Our committee was ___ representatives of teac...

Our committee was ___ representatives of teachers and students.

A.consist of B.made up of C.made from D.included

高二英语单项填空中等难度题查看答案及解析

Our school has an absolute _______ over others, for we have the most hardworking teachers and students.

A. profit     　　         B. benefit    　　　　　 C. advantage     　　　　　　 D. effect

高二英语单项填空简单题查看答案及解析

Many representatives were in favor of his proposal that a special committee　　　　　　 to

investigate the incident.

A.were set up　　　　　 B. was set up

C. be set up　　　　　 D. set up

高二英语单项填空中等难度题查看答案及解析

Going to school means learning new skills and facts in different subjects. Teachers teach and students learn, and many scientists are interested in finding ways to improve both teaching and learning processes.

Sian Beilock and Susan Leving, two psychologists at the University of Chicago, are trying to learn about learning. In a new study about the way kids learn math in elementary school, Beilock and Levine found a surprising relationship between what female teachers think and what female students learn: If a female teacher is uncomfortable with her own math skills, then her female students are more likely to believe that boys are better than girls at math. “If these girls keep getting math-anxious female teachers in later grades, it may create a snowball effect on their math achievement,” Levine told Science News. The study suggests that if these girls grow up believing that boys are better at math than girls are, then these girls may not do as well as they would have if they were more confident.

Just as students find certain subjects to be difficult, teachers can find certain subjects to be difficult to learn—and teach. The subject of math can be particularly difficult for everyone.

The new study involved 65 girls, 52 boys and 17 first-and second-grade teachers in elementary schools in the Midwest. The students took math achievement tests at the beginning and end of the school year, and the researchers compared the scores.

The researchers also gave the students tests to tell whether the students believed a math superstar had to be a boy. Then the researchers turned to the teachers: To find out which teachers were anxious about math, the researchers asked the teachers how they felt at times when they came across math, such as when reading a sales receipt. A teacher who got nervous looking at the numbers on a sales receipt, for example, was probably anxious about math.

Boys, on average, were unaffected by a teacher’s anxiety. On average, girls with math-anxious teachers scored lower on the end-of-the-year math tests than other girls in the study did. Plus, on the test showing whether someone thought a math superstar had to be a boy, 20 girls showed feeling that boys would be better at math—and all of these girls had been taught by female teachers with math anxiety.

According to surveys done before this one, college students who want to become elementary school teachers have the highest levels of anxiety about math. Plus, nine of every 10 elementary teachers are women, Levine said.

1.Sian Beilock and Susan Levine carried out the new research in order to ___________.

A．know the effects of teaching on learning      B．study students’ ways of learning math

C．prove women teachers are unfit to teach math D．find better teaching methods for teachers

2.The underlined part in paragraph 2 most probably means that girls may ___________.

A．end up learning math anxiety from their teachers

B．study the ways their female teachers behave

C．have an influence on their math-anxious female teachers

D．gain unexpected achievement in such subjects as math

3.In the study, what were the teachers required to do?

A．Prepare two math achievement tests for the students

B．Tell their feelings about math problems

C．Answer whether a math superstar had to be a boy

D．Compare the students’ scores after the math tests

4.What is the finding of the new study?

A．No male students were affected by their teachers’ anxiety

B．Almost all the girls got lower scores in the tests than the boys

C．About 30% of the girls thought boys are better at math than girls

D．Girls with math-anxious teachers all failed in the math tests

5.Which of the following is TRUE according to the text?

A．117 students and teachers took part in the new study

B．The researchers felt surprised at the findings of their study

C．Beilock and Levine are interested in teaching math

D．Men teachers are better at teaching math than women teachers

高二英语阅读理解中等难度题查看答案及解析

We were talking and laughing, when our teacher came in and asked us what all the  ______  was about.

A. excite             B. exciting           C. excited           D. excitement

高二英语单项填空简单题查看答案及解析

In high school I had a math teacher, Mrs. Davies, who took her job seriously and expected her students to put forth the same degree of commitment (付出). Strict but fair, she held our attention with her great method. One of her ______ was for students who were more advanced academically. I chose to ______ it and soon realized that the course was a bit over my head. I ____ with the complex problems that others seemed to learn without much effort.

One Friday we were tested ______ our ability to use a theorem (定理) that no one in the class thoroughly understood. The teacher would ______ our papers based on our ability to progress through the problem which easily filled two pages of formulaic notations (公式符号). I was absolutely ______. Finally, I didn't use the required theorem. Instead, I decided to use more familiar theorems to arrive at an ______. I knew I had failed because I hadn't done the ______ assignment. I became resigned (顺从) to my fate.

Our test papers were ______ back the following Monday. Everyone received a "C" except for me. To my surprise, I received an "A". I ______ that there must be a mistake. I watched ______ as the teacher approached my desk, smiled, and asked for my test ______ back. She then went back to copy my work onto the blackboard, ______ the class how I had arrived at the correct answer. "Mathematics is meant to be a creative tool, pushing our minds to a rewarding answer," she said with confidence. ______ I didn't use the required theorem, she seemed really proud of how I'd worked through the problem. The class saw her fold my test paper and put it into her textbook. She announced that it would be ______ with future classes.

My teacher would have been justified (合理的) in giving me a ______ grade. Instead, she used the ______ to deeply influence a student who often struggled. And after forty years, I still cherish the ______. It helped change my self-image. I ______ up to a broad boundary of possibilities which has made my life an adventure. She understood that teaching went beyond strict demands and could be used to ______ Thank you, Mrs. Davies.

1.A.ways B.tasks C.tests D.classes

2.A.run B.take C.teach D.like

3.A.compared B.struggled C.connected D.argued

4.A.on B.at C.in D.for

5.A.explain B.collect C.print D.grade

6.A.tired B.curious C.lost D.satisfied

7.A.effect B.end C.answer D.interest

8.A.completed B.proved C.fixed D.required

9.A.handed B.held C.thrown D.dated

10.A.hoped B.assumed C.declared D.dreamed

11.A.angrily B.regretfully C.disappointedly D.nervously

12.A.paper B.score C.question D.method

13.A.helping B.following C.showing D.praising

14.A.Since B.Unless C.Though D.Because

15.A.shared B.exchanged C.practised D.checked

16.A.friendly B.failing C.corrected D.wrong

17.A.possibility B.creation C.intention D.opportunity

18.A.change B.memory C.school D.life

19.A.opened B.kept C.made D.looked

20.A.learn B.survive C.inspire D.manage

高二英语完形填空中等难度题查看答案及解析

Mr Smith was a strict headmaster, but ______ all the teachers and students in our school showed respect for.

A. that          B. the one        C. one              D. who

高二英语单项填空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.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

When I was asked to think about someone who changed our life by my teacher, I thought of my friend Anna immediately.

Anna was a top student when she was at school. She was _______, so she often told me, “Study hard, and your efforts (努力) will finally _______. In the future, you will have a good job and certainly be somebody in life.” After her graduation, she was admitted to a university. _______, she left there after studying for appropriately(大约) a year, because she didn’t have enough _______ for the next year. But a year later，she _______. This time she was not only a college student, but also a(n) _______. She had to work in her _______ time and do homework during school hours. It must have been the most difficult period of time in her life, but she didn’t _______ at all. Instead, she told me how to become _______ and responsible(负责任的) .

I ________ her and often tell myself that I should work hard to ________ it once I set my mind to something like Anna. Her ways are changing my ways. Now I don’t do the things I ________ to do. Ever since I started high school, I have been more ________. I am not lazy any more. Instead, I try to come to school every day. I have ________ everything aside and just have been focused on school. I am really ________ that she has changed me a lot.

1.A.confident B.hard – working C.lazy D.clever

2.A.pay for B.come back C.pay off(得到回报) D.come on

3.A.So B.And C.However D.Therefore

4.A.time B.benefit C.energy D.money

5.A.gave in B.went back C.went away D.gave up

6.A.worker B.employer C.student D.teacher

7.A.busy B.full C.empty D.spare

8.A.solve B.complain(抱怨)  C.realize D.mean to

9.A.honest B.kind C.strong D.healthy

10.A.praise B.appreciate(欣赏)  C.amaze D.dislike

11.A.get B.recognize C.achieve D.accept

12.A.desired B.designed C.hated D.used

13.A.connected B.concentrated C.frightened D.delighted

14.A.pushed B.arranged C.pulled D.saved

15.A.grateful B.helpful C.faithful(忠诚的)  D.powerful

高二英语完形填空中等难度题查看答案及解析