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
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
Many of us have heard of the saying: everything is possible if you can just believe. But few of us really know the power of faith and perseverance. South African swimmer Natalie du Toit embodies those virtues.
Du Toit, became the first swimmer to compete in both the Olympic Games and the Paralympics(残奥会)in Beijing. Although she finished 16th in the tough 10 km marathon in the able-bodied Games. she has collected three golds in the Paralympics so far.
One of the most successful disabled athletes of all time, Natalie du Toit was already a promising swimmer when she lost her leg in a motorcycle accident in 2001, at just 17.
“There are a lot of dark moments,” du Toit said. “There are some days when I cry. But I try to remember that better days are ahead. You just go on.”
Within a few months, she was back in the swimming pool.
She still competes and still succeeds. The only difference is that she has switched to longer events--from 200 m and 400 m individual medley to 800 m and 1,500 m freestyle--to make up for her loss of speed with only one leg. But she made no adjustment to her mental outlook(精神面貌).
“Going out in the water, it feels as if there's nothing wrong with me. It doesn’t matter if you look different. you're still the same as everybody else because you have the same dream.”
She is the owner of many world records, and she also won gold when competing against able-bodied swimmers in the 1, 500 m freestyle at the All Africa Games in 2007.
But there is no magic recipe for success. It all comes down to hard work and determination. “She is stubborn, which is good and bad, ” said her coach Karoly Von Toros. “Good for the swimming, but bad for the coach.”
There is a poem that hangs on her wall that reads:
The tragedy of life does not lie in not reaching your goals;
The tragedy of life lies in not having goals to reach for.
1.Natalie du Toit is a vivid example that .
A. you are what you believe
B. your biggest enemy is yourself
C. results are not so Important as the process
D. you must set reasonable goals or you will fail
2.The underlined word in the first paragraph means .
A. makes B. creates
C. represents D. introduces
3.According to the text, Natalie du Toit became .
A. the first athlete to compete with able-bodied swimmers in the world
B. the youngest disabled swimmer to break the worl record in the 1, 500 m freestyle
C. the youngest disabled swimmer to collect three golds in a single Paralympics
D. the first swimmer to compete in both the Olympic Games and the Paralympics
4.Which of the following is the correct order of the events that happened to Natalie du Toit?
a.She won gold at the All Africa Games
b. She finished 16th in the tough 10 km marathon in the Olympics
c. She adjusted herself to long events
d.A motorcycle accident disabled her.
A. cdab B. dcba
C. dcab D. dacb
高二英语阅读理解中等难度题查看答案及解析
Nobody can inspire us like great teachers. They show us things about ourselves we can’t see. They see ________ in us that others, including ourselves can’t or won’t see. ________ they give us the courage to find our own way and enough ________ to show us that what we feel ________ is anything but that.
When Bill Gates ________ Seattle’s View Ridge Elementary School, he was a really unattractive and shy fourth grader. ________ a kindly librarian named Blanche Caffiere, he was ________ to come into his own in a way that would one day ________ the world forever. Gates sets the stage for this tale like this:
“When I first met Mrs Caffiere, she was the elegant and engaging school ________, and I was a shy fourth grader. I was ________ trying to go unnoticed, because I had some big shortcomings, like terrible handwriting…and I was trying to hide the ________ that I liked to read - something that was cool for girls but not for boys… Mrs Caffiere took me under her wing.”
He was grateful to Mrs Caffiere for helping him become less ________, which resulted from the true spirit of ________ teaching. First she encouraged Gates’ enthusiasm for ________ by helping him explore it through the use of introspective (内省的) questions, ________ what he liked to read and why. Next, she would go out of her ________ to source books that were ________ more interesting and challenging for him. Finally, ________ he’d read them, she would sit down with him and ask him if he liked what he had read, and more ________ what he’d learned and why. “She basically ________ what I had to say.” Gates recalled.
1.A.ambition B.distinction C.potential D.discrimination
2.A.Above all B.For instance C.In consequence D.By contrast
3.A.guidance B.success C.science D.intelligence
4.A.unconditional B.unbelievable C.incorrect D.impossible
5.A.built B.attended C.designed D.finished
6.A.Apart from B.But for C.Thanks to D.Regardless of
7.A.willing B.anxious C.eager D.able
8.A.change B.discover C.enjoy D.create
9.A.supporter B.librarian C.principal D.owner
10.A.amazedly B.desperately C.proudly D.helplessly
11.A.fact B.concept C.event D.conclusion
12.A.unattractive B.typical C.shy D.unnoticed
13.A.active B.significant C.fundamental D.remarkable
14.A.listening B.reading C.speaking D.writing
15.A.together with B.instead of C.such as D.as for
16.A.business B.house C.way D.office
17.A.naturally B.progressively C.frequently D.extraordinarily
18.A.until B.once C.although D.unless
19.A.honestly B.seriously C.strictly D.importantly
20.A.listened to B.stuck to C.referred to D.turned to
高二英语完形填空中等难度题查看答案及解析
Have you ever heard the story of the four-minute miles? Many years ago, people believed that it was impossible for a human being to run a mile in less than four minutes until Roger Banister proved it wrong in 1954.
What happens if you put an animal in a pond? Any animal, big or small, will swim its way through. What happens when someone, who doesn’t know how to swim, falls in deep water? They drown. If an animal who has not learnt swimming could escape by swimming, why not you? Because you believe you will drown while the animal doesn’t.
Have you ever wondered why the letters are organized in a particular order on your keyboard? You might have thought it is to increase the typing speed. Most people never questioned it. But the fact is that this system was developed to reduce the typing speed at a time when typewriter parts you jam if the operator typed too fast.
These three cases show the power of our beliefs. There is no other more powerful force in human behavior than belief. Your beliefs have the power to create and to destroy. A belief delivers command to your nervous system.
I used a snake in my workshop for children to show them how unrealistic some of their beliefs are. Students of a school in India said snakes are slippery and slimy and poisonous. After doing an exercise for changing beliefs, they took my snake and found it to be dry and clean. They also remembered that only three types of poisonous snakes exist in India.
Did this story end the way you thought? Review your beliefs now and find out which ones you need to change.
60．In the author’s opinion, if a person in deep water doesn’t know how to swim, he will drown because_________.
A．he is afraid of water B．he believes he will drown
C．he hasn’t learnt to swim before D．he doesn’t want to live in the world
61．The author thinks that the letters are organized in a particular order on your keyboard in order to _________.
A．save more space B．satisfy the operator
C．reduce one’s typing speed D．increase one’s typing speed
62．The author’s experiment shows that________.
A．snakes are dry and clean B．snakes can be caught easily
C．snakes are slimy and poisonous D．snakes in India aren’t poisonous
63．According to the passage, we know that_________
A．students from India have unrealistic beliefs on how to live a better life
B．an animal who hasn’t learnt how to swim will drown if you put it in pond
C．most people don’t like the order the letters are arranged on the keyboard
D．Roger Banister was the first person who ran a mile in less than four minutes
64. The main idea of this passage should be that________.
A. beliefs are very powerful
B. beliefs make us seem stupid
C. changing your beliefs now is necessary
D. people should always believe in themselves
高二英语阅读理解简单题查看答案及解析
Have you ever heard the story of the four-minute miles? Many years ago, people believed that it was impossible for a human Being to run a mile in less than four minutes until Roger Banister proved it wrong in 1954.
What happens if you put an animal in a pond? Any animal, big or small, will swim its way through. What happens when someone, who doesn't know how to swim, falls in deep waters? They drown. If an animal who has not learnt swimming could escape by swimming, why not you? Because you believe you will drown while the animal doesn't.
Have you ever wondered why the letters are organized in a particular order on your keyboard? You might have thought it is to increase the typing speed. Most people never question it. But the fact is that this system was developed to reduce the typing speed at a time when typewriter parts would jam（堵塞） if the operator typed too fast.
These three cases show the power of our beliefs. There is no other more powerful directing force in human behavior than belief. Your beliefs have the power to create and to destroy. A belief delivers command to your nervous system.
I used a snake in my workshops for children to show them how unrealistic some of their beliefs are. Students of a school in India, said snakes are slippery and slimy and poisonous. After doing an exercise for changing beliefs, they handled my snake and found it to be dry and clean. They also remembered that only three types of poisonous snakes exist in India.
Did this story end the way you thought? Review your beliefs now and find out which ones you need to change?
1.In the author’s opinion, if a person in deep water doesn’t know how to swim, he will drown because______.
A.he is afraid of water.
B.he believes he will drown.
C.he hasn’t learnt to swim before.
D.he don’t want to live in the world.
2.The author thinks that the letters organized in a particular order on your keyboard in order to ______
A. save more space
B. satisfy the operator
C.reduce one’s typing speed
D increase one’s typing speed
3.The author’s experiment shows that____
A. snakes are dry and clean
B. snakes can be caught easily
C. snakes are slimy and poisonous
D. snakes in India aren’t poisonous
4.According to the passage, we know that_____
A. students from India have unrealistic beliefs on how to live a better life
B. an animal who hasn’t learnt how to swim will drown if you put it in pond.
C. most people don’t like the order the letters are arranged on your keyboard
D. Roger Banister was the first person who ran a mile in less than four minutes.
5.The main idea of this passage should be that______.
A. Beliefs are very powerful.
B. Beliefs make us seem stupid.
C. Changing your beliefs now is necessary.
D. People should always believe in themselves.
高二英语阅读理解困难题查看答案及解析
When it comes to problem solving, many of us have heard of the skills of the crow (乌鸦) in Aesop’s Fables (《伊索寓言》).
In the story, a thirsty crow comes across a bottle of water, but the water level (水平面) is out of its reach. The bird then drops small stones into it until the water level rises enough for the bird to drink.
“Oh, it’s just a fable,” you may think. After all, it’s hard to imagine birds knowing about “problem solving”.
But new research has found that crows’ brains may sometimes be better than those of 6-year-old children.
In a recent experiment, US scientist Corina Logan and her team caught six crows to test them. There were two tubes (试管) of water, one wide and the other narrow (窄的). Each crow was given four stones, enough to help them get the water in the narrow tube, but not the wide one.
Surprisingly, the crows dropped all or most of the stones into the narrower tube and got the food reward! They had found out the cause-and-effect relationship.Using such brains, crows are making their lives easier. For example, some crows in cities have learned to use road traffic for breaking nuts, National Geographic News reported.
But how are their wits (智力) compared to humans’? Logan’s team did another experiment, this time on both crows and children.
Here, the crows and children had to choose between two sets of tubes.
With the red set, when they dropped a stone into a wide tube, the water level raised in a connected narrow tube that contained food.
The blue set of tubes, however, had no connection between them. So dropping a stone in the wide tube did not cause the water level to rise in the narrow tube.
Children aged 7 to 10 were able to learn the rule. Children aged 4 to 6, however, failed.
Five of the six crows failed the test. But Kitty, a 6-month-old crow, passed it. She put all or most of the stones into the red tube.
So, could a bird be more clever than a kindergartner? Don’t be too quick to say no.
1.Why is Aesop’s Fables mentioned in the beginning of the article?
A. To introduce the idea that crows are smart.
B. To show that fables about crows are wrong.
C. To explain why crows can solve problems.
D. To prove that crows can be better than babies at problem solving.
2.What have Logan’s team found out from their recent experiments?
A. Crows prefer to get their food reward from wider tubes.
B. Crows are able to understand or learn cause and effect relationships.
C. Crows can easily recognize the tubes with a food reward inside.
D. Some crows even make use of road traffic to help them break nuts.
3.What can we learn from the experiment on crows and children?
A. Five of the six crows threw stones into the red tube.
B. Children aged 6 did better than children aged 4.
C. One crow passed the test while the younger children didn’t.
D. Some crows proved to be more clever than children aged 10.
高二英语阅读理解中等难度题查看答案及解析
Success never comes easy. How many of you have heard of successful people who haven’t made any effort? People often have to overcome failures 1. they can accomplish something great. They usually don’t find success from the very beginning.
Van Gogh sold only one painting during his lifetime, but this didn’t stop him from completing over 800 painting. Thomas Edison 2. (fire) from his first two jobs for lack of competence. Later, as an inventor, he tried 1,000 times 3. (create) the light bulb, without success. He was confident in 4. (he), and5. (eventual) he did success. When 6. (ask), “How did it feel to fail 1,000 times?” Edison replied, “I didn’t fail 1,000 times. The light bulb was 7. invention with 1,000 steps.
These successful people have set good 8. (example) to us. They wouldn’t have achieved their success if they 9. (abandon)their dreams. Believe in yourself and try your best, and success will not be far 10. you.
高二英语短文填空困难题查看答案及解析
I recently heard a story about a famous scientist who had made several very important medical breakthroughs（突破）. He was being interviewed by a reporter who asked him_______ he thought he was able to be so much more ______ than the average person.
He responded that it all came from a(n) ________ with his mother that happened when he was about 2. He had been trying to _______ milk from the fridge when he __________ the slippery(光滑的) bottle, its contents running all over the kitchen floor.
When his mother came in, _________shouting at him or giving him a lecture, she said, “Robert, what a great and wonderful ______ you have “drawn”! I have _________ seen such a huge pool of milk. Well, the damage has already been ________ . Would you like to get down and ______ in the milk for a few minutes before we clean it up？”
His mother then said, “ You know, what we have here is a ________ experiment in how to effectively carry a big milk bottle with two _______ hands. Let’s go out in the back yard and fill the bottle with water and see if you can _______it .” The little boy learned that if he _________ the bottle at the top near the lip with both hands, he could carry it without dropping it. What a wonderful _______ !
This scientist then said that it was at that moment that he knew he didn’t need to be _______ to make mistakes. Instead, he learned that mistakes were just ________ for learning something new, which is, _________, what scientific experiments are all about. Even if the experiment “doesn't _______ ,” we usually learn something ________ from it.
1.A. why B. what C. when D. how
2.A. active B. absent C. creative D. honest
3.A. idea B. experience C. accident D. defeat
4.A. buy B. replace C. remove D. protect
5.A. fell B. lost C. escaped D. dropped
6.A. in honor of B. instead of C. in spite of D. in place of
7.A. picture B. mass C. map D. mess
8.A. rarely B. happily C. frequently D. angrily
9.A. got B. suffered C. done D. received
10.A. jump B. play C. enjoy D. handle
11.A. failed B. successful C. fantastic D. painful
12.A. strong B. tiny C. thin D. expert
13.A. get B. put C. try D. make
14.A. controlled B. analysed C. broke D. held
15.A. cure B. teaching C. lesson D. instruction
16.A. concerned B. ready C. athletic D. afraid
17.A. situations B. chances C. times D. turns
18.A. after all B. above all C. first of all D. in all
19.A. do B. finish C. go D. work
20.A. lovable B. severe C. valuable D. interesting
高二英语完形填空中等难度题查看答案及解析
完形填空
I recently heard a story about a famous scientist who had made several very important medical breakthroughs (突破). He was being interviewed by a reporter who asked him 1 he thought he was able to be so much more 2 than the average person.
He responded that it all came from a(n) 3 with his mother that happened when he was about two. He had been trying to 4 milk from the fridge when he 5 the slippery (光滑的) bottle, its contents running all over the kitchen floor.
When his mother came in, 6 shouting at him or giving him a lecture, she said, ＂Robert, what a great and wonderful 7 you have made! I have 8 seen such a huge pool of milk. Well, the damage has already been 9 . Would you like to get down and 10 in the milk for a few minutes before we clean it up?＂
His mother said, ＂You know, what we have here is a 11 experiment in how to carry a big milk bottle with two 12 hands. Let’s fill the bottle with water and see if you can 13 it.＂ The little boy learned that if he 14 the bottle at the top near the lip with both hands, he could carry it without dropping it. What a wonderful 15 !
This scientist then said that it was at that moment that he knew he didn’t need to be 16 to make mistakes. Instead, he learned that mistakes were just 17 for learning something new, which is, 18 , what scientific experiments are all about. Even if the experiment ＂doesn’t 19 ＂, we usually learn something 20 from it.
1. A. why B. what C. when D. how
2.A. active B. absent C. creative D. honest
3. A. idea B. experience C. accident D. defeat
4. A. carry B. replace C. remove D. protect
5. A. fell B. lost C. escaped D. dropped
6. A. in honor of B. instead of C. in spite of D. in place of
7. A. picture B. mass C. map D. mess
8. A. rarely B. happily C. frequently D. angrily
9.A. got B. suffered C. done D. received
10. A. jump B. play C. enjoy D. handle
11.A. failed B. successful C. fantastic D. painful
12. A. strong B. tiny C. thin D. expert
13.A. get B. put C. try D. make
14. A. controlled B. analyzed C. broke D. held
15.A. cure B. teaching C. lesson D. instruction
16.A. concerned B. nervous C. athletic D. afraid
17.A. situations B. chances C. times D. turns
18. A. after all B. above all C. first of all D. in all
19. A. do B. finish C. go D. work
20.A. lovable B. severe C. valuable D. interesting
高二英语完形填空中等难度题查看答案及解析