My first day of retirement came at last! I cooked a great breakfast for my wife and me,leisurely read the paper, cleaned a bit of the house, and wrote a few letters to friends.On thesecond day, I cooked breakfast, read the paper …On the third day, ...This is retirement? Itried to tell myself that it was just the transition, that those golden moments were right roundthe corner, and that I would enjoy them soon enough.But something was missing.
A former colleague asked a favor.A group of students was going to Jamaica to work withchildren in the poorest neighbourhood.Would I interrupt my newfound "happiness" and returnto the students, just this once? One trip.That's all.My bags were packed and by the door.
The trip was very inspiring.I was moved not only by the poverty I saw but also by thesense of responsibility of the young people on the trip.When I returned home, I offered to workone day a week with a local youth organization.The experience was so positive that I was soonvolunteering nearly full-time, working with students across North America to assist them intheir voluntary work.
Now，it seems, the tables have turned .Some days I am the teacher, other days I am thestudent.These young people have reawakened my commitment to social justice issues bychallenging me to learn more about the situation in the world today, where people are still poorand suffer because of greed, corruption and war.Most importantly, they have given me theopportunity to continue to participate in helping to find solutions.In return, I help them do theircharitable projects overseas.I've gone from running one school to helping oversee theconstruction of schools in twenty-one countries!

  1. 1.

    What did the writer expect to do after he retired?

    1. A.
      To stay away from busy schedules.
    2. B.
      To write some great books.
    3. C.
      To do some voluntary work.
    4. D.
      To plan for his future.
  2. 2.

    Why did the writer decide to go to Jamaica?

    1. A.
      He missed his students in that country.
    2. B.
      He couldn't reflise his colleague's favor.
    3. C.
      He was concerned about the people there.
    4. D.
      He was not satisfied with his retired life.
  3. 3.

    The underlined part "the tables have turned" （Paragraph 5 ） means that thewriter  .

    1. A.
      improved the situation in his school
    2. B.
      felt happy to work with students again
    3. C.
      became a learner rather than a teacher
    4. D.
      changed his attitude toward his retired life
  4. 4.

    What does the writer think of his retired life now?

    1. A.
      Disappointing.
    2. B.
      Troublesome.
    3. C.
      Promising.
    4. D.
      Meaningful.
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科目：高中英語 來源：2012屆黑龍江省哈爾濱市高三上學(xué)期期中考試英語題 題型：完型填空

Blogs allow readers to post comments. There were millions of blogs out there, so I   36   expected anyone to read mine,   37   respond. But almost immediately they did. Twelve messages were   38   after my first entry. I went to the library five times that day—each time there were more.

    The next morning I couldn’t wait to get up and hurry to the library.   39   I told my story. It gave structure and a purpose to my day.

    For so long I’d been unable to   40   in the real world, afraid of rejection or pity or scorn(輕蔑).   41   here it was safe. This   42   with people on the other side of the screen, many on the other side of the world, was   43   me back to life again.

    One particularly cold Tuesday I opened my   44   to see, among emails from bloggers   45   how I was surviving the snow, one saying: “New York Times Journalist Trying to Contact You.” Ian Urbina had discovered my blog   46   when researching an article on people living in their   47   in the U.S. exchanged emails and later he called me up. I hadn’t spoken to   48   for months but, as rain streamed down the glass   49  , the words came. I had been living in the car for almost nine months.

    The article   50   on the front page. I didn’t know until I opened my computer. There were emails from people around the world. For almost a year on one had known I   51   existed but now here were hundreds wishing me well. They said they were   52   for me.

    Now every time I pressed “Check Mail”, there were more messages. I watched the numbers of the visitors counter on my blog   53   by the hundreds. These were people at their computers all over the world. I felt as of I was viewing a miracle unfold(展開).

    Over the next week, in libraries and in the car   54   under lamp posts at night, I wrote my papers. I had notepaper spread   55   the dashboard(儀表盤). And every morning in the quiet of the lane, I wrote for my life.

1.A. nearly         B. eagerly      C. patiently            D. hardly

2.A. rather than        B. more than        C. let alone            D. other than

3.A. read           B. printed          C. left             D. taken

4.A. The other day  B. Day and night    C. All day long         D. Another day

5.A. give out       B. reach out        C. make out         D. hand out

6.A. But            B. And          C. Or               D. Then

7.A. problem        B. work         C. appointment      D. connection

8.A. paying         B. giving           C. binging          D. writing

9.A. website        B. mailbox      C. blog             D. newspaper

10. A. concerned about B. bored with        C. careless of          D. disappointed at     

11.A. by mistake        B. in time          C. by chance            D. at last

12.A. homes         B. offices          C. cars             D. libraries

13.A. everybody     B. anyone       C. another          D. other

14.A. inwards       B. inside           C. outwards         D. outside

15.A. carried           B. published        C. appeared         D. contributed

16.A. already       B. even         C. almost               D. only

17.A. praying       B. fighting     C. voting               D. looking

18.A. ending            B. increasing       C. dropping         D. expanding

19.A. repaired      B. washed       C. crashed          D. parked

20.A. through       B. beyond       C. across           D. above

 

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科目：高中英語 來源：2010年遼寧省大連協(xié)作體高二上學(xué)期競賽題英語卷 題型：完形填空

閱讀下面短文，從短文后所給各題的四個(gè)選項(xiàng)（A、B、C和D）中，選出可以填入空白處的最佳選項(xiàng)。

Temperature is part of my married romance. Coming to New York from Baltimore--where there is just one small snowstorm each year---I was 36 by a fireplace in my new home, with fires 37 all day, just as what ancient people did at a wedding.

My husband, Peter, comes from northern Ontario, where winter 38 from September to May and cold wind is 39. “When Canadians have 30 below, they 40 it.” He says. “Cold wind is for crybabies.”

So to marry this man I had to learn to 41 for serious cold. To get me from Baltimore’s Inner Harbor to Albany’s frozen Hudson, Peter piled me 42 jackets and sweaters, scarves and gloves, even a hat with earflaps. The gift of Sorel boots—comfortably warm at Canada’s 30 below, was a 43 we were getting serious

That first winter together, living in upstate New York, I thought I’d 44. My boots were good below freezing, but my fingers could 45 tie them. Physical adaptation is real, but it came slowly. And there is also emotional 46 to cold. Some days I tell myself that I have enough beach memories to stick to on 47 days and other days I am reminded that living cold does indeed build 48.

49, having a warm house is important. After my first marriage ended, for years I 50 went on a second date with a man whose response to my “I’m cold.” was, “Put on a sweater.” Now I’m married to a man who 51 that cold hands do not mean a warm heart, and that a big oil bill is better than roses. But surprisingly, I’ve grown, too. I am 52, in this new life and climate, to go and look for that cost-saving sweater.

The word comfortable did not 53 refer to being contented. Its Latin root, comfortare, means to strengthen. The Holy Spirit is Comforter: not to make us comfortable, but to make us 54. We 55 not be warm but we are indeed comforted.

1.A. set down

B. set about

C. set up 

D. set out

2.A. lighting

B. burning

C. going

D. flashing

3.A. appears

B. starts

C. keeps

D. runs

4.A. something

B. everything

C. nothing

D. none

5.A. suggest

B. mean

C. overlook

D. enjoy

6.A. wear

B. stand

C. dress

D. ride

7. A. under

B. over

C. inside

D. with

8.A. remark

B. sign

C. warning

D. show

9.A. sleep

B. forget

C. die

D. continue

10.A. hardly

B. easily

C. tightly

D. loosely

11.A. health

B. reaction

C. feelings

D. adaptation

12.A. rainy

B. freezing

C. sunny

D. happy

13.A. character

B. love

C. hope

D. hardship

14.A. Meanwhile

B. However

C. Therefore

D. Besides

15. A. merely

B. ever

C. never

D. just

16.A. wonders

B. knows

C. states

D. decides

17.A. unable

B. accustomed

C. interested

D. willing

18.A. originally

B. exactly

C. actually

D. namely

19.A. wild

B. cold

C. strong

D. warm

20.A. will

B. must

C. can

D. may

 

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科目：高中英語 來源：2010年遼寧省高一下學(xué)期第一次月考英語 題型：閱讀理解

Last summer I went through a training program and became a literacy volunteer（掃盲志愿者）. The training I received, though excellent, did not tell me how it was to work with a real student, however. When I began to discover what other people’s lives were like because they could not read, I realized the true importance of reading.

My first student Marie was a 44-year-old single mother of three. In the first lesson, I found out she walked two miles to the nearest supermarket twice a week because she didn’t know which bus to take. When I told her I would get her a bus schedule. She told me it would not help because she could not read it. She said she also had difficulty once she got to the supermarket, because she couldn’t always remember what she needed. Since she did not know words, she could not write out a shopping list. Also, she could only recognize items by sight, so if the product had a different label, she would not recognize it as the product she wanted.

As we worked together, learning how to read built Marie’s self-confidence, which encouraged her to continue in her studies. She began to make rapid progress and was even able to take the bus to the supermarket. After this successful trip, she reported how self-confident she felt. At the end of the program, she began helping her youngest son, Tony, a shy first grader, with his reading. She sat with him before he went to sleep and together they would read bedtime stories. When his eyes became wide with excitement as she read, pride was written all over her face, and she began to see how her own hard work in learning to read paid off. As she described this experience, I was proud of myself as well. I found that helping Marie to build her self-confidence was more rewarding than anything I had ever done before.

As a literacy volunteer, I learned a great deal about teaching and helping others. In fact, I may have learned more from the experience than Marie did.

1.What did the author do last summer?

A．She worked in the supermarket.

B．She helped someone to learn to read.

C．She gave single mothers the help they needed.

D．She went to a training program to help a literacy volunteer.

2.Why didn’t Marie go to the supermarket by bus at first?

A．Because she liked to walk to the supermarket.

B．Because she lived far away from the bus stop.

C．Because she couldn’t afford the bus ticket.

D．Because she couldn’t find the right bus.

3.How did Marie use to find the goods she wanted in the supermarket?

A．She knew where the goods were in the supermarket.

B．She asked others to take her to the right place.

C．She managed to find the goods by their looks.

D．She remembered the names of the goods.

4.Which of the following statements is true about Marie?

A．Marie could do things she had not been able to do before.

B．Marie was able to read stories with the help of her son.

C．Marie decided to continue her studies in school

D．Marie paid for her own lessons.

 

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科目：高中英語 來源：2010年寧夏高二下學(xué)期期末考試英語卷 題型：短文改錯(cuò)

短文改錯(cuò)（共10小題；每小題1分，滿分10分）

假定英語課上老師要求同桌之間交換修改作文，請你修改你同桌寫的一下作文。文中共有10處語言錯(cuò)誤，每句中最多有兩處。錯(cuò)誤涉及一個(gè)單詞的增加、刪除或修改。

增加：在缺詞處加一個(gè)漏字符號（^），并在其下面寫出該加的詞。

刪除：把多余的詞用斜線（\）劃掉。

注意：1. 每處錯(cuò)誤及其修改均僅限一詞；

2. 只允許修改10處，多者（從第11處起）不計(jì)分。

Dear Mrs Winthorp,

So my first week at college is over! No lectures this morning so think I’d email you and let you know what things are going.

I’m glad to say that anything has worked out fine in the dorm. I remember asking for a room as far away from the lifts as possible and they find me a comfortable one on second floor. There are two girls from my course here and I plan to make friend with them so that we can help each other on the course work. Everyone else seems very nice and warmly here.

Well, I had better to stop now. I’m going to attend mine first lesson this afternoon ,for I’ve got some preparation to make .Keep in touch.

Best,

Carol

 

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科目：高中英語 來源：2010-2011年廣東省梅州市高二下期末考試英語試題 題型：閱讀理解

Can you understand the beginning of this essay?

“My smmr hols wr CWOTT. B4, we usd 2go2 NY 2C my bro, his GF & 3 kds FTF.”

The Scottish teacher who received it in class had no idea what the girl who wrote it meant. The essay was written in a form of English used in cell phone text messages. Text messages (also called SMS2) through cell phones became very popular in the late 1990s. At first, mobile phone companies thought that text messaging would be a good way to send messages to customers, but customers quickly began to use the text messaging service to send messages to each other. Teenagers in particular enjoyed using text messaging, and they began to create a new language for messages called texting.

A text message is limited to 160 characters, including letters, spaces, and numbers, so messages must be kept short. In addition, typing on the small keypad of a cell phone is difficult, so it’s common to make words shorter. In texting, a single letter or number can represent a word, like “r” for “are,” “u” for “you,” and “2” for “to.” Several letters can also represent a phrase, like “l(fā)ol” for “l(fā)aughing out loud.” Another characteristic of texting is the leaving out of letters in a word, like spelling “please” as “pls.”

Some parents and teachers worry that texting will make children bad spellers and bad writers. The student who wrote the essay at the top of this page said writing that way was more comfortable for her. (The essay said, “My summer holidays were a complete waste of time. Before, we used to go to New York to see my brother, his girlfriend, and their three kids face to face.”)

Not everyone agrees that texting is a bad thing. Some experts say languages always evolve, and this is just another way for English to change. Other people believe texting will disappear soon. New technology for voice messages may soon make text messages a thing of the past.

1.What is the writer’s opinion of text messaging?

A. It is fun and easy to do.

B. It is not bad for children.

C. It will make children bad writers.

D. The writer does not give an opinion.

2.Which characteristic of texting is NOT described in the passage?

A. Using phrases to represent essays

B. Using numbers to represent words

C. Using letters to represent phrases

D. Using letters to represent words

3.Which of the following was most probably the title of the student’s essay?

A. My Gr8 Tchr          B. CU in LA          C. My GF        D. My Smmr Hols

4.  Why do some people think that texting is bad?

    A. It costs too much.                           B. It’s too difficult to type.

    C. Children won’t learn to write correctly.          D. It’s not comfortable.

5.Why aren’t some people worried about the effect of texting?

A. Not many people use texting.

B. Spelling in English is too difficult.

C. Children quickly become bored with texting.

D. Texting will disappear because of new technology.

 

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