By the third year of teaching I’d begun to ex...

By the third year of teaching I’d begun to expect Christmas break more for the school holiday and less for the excitement of the children. I was teaching fourth grade and my students had made me _______ . I just had to get through one of the hardest days of the school year.

The morning bell rang. I walked _______ through the cold into the overly heated school building. Twenty-two smiling faces _______ me at the school bus stop. I forced myself to _______their smiles. Back into the classroom, they_______, comparing plans for the_______ . I had to remove one student from each arm _______ I could take a seat at my desk for my morning duties. Before I could find my roll book（点名册）, I found my desk was covered with_______ and gifts followed by a _______ of “Merry Christmas” wishes.

“Oh, thank you,” I must have ________ a million times. Each gift was truly special to me, except my________ mood. It was kind of them to________ me. After a while, I heard a small nervous________ say my name. I looked up to see Brandon standing________by my desk, holding a small, round gift. “This is for you.”

“Thank you, Sweetheart.” I laid it on my desk with the others.

“Um, could you__________it now?”

I gently tore at the paper and tape. “________ ,” he said, “it’s breakable.” Slowly I opened a small, green Christmas tree ornament（装饰物）, complete with a hook already________. It dawned on me what he had done. Then a nearby student said that he just pulled that off his own tree. I tried to keep my ________back.

Later that day, I sat________the ornament in my hands. Was I really so important to this child that he had searched for something to give me? Now every year as　 I________ pull a green Christmas ball from my ornament box, I remember the deep influence my students have on me.

1.A. tired　　 B. excited　　 C. amazed　　 D. relaxed

2.A. eagerly　　 B. aimlessly　　 C. gently　　 D. heavily

3.A. watched　　 B. greeted　　 C. delighted　　 D. warned

4.A. return　　 B. forget　　 C. ignore　　 D. refuse

5.A. calmed　　 B. walked　　 C. chatted　　 D. argued

6.A. study　　 B. weekend　　 C. vacation　　 D. lesson

7.A. before　　 B. when　　 C. after　　 D. because

8.A. letters　　 B. books　　 C. chalks　　 D. cards

9.A. knowledge　　 B. collection　　 C. series　　 D. bunch

10.A. confirmed　　 B. assessed　　 C. explained　　 D. said

11.A. pleased　　 B. low　　 C. thrilled　　 D. angry

12.A. talk about　　 B. think of　　 C. turn to　　 D. connect with

13.A. call　　 B. sound　　 C. shout　　 D. voice

14.A. shyly　　 B. bravely　　 C. rudely　　 D. sadly

15.A. classify　　 B. collect　　 C. open　　 D. check

16.A. Careful　　 B. Dangerous　　 C. Patient　　 D. Hasty

17.A. expected　　 B. adapted　　 C. adjusted　　 D. attached

18.A. trees　　 B. hooks　　 C. gifts　　 D. tears

19.A. turning over　　 B. putting into　　 C. giving away　　 D. packing up

20.A. anxiously　　 B. hurriedly　　 C. quickly　　 D. delicately

高二英语完形填空中等难度题查看答案及解析

By the third year of teaching I’d begun to expect Christmas break more for the school holiday and less for the excitement of the children. I was teaching fourth grade and my students had made me 16  . I just had to get through one of the hardest days of the school year.

　　The morning bell rang. I walked 17  through the cold into the overly heated school building. Twenty-two smiling faces 18  me at the school bus stop. I forced myself to 19 their smiles. Back into the classroom, they20 , comparing plans for the21  . I had to remove one student from each arm 22  I could take a seat at my desk for my morning duties. Before I could find my roll book（点名册） my desk was covered with23  and gifts followed by a 24  of “Merry Christmas” wishes.

　“Oh, thank you,” I must have 25  a million times. Each gift was truly special to me, except my26  mood. It was kind of them to27  me. After a while, I heard a small nervous28  say my name. I looked up to see Brandon standing29 by my desk, holding a small, round gift. “This is for you.”

“Thank you, Sweetheart.” I laid it on my desk with the others.

　“Um, could you30 it now?”

　I gently tore at the paper and tape. “31  ,” he said, “it’s breakable.” Slowly I opened a small, green Christmas tree ornament（装饰物）, complete with a hook already 32 . It dawned on me what he had done. Then a nearby student said that he just pulled that off his own tree. I tried to keep my 33 back.

　Later that day, I sat34 the ornament in my hands. Was I really so important to this child that he had searched for something to give me? Now every year as I35  pull a green Christmas ball from my ornament box, I remember the deep influence my students have on me.

1..

A. excited      B. tired               C. amazed           D. relaxed

2..

. A. eagerly    B. aimlessly           C. gently           D. heavily

3..

A. watched      B. greeted         C. delighted            D. warned

4..

A. return       B. forget          C. ignore               D. refuse

5..

A. calmed       B. settled         C. chatted          D. argued

6..

A. study        B. weekend         C. vacation         D. lesson

7..

A. before      B. when            C. after                D. because

8..

A. letters      B. books           C. chalks               D. cards

9..

A. knowledge    B. collection          C. series               D. bunch

10..

A. confirmed   B. assessed            C. responded            D. explained

11..

A. pleased      B. low             C. thrilled         D. angry

12..

A. talk about   B. think of        C. turn to              D. connect with

13..

A. call        B. sound           C. shout                D. voice

14..

A. shyly       B. bravely         C. rudely               D. sadly

15..

A. classify    B. collect          C. open             D. check

16..

A. Careful      B. Dangerous           C. Patient              D. Hasty

17..

A. exposed      B. adapted         C. adjusted         D. attached

18..

A. trees       B. hooks           C. gifts                D. tears

19..

A. looking into B. turning over        C. giving away      D. packing up

20..

A. anxiously   B. hurriedly           C. delicately           D. casually

高二英语完型填空简单题查看答案及解析

By the third year of teaching I’d begun to expect Christmas break more for the school holiday and less for the excitement of the children. I was teaching fourth grade and my students had made me 36  . I just had to get through one of the hardest days of the school year.

　The morning bell rang. I walked 37  through the cold into the overly heated school building. Twenty-two smiling faces 38  me at the school bus stop. I forced myself to 39 their smiles. Back into the classroom, they40 , comparing plans for the41  . I had to remove one student from each arm 42  I could take a seat at my desk for my morning duties. Before I could find my roll book（点名册） my desk was covered with43  and gifts followed by a 44  of “Merry Christmas” wishes.

　“Oh, thank you,” I must have 45  a million times. Each gift was truly special to me, except my46  mood. It was kind of them to47  me. After a while, I heard a small nervous48  say my name. I looked up to see Brandon standing49 by my desk, holding a small, round gift. “This is for you.”

　“Thank you, Sweetheart.” I laid it on my desk with the others.

　“Um, could you50 it now?”

　I gently tore at the paper and tape. “51  ,” he said, “it’s breakable.” Slowly I opened a small, green Christmas tree ornament（装饰物）, complete with a hook already52 . It dawned on me what he had done. Then a nearby student said that he just pulled that off his own tree. I tried to keep my 53 back.

Later that day, I sat54 the ornament in my hands. Was I really so important to this child that he had searched for something to give me? Now every year as I55  pull a green Christmas ball from my ornament box, I remember the deep influence my students have on me.

1.A. excited        B. tired               C. amazed           D. relaxed

2.A. eagerly         B. aimlessly           C. gently           D. heavily

3.A. watched        B. greeted         C. delighted            D. warned

4. A. return            B. forget          C. ignore           D. refuse

5.A. calmed     B. settled         C. chatted          D. argued

6.A. study           B. weekend         C. vacation         D. lesson

7. A. before             B. when            C. after                D. because

8.A. letters            B. books           C. chalks           D. cards

9.A. knowledge      B. collection          C. series               D. bunch

10.A. confirmed     B. assessed            C. responded        D. explained

11.A. pleased       B. low             C. thrilled         D. angry

12. A. talk about       B. think of            C. turn to          D. connect with

13.A. call          B. sound           C. shout                D. voice

14. A. shyly             B. bravely         C. rudely           D. sadly

15.A. classify      B. collect         C. open             D. check

16. A. Careful      B. Dangerous       C. Patient          D. Hasty

17.A. exposed       B. adapted         C. adjusted         D. attached

18.A. trees         B. hooks           C. gifts                D. tears

19.A. looking into      B. turning over        C. giving away      D. packing up

20.A. anxiously     B. hurriedly           C. delicately           D. casually

高二英语完型填空中等难度题查看答案及解析

By the year of 2053 there will be 487 million aged people in China，　　 　 means that one third of the population will be over 60.

A. that　　 B. which　　 C. what　　 D. where

高二英语单项填空中等难度题查看答案及解析

“Belittle” was first used by Thomas Jefferson, the third president of the United States.

Many years ago, Buffon, a French naturalist, wrote some books about natural history. The books were a great success even though some critics did not like them. Some critics said, “Buffon is more of a poet than a scientist.”

Thomas Jefferson did not like what Buffon had said about the natural wonders of the New World. It seemed to Jefferson that Buffon had spoken of natural wonders in America as if they were unimportant.

This troubled Thomas Jefferson. He was a naturalist, as well as a farmer, inventor, historian, writer and politician. He had seen the natural wonders of Europe. To him, they were no more important than those of the New World.

In 1788, Thomas Jefferson wrote about his home state, Virginia. While writing, he thought of its natural beauty and then of the words of Buffon. At that moment, Jefferson created a new word－belittle. He said, “Buffon believes that nature belittles her productions on this side of the Atlantic.”

Noah Webster, the American word expert, liked this word. He put it in his English language dictionary in 1806, “Belittle－to make somebody or something small, unimportant.”

Americans had already accepted Jefferson’s word and started to use it. In 1797, the Independent Chronicle newspaper used the word to describe a politician the paper supported. “He is an honorable man,” the paper wrote, “so let the opposition try to belittle him as much as they please.

In 1872, a famous American word expert decided that the time had come to kill this word. He said, “‘Belittle’ has no chance of becoming English. And as more critical writers of America, like those of Britain, feel no need of it, the sooner it is forgotten, the better.” This expert failed to kill the word. Today, “belittle” is used where the English language is spoken.

1.What was the reason for Jefferson’s creating the new word?

A. He was a naturalist and writer.

B. Lots of critics disliked Button’s books.

C. He disagreed with Buffon’s views on natural wonders in America.

D. Lots of critics thought Buffon wasn’t a real naturalist.

2.What do we know about Buffon according to the text?

A. Some of his books were welcome by readers.

B. Some of his poems were known to Jefferson.

C. He made some wrong comments on Jefferson.

D. He made great contributions to the creation of “belittle”.

3.What does the underlined word “those” in the last paragraph refer to?

A. The English words.

B. The critical writers.

C. The word experts.

D. The English-speaking countries.

4.What may be the best title for the text?

A. The comment on the New World

B. The creation of Thomas Jefferson

C. The argument about the new word

D. The history of the word “belittle”

高二英语阅读理解困难题查看答案及解析

“Belittle” was first used by Thomas Jefferson, the third president of the United States.

Many years ago, Buffon, a French naturalist, wrote some books about natural history. The books were a great success even though some critics did not like them. Some critics said, “Buffon is more of a poet than a scientist.”

Thomas Jefferson did not like what Buffon had said about the natural wonders of the New World. It seemed to Jefferson that Buffon had spoken of natural wonders in America as if they were unimportant.

This troubled Thomas Jefferson. He was a naturalist, as well as a farmer, inventor, historian, writer and politician. He had seen the natural wonders of Europe. To him, they were no more important than those of the New World.

In 1788, Thomas Jefferson wrote about his home state, Virginia. While writing, he thought of its natural beauty and then of the words of Buffon. At that moment, Jefferson created a new word-belittle. He said. “Buffon believes that nature belittles her productions on this side of the Atlantic.”

Noah Webster, the American word expert, liked this word. He put it in his English language dictionary in 1806, “Belittle-to make somebody or something small, unimportant.”

Americans had already accepted Jefferson’s word and started to use it. In 1797, the Independent Chronicle newspaper used the word to describe a politician the paper supported. “He is an honorable man,” the paper wrote, “so let the opposition try to belittle him as much as they please.”

In 1872, a famous American word expert decided that the time had come to kill this word. He said, “‘Belittle’ has no chance of becoming English. And as more critical writers of America, like those of Britain, feel no need of it, the sooner it is forgotten, the better.” This expert failed to kill the word. Today, “belittle” is used where the English language is spoken.

1.What was the reason for Jefferson’s creating the new word?

A. He was a naturalist and writer.

B. Lots of critics disliked Buffon’s books.

C. Lots of critics thought Buffon wasn't a real naturalist.

D. He disagreed with Buffon’s views on natural wonders in America.

2.What do we know about Buffon according to the text?

A. Some of his poems were known to Jefferson.

B. Some of his books were welcome by readers.

C. He made some wrong comments on Jefferson.

D. He made great contributions to the creation of “belittle”.

3.What does the underlined word “those” in the last paragraph refer to?

A. The critical writers.

B. The English words.

C. The word experts.

D. The English-speaking countries.

4.What may be the best title for the text?

A. The comment on the New World

B. The creation of Thomas Jefferson

C. The history of the word “belittle”

D. The argument about the new word

高二英语阅读理解简单题查看答案及解析

In the third and fourth columns of your monthly budget, list ______ you expect to spend your money on and the amount.

A. what                                  B. how much                      C. how                        D. which

高二英语单项填空简单题查看答案及解析

I was in my third year of teaching creative writing at a high school in New York, when one of my students, 15-year-old Mikey, gave me a note from his mother. It explained his absence from class the day before.

I had seen Mikey himself writing the note at his desk. Most parental-excuse notes（请假条） I received were penned by my students. If I were to deal with them, I’d be busy 24 hours a day.

The forged excuse notes made a large pile, with writing that ranged from imaginative to crazy. The writers of those notes didn't realize that honest excuse notes were usually dull: “Peter was late because the alarm clock didn’t go off.”

Isn’t it remarkable, I thought, how the students complained and said it was hard putting 200 words together on any subject? But when they produced excuse notes, they were brilliant.

So one day I typed out a dozen excuse notes and gave them to my classes. I said, “They’re supposed to be written by parents, but actually they are not. True, Mikey?” The students looked at me nervously.

“Now, this will be the first class to study the art of the excuse note---the first class, ever, to practice writing them. You’re so lucky to have a teacher like me who has taken your best writing and turned it into a subject worthy of study.”

Everyone smiled as I went on, “You used your imaginations. So try more now. Today I’d like you to write ‘An Excuse Note from Adam to God’ or ‘An Excuse Note from Eve to God’.” Heads went down. Pens raced across paper. For the first time ever I saw students so careful in their writing that they had to be asked to go to lunch by their friends.

The next day everyone had excuse notes. Heated discussions followed. The headmaster entered the classroom and walked up and down, looking at papers, and then said, “I’d like you to see me in my office.”

When I stepped into his office, he came to shake my hand and said, “I just want to tell you that that lesson, that task, whatever the hell you were doing, was great. Those kids were writing on the college level. Thank you.”

1.What did the author do with the students found dishonest?

A.He reported them to the headmaster.

B.He lectured（训诫）them hard on honesty.

C.He had them take notes before lunch.

D.He helped improve their writing skills.

2.The underlined word “forged” in the third paragraph means 　　　　 .

A.former B.copied

C.false D.honest

3.The author found that compared with the true excuse notes, the produced ones by the students were usually 　　　　 .

A.less imaginative B.more impressive

C.loss lively D.more serious

4.The author had the students practice writing excuse notes so that students could learn 　　　　 .

A.the importance of being honest B.how to write excuse notes skillfully

C.the value of creative writing D.how to be creative in writing

5.What did the headmaster think of the author’s way of teaching?

A.Effective. B.Difficult

C.Misleading. D.Reasonable.

高二英语阅读理解中等难度题查看答案及解析

I was in my third year of teaching creative writing at a high school in New York, when one of my students, 15-year-old Mikey, gave me a note from his mother. It explained his absence from class the day before.

I had seen Mikey himself writing the note at his desk. Most parental-excuse notes I received were penned by my students. If I were to deal with them, I’d be busy 24 hours a day. The forged excuse notes made a large pile, with writing that ranged from imaginative to crazy. The writers of those notes didn’t realize that honest excuse notes were usually dull: “Peter was late because the alarm clock didn’t go off.”

Isn’t it remarkable, I thought, how the students complained and said it was hard putting 200 words together on any subject? But when they produced excuse notes, they were brilliant.

So one day I typed out a dozen excuse notes and gave them to my classes. I said, “They’re supposed to be written by parents, but actually they are not. True, Mikey?” The students looked at me nervously.

“Now, this will be the first class to study the art of the excuse note --- the first class, ever, to practice writing them. You’re so lucky to have a teacher like me who has taken your best writing and turned it into a subject worthy of study. ”

Everyone smiled as I went on, “You used your imaginations. So try more now. Today I’d like you to write ‘An Excuse Note from Adam to God’ or ‘An Excuse Note from Eve to God’.” Heads went down. Pens raced across paper. For the first time ever I saw students so careful in their writing that they had to be asked to go to lunch by their friends.

The next day everyone had excuse notes. Heated discussions followed. The headmaster entered the classroom and walked up and down, looking at papers, and then said, “I’d like you to see me in my office.”

When I stepped into his office, he came to shake my hand and said, “I just want to tell you that that lesson, that task, whatever the hell you were doing, was great. Those kids were writing on the college level. Thank you. ”

1.What did the author do with the students found dishonest?

A．He reported them to the headmaster.        B．He lectured them hard on honesty.

C．He had them take notes before lunch.        D．He helped improve their writing skills.

2.The author found that compared with the true excuse notes, the produced ones by the students were usually ________.

A．less impressive     B．less convincing     C．worse written      D．more imaginative

3.The author had the students practice writing excuse notes so that the students could learn_________.

A．the importance of being honest            B．how to be creative in writing

C．the pleasure of creative writing             D．how to write excuse notes skillfully

4. The underlined word “forged” in the second paragraph means “________”.

A．false             B．copied            C．former           D．honest

5.What did the headmaster think of the author’s way of teaching?

A．Misleading.        B．Difficult           C．Effective.          D．Reasonable.

高二英语阅读理解中等难度题查看答案及解析

I was in my third year of teaching creative writing at a high school in New York, when one of my students, 15-year-old Mikey, gave me a note from his mother. It explained his absence from class the day before.

I had seen Mikey himself writing the note at his desk. Most parental-excuse notes I received were penned by my students. If I were to deal with them, I’d be busy 24 hours a day.

The forged excuse notes made a large pile(堆), with writing that ranged from imaginative to crazy. The writers of those notes didn’t realize that honest excuse notes were usually dull: “Peter was late because the alarm clock didn’t go off.”

Isn’t it remarkable, I thought, how the students complained and said it was hard to put 200 words together on any subject? But when they produced excuse notes, they were brilliant.

So one day I typed out a dozen excuse notes and gave them to my classes. I said, “They’re supposed to be written by parents, but actually they are not. True, Mikey?”  The students looked at me nervously.

“Now, this will be the first class to study the art of the excuse note—the first class, ever, to practice writing them. You’re so lucky to have a teacher like me who has taken your best writing and turned it into a subject worth studying.”

Everyone smiled as I went on, “You used your imaginations. So try more now. Today I’d like you to write ‘An Excuse Note from Adam to God’ or ‘An Excuse Note from Eve to God’. ” Heads went down. Pens raced across paper. For the first time ever I saw students so careful in their writing that they had to be asked to go to lunch by their friends.

The next day everyone had excuse notes. Heated discussions followed. The headmaster entered the classroom and walked up and down, looking at papers, and then said, “I’d like you to see me in my office.”

When I stepped into his office, he came to shake my hand and said, “I just want to tell you that that lesson, that task, whatever the hell you were doing, was great. Those kids were writing on the college level. Thank you.”

1.What did the author do with the students found dishonest?

A. He reported them to the headmaster.

B. He lectured them hard on honesty.

C. He had them take notes before lunch.

D. He helped improve their writing skills.

2. The author had the students practice writing excuse notes so that the students could learn ______.

A. the importance of being honest

B. how to write excuse notes skillfully

C. the pleasure of creative writing

D. how to be creative in writing

3. The underlined word “forged” in the second paragraph means“______”.

A. dull        B. copied                   C. dishonest              D. parental

4. What did the headmaster think of the author’s way of teaching?

A. Excellent.                 B. Difficult.          C. Incorrect.          D. Reasonable.

高二英语阅读理解中等难度题查看答案及解析