’s inattentiveness and disorganization were not the ___ things that Mrs. Hogan noticed. She recognized Sam as a knowledgeable, capable student who loved to read. He managed to meet her ____.
Sam began to do his homework without numerous reminders ____ a major search through his crowded backpack. He brought home less and less class work. He ____ six A’s on his second-quarter report card.
I ____ don’t know how much of this miracle is due to the magic of Mrs. Hogan. I do know that my son loves his sixth grade teacher, and I think there is a ____ in relationships that can inspire children when nothing else can.
1.A. improve B. encourage C. push D. drive
2.A. advised B. promised C. allowed D. begged
3.A. bought B. agreed C. rejected D. met
4.A. standard B. age C. budget D. basis
5.A. will B. cleverness C. generosity D. bravery
6.A. likes B. hates C. attends D. misses
7.A. annoyed B. excited C. surprised D. worried
8.A. remarkable B. favorable C. honorable D. entire
9.A. struggled B. intended C. failed D. continued
10.A. regret B. surprise C. frustration D. pleasure
11.A. interested B. concerned C. moved D. wrong
12.A. working B. caring C. rising D. beginning
13.A. lift up B. stay up C. sit up D. get up
14.A. cooperation B. relationship C. interaction D. discussion
15.A. precious B. interesting C. obvious D. primary
16.A questions B. requests C. demands D. expectations
17.A. although B. or C. if D. so
18.A. marked B. accepted C. earned D. left
19.A. clearly B. strongly C. yet D. still
20.A. mass B. magic C. handwriting D. plan
高二英语信息匹配中等难度题查看答案及解析
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Andy loved the first grade. He loved his teacher，Mrs.Parks. He loved playing games on the playground. He loved learning about dinosaurs and the solar system (恐龙和太阳系)．
Every morning Andy’s mother dropped him off in front of his school on South Street. One foggy morning，the traffic was so bad on South Street that she decided to drop him off behind the school. Andy walked for about ten minutes and got to the gate. He held the icy handle，but it didn’t move！Using both hands，he tried his hardest and finally the gate opened.
After Andy closed the gate behind him，he looked in the direction of the teaching building. But all he could see was fog. He got to the spot where the slide had always been，but it was not there.“The slide is gone！” he cried. He walked a little more to look for the swings，but they were not where they had always been.“The swings are gone！” he cried again.
Andy kept walking. He was so anxious to see the school that he fell and landed on the ground. He still couldn’t see the school. A terrible thought appeared in his head.“The school is gone！” he cried sadly. No more games with Jennie，Angel and Dillon，he thought. No more reading about dinosaurs. No more watching videos on the solar system...
Suddenly the boy saw something up ahead.“It’s Jennie！”he shouted. Then he saw the outline of a school building. His school was still there！He was full of excitement!
“Hi，Jennie！” he stood up and caught up with the girl.“I couldn’t see the school. I thought it was gone.” Jennie just laughed.“You’re so silly.” “What happened to the slide and the swings？” Andy asked.
“We will have new playground equipment today，” Jennie answered.“The old equipment was taken away last night. Don’t you remember Mrs. Parks telling us about it yesterday？” “I guess I forgot，” Andy said，smiling.“Anyway，I’m glad the school is here.”
1.It can be concluded from the passage that________．
A．Andy’s mother might feel sorry for her son
B．Andy was a boy who loved school very much
C．many students would be late for school on that foggy day
D．Jennie did well in learning and was interested in nature
2.Andy cried the second time probably because________．
A．he couldn’t play on the slide any more
B．he carelessly fell down on the ground
C．it was too cold for him to walk a long way
D．he didn’t find the swings where they had been
3.Why didn’t Andy see the school building before he met Jennie?
A．Because his eyesight was not very good.
B．Because he went in the wrong direction.
C．Because there was heavy fog that morning.
D．Because he was not concentrated then.
4.According to the passage，when Andy began his class that day he would________．
A．still feel confused B．have a nice day
C．miss his mother D．behave badly
高二英语阅读理解中等难度题查看答案及解析
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“My kids really understand solar and earth-heat energy,” says a second-grade teacher in Saugus, California. “Some of them are building solar collectors for their energy course.” These young scientists are part of City Building Educational Program (CBEP), a particular program for kindergarten through twelfth grade that uses the stages of city planning to teach basic reading, writing and math skills and more.
The children don’t just plan any city. They map and analyze (分析) the housing, energy, and transportation requirements of their own district and foretell its needs in 100 years. With the aid of an architect (建筑师) who visits the classroom once a week, they invent new ways to meet these needs and build models of their creations. “Designing buildings of the future gives children a lot of freedom,’’ says the teacher who developed this program. “They are able to use their own rich imagination and inventions without fear of blame, because there are no wrong answers in a future context. In fact, as the class enters the final model-building stage of the program, an elected ‘official’ and ‘planning group’ make all the design decisions for the model city and the teacher steps back and becomes an adviser.
CBEP is a set of activities, games and imitations that teach the basic steps necessary for problem-solving: observing, analyzing, working out possible answers, and judging them based on the children’s own standards.
1.The program is designed to_________.
A. direct kids to build solar collectors
B. train young scientists for city planning
C. develop children’s problem-solving abilities
D. help young architects know more about designing.
2.An architect pays a weekly visit to the classroom to ________.
A. find out kids’ creative ideas B. help kids with their program
C. discuss with the teacher D. give children a lecture
3.Who is the designer of the program?
A. An official. B. An architect. C. A teacher. D. A scientist
4.The children feel free
in the program because __________.A. they can design future buildings themselves
B. they have new ideas and rich imagination
C. they are given enough time to design models
D. they need not worry about making mistakes
高二英语阅读理解中等难度题查看答案及解析
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We once had a poster competition in our fifth grade art class.
“You could win prizes,” our teacher told us as she wrote the poster information on the blackboard. She passed out sheets of construction paper while continuing, “The first prize is ten dollars. You just have to make sure that the words on the blackboard appear somewhere on your poster.”
We studied the board critically. Some of us looked with one eye and held up certain colors against the blackboard, rocking the sheets to the right or left while we conjured up________our designs. Others twisted their hair around their fingers or chewed their erasers while deep in thought. We had plans for that ten-dollar grand prize, each and every one of us. I’m going to spend mine on candies, one hopeful would announce, while another practiced looking serious, wise and rich.
Everyone in the class made a poster. Some of us used parts of those fancy paper napkins, while others used nothing but colored construction paper. Some of us used big designs, and some of us preferred to gather our art tidily down in one corner of our poster and let the space draw the viewer’s attention to it. Some of us would wander past the good students’ desks and then return to our own projects with a growing sense of hopelessness. It was yet another grown-up trick of the sort they seemed especially fond of, making all of us believe we had a fair chance, and then always—always—rewarding the same old winners.
I believe I drew a sailboat, but I can’t say that with any certainty. I made it. I admired it. I determined it to be the very best of all of the posters I had seen，and then I turned it in.
Minutes passed.
No one came along to give me the grand prize, and then someone distracted me, and I probably never would have thought about that poster again.
I was still sitting at my desk, thinking, What poster? when the teacher gave me an envelope with a ten-dollar bill in it and everyone in the class applauded for me.
1.What was the teacher’s requirement for the poster?
A.It must appear in time.
B.It must be done in class.
C.It must be done on a construction sheet.
D.It must include the words on the blackboard.
2.The underlined phrase in Paragraph 3 most probably means ________.
A.formed an idea for
B.made an outline for
C.made some space for
D.chose some colors for
3.After the teacher’s words, all the students in the class________.
A.looked very serious
B.thought they would be rich
C.began to think about their designs
D.began to play games
4.After seeing the good students’ designs, some students________.
A.loved their own designs more
B.thought they had a fair chance
C.put their own designs in a corner
D.thought they would not win the prize
5.We can infer from the passage that the author________.
A.enjoyed grown up tricks very much
B.loved poster competitions very much
C.felt surprised to win the competition
D.became wise and rich after the competition
高二英语阅读理解中等难度题查看答案及解析
in the program because __________.