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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
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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
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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
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It was my first year teaching in a special class, and I wasn’t sure what to expect at our yearly Special Olympics sports meeting. My had some challenges, from learning disabilities to cerebral palsy (脑瘫).
Mark was one with the latter. Restricted to a ________, he had to fight his spasms (抽搐) just to control his movements.________, he always had a positive attitude and greeted everyone with a huge smile. His classmates ________ him and always took the time to make sure he was included in group activities, especially Mike, Andy and Lucas, three boys who were good at . Obviously, Mark wanted to be like them, unrestricted by the limitation of his ________, and watching them moving on the playing field seemed to fill him with ________.
When the day came, Mike, Andy and Lucas placed well in their sports events, and gave the calm audience something to cheer about. Mark sat in his wheelchair on the sidelines, them on. The final event of the day was the 400-meter race. ________ was invited to either walk or run, according to their ability, around the ________ length of the track.
When Mike, Andy and Lucas reached the finish line, they ________ and turned to look behind them. At the ________ of the crowd on the track, determined not to be left behind, was Mark. All his classmates had ________him. He was alone on the track with over half the distance left to . Mike, Andy and Lucas looked at each other, and a silent ________ passed between them. Slowly, they jogged ________ towards their friend, cheering him on ________ he had done for them moments before.
The progress was ________, but in the end the three star runners and Mark ________ the finish line together to the enthusiastic cries of their teachers and classmates. Seeing the look on Mark’s face and hands upraised, I came to understand what ________ the Special Olympics.
Years later, I’m still cheering them on.
1.A. students B. friends C. partners D. classmates
2.A. bed B. machine C. desk D. wheelchair
3.A. Thus B. However C. Otherwise D. Besides
4.A. protected B. satisfied C. loved D. cared
5.A. expression B. practice C. studies D. sports
6.A. interests B. habits C. body D. mind
7.A. trust B. admiration C. fear D. worry
8.A. bringing B. cheering C. holding D. moving
9.A. Someone B. Everyone C. Anybody D. Nobody
10.A. average B. different C. entire D. extra
11.A. fell B. rested C . hurried D. paused
12.A. end B. front C. center D. top
13.A. left B. ignored C. passed D. helped
14.A. run B. jog C. cover D. walk
15.A. demand B. relief C. action D. thought
16.A. back B. along C. again D. on
17.A. while B. although C. since D. as
18.A. slow B. great C. boring D. relaxing
19.A. crossed B. arrived C. rushed D. got
20.A. left B. made C. kept D. found
高二英语完型填空中等难度题查看答案及解析
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When I was in my fourth year of teaching, I was also (and am still) a high school track and field coach(田径教练). One year, I had a student, John, who entered my class when he was a junior. John changed to our school from Greece, and seemed to be interested in sports, so I encouraged him to join our track team. I explained to him that even though he had never taken part in it before, I did believe that he could do well in any event, and I would be willing to coach him at whichever ones interested him. He accepted the offer, and began to work hard at every practice.
About a month later, I had found out from other sources that John was a first-class tennis player, winning various junior awards in his home country. I went to him asking, "John, I really appreciate that you came out for the track team, but why didn't you play tennis inst
ead? It seems that would interest you a lot more, sinceyou're so good at it." John answered, "Well, I like tennis, but you told me that you believed in me, and that you thought I could do well in track, so I wanted to try it for that reason."
From then on, I often remember my student's reply. I told it to a friend and she suggested I write it down to share somewhere with more teachers. No matter how critical (不满的) students can be of them-selves, I've found that a simple "I trust that you can do it!" can go a long way!
1.According to Paragraph 1, the author seems to think more about John's ________
A. PE marks B. self-confidence
C. interest in sports D. state of health
2.Why did John take part in the track team?
A. He had been an excellent runner.
B. He was encouraged by his teacher.
C. He liked running more than tennis.
D. He had no tennis coach to train him.
3.The purpose of this passage is probably _____.
A. to build a close teacher-student relationship
B. to introduce a new way of sports training
C. to explain the value of sports and games
D. to show the importance of encouragement
4.The passage is mainly written for _____.
A. teachers B. parents
C. students D. players
高二英语阅读理解中等难度题查看答案及解析
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English was always my favorite subject. In my freshman year of high school, I could write a killer composition. In my second year, my teacher me to give spelling tests to the class. I had a time of my junior year. Mrs Alexander me to sit at her desk and take over the class when she had to leave the room. Only my senior English class was , as we had a teacher right out of college who expected work. Every student received a "C" or "D" grade the first quarter. But English was still my favorite subject.
I graduated from high school, early and had children. about my English, I often helped my kids with their English homework. And I wrote long articles and beautiful poetry as a columnist for a newspaper. Fifteen years later, I went to college, and because I had been an "A" student, I remained an "A" student. I up to my own expectations.
Yesterday, I my high school report cards when I was reading old papers. That bundle of report cards back the old days. I remembered sitting in my advisor's office, explaining that I had always be at English, and recommending that I did not deserve a '"D" from that inexperienced teacher of my senior year. The advisor was but unable to change a （an） . Reading through my old report cards revealed something else too. I wanted to them or hide them. I was not an "A" student in high school English! Somehow, I had myself of this, when the grades clearly reflected an average student with an "A" or "B" but mostly "C” S.
Had I lived up to those grades and myself according to those letters, I would have never confidently sought my writing career. Had I my early grades instead of myself, I would have allowed my fear of failure to enthusiasm and damage my creativity. Instead, I my younger self as an "A" English student, except for that undeserved "D".
1.A. scolded B. allowed C. ordered D. reminded
2.A. bad B. complex C. terrible D. wonderful
3.A. approve B. appointed C. expected D. urged
4.A. flexible B. creative C. disappointing D. controversial
5.A. college-levelB. based C. difficult D. easy
6.A. married B. worked C. succeeded D. progressed
7.A. Sad B. Confident C. Anxious D. Curious
8.A. added B. lived C. grew D. went
9.A. counted B. remembered C. approached D. discovered
10.A. brought B. turned C. held D. kept
11.A. nervous B. excelled C. poor D. terrible
12.A. impolite B. impatient C. inexperienced D. sympathetic
13.A. grade B. figure C. paper D. entry
14.A. tear B. fire C. cry D. escape
15.A. warned B. reminded C. informed D. convinced
16.A. average B. enthusiastic C. outstanding D. occasional
17.A. considered B. defined C. reflected D. described
18.A. abandoned B. given C. believed in D. doubted
19.A. change B. risk C. defeat D. reminded
20.A. looked B. viewed C. sang D. criticized
高二英语完型填空中等难度题查看答案及解析
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It was Christmas 1961. I was teaching in a small town where my twenty-seven third graders eagerly 36 the great day of gift-giving in advance.
Each day the children produced some new 37 — strings of popcorn, handmade trinkets, and German bell. Through it all she remained alone, 38 from a distance, seemingly miles away. I wondered what 39 happen to this quiet child, once so happy, now suddenly so withdrawn. I hoped the festivities would 40 her. But nothing did. The students made the fried marbles（油炸玻璃弹子）and competed with one anther to bring the 41 ones.
The day of gift-giving finally came. We cheered over our handiwork as the presents were 42 . All along, she sat quietly watching. To see her smile, I had made a special bag for her. She opened it so slowly and carefully. I waited but she 43 . I had not passed through the wall of isolation she had 44 around herself.
After school I sat down in a chair, hardly 45 of what was happening, when she came to me with outstretched hands, bearing a small white box, and slightly soiled, 46 it had been held many times by 47 , childish hands. She said nothing. “For me?” I asked. She said not a word, but 48 her head. I took the box and cautiously opened it. There inside, glistening green, a fried marble 49 from a golden chain. Then I looked into that eight-year-old 50 and saw the question in her dark brown eyes. In a flash I knew — she had 51 it for her mother, who had died just three weeks before and would never hold her or brush her hair or 52 her childish joys or sorrows.
I meant it when I whispered, “Oh, Maria, it is so beautiful. Your mother would 53 it.” Neither of us could stop the 54 . She threw herself into my arms and we wept together. And for that brief moment I became her mother, for she had given me the greatest 55 of all: her trust and love.
1.A. prepared B. reserved C. expected D. waited
2.A. fancies B. impressions C. wonders D. possessions
3.A. looking B. playing C. searching D. watching
4.A. would B. should C. must D. needed
5.A. attend to B. appeal to C. listen to D. object to
6.A. prettiest B. wisest C. heaviest D. naughtiest
7.A. transformed B. informed C. exchanged D. deserted
8.A. gave away B. threw away C. carried away D. turned away
9.A. built B. adjusted C. offered D. filled
10.A. afraid B. aware C. content D. fond
11.A. when B. while C. as though D. even if
12.A. untouched B. unknown C. unwashed D. unpacked
13.A. nodded B. raised C. dropped D. turned
14.A. protected B. hung C. held D. escaped
15.A. face B. cheek C. hair D. forehead
16.A. bought B. exchanged C. made D. stole
17.A. appreciate B. enjoy C. communicate D. share
18.A. love B. benefit C. dislike D. need
19.A. laugh B. excitement C. tears D. description
20.A. joy B. identity C. contribution D. gift
高二英语完型填空简单题查看答案及解析
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My heart was pounding faster while the drums were beating. It was my third year in the running. “And our winner…Miss Red Cliff 2008 is Number 183!”
I stood there, frozen. My mom brought me back to reality: “That’s you, Mariah!” As I walked to the speaker, the former Miss Red Cliff took the crown(花冠) from her head, and placed it on mine. My family surrounded me, taking pictures and congratulating me. Then my family and I danced around the arena(竞技场) with our heads held high. People came up to shake my hand and gave me flowers, kisses and hugs. Finally, with determination I had reached my goal—to travel on the pow-wow(a meeting of native Americans) trail in honor of my community.
Before I became Miss Red Cliff, I had to get to know someone well before I became sociable, but later I wasn’t like that anymore. That year I traveled to many pow-wows in Michigan, Canada and many other places. People told me that I was a respectful and responsible young lady. I felt very confident that I was doing a good job.
Being Miss Red Cliff was one of the best times in my teenage years. I hope one day I will watch my daughters or granddaughters dance behind the flag holders as they hold the Miss Red Cliff title.
1.Why did Mariah stand still when she heard the result?
A. She couldn’t believe the fact that she had won the Miss Red Cliff title.
B. She didn’t remember her number.
C. She didn’t like the former Miss Red Cliff.
D. She thought someone had made a mistake.
2.Each year, Miss Red Cliff is elected so as to .
A. represent her community to attend the pow-wows
B. dance around the arena with her families and friends
C. receive flowers, kisses and hugs from people
D. sing an honor song with the crown on the head
3.What can we learn about Mariah from the passage?
A. She loved to travel around.
B. She felt proud to be Miss Red Cliff 2008.
C. She was a sociable and responsible young lady.
D. She had tried to win this competition for years.
4.What is the main idea of this passage?
A. Mariah couldn’t believe it when she failed in the competition.
B. Mariah hoped to see more people in her family become Miss Red Cliffs.
C. Mariah’s success was all due to her families’ caring and encouragement.
D. It was a rewarding and unforgettable experience to become Miss Red Cliff.
高二英语阅读理解中等难度题查看答案及解析
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I Am A Pencil
Children’s book author Sam Swope took a job teaching writing to third-graders in the New York City. His students were immigrants (移民) or the children of immigrants from 21 countries, speaking 11 languages and having many different beliefs. But there were a few things they had in common: family troubles, money struggles and poetry.
Cover Price: $59.88
Price: $19.95
You Save: $39.93 (About 67%)
What It Takes To Help Me Out
An editor for US News & World Report, David L. Marcus takes us inside a boarding (寄宿) school for troubled teens. He shows the great stresses that are put on these teens and make them lose their confidence. This should cause us to think hard about troubled teens.
Cover Price: $35.86
Price: $15.00
You Save: $20.86 (About 58%)
The Most Scenic Drives in America
Published again and again and translated into several languages beginning in 1997, this travel book includes over 200 brand-new photographs of the wonderful places along 120 selected routes.
Cover Price: $47.88
Price: $23.88
You Save: $24 (About 50%)
Our Brother’s Keeper
Author Jedwin Smith tells what happened when he met several of his brother’s old friends. They make a journey to Vietnam, to visit the place where Jeff, his brother, died. Surprisingly, their Vietnamese guide was the former commander (海军中校) carrying out the attack that killed Jeff. A powerful story of brotherhood, bravery and understanding carried out.
Cover Price: $59.40
Price: $10.00
You Save: $49.40 (About 83%)
1.Which of the following books offers the biggest price cut?
A. I Am A Pencil
B. What It Takes To Help Me Out
C. The Most Scenic Drives in America
D. Our Brother’s Keeper
2.If you are interested in pictures, you would probably choose ________.
A. Our Brother’s Keeper
B. What It Takes To Help Me Out
C. The Most Scenic Drives in America
D. I Am A Pencil
3.From the book I Am A Pencil, we can learn that Sam Swope’s students _______.
A. are homeless children
B. have the same beliefs
C. like writing poetry
D. are in different grades
4.What can we learn from the passage?
A. I Am A Pencil is written by Jedwin Smith.
B. What It Takes To Help Me Out is about troubled teens.
C. You have to pay $47.88 for The Most Scenic Drives in America.
D. Jedwin Smith was killed in Vietnam.
5.What type of writing is this passage?
A. An advertisement. B. A news report. C. An announcement. D. A tour guide.
高二英语阅读理解中等难度题查看答案及解析
-
I Am A Pencil
Children’s book author Sam Swope took a job teaching writing to third-graders in the New York City. His students were immigrants or the children of immigrants from 21 countries, speaking 11 languages and having many different beliefs. But there were a few things they had in common: family troubles, money struggles and poetry.
Cover Price: $59.88
Price: $19.95
You Save: $39.93 (About 67%)
What It Takes To Help Me Out
An editor for US News & World Report, David L. Marcus takes us inside a boarding (寄宿) school for troubled teens. He shows the great stresses that are put on these teens and make them lose their confidence. This should cause us to think hard about troubled teens.
Cover Price: $35.86
Price: $15.00
You Save: $20.86 (About 58%)
The Most Scenic Drives in America
Published again and again and translated into several languages beginning in 1997, this travel book includes over 200 brand-new photographs of the wonderful places along 120 selected routes.
Cover Price: $47.88
Price: $23.88
You Save: $24 (About 50%)
Our Brother’s Keeper
Author Jedwin Smith tells what happened when he met several of his brother’s old friends. They make a journey to Vietnam, to visit the place where Jeff, his brother, died. Surprisingly, their Vietnamese guide was the former commander (海军中校) carrying out the attack that killed Jeff. A
powerful story of brotherhood, bravery and understanding carried out.Cover Price: $59.40
Price: $10.00
You Save: $49.40 (About 83%)
1.Which of the following books offers the biggest price cut?
A. I Am A Pencil B. What It Takes To Help Me Out
C. The Most Scenic Drives in America D. Our Brother’s Keeper
2.If you are interested in pictures, you would probably choose ________.
A. Our Brother’s Keeper B. What It Takes To Help Me Out
C. The Most Scenic Drives in America D. I Am A Pencil
3.From the book I Am A Pencil, we can learn that Sam Swope’s students _______.
A. are homeless children B. have the same beliefs
C. like writing poetry D. are in different grades
4.What can we learn from the passage?
A. I Am A Pencil is written by Jedwin Smith.
B. What It Takes To Help Me Out is about troubled teens.
C. You have to pay $47.88 for The Most Scenic Drives in America.
D. Jedwin Smith was killed in Vietnam.
5.What type of writing is this passage?
A. An advertisement. B. A news report.
C. An announcement. D. A tour guide.
高二英语阅读理解中等难度题查看答案及解析
ead? It seems that would interest you a lot more, since
powerful story of brotherhood, bravery and understanding carried out.