I arrived in my Chinese classroom, ready to share my vast knowledge and experience with the 75 students who would be my English Literature class. Having taught in the USA for 17 years, I had no worry at all about my ability to plant in my students enthusiasm for the literature of my mother tongue.
I was really shocked when the monitor shouted “Stand up” and the entire class rose as I entered the room, and I was somewhat confused and anxious about how to get them to sit down again, but once that embarrassment was over, I quickly calmed down and launched into what I thought was a fact-packed lecture, sure to gain their respect-perhaps even their admiration. I went back to my room radiating that rosy glow (光泽) that comes from a sense of significant accomplishment.
My students kept journals, however, and as I read them, the rosy glow was gradually replaced by an overwhelming sense of frustration. The first journal said, “Our literature teacher didn’t teach us anything today. Perhaps her next lecture will be better.” Heartbroken, I read journal after journal, each expressing a similar theme. Didn’t teach them anything? I sketched the entire philosophical framework of thought AND laid the historical background for all the works we’ll study in class.” I complained, “How can they say I didn't teach them anything?”
Determined to clear myself, I dug out all my reference books, adding background material to my next lecture, researching into the sociological setting and even the psychological state of the author. After the second class, I eagerly opened the journals, expecting enthusiastic reviews at last. Again, I was crushed by their continuing comments that I was going too slowly without giving meaningful details.
More determined than ever. I dived into sources of criticism, deciding to devote more time to the texts by providing summaries of all the interpretations I could find of each work. This material would give my students ample information for drawing their own conclusions about the work’s meaning, “Our teacher seems confused about the real meaning of the works,” the journals said. “One minute she gives one interpretation; the next minute she gives another. Then she asks for our opinions. We’re the students. She’s the teacher. She should tell us what the works mean.”
It was a long semester, and it gradually became clear to me that my ideas about education were purely Western, and that Chinese ideas differed significantly. I thought a teacher’s job was to raise interesting questions and provide enough background so that students could draw their own conclusions. My students thought a teacher’s job was to provide accurate information as directly and concisely as possible. Americans wanted to interpret and experience. The Chinese wanted to master and memorize.
1.How did the writer feel before he began his teaching in China?
A.Worried. B.Confident.
C.Disappointed. D.Confused.
2.What might be the reason why the writer was shocked when the monitor shouted “Stand up”?
A.The students intended to scare their new foreign leacher.
B.The students refused to stand up before their new foreign teacher.
C.The writer was a little shy and felt embarrassed when he entered the classroom.
D.The writer didn’t know much about the Chinese classroom and that was totally unexpected.
3.What does the writer mean by saying “determined to clear myself” in Para. 4?
A.He wanted to better understand the students’question.
B.He wanted to prove his ability in teaching the course.
C.He was a little bit angry with the students.
D.He was very disappointed with himself.
4.Which of the following might the writer agree with?
A.Chinese and Western ideas about education are slightly different.
B.A teacher’s job is to make students think and have their own opinions.
C.Teaching is to provide accurate information directly and clearly.
D.Both Americans and the Chinese tend to draw conclusions by themselves.
高三英语阅读理解中等难度题
I arrived in my Chinese classroom, ready to share my vast knowledge and experience with the 75 students who would be my English Literature class. Having taught in the USA for 17 years, I had no worry at all about my ability to plant in my students enthusiasm for the literature of my mother tongue.
I was really shocked when the monitor shouted “Stand up” and the entire class rose as I entered the room, and I was somewhat confused and anxious about how to get them to sit down again, but once that embarrassment was over, I quickly calmed down and launched into what I thought was a fact-packed lecture, sure to gain their respect-perhaps even their admiration. I went back to my room radiating that rosy glow (光泽) that comes from a sense of significant accomplishment.
My students kept journals, however, and as I read them, the rosy glow was gradually replaced by an overwhelming sense of frustration. The first journal said, “Our literature teacher didn’t teach us anything today. Perhaps her next lecture will be better.” Heartbroken, I read journal after journal, each expressing a similar theme. Didn’t teach them anything? I sketched the entire philosophical framework of thought AND laid the historical background for all the works we’ll study in class.” I complained, “How can they say I didn't teach them anything?”
Determined to clear myself, I dug out all my reference books, adding background material to my next lecture, researching into the sociological setting and even the psychological state of the author. After the second class, I eagerly opened the journals, expecting enthusiastic reviews at last. Again, I was crushed by their continuing comments that I was going too slowly without giving meaningful details.
More determined than ever. I dived into sources of criticism, deciding to devote more time to the texts by providing summaries of all the interpretations I could find of each work. This material would give my students ample information for drawing their own conclusions about the work’s meaning, “Our teacher seems confused about the real meaning of the works,” the journals said. “One minute she gives one interpretation; the next minute she gives another. Then she asks for our opinions. We’re the students. She’s the teacher. She should tell us what the works mean.”
It was a long semester, and it gradually became clear to me that my ideas about education were purely Western, and that Chinese ideas differed significantly. I thought a teacher’s job was to raise interesting questions and provide enough background so that students could draw their own conclusions. My students thought a teacher’s job was to provide accurate information as directly and concisely as possible. Americans wanted to interpret and experience. The Chinese wanted to master and memorize.
1.How did the writer feel before he began his teaching in China?
A.Worried. B.Confident.
C.Disappointed. D.Confused.
2.What might be the reason why the writer was shocked when the monitor shouted “Stand up”?
A.The students intended to scare their new foreign leacher.
B.The students refused to stand up before their new foreign teacher.
C.The writer was a little shy and felt embarrassed when he entered the classroom.
D.The writer didn’t know much about the Chinese classroom and that was totally unexpected.
3.What does the writer mean by saying “determined to clear myself” in Para. 4?
A.He wanted to better understand the students’question.
B.He wanted to prove his ability in teaching the course.
C.He was a little bit angry with the students.
D.He was very disappointed with himself.
4.Which of the following might the writer agree with?
A.Chinese and Western ideas about education are slightly different.
B.A teacher’s job is to make students think and have their own opinions.
C.Teaching is to provide accurate information directly and clearly.
D.Both Americans and the Chinese tend to draw conclusions by themselves.
高三英语阅读理解中等难度题查看答案及解析
I arrived in the classroom, ready to share my knowledge and experience with 75 students who would be my English Literature class. Having taught in for 17 years, I had no about my ability to hold their attention and to on them my admiration for the literature of my mother tongue.
I was shocked when the monitor shouted, “ !” and the entire class rose as I entered the room, and I was somewhat about how to get them to sit down again, but once that awkwardness (尴尬) was over, I quickly my calmness and began what I thought was a fact-packed lecture, sure to gain their respect --- perhaps their admiration. I went back to my office with the rosy glow which comes from a sense of achievements.
My students diaries. However, as I read them, the rosy glow was gradually by a strong sense of sadness. The first diary said, “Our literature teacher didn’t teach us anything today. her next lecture will be better.” Greatly surprised , I read diary after diary , each expressing a theme (主题). “Didn’t I teach them anything? I described the entire philosophical (哲学的) framework of Western thought and laid the historical for all the works we’ll study in class,” I complained. “How they say I didn’t teach them anything?”
It was a long term, and it became clear that my ideas about education were not the same as of my students. I thought a teacher’s job was to raise questions and provide enough background so that students could their own conclusions. My students thought a teacher’s job was to provide information as directly and clearly as possible. What a difference!
, I also learned a lot, and my experience with my Chinese students has made me a American teacher, knowing how to teach in a different culture.
1.A.the UK B.the US C. China D.Australia
2.A.worry B.idea C. doubt D.experience
3.A.impress B.put C.leave D.fix
4.A.Attention B.Look out C. At ease D.Stand up
5.A.puzzled B.sure C. curious D.worried
6.A.found B.returned C. regained D.followed
7.A.more B.even C. yet D.still
8.A.wrote B.borrowed C. kept D.read
9.A.replaced B.taken C. caught D.moved
10.A.Naturally B. Perhaps C. Fortunately D.Reasonably
11.A.different B.same C. similar D.usual
12.A.happenings B. characters C. development D. background
13.A.should B.can C. will D.must
14.A.immediately B.certainly C. simply D.gradually
15.A.that B.what C. those D.ones
16.A.difficult B.interesting C. ordinary D.unusual
17.A.draw B.get C. decide D.give
18.A.strange B. standard C. exact D.serious
19.A. Therefore B.However C. Besides D.Though
20.A.normal B. happy C.good D.better
高三英语完形填空中等难度题查看答案及解析
阅读下面短文,从短文后各题的A、B、C、D四个选项中,选出适合填入对应空白处的最佳选项。并在答题卡上将该选项涂黑。
I arrived in the classroom, ready to share my knowledge and experience with 75 students who would be my English Literature class.Having taught in 1for 17 years, I had no 2about my ability to hold their attention and to 3on them my admiration for the literature of my mother tongue.
I was shocked when the monitor shouted, “4!”
The entire class rose as I entered the room, and I was somewhat 5about how to get them to sit down again, but once that awkwardness was over, I quickly 6my calmness and began what I thought was a fact-packed lecture, sure to gain their respect --- perhaps 7their admiration.I went back to my office with the rosy glow which comes from a sense of achievement.
My students 8diaries.However, as I read them, the rosy glow was gradually 9by a strong sense of sadness.The first diary said, “Our literature teacher didn’t teach us anything today. 10her next lecture will be better.” Greatly surprised, I read diary after diary, each expressing a 11theme.“Didn’t I teach them anything? I described the entire philosophical framework of Western thought and laid the historical 12for all the works we will study in class,” I complained.“How 13they say I didn’t teach them anything?”
It was a long term, and it 14became clear that my ideas about education were not the same as 15of my students.I thought a teacher’s job was to raise 16questions and provide enough background so that students could 17their own conclusions.My students thought a teacher’s job was to provide 18information as directly and clearly as possible.What a difference!
19, I also learned a lot, and my experience with my Chinese students has made me a 20American teacher, knowing how to teach in a different culture.
1.A.the UK B.the US C.China D.Australia
2.A.worry B.idea C.doubt D.experience
3.A.impress B.put C.leave D.fix
4.A.Attention B.Look out C.At ease D.Stand up
5.A.puzzled B.sure C.depressed D.worried
6.A.found B.returned C.regained D.followed
7.A.more B.even C.yet D.still
8.A.passed B.borrowed C.kept D.read
9.A.replaced B.taken C.caught D.moved
10.A.Naturally B.Perhaps C.Fortunately D.Reasonably
11.A.different B.strong C.similar D.usual
12.A.happenings B.characters C.development D.background
13.A.should B.need C.will D.must
14.A.immediately B.certainly C.simply D.gradually
15.A.that B.what C.those D.ones
16.A.difficult B.interesting C.ordinary D.unusual
17.A.draw B.get C.decide D.give
18.A.strange B.standard C.exact D.serious
19.A.Therefore B.However C.But D.Though
20.A.normal B.happy C.good D.better
高三英语完形填空中等难度题查看答案及解析
That morning, I stepped into the classroom, ready to share my knowledge and experience with seventy-five students who would be my English Literature class. Having taught in for seventeen years, I had no about my ability to hold their attention and to on them my admiration for the literature of my mother tongue.
I was shocked when the monitor shouted, " !" The entire class rose as I entered the room, and I was somewhat about how to get them to sit down again, but once that awkwardness was over, I quickly my calmness and began what I thought was a fact-packed lecture, sure to gain their respect—perhaps their admiration. I went back to my office with the rosy glow which came from a sense of achievement.
My students diaries. However, as I read them, the rosy glow was gradually by a strong sense of sadness. The first diary said, "Our literature teacher didn’t teach us anything today. her next lecture will be better." Greatly surprised, I read diary after diary, each expressing a theme. "Didn’t I teach them anything? I described the entire philosophical framework of Western thought and laid the historical for all the works we’ll study in class," I complained." How they say I didn’t teach them anything?"
It was a long term, and it became clear that my ideas about education were not the same as of my students. I thought a teacher’s job was to raise questions and provide enough background so that students could their own conclusions. My students thought a teacher’s job was to provide information as directly and clearly as possible. What a difference!
, I also learned a lot, and my experience with my Chinese students has made me a American teacher, knowing how to teach in a different culture.
1.A. the UK B. the US C. China D. Australia
2.A. wonder B. idea C. doubt D. experience
3.A. impress B. put C. leave D. fix
4.A. Attention B. Look out C. At ease D. Stand up
5.A. puzzled B. sure C. curious D. worried
6.A. found B. returned C. regained D. followed
7.A. more B. even C. yet D. still
8.A. passed B. borrowed C. read D. kept
9.A. replaced B. taken C. caught D. moved
10.A. Naturally B.Perhaps C. Fortunately D. Reasonably
11.A. different B. strong C. similar D. usual
12.A. happenings B. characters C. development D. background
13.A. should B. need C. will D. must
14.A. immediately B. certainly C. simply D. gradually
15.A. that B. what C. those D. ones
16.A. difficult B. interesting C. ordinary D. unusual
17.A. draw B. look C. search D. offer
18.A. strange B. standard C. exact D. serious
19.A. Therefore B. However C. Besides D. Though
20.A. normal B. happy C. good D. better
高三英语完形填空中等难度题查看答案及解析
That morning, I stepped into the classroom, ready to share my knowledge and experience with seventy-five students who would be my English Literature class. Having taught in 1 for seventeen years, I had no 2 about my ability to hold their attention and to 3on them my admiration for the literature of my mother tongue.
I was shocked when the monitor shouted, " 4!" The entire class rose as I entered the room, and I was somewhat 5about how to get them to sit down again, but once that awkwardness was over, I quickly 6my calmness and began what I thought was a fact-packed lecture, sure to gain their respect—perhaps 7their admiration. I went back to my office with the rosy glow which came from a sense of achievement.
My students 8diaries. However, as I read them, the rosy glow was gradually 9 by a strong sense of sadness. The first diary said, "Our literature teacher didn’t teach us anything today. 10her next lecture will be better." Greatly surprised, I read diary after diary, each expressing a 11theme. "Didn’t I teach them anything? I described the entire philosophical framework of Western thought and laid the historical 12 for all the works we’ll study in class," I complained." How _13 they say I didn’t teach them anything?"
It was a long term, and it 14 became clear that my ideas about education were not the same as_15 of my students. I thought a teacher’s job was to raise 16questions and provide enough background so that students could 17 their own conclusions. My students thought a teacher’s job was to provide _18_ information as directly and clearly as possible. What a difference!
_19, I also learned a lot, and my experience with my Chinese students has made me a 20American teacher, knowing how to teach in a different culture.
1. A.the UK B.the US C.China D.Australia
2. A.worry B.idea C.doubt D.experience
3. A.impress B.put C.leave D.fix
4. A.Attention B.Look out C.At ease D.Stand up
5. A.puzzled B.sure C.curious D.worried
6. A.found B.returned C.regained D.followed
7. A.more B.even C.yet D.still
8. A.passed B.borrowed C.read D.kept
9. A.replaced B.taken C.caught D.moved
10. A.Naturally B.Perhaps C.Fortunately D.Reasonably
11. A.different B.strong C.similar D.usual
12. A.happenings B.characters C.development D.background
13. A.should B.need C.will D.must
14. A.immediately B.certainly C.simply D.gradually
15. A.that B.what C.those D.ones
16. A.difficult B.interesting C.ordinary D.unusual
17. A.draw B.look C.search D.offer
18. A.strange B.standard C.exact D.serious
19. A.Therefore B.However C.Besides D.Though
20. A.normal B.happy C.good D.better
高三英语完型填空中等难度题查看答案及解析
That morning, I stepped into the classroom, ready to share my knowledge and experience with seventy-five students who would be my English Literature class. Having taught in for seventeen years, I had no about my ability to hold their attention and to on them my admiration for the literature of my mother tongue.
I was shocked when the monitor shouted, " !" The entire class rose as I entered the room, and I was somewhat about how to get them to sit down again, but once that awkwardness was over, I quickly my calmness and began what I thought was a fact-packed lecture, sure to gain their respect—perhaps their admiration. I went back to my office with the rosy glow which came from a sense of achievement.
My students diaries. However, as I read them, the rosy glow was gradually 49 by a strong sense of sadness. The first diary said, "Our literature teacher didn’t teach us anything today. her next lecture will be better." Greatly surprised, I read diary after diary, each expressing a theme. "Didn’t I teach them anything? I described the entire philosophical framework of Western thought and laid the historical for all the works we’ll study in class," I complained." How they say I didn’t teach them anything?"
It was a long term, and it became clear that my ideas about education were not the same as of my students. I thought a teacher’s job was to raise questions and provide enough background so that students could their own conclusions. My students thought a teacher’s job was to provide information as directly and clearly as possible. What a difference!
, I also learned a lot, and my experience with my Chinese students has made me a American teacher, knowing how to teach in a different culture.
1.A. the UK B. the US C. China D. Australia
2.A. worry B. idea C. doubt D. experience
3.A. impress B. put C. leave D. fix
4.A. Attention B. Look out C. At ease D. Stand up
5.A. puzzled B. sure C. curious D. worried
6.A. found B. returned C. regained D. followed
7.A. more B. even C. yet D. still
8.A. passed B. borrowed C. read D. kept
9.A. replaced B. taken C. caught D. moved
10.A. Naturally B.Perhaps C. Fortunately D. Reasonably
11.A. different B. strong C. similar D. usual
12.A. happenings B. characters C. development D. background
13.A. should B. need C. will D. must
14.A. immediately B. certainly C. simply D. gradually
15.A. that B. what C. those D. ones
16.A. difficult B. interesting C. ordinary D. unusual
17.A. draw B. look C. search D. offer
18.A. strange B. standard C. exact D. serious
19.A. Therefore B. However C. Besides D. Though
20.A. normal B. happy C. good D. better
高三英语完形填空中等难度题查看答案及解析
That morning, I stepped into the classroom, ready to share my knowledge and experience with seventy-five students who would be my English Literature class. Having taught in ________________ for seventeen years, I had no ________________ about my ability to hold their attention and to impress on them my ________________ for the literature of my mother tongue.
As I entered the room, I was ________ when the monitor shouted: “Stand up!” The entire class rose, and I was somewhat ________________ about how to get them to sit down again. Once that awkwardness was over, I quickly ________ my calmness and began what I thought was an informed lecture, sure to gain their respect — perhaps ________________ their admiration. I went back to my office with the rosy glow which came from a sense of achievement.
I asked my students to keep ________________as homework. However, as I read them, the rosy glow was gradually ________________ by a strong sense of sadness. The first diary said, “Our literature teacher didn’t teach us anything today. ________________ her next lecture will be better.” Greatly surprised, I read diary after diary, each expressing a ________ theme. “Didn’t I teach them anything? I described the entire philosophical framework of Western thought and laid the historical ________________ for all the works we’ll study in class,” I complained. “How ________________ they say I didn’t teach them anything?”
It was a long term, and it ________________ became clear that my ideas about ________ were not the same as those of my students. I thought a teacher’s job was to raise ________________ questions and provide enough background so that students could ________________ their own conclusions. My students thought a teacher’s job was to provide ________________ information as directly and clearly as possible. What a difference!
________________, I benefited a lot, for my experience with my Chinese students has made me a ________________ American teacher, knowing how to teach in a different culture.
1.A. England B. America C. China D. Australia
2.A. worry B. idea C. doubt D. skill
3.A. profession B. admiration C. explanation D. expression
4.A. attracted B. embarrassed C. amused D. shocked
5.A. puzzled B. sure C. worried D. curious
6.A. reminded B. returned C. regained D. recovered
7.A. more B. even C. yet D. still
8.A. discussions B. notes C. compositions D. diaries
9.A. replaced B. frightened C. troubled D. moved
10.A. Later B. Perhaps C. Somehow D. Indeed
11.A. common B. strong C. similar D. strange
12.A. happenings B. characters C. development D. background
13.A. should B. need C. will D. must
14.A. immediately B. certainly C. simply D. gradually
15.A. admiration B. question C. education D. conclusion
16.A. difficult B. interesting C. essential D. general
17.A. draw B. find C. search D. offer
18.A. special B. standard C. exact D. serious
19.A. Therefore B. However C. Then D. Though
20.A. richer B. happier C. friendlier D. better
高三英语完型填空中等难度题查看答案及解析
That morning, I stepped into the classroom, ready to share my knowledge and experience with seventy-five students who would be my English Literature class.Having taught in for seventeen years, I had no about my ability to hold their attention and to on them my admiration for the literature of my mother tongue.
I was shocked when the monitor shouted, " !" The entire class rose as I entered the room, and I was somewhat about how to get them to sit down again, but once that awkwardness was over, I quickly my calmness and began what I thought was a fact-packed lecture, sure to gain their respect—perhaps their admiration.I went back to my office with the rosy glow which came from a sense of achievement.
My students diaries.However, as I read them, the rosy glow was gradually 49 by a strong sense of sadness.The first diary said, "Our literature teacher didn’t teach us anything today. her next lecture will be better." Greatly surprised, I read diary after diary, each expressing a theme."Didn’t I teach them anything? I described the entire philosophical framework of Western thought and laid the historical for all the works we’ll study in class," I complained." How they say I didn’t teach them anything?"
It was a long term, and it became clear that my ideas about education were not the same as of my students.I thought a teacher’s job was to raise questions and provide enough background so that students could their own conclusions.My students thought a teacher’s job was to provide information as directly and clearly as possible.What a difference!
, I also learned a lot, and my experience with my Chinese students has made me a American teacher, knowing how to teach in a different culture.
1.A. the UK B. the US C. China D. Australia
2.A. worry B. idea C. doubt D. experience
3.A. impress B. put C. leave D. fix
4.A. Attention B. Look out C. At ease D. Stand up
5.A. puzzled B. sure C. curious D. worried
6.A. found B. returned C. regained D. followed
7.A. more B. even C. yet D. still
8.A. passed B. borrowed C. read D. kept
9.A. replaced B. taken C. caught D. moved
10.A. Naturally B. Perhaps C. Fortunately D. Reasonably
11.A. different B. strong C. similar D. usual
12.A. happenings B. characters C. development D. background
13.A. should B. need C. will D. must
14.A. immediately B. certainly C. simply D. gradually
15.A. that B. what C. those D. ones
16.A. difficult B. interesting C. ordinary D. unusual
17.A. draw B. look C. search D. offer
18.A. strange B. standard C. exact D. serious
19.A. Therefore B. However C. Besides D. Though
20.A. normal B. happy C. good D. better
高三英语完形填空中等难度题查看答案及解析
For Chinese wanting to work as nurses in the United Sates, the arrival of the test of the Commission on Graduates of Foreign Nursing Schools (CGFNS) may be a welcome move.
The CGFNS has a certification programme for people wanting to work as registered nurses in the US. The first CGFNS test in China is to be held in Beijing in July. Registrations is open till April 9. According to US labour law, nurses have to pass the National Council License Examination for Registered Nurses (NCLEX-RN) before they can practise. However, the NCLEX-RN is only useful in the US, making it difficult for people from other countries to get in. But, the US expects a shortage of 50,000 nurses by 2010. So, the CGFNS has not replaced the NCLEX-RN, which is still needed for work as a registered nurse in the US.
So what exactly does CGFNS do?
First of all, it helps international nurses qualify for a work visa for the US. Nurses educated abroad who do not have a US license by the NCLEX-RN, must get the CGFNS certificate. “But not everyone who gets a CGFNS certificate can get a work visa. There are many requirements for a visa, and the CGFNS is just one,” said John Ratigan, immigration officer for the CGFNS.
The certificate helps applicants meet requirements for the NCLEX-RN. Forty-two states require a CGFNS certificate from nurses educated abroad before taking the NCLEX-RN examination.
About 85 percent of those who passed the CGFNS have passed the NCLEX-RN. According to Barbara Michols, chief executive officer of CGFNS, “the CGFNS is cost-efficient for the Chinese. If they can’t pass the CGFNS here in China, their chances of passing the NCLEX-RN for the US are tiny. This saves time and money on visa applications and the long trip. ” In a word, to get a CGFNS certificate, a person must have: a credentials review, the CGFNS qualifying exam of nursing knowledge and an English language proficiency exam.
1. We can infer from the text that to people hoping to work as registered nurses in the US, CGFNS tests can be taken _____.
A. nowhere but in the US B. somewhere outside the US
C. in every country but the US D. both in China and the US
2. According to American labour law, people cannot work as nurses until they pass _____.
A. NCLEX-RN B. CGFNS
C. CGFNS and NCLEX-RN D. CGFNS or NCLEX-RN
3.We can learn from the text that _____.
A. if you get a CGFNS certificate, you can pass the NCLEX-RN in the US and get visa
applications
B. if you pass the NCLEX-RN in the US, you can get a CGFNS certificate and get visa
applications
C. if you can't pass the NCLEX-RN in the US, you will not be able to pass the CGFNS
examination
D. if you get a CGFNS certificate, you will be more likely to pass the NCLEX-RN examination
4.The sentence "CGFNS holders have a higher rate of success on the NCLEX-RN examination" can be arranged at the beginning of Paragraph _____.
A. Two B. Four C. Five D. Six
5.What is probably the best title of this passage?
A. The CGFNS helps international nurses
B. The first CGFNS test in China
C. The CGFNS and the NCLEX-RN
D. Working as registered nurses in the US
高三英语阅读理解中等难度题查看答案及解析
Mrs. Amatuli was my teacher in the fourth grade. One day at lunch time,I was getting ready to eat my same old tuna fish(金枪鱼)sandwich and suddenly Mrs. Amatuli asked me if she could buy my sandwich from me. She explained that I could use the money to buy a hot lunch from the cafeteria.
I was thrilled. I never bought my lunch at the cafeteria. It was too expensive for my family,and I always carried my lunch and brought the bag back home to use again the next day. My sandwiches were either bologna(大香肠)or tuna fish. It rarely varied beyond that.
You can understand my delight when I had the opportunity to buy a hot lunch.
When we finished lunch that day. Mrs. Amatuli took me aside and said she wanted to explain why she had bought my sandwich. I really didn’t care why, but it gave me a few minutes of her precious attention so I was very quiet as she explained. You see,she was Catholic and she told me that Catholics didn’t eat red meat on Fridays—they ate fish on Fridays.
Oh,I couldn’t wait to get home and tell my mama that from now on 1 wanted tuna fish on Fridays. After my mama understood why,she gladly fixed tuna fish for me on Fridays. She even fixed it on brown bread because she knew Mrs. Amatuli liked brown bread. From then on. every Friday I could get in line with the rest of the kids for a hot lunch. I didn’t care how many of the kids complained about cafeteria food—it tasted divine to me!
I realize now that Mrs. Amatuli could have fixed herself a tuna sandwich of Friday. But she bought my sandwich because she saw a 1ittle girl who was thrilled over the simple act of having a hot lunch.
I will never forget her for her compassion and generosity and what I should do is to follow her example.
1.Mrs.Arnatuli bought the writer’s sand wish because_____________.
A.she was tired of cafeteria food
B.she hated getting in line with kids
C.she didn’t eat red meat on Friday
D.she wanted to show care to the writer
2.What can we learn about the cafeteria food?
A.It was terrific. B.It was terrible.
C.The writer enjoyed it. D.Most kids were fond of it.
3.The underlined word "divine" in Paragraph 5 means___________.
A.perfect B.sweet C.unpleasant D.special
4.Which of the following can best show the theme of this text?
A.It is hard to please all.
B.Better to give than to receive.
C.Love makes the world go around.
D.The more you offer,the more you are rewarded.
高三英语阅读理解中等难度题查看答案及解析