All work and no play makes Jack a dull boy, which suggests that work and play do not ______ but promote each other.

A. condemn B. convert

C. contradict D. confirm

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科目：高中英語(yǔ) 來(lái)源：2015-2016學(xué)年四川雅安市高一11月月考英語(yǔ)試卷（解析版） 題型：書面表達(dá)

假設(shè)你是李華，請(qǐng)根據(jù)以下要點(diǎn)，給你的一位美國(guó)筆友Robert寫一封E-mail，談?wù)労俚陌才�，并詢�?wèn)Robert的寒假安排。可以適當(dāng)增加細(xì)節(jié)。

1. 在家休息，幫父母做家務(wù) 2. 參加英語(yǔ)培訓(xùn)課程

3. 去朋友家玩 4. 游覽四川的景點(diǎn)

注意：1．詞數(shù)100詞左右。

2．可適當(dāng)增加細(xì)節(jié)，以使行文連貫。

3．開(kāi)頭句已為你寫好，但不計(jì)入總詞數(shù)

提示詞：培訓(xùn)課程 English courses, 景點(diǎn) tourist attractions，安排 arrangement(n)

Dear Robert,

How time flies! The happy days we shared often shine in my memory.

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科目：高中英語(yǔ) 來(lái)源：2015-2016學(xué)年寧夏石嘴山市高二上期中英語(yǔ)試卷（解析版） 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）

文中共有10處語(yǔ)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(hào)（∧），并在其下面寫出該加的詞。

刪除：把多余的詞作斜線（\）劃掉。

修改：在錯(cuò)的詞下劃一橫線，并在該詞下面寫出修改后的詞。

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。

My mother is a teacher work in a key high school. She is too busy that she often has to get up early and stay up late. In addition to this, she hardly has any time to take exercises. She has been on poor health for some time. My father and I are worried that she may fall ill if she works too hard. These days I’m thinking why to develop my mother’s interest in playing sports. Considered that today is Mother’s Day, I decided buy a pair of jogging shoes for her. I secretly put them on the desk in her study. When my mother entered into her study this evening, she looked surprised, but she immediate realized my purpose. She promises that she would go jogging every evening.

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科目：高中英語(yǔ) 來(lái)源：2014-2015學(xué)年湖北省襄陽(yáng)市高三第一次調(diào)研考試英語(yǔ)試卷（解析版） 題型：單項(xiàng)填空

None of the students in the class likes the professor， who is used to being _____ of everything they do．

A． optimistic B． criticaL

C． interested D． emotional

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科目：高中英語(yǔ) 來(lái)源：2014-2015學(xué)年湖北省武漢市武昌區(qū)高三元月調(diào)考英語(yǔ)試卷（解析版） 題型：閱讀理解

C

In 1932 the warning of the British politician, Stanley Baldwin, that “the bomber will always get through” made a deep impression in Britain, the only state to make serious plans to evacuate civilians from large towns before the war started.

The British Government developed plans for evacuating 1 million children to the United States and Canada and other Commonwealth nations. It established the Children's Overseas Reception Board (CORB) in May 1940. After the fall of France, many people thought the war was lost and some saw this as one way of ensuring that Britain could survive even if invaded.

The Germans eventually began bombing British cities in September. Some children were evacuated by ship to British Dominions, including Australia, Canada, New Zealand, and South Africa. The CORB selections were not done on a first-come, first-served basis. CORB classified and prioritized the children. Charges soon appeared in the press that the well-to-do were being given priority. CORB arranged for the transportation. The Government paid the passages. Quite a number of children had already been evacuated. This tended to be children from rich families with money and overseas contacts. The British public eventually demanded the government pay so that less privileged children were also eligible.

World War II occurred before the beginning of trans-Atlantic air travel. Liners were used to transport the children and this proved to be dangerous because the U-boats quickly emerged as the greatest threat. And this put the evacuee children trying to cross the Atlantic to safety in danger. Two ships carrying child evacuees were torpedoed (破壞)in 1940. One was the Dutch liner Volendam with 320 children on August 30. The crew managed to get the life boats off and saved the children. They were returned to Glasgow. The other was the City of Benares, an ocean liner with 200 British and foreign civilian passengers and 93 British children with a guard of nurses, teachers, and a clergyman. It was torpedoed on September 13. The crew attempted to launch the life boats as Benares began to sink. The rough weather made this difficult, so many of the passengers in the life boats died in the extreme conditions. Only 15 children survived. Churchill, when he learned of the disaster, decided to end the overseas evacuation scheme.

1.The whole passage is mainly about _____.

A. bombing Britain

B. children evacuation

C. German U-boats

D. loss of children

2.What can we learn about the British people according to the passage?

A. They were concerned about their children.

B. They were threatened by Stanley Baldwin.

C. They were frightened by German invasion.

D. They longed to go to commonwealth nations.

3.The underlined word “eligible” in the last sentence of Paragraph 3 probably means _____.

A. qualified B. accessible

C. hopeful D. popular

4.Churchill decided to end the evacuation scheme mainly because _____.

A. so many people needed evacuating

B. the weather in the Atlantic was rough

C. the crew were inexperienced in saving people

D. liners easily became the targets of the German U-boats

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科目：高中英語(yǔ) 來(lái)源：2014-2015學(xué)年湖北省八校高三下學(xué)期第二次聯(lián)考英語(yǔ)試卷（解析版） 題型：完形填空

In my class, there was a really weak-looking guy. I don’t know if his name was Vit or Wit. I will him as Wit in this story of mine. He was a pale, thin guy. Not only his build looked weak, the way he was also weak. He walked slowly but he tried to stay off of everyone’s way. The friends in my class, Jean and Ingrid, would him. Truth to be told,

I them as well. We did things like taking his stuff, like his pens and pencils, and them somewhere in the school.

Wit was also really of insects, even butterfly. Jean, Ingrid, and I often put beetle on his clothes and he would run around, trying to it off. There were many beetles in the school so that was the insect we used to scare him with. Other insects such as butterfly were hard to so we pretty much gave up on it. We would often take the when Wit was off-guard and put the insects on him. it was on him, he would run around or jump about. He was too scared to it and pull it off.

Suddenly one day, we were by the school. When I walked into the room, Wit’s mother, as well as Ingrid’s mother, Jean’s father, and mine were in the room silently. Wit’s mother said that Wit went home and the sandbag shouting “Jean!!! Ingrid!!! Archer!!!” every day. I wanted to laugh but didn’t with all the she was putting on us .She asked many things, including things I had no idea about such as “Who put Wit’s bag in the girl toilet?” Apparently, it was Jean who did it. Jean seemed to have bullied Wit quite a lot and got quite a(n) from Wit’s and her own mother.

I think it should have been quite guilty for to see us scolded by the parents. However , we decided to stop bullying Wit and be friendly to him.

1.A. briefly B. abruptly C. actually D. constantly

2.A. think of B. focus on C. laugh at D. refer to

3.A. acted B. operated C. attacked D. responded

4.A. get close to B. look up to C. get tired of D. make fun of

5.A. betrayed B. joined C. teased D. rejected

6.A. hid B. distributed C. threw D. preserved

7.A. fond B. scared C. cautious D. ashamed

8.A. see B. set C. shake D. take

9.A. only B. acute C. main D. rare

10.A. find B. recognize C. raise D. capture

11.A. chance B. risk C. trouble D. order

12.A. While B. Though C. Once D. Unless

13.A. attach B. touch C. sniff D. defend

14.A. picked out B. called in C. spied on D. kicked off

15.A. staring B. sighing C. sitting D. weeping

16.A. carried B. threw C. filled D. hit

17.A. nearly B. hardly C. merely D. approximately

18.A. burden B. pressure C. duty D. doubt

19.A. forgiving B. understanding C. praising D. scolding

20.A. Ingrid B. Jean C. Wit D. Mother

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科目：高中英語(yǔ) 來(lái)源：2014-2015學(xué)年北京市海淀區(qū)高三上學(xué)期期中考試英語(yǔ)試卷（解析版） 題型：閱讀理解

The Purpose of Boredom Being bored can encourage people's creativity-partly to escape the horrible，frustrated．And meaningless feeling of boredom-recent studies find．It could even be true at work．

Psychologists at the University of Central Lancashire had participants copy numbers out of the telephone book for 15 minutes，while others went straight into a standard creativity task．

Both groups were asked to come up with as many different uses as they could for a plastic cup．The group that felt more bored came up with more uses．

Dr．Sandi Mann，one of the study's authors said．" Boredom at work has always been seen as something to he removed．hut perhaps we should be welcoming it in order to encourage our creativity．What we want LO do next is to see what the practical implications of this finding are．Do people who are bored at work become more creative in other areas of their work-or do they go home and write novels？"

In a later study，Dr．Sandi Mann found that creativity was reduced when people were still bored but didn't have the chance to daydream．

While we tend to think of boredom as something；that certainly leads to trouble-drinking，gambling．a(chǎn)nd antisocial behavior，this research suggests different possibilities．

More than anything，the feeling of boredom is a 8trong signal that we are stuck in some kind of rut and we need to seek out new goals．In the study above，this research led participants to new ideas．

Usually people will do anything to avoid being bored．a(chǎn)s it's such an aversive experience．But creative people，like writers，sometimes talk about seeking out boredom．

Here is the comedy writer Graham Linehan talking about boredom Lo The Cuardian．"I have to use all these programs that cut off the Internet，force me to be bored，because being bored is an essential part of writing，and the Internet has made it very hard to be bored．The creative process requires a period of boredom ，of being stuck．That's actually a very uncomfortable period that a lot of people mistake for writer's block，but it's actually just part of a long process．"

So，when you start to feel bored ，instead of g7ancing at your smartphone．，try being bored for a bit．Who knows what creative thought might come of it？

1.From the study of Dr．Sandi Mann，we can learn that________．

A． boring tasks make people creative

B． daydreaming may increase creativity

C． plastic cups can be used very creatively

D． copying numbers might be very interesting

2.The underlined word "aversive" in Paragraph 8 probably means________

A． common B． unpleasant

C． unusual D． personal

3.According to Craham Linehan________．

A． glancing at a smartphone is a solution．

B． he is forced to feel bored by the Internet

C． the boredom period is a block for writers

D． being stuck for a period benefits him a lot

4.What is the author's attitude towards boredom？

A． Critical B． Cautious

C． Positive D． Unclear

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科目：高中英語(yǔ) 來(lái)源：2014-2015學(xué)年北京市東城區(qū)普通校高三11月聯(lián)考英語(yǔ)試卷（解析版） 題型：單項(xiàng)填空

_____ with so much trouble，we failed to complete the task on time．

A． Faced B． Face

C． Facing D． To face

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科目：高中英語(yǔ) 來(lái)源：2016屆黑龍江雙鴨山第一中學(xué)高三上學(xué)期12月月考英語(yǔ)試卷（解析版） 題型：閱讀理解

Determined to make school more related to the workplace, Roosevelt High School in Portland, Oregon, developed a school-to-work program. In their first year, students are offered some job pathways in natural resources, human services, health care, business, arts and communication. The following year, each student chooses one of the pathways and examines it in depth, spending three hours a week watching someone on the job. Such a program is also in practice in some other states.

The school-to-work program is built around a partnership. For example, Eastman Kodak, a major employer in Colorado, introduces students to business by helping them construct a model city using small pieces of wood. “The children use the models to decide on the best place to set up schools,” says Lucille Mantelli, director for Eastman Kodak in Colorado. Kodak introduces math by teaching fifth graders to use their pocket money properly. They also provide one-on-one job watching experiences and offer chances of practice for high school juniors and seniors. “Students come to the workplace two or three hours a week,” explains Mantelli. “They do the job for us. We pay them and they get school credits (學(xué)分). We also give them our views on their performance and developmental opportunities.”

In these partnerships, everybody wins. The students tend to take more difficult courses than students in schools that don’t offer such programs. Business benefits by having a better prepared workforce needed in future years. “It’s a way for us to work with the school systems to develop the type of workforce we’ll need in future years,” Mantelli continued. “We need employees who understand the basics of reading and writing. We need them to be good at math and to be comfortable working on a team.”

“Our theory is that they can learn as much outside the classroom as in. All students have the ability to change the world, not just to live in it. To do that, they have to know how to solve problems and use critical thinking skills. We need to encourage them to dream about jobs that go beyond what they see today,” concludes a school-to-work program organizer.

1.Using the example of Eastman Kodak in Colorado, the writer shows us ____.

A. what role the business plays in the program

B. why the students get paid for their jobs

C. where the students have their math class

D. what the school decides to do

2.The main purpose of the school-to-work program is to _____.

A. make what students learn in school related to the workplace

B. introduce new job opportunities to schools

C. improve relations between students and teachers

D. offer students more difficult courses

3.According to the text, Lucille Mantelli is ____.

A. a math teacher

B. a company manager

C. a school designer

D. a program organizer

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