高中英語(yǔ)提高班介紹
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高中英語(yǔ)提高班：完型
Every country has its heroes..If you get a list of the heroes of a nation, it will tell you the potential(潛勢(shì);潛力) of that nation.For example, the youngsters in 發(fā)射) of Shenzhou V. groups..There‟s no doubt that such .The rock stars too often are mixed with drugs and their personal life is not all that .The rock stars are rich and they wear the latest fashion styles..
A second type of heroes for the American youth are sports star.area- sports..Too frequently drugs and drinking are .
A third group of heroes are TV or movie stars.These people may have lots of talent and are quite handsome.However, the personal life of too many actors is quite sad and be held up as a model for young people. .Really, not wear fashionable clothes.However, they are people who work hard to make the world a better place for everyone. .They like to wear the same clothes as theirs.If the .
36.A.respect B.admire C.satisfy D.hold
37.A.on the tip of their tongue B.as a model C.to be admired D.to hear from
38.A.choice B.conclusion C.majority D.suggestion
39.A.interested B.connected C.excited D.pleased
40.A.take on B.think up C.put on D.hold up
41.A.simple B.mixed C.good D.bad
42.A.put B.gather C.spend D.be after
43.A.like B.besides C.with D.as
44.A.This time B.Instead C.However D.Again
45.A.little B.a bit C.kind of D.any
46.A.sports B.life C.clothes D.talent
47.A.teaching B.running C.acting D.speech
48.A.should not B.should C.must D.may not
49.A.both B.each one C.all D.none
50.A.dream B.husband C.wife D.hero
51.A.rich B.poor C.healthy D.kind
52.A.stupid B.talented C.terrible D.weak
53.A.persuade B.praise C.remember D.follow
54.A.enough B.limited C.powerful D.great
55.A.bright B.usual C.necessary D.important
高中英語(yǔ)提高班：閱讀
(4)
Professor Smith recently persuaded 35 people, 23 of them women, to keep a diary of all their absent-minded actions for a fortnight. When he came to analyze their embarrassing lapses (差錯(cuò)) in a scientific report, he was surprised to find that nearly all of them fell into a few groupings. Nor did the lapses appear to be entirely random.
One of the women, for instance, on leaving her house for work one morning threw her dog her earrings and tried to fix a dog biscuit on her ear. “The explanation for this is that the brain is like a computer,” explains the professor, “People program themselves to do certain activities regularly. It was the woman‟s custom every morning to throw her dog two biscuits and then put on her earring. But somehow the action got reversed in the program. About one in twenty of the incidents the volunteers reported were these „program assembly failures.‟”
Altogether the volunteers logged 433 unintentional actions that they found themselves doing --- an average of twelve each. There appear to be peak periods in the day when we are at our zaniest (荒謬可笑的). These are two hours some time between eight a.m. and noon, between four and six p.m. with a smaller peak between eight and ten p.m. “Among men the peak seems to be when a changeover in brain programs occurs, as for instance between going to and from work.” Women on average reported slightly more lapses --- 12.5 compared with 10.9 for men probably because they were more reliable reporters.
A startling finding of the research is that the absent-minded activity is a hazard of doing things in which we are skilled. Normally, you would expect that skill reduces the number of errors we make. But trying to avoid silly slips by concentrating more could make things a lot worse and even dangerous.
1. In his study Professor Smith asked the subjects ________.
A. to keep track of people who tend to forget things
B. to report their embarrassing lapses at random
C. to analyze their awkward experiences scientifically
D. to keep a record of what they did unintentionally
2. Professor Smith discovered that ________.
A. certain patterns can be identified in the recorded incidents
B. many people were too embarrassed to admit their absent-mindedness
C. men tend to be more absent-minded than women
D. absent-mindedness is an excusable human weakness
3. “Program assembly failures” refers to the phenomenon that people ________.
A. often fail to program their routines beforehand
B. tend to make mistakes when they are in a hurry
C. unconsciously change the sequence of doing things
D. are likely to mess things up if they are too tired
4. We learn from the third paragraph that ________.
A. absent-mindedness tends to occur during certain hours of the day
B. women are very careful to perform actions during peak periods
C. women experience more peak periods of absent-mindedness
D. men‟s absent-mindedness often results in funny situations
5. It can be concluded from the passage that ________.
A. people should avoid doing important things during peak periods of lapses
B. hazards can be avoided when people do things they are good at
C. people should be careful when programming their actions
D. lapses cannot always be attributed to lack of concentration
(8)
Twenty-first century humanity has mapped oceans and mountains, visited the moon, and surveyed the planets. But for all the progress, people still don‟t know one another very well.
That brings about Theodore Zeldin‟s “feast of conversation” — events where individuals pair with persons they don‟t know for three hours of guided talk designed to get people pass the stage of “Where are you from?”
Mr. Zeldin, an Oxford University professor, heads Oxford Muse, a 10-year-old foundation based on the idea that what people need is not more information, but more inspiration and encouragement.
The “feast” in London looks not at politics or events, but at how people have felt about work, relations among the sexes, hopes and fears, enemies and authority, the shape of their lives. The “menu of conversation” includes topics like “How have your priorities changed over the years?” Or “What have you rebelled against the past?”
As participants gathered, Zeldin opened with a speech that despite instant communications in a globalized age, issues of human heart remain. Many people are lonely, or in routines that discourage knowing the depth of one another. “We are trapped in shallow conversations and the whole point now is to think, which is sometimes painful,” he says. “But thinking interaction is what separates us from other species, except maybe dogs … who do have generations of human interactions.”
The main rules of the “feast”: Don‟t pair with someone you know or ask questions you would not answer. The only awkward moment came when the multi-racial crowd of young adults to seniors, in sun hats, ties and dresses, looked to force until organizers interrupted them 180 minutes later.
“It‟s encouraging to see the world is not just a place of oppression and distance from each other,” Zeldin summed up. Some said they felt “liberated” to talk on sensitive topics. Thirty-something Peter, from East London, said that “it “What we did is not ordinary, but it can‟t be madder than the world already is.” might take weeks or months to get to the level of interaction we suddenly opened up.”
1. What can the “conversations” be best described as?
A. Deep and one-on-one.
C. Instant and inspiring.
A. pair freely with anyone they like
B. have a guided talk for a set period of time
C. ask questions they themselves wouldn‟t answer
D. wear clothes reflecting multi-racial features
3. In Paragraph 6, “they would be intimate” is closest in meaning to “________”.
A. they would have physical contact
C. they would be close friends
A. The fear for awkward moment.
C. Unwillingness to think. B. they would have in-depth talk D. they would exchange basic information B. Shallow conversations. D. Loneliness or routines. B. Sensitive and mad. D. Noisy and discouraging. 2. In a “feast of conversations”, participants ________. 4. According to Zeldin, what prevents many people thoroughly knowing one another?
5. From the passage, we can conclude that what Zeldin does is _________.
A. a try to liberate people from old-fashioned ideas
B. one of the maddest activities ever carried out
C. an attempt to promote thinking interaction
D. an effort to give people a chance of talking freely
(20)
All schoolchildren should have “happiness” lessons up to the age of 18 to prevent levels of depression from growing, according to a senior government adviser.
Pupils should study subjects such as how to manage feelings, attitudes to work and money, controlling negative emotions and even how to take a critical view of the media, said Lord Richard Layard, a Labor peer and professor of economics at the London School of Economics.
The proposal comes only days after the Government said that lessons in manners—including respect for the elderly and how to say “please” and “thank you”—Lord Layard, the director of the wellbeing program at the LSE‟s Center for Economic Performance, said: “Learning hard things takes an enormous amount of practice. To play the violin well takes 10,000 hours of practice. How can we expect people to learn to be happy without large amounts of practice and repetition?”
It is believed that at least two percent of British children under 12 now struggle with significant depression. Among teenagers, the figure rises to five percent. A UNICEF study involving 21 developed countries showed that British children were the least satisfied with their lives, while the World Health Organization predicts that childhood psychiatric (精神的) disorders will rise by 50 percent by 2020.
In a speech at Cambridge University, Lord Layard said the Government‟s lessons in manners did not go far enough. “We need a commitment to producing a major specialism in this area, with a serious teacher training program,” he said.
However, happiness lessons have been criticized by academics. Frank Furedi, a sociology professor at Kent University and author of Therapy Culture, said: “In pushing emotional literacy, what some teachers are really doing is abandoning teaching. They are giving up and talking about emotions instead, so that children value all this non-discipline-led activity more than maths, English or science. What is amazing about this is that time and time again, research says that it does not work.”
1. What do we know about British children from the passage?
A. They are the least happy among the 21 developed countries.
B. They suffer depression at an earlier age.
C. They are the easiest to suffer childhood psychiatric disorders.
D. Their standard of living is the lowest among the 21 developed countries.
2. The word “combat” (Line 3, Para. 3) means __________.
A. destroy B. form C. prevent D. protect
3. Which of the following method does Lord Layard use to show learning to be happy takes
practice?
A. Comparison. B. Description. C. Argument. D. Analysis.
4. What does Lord Layard think of the Government‟s lessons in manners?
A. They are quite enough to solve the present problem.
B. They can hardly meet the special demands of education.
C. They only focused on a major specialism.
D. They will probably end in failure.
5. Frank Furedi believes that ________.
A. happiness lessons should be taught to children
B. happiness lessons are just a waste of time
C. formal teaching can go side by side with happiness lessons
D. formal teaching should not give way to happiness lessons
高中英語(yǔ)提高班題目答案
第二部分：閱讀理解參考答案
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(5)CADAB (6)BDACB (7)ACDDB (8)ABBDC
(9)BBDCB (10)DDBCD (11)DCACB (12)DCDCB
(13)AADCB (14)ACBDC (15)DBCAC (16)BDCCA
(17)CCBAD (18)ADABC (19)BDCDC (20)ACABD
(21)CDABB (22)DBDCA
36.答案：B 解析：本題考查動(dòng)詞的詞義。admire 作為及物動(dòng)詞意思是“欽佩，羨慕”。 本句的意思是“英雄就是全國(guó)人民，特別是年輕人所羨慕的人。”
37.答案：B 解析：此題考查詞組“take somebody as a model”，其意思為“ 以某人為榜樣”。
38.答案：A 解析：此處考查choice這個(gè)名詞,意思是“選擇”;conclusion意思是“結(jié)論”;majority表示“大多數(shù)”;suggestion的意思是“建議”。后三個(gè)詞不符合題意。本句的意思是“年輕人對(duì)英雄的選擇可以歸為三類。”
39.答案：B 解析：詞組“connected with”是過(guò)去分詞短語(yǔ)作后置定語(yǔ)，意思是“與……有聯(lián)系”。
40.答案：D 解析：“hold up”為固定短語(yǔ)，意思是“推舉某人/某物作為實(shí)例，示范”。
41.答案：C 解析：本句的意思是：“那些搖滾歌星經(jīng)常吸毒而且私人生活不是那么好(good)”。根據(jù)常識(shí)得出此答案。
42.答案：A 解析：此題考查詞組“put in”的意思，它表示“提出(要求等)”。其它詞無(wú)此搭配。本句意思是：“一個(gè)人應(yīng)該對(duì)英雄提出更高的要求或標(biāo)準(zhǔn)，而不是錢和衣服”。
43.答案：D 解析：“such…as …”為固定短語(yǔ)，用于列舉事物/人，意思是“例如……;諸如 …此類的人或者事物”。
44.答案：D 解析：此題的答案“again”為副詞，表示“又，再”的意思，承接上文選來(lái)。
45.答案：B 解析：本句意思是：“那些體育明星的個(gè)人生活有點(diǎn)(a bit)失調(diào)，不正常”。a bit此處表示程度。
46.答案：B 解析：此句的意思是“經(jīng)常吸毒、酗酒是體育明星生活(life)的一部分。”
47.答案：C 解析：承接上文“A third group of heroes are TV or movie stars”，應(yīng)該選擇此項(xiàng)。本句意思是“那些電視、電影明星有很高的表演(acting)才能。”
48.答案：A 解析：根據(jù)常識(shí)，這些人的個(gè)人生活太消極、悲傷，因此不應(yīng)該(should not)成為年輕人的榜樣。根據(jù)語(yǔ)境選出。
49.答案：C 解析：表示三者以上用all，本句意思是“這三類人都(all)已成為美國(guó)年輕人的榜樣。”none也指三者以上，但它是否定意義，與上下文邏輯關(guān)系不通。
50.答案：D 解析：根據(jù)全文的內(nèi)容可以得出此答案。
51.答案：A 解析：根據(jù)前三種人的標(biāo)準(zhǔn)，這些人都不合格。
52.答案：B 解析：此處的“talented”為形容詞，意思是“有才能的”。
53.答案：D 解析：follow意思是“(行為)等追隨某人”。Persuade意思是“說(shuō)服某人”;praise表示“贊揚(yáng)，稱贊”;remember意思是“懷念，紀(jì)念”。均不符合句意。
54.答案：B 解析：limited的意思是“限定”。其它詞均不符合題意。
55.答案：A 解析：bright表示“光明的”。
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高中英語(yǔ)提高班介紹
