Every year, thousands of new high school grad...

Every year, thousands of new high school graduates pack their bags, move to new cities, and sign papers accepting loans, the money borrowed from a bank or lenders etc, which they might not be able to pay back. Without proper education on personal finance, especially as it relates to paying for college, young adults are guided into improper loan plans that result in years of debt after graduation. In order to set students up to succeed financially, it is important to educate students and parents on their financial options before school in the fall. The best way to support families heading for college is to require that every high school student take a personal finance class before graduation. This will help smooth the transition into adulthood.

The average student takes out at least one loan to cover the costs of their education each year. In 2014 the average student graduating from college carried a negative balance of about $20,000 in debt, which often spread over multiple lenders. Upon graduation, students rarely know exactly how much money they owe, and even though they are in the state of being unable to pay their debts, they cannot wipe out student loans. These students spend much of their adult lives paying off the gradual increasing debts.

A personal finance course would teach students how to manage their income and expenditures, while helping to significantly reduce the amount of debt students carry into adulthood. By teaching students how to save money and live within their means, this course will provide the next generation with a foundation to progress financially. Students choosing to get a job straight out of high school would also benefit from finance education for these very reasons. With education on how to manage their finances, all young people will have the knowledge to make healthy decisions, leading them to improve good credit and purchase needed items like cars and homes with skill and confidence.

While not every young person makes financial mistakes, those who do can face years of difficulty trying to get their finances back under control. Rather than help them through these hard times when they happen, we should try to prevent them from happening at all. Making the completion of personal finance coursework a requirement for graduation would ensure that young people are at least aware of the basics of preserving a financial stability.

1.After graduation from college, many young people ______.

A.struggle to support their families

B.spend years paying off their debts

C.get through the hard times smoothly

D.are able to manage their own finances well

2.What is the third paragraph mainly about?

A.Ways to improve financial credits.

B.Advantages of taking a finance course.

C.Skills of balancing income and expenditures.

D.Introduction to the education on personal finance.

3.Having financial knowledge, high school students are probably able to ______.

A.smooth their way for college

B.get out of their financial trap

C.free from the cost of their college education

D.avoid the risk of the future financial trouble

4.The main purpose of the passage is to_______.

A.inform and explain B.argue and persuade

C.analyze and evaluate D.discuss and examine

高三英语阅读理解中等难度题查看答案及解析

Every year, thousands of new high school graduates pack their bags, move to new cities, and sign papers accepting loans, the money borrowed from a bank or lenders etc, which they might not be able to pay back. Without proper education on personal finance, especially as it relates to paying for college, young adults are guided into improper loan plans that result in years of debt after graduation. In order to set students up to succeed financially, it is important to educate students and parents on their financial options before school in the fall. The best way to support families heading for college is to require that every high school student take a personal finance class before graduation. This will help smooth the transition into adulthood.

The average student takes out at least one loan to cover the costs of their education each year. In 2014 the average student graduating from college carried a negative balance of about $20,000 in debt, which often spread over multiple lenders. Upon graduation, students rarely know exactly how much money they owe, and even though they are in the state of being unable to pay their debts, they cannot wipe out student loans. These students spend much of their adult lives paying off the gradual increasing debts.

A personal finance course would teach students how to manage their income and expenditures, while helping to significantly reduce the amount of debt students carry into adulthood. By teaching students how to save money and live within their means, this course will provide the next generation with a foundation to progress financially. Students choosing to get a job straight out of high school would also benefit from finance education for these very reasons. With education on how to manage their finances, all young people will have the knowledge to make healthy decisions, leading them to improve good credit and purchase needed items like cars and homes with skill and confidence.

While not every young person makes financial mistakes, those who do can face years of difficulty trying to get their finances back under control. Rather than help them through these hard times when they happen, we should try to prevent them from happening at all. Making the completion of personal finance coursework a requirement for graduation would ensure that young people are at least aware of the basics of preserving a financial stability.

1.After graduation from college, many young people ________.

A. struggle to support their families

B. spend years paying off their debts

C. get through the hard times smoothly

D. are able to manage their own finances well

2.What is the third paragraph mainly about?

A. Ways to improve financial credits.

B. Advantages of taking a finance course.

C. Skills of balancing income and expenditures.

D. Introduction to the education on personal finance.

3.Having financial knowledge, high school students are probably able to ________.

A. smooth their way for college

B. get out of their financial trap

C. free from the cost of their college education

D. avoid the risk of the future financial trouble

4.The main purpose of the passage is to ________.

A. inform and explain

B. argue and persuade

C. analyze and evaluate

D. discuss and examine

高三英语阅读理解中等难度题查看答案及解析

When next year’s crop of high-school graduates arrive at Oxford University in the fall of 2009, they’ll be joined by a new face; Andrew Hamilton, the 55-year-old provost (教务长) of Yale, who’ll become Oxford’s vice-chancellor—a position equivalent to university president in America.

　Hamilton isn’t the only educator crossing the Atlantic. Schools in France, Egypt, Singapore, etc, have also recently made top-level hires from abroad. Higher education has become a big and competitive business nowadays, and like so many businesses, it’s gone global. Yet the talent flow isn’t universal. High-level personnel tend to head in only one direction: outward from America.

　The chief reason is that American schools don’t tend to seriously consider looking abroad. For example, when the board of the University of Colorado searched for a new president, it wanted a leader familiar with the state government, a major source of the university’s budget. “We didn’t do any global consideration,” says Patricia Hayes, the board’s chair. The board ultimately picked Bruce Benson, a 69-year-old Colorado businessman and political activist (活动家) who is likely to do well in the main task of modern university presidents: fund-raising. Fund-raising is a distinctively American thing, since U.S. schools rely heavily on donations. The fund-raising ability is largely a product of experience and necessity.

　Many European universities, meanwhile, are still mostly dependent on government funding. But government support has failed to keep pace with rising student number. The decline in government support has made funding-raising an increasing necessary ability among administrators and has hiring committees hungry for Americans.

　In the past few years, prominent schools around the world have joined the trend. In 2003, when Cambridge University appointed Alison Richard, another former Yale provost, as its vice-chancellor, the university publicly stressed that in her previous job she had overseen “a major strengthening of Yale’s financial position.”

　Of course, fund-raising isn’t the only skill outsiders offer. The globalization of education means more universities will be seeking heads with international experience of some kind of promote international programs and attract a global student body. Foreigners can offer a fresh perspective on established practices.

1.What is the current trend in higher education discussed in the passage?

A.Institutions worldwide are hiring administrators from the U.S.

B.A lot of political activists are being recruited as administrators.

C.American universities are enrolling more international students.

D.University presidents are paying more attention to funding-raising.

2.What is the chief consideration of American universities when hiring top-level administrators?

A.The political correctness.

B.Their ability to raise funds.

C.Their fame in academic circles.

D.Their administrative experience.

3.What do we learn about European universities from the passage?

A.The tuitions they charge have been rising considerably.

B.Their operation is under strict government supervision.

C.They are strengthening their position by globalization.

D.Most of their revenues come from the government.

4.Cambridge University appointed Alison Richard as its vice-chancellor chiefly because _____.

A.she was known to be good at raising money

B.she could help strengthen its ties with Yale

C.she knew how to attract students overseas

D.she had boosted Yale’s academic status

5.In what way do top-level administrators from abroad contribute to university development?

A.They can enhance the university’s image.

B.They will bring with them more international faculty.

C.They will view a lot of things from a new perspective.

D.They can set up new academic disciplines.

高三英语阅读理解简单题查看答案及解析

When next year’s crop of high-school graduates arrive at Oxford University in the fall, they will be joined by a new face: Andrew Hamilton, the 55-year-old provost (教务长) of Yale, who will become Oxford’s vice-chancellor –– a position equal to university president in America.

Hamilton isn’t the only educator crossing the Atlantic. Schools in France, Egypt, Singapore, etc. have also recently made top-level hires from abroad. Yet the talent flow isn’t universal. High-level personnel (人员) tend to head in only one direction: Outward from America.

The chief reason is that American schools don’t tend to seriously consider looking abroad. For example, when the board of the University of Colorado searched for a new president, it wanted a leader familiar with the state government, a major source of the university’s budget. “We didn’t do any global consideration,” says Patricia Hayes, the board’s chair. The board finally picked Bruce Benson, a 69-year-old Colorado businessman and political activist who is likely to do well in the main task of modern university presidents: fund-raising. Fund-raising is a particularly American thing, since U.S. schools rely heavily on donations. The fund-raising ability is largely a product of experience and necessity.

Many European universities, meanwhile, are still mostly dependent on government funding. But government support has failed to keep pace with rising student numbers. The decline in government support has made fund-raising an increasingly necessary ability among administrators (管理人员), and has made hiring committees hungry for Americans.

In the past few years, well-known schools around the world have joined the trend. In 2011, when Cambridge University appointed Alison Richard, another former Yale provost, as its vice-chancellor, the university publicly stressed that in her previous job she had overseen (监督) “ a major strengthening of Yale’s financial position”.

Of course, fund-raising isn’t the only skill outsiders offer. The globalization of education means more universities will be seeking heads with international experience of some kind to promote international programs and attract a global student body. Foreigners can offer a fresh perspective (视角) on established practices.

1. What is the current trend in higher education discussed in the text?

A．Institutions worldwide are hiring administrators from the U.S.

B．More international students are being admitted to American universities.

C．University presidents are paying more attention to fund-raising.

D．A lot of activists are being hired as administrators.

2. What do we learn about European universities from the text?

A．The tuition they charge has been rising considerably.

B．They are strengthening their position by globalization.

C．Their operation is under strict government control.

D．Most of their money comes from the government.

3. In what way do top-level administrators from abroad contribute to university development?

A．They can improve the university’s image.

B．They will bring with them more international personnel.

C．They will view a lot of things from a new angle.

D．They can set up new academic subjects.

4. Which of the following would make the best title of the text?

A．High Education Globalization

B．Global Headhunting in Higher Education

C．Global Higher Education Cooperation

D．Universal Higher Education Development

高三英语阅读理解中等难度题查看答案及解析

When next year’s crop of high-school graduates arrive at Oxford University in the fall, they will be joined by a new face: Andrew Hamilton, the 55-year-old provost (教务长) of Yale, who will become Oxford’s vice-chancellor –– a position equal to university president in America.

Hamilton isn’t the only educator crossing the Atlantic. Schools in France, Egypt, Singapore, etc. have also recently made top-level hires from abroad. Yet the talent flow isn’t universal. High-level personnel (人员) tend to head in only one direction: Outward from America.

The chief reason is that American schools don’t tend to seriously consider looking abroad. For example, when the board of the University of Colorado searched for a new president, it wanted a leader familiar with the state government, a major source of the university’s budget. “We didn’t do any global consideration,” says Patricia Hayes, the board’s chair. The board finally picked Bruce Benson, a 69-year-old Colorado businessman and political activist who is likely to do well in the main task of modern university presidents: fund-raising. Fund-raising is a particularly American thing, since U.S. schools rely heavily on donations. The fund-raising ability is largely a product of experience and necessity.

Many European universities, meanwhile, are still mostly dependent on government funding. But government support has failed to keep pace with rising student numbers. The decline in government support has made fund-raising an increasingly necessary ability among administrators (管理人员), and has made hiring committees hungry for Americans.

In the past few years, well-known schools around the world have joined the trend. In 2011, when Cambridge University appointed Alison Richard, another former Yale provost, as its vice-chancellor, the university publicly stressed that in her previous job she had overseen (监督) “ a major strengthening of Yale’s financial position” .

Of course, fund-raising isn’t the only skill outsiders offer. The globalization of education means more universities will be seeking heads with international experience of some kind to promote international programs and attract a global student body. Foreigners can offer a fresh perspective (视角) on established practices.

1.What is the current trend in higher education discussed in the text?

A．Institutions worldwide are hiring administrators from the U.S.

B．More international students are being admitted to American universities.

C．University presidents are paying more attention to fund-raising.

D．A lot of activists are being hired as administrators.

2.What do we learn about European universities from the text?

A．The tuition they charge has been rising considerably.

B．They are strengthening their position by globalization.

C．Their operation is under strict government control.

D．Most of their money comes from the government.

3.In what way do top-level administrators from abroad contribute to university development?

A．They can improve the university’s image.

B．They will bring with them more international personnel.

C．They will view a lot of things from a new angle.

D．They can set up new academic subjects.

4.Which of the following would make the best title of the text?

A．High Education Globalization

B．Global Headhunting in Higher Education

C．Global Higher Education Cooperation

D．Universal Higher Education Development

高三英语阅读理解中等难度题查看答案及解析

C

High school dropouts earn an average of $9,000 less per year than graduates. Now a new study denies a common belief why they quit. It’s much more basic than flunking out(不及格).

Society tends to think of high school dropouts as kids who just can’t make it. They are lazy, and perhaps not too bright. So researchers were surprised when they asked more than 450 kids who quit school about why they left.

“The vast majority actually had passing grades and they were confident that they could have graduated from high school.”John Bridgeland, the executive researcher said. About 1 million teens leave school each year. Only about half of African-American and Hispanic(美籍西班牙的)students will receive a diploma, and actually all dropouts come to regret their decision. So, if failing grades don’t explain why these kids quit, what does? Again, John Bridgeland:“The most dependable finding was that they were bored.”“They found classes uninteresting；they weren’t inspired or motivated. They didn’t see any direct connection between what they were learning in the classroom to their own lives, or to their career aspirations.”

The study found that most teens who do drop out wait until they turn sixteen, which happens to be the age at which most states allow students to quit. In the US, only one state, New Mexico, has a law requiring teenagers to stay in high school until they graduate. Only four states: California, Tennessee, Texas and Utah, plus the District of Columbia, require school attendance until age 18, no exceptions. Jeffrey Garin, another researcher, says raising the compulsory attendance age may be one way to keep more kids in school.

“As these dropouts look back, they realize they’ve made a mistake. And anything that sort of gives these people an extra push to stick it out and see it through to the end, is probably helpful measure.”

New Hampshire may be the next state to raise its school attendance age to 18.But critics say that forcing the students unwilling to continue their studies to stay in school misses the point—the need for reform. It’s been called for to reinvent high school education to make it more challenging and relevant, and to ensure that kids who do stick it out receive a diploma that actually means something.

1.Most high school students drop out of school because_______.

A. they have failing grades

B. they take no interest in classes

C. they are mistreated

D. they are lazy and not intelligent

2.According to the passage, which state has a law requiring school attendance until they graduate?

A. New Hampshire

B. Utah

C. New Mexico

D. The District of Columbia

3.The underlined words“stick it out”probably means“________”.

A. complete schooling

B. solve the problem

C. love having classes

D. believe in themselves

4.In the last paragraph, the writer is trying to________.

A. analyze the reason why students quit school

B. suggest raising the compulsory attendance age

C. raise awareness of reforming high school education

D. wish to make laws to guarantee no dropout

高三英语阅读理解中等难度题查看答案及解析

Last year, we moved home and I began my junior year of high school in New Orleans. My birthday was just a few days after my _______ While I had a physical home, I felt _______ , and my thoughts went to children _______ for shelter whose birthdays fell by the wayside. In an effort to find my place in my _______ town, I set out to _______ an organization of teenagers to hold _______ birthday parties for children living in homeless shelters.

The _______　　 began and there would be a party each month. Getting the work off the ground　 _______ our team effort. Every party was _______ as there were many ________ that had to be managed. Rolling up our sleeves, focusing on ________ and connecting with each other, we made the business a great ________

Offering services to those in need teaches ________ lessons often not taught in school. At one party, a little boy and his father came up to thank me for ________ what was the boy's first organized birthday party. I then thanked them for teaching me something too. The father, who lived in a shelter with his son, looked at me ________ as if he was not worthy of teaching me anything. I ________ to him that he taught me to have the ________ to ask for help when needed. I will never ________ the hug and the lesson he gave me.

Experiencing the smile of________on the faces of homeless children who have never had a birthday party before is a(n) ________ that will never fade.

1.A.survival B.arrival C.graduation D.operation

2.A.happy B.lonely C.upset D.lucky

3.A.preparing B.paying C.searching D.struggling

4.A.new B.busy C.small D.quiet

5.A.create B.visit C.remind D.consult

6.A.daily B.weekly C.monthly D.yearly

7.A.career B.contribution C.project D.procedure

8.A.directed B.doubled C.rewarded D.required

9.A.complex B.complete C.typical D.troublesome

10.A.aspects B.dishes C.targets D.emergencies

11.A.relationship B.friendship C.details D.decorations

12.A.fortune B.difference C.attempt D.success

13.A.speech B.life C.education D.language

14.A.enjoying B.hosting C.attending D.postponing

15.A.puzzled B.satisfied C.shyly D.politely

16.A.whispered B.introduced C.repeated D.explained

17.A.chance B.excuse C.courage D.choice

18.A.reject B.forget C.accept D.bear

19.A.relief B.bitterness C.sadness D.delight

20.A.hope B.memory C.mark D.affection

高三英语完形填空中等难度题查看答案及解析

Our younger son, Tim, was in his senior year of high school. Every student is madly trying to get good _______ and complete college applications. There was an essay he had to write and the _______was drawing near. We’re good parents. We do our best at keeping our_______ shut - whenever possible. Tim knew what he should do, but he had a tendency to _______ anything. Weekend homework was never done until Sunday night, no matter how much free time there might have been.

I knew I shouldn’t _______ him, but I really worried. So I said in an offhand (随便的) way, “By the way, Tim, have you worked on that essay you’re _______ to do?” Tim, in his _______way, looked at me and said, “Mom, your anxiety is not going to make me get it done any faster” - a line that has been _______ in family memory forever. Tim hit on something that seems _______ truer today than when he first said it. Our anxiety doesn’t make us faster or more efficient. ________, it simply makes us more anxious.

It seems so ________, and yet, something I easily forget. When I closed my eyes on the subway train, my anxiety was the first thing to ________. It was surprisingly loud: “You need to do this! Have you worried about that? What about that?” I ________ to open my eyes quickly, take out my phone and send an email ________ put down something in my calendar. I forgot I should deal with my anxiety rather than be ________ by it.

We should keep our anxiety under ________.How can we have the courage to face ________ if we worry about this and that? When our anxiety comes up, we should keep our eyes closed and say to ourselves that ________ will be much better and we can make it through. As long as we ________ dealing with anxiety every day, it will become less and less till it disappears ________.

1.A.grades B.comments C.salaries D.jobs

2.A.competition B.meeting C.deadline D.celebration

3.A.eyes B.hearts C.doors D.mouth

4.A.worry about B.put off C.note down D.figure out

5.A.blame B.confuse C.urge D.help

6.A.allowed B.supposed C.advised D.forced

7.A.wise B.new C.simple D.strange

8.A.repeated B.preserved C.copied D.ignored

9.A.yet B.even C.ever D.never

10.A.Fortunately B.Partly C.Actually D.Originally

11.A.easy B.natural C.terrible D.obvious

12.A.speak B.act C.remember D.lose

13.A.managed B.refused C.used D.agreed

14.A.or B.unless C.after D.before

15.A.bothered B.reminded C.attracted D.hurt

16.A.observation B.protection C.control D.pressure

17.A.opportunities B.realities C.others D.difficulties

18.A.something B.anything C.nothing D.everything

19.A.mind B.practise C.enjoy D.finish

20.A.quickly B.exactly C.apparently D.completely

高三英语完形填空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．more imaginative    C．worse written      D．less convincing

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 write excuse notes skillfully

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

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

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

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

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

高三英语阅读理解中等难度题查看答案及解析

完形填空

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 Micky, gave me a note from his mother. It 　　 his absence from class the day before.

I had seen Micky himself writing the note at his desk. Most parental-excuse notes I received were penned by my 　　 　 . The forged(伪造的) excuse notes made a large pile, with writing that ranged from imaginative to crazy. The 　　 of those notes didn’t realize that honest excuse notes were usually 　　 : “Peter was late because the alarm clock didn’t go off.” The students always said that it was hard putting 200 words together on any subject, but when they 　 excuse notes, they were brilliant.

So one day I gave the excuse notes to my classes, saying, “They’re 　 to be written by parents, but actually they are not. True, Micky ? ” The students looked at me 　 .“Now, this will be the first class to study the 　　 of the excuse notes --- the first class, ever, to practice writing them. You’re so 　 to have a teacher like me who has taken your best writing and turned it into a 　　 worthy of study. ”

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

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

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

1.A. explained　　 B. described　 C. introduced　 D. announced

2.A. parents　 　 B. students C. teachers　 　 D. partners

3.A. editors 　 B. readers 　 C. writers 　 　 D. speakers

4.A. true 　　 　　 B. right　 　　 C. easy　 　　　 D. dull

5.A. produced　 B. hunted 　　 C. discovered　 D. delivered

6.A. started　　 B. raised 　 　 C. supposed　 　 D. improved

7.A. eagerly 　 　 B. nervously　 C. excitedly D. coldly

8.A. form　　 　　 B. difficulty C. meaning　 　　 D. art

9.A. lucky　 　　 B. helpful 　 C. lovely 　 　　 D. active

10.A. talent　 　 B. habit　　 　　 C. product　 　　 D. subject

11.A. devotion　 B. imagination C. concentration D. information

12.A. hands　 　　 B. eyes　　 　　 C. heads　 　　 D. ears

13. A. across　 　 B. with　 　　 C. against 　 D. behind

14.A. curious　　 B. careful C. careless 　 D. calm

15.A. Separated　 B. Surprising C. Heated 　 　　 D. Lasting

16.A. day and night B. in and out 　 C. now and then D. up and down

17.A. sank　 　　 B. rose　　 　　 C. flew　　 　　　 D. hurt

18.A. watch　 　　 B. touch　　 　　 C. shake　 　　 D. catch

19.A. sure　 　　 B. bad　　 　　　 C. tough　 　　 D. great

20.A. base　 　 　　 B. level　　 　　 C. paper　　 　　 D. theme

高三英语完形填空中等难度题查看答案及解析