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科目：高中英語 來源： 題型：閱讀理解

In a time of low academic (學(xué)術(shù)的) achievement by children in the United States, many Americans are turning to Japan, a country of high academic achievement and economic success, for possible answers. however, the answers provided by Japanese preschools are not the ones Americans expected to find. In most Japanese preschools, surprisingly little emphasis is put on academic instruction. In one investigation, 300 Japanese and 210 American preschool teachers, child development specialists, and parents were asked about various aspects of early childhood education. Only 2 percent of the Japanese respondents (答問卷者) listed "to give children a good start academically" as one of their top three reasons for a society to have preschools. In contrast, over half the American respondents chose this as one of their top three choices. To prepare children for successful careers in first grade and beyond, Japanese schools do not teach reading, writing, and mathematics, but rather skills such as persistence, concentration, and the ability to function as a member of a group. The majority of young Japanese children are taught to read at home by their parents.

In the recent comparison of Japanese and American pre??school education, 91 percent of Japanese respondents chose providing children with a group experience as one of their top three reasons for a society to have preschools. 62 percent of the more individually oriented (強調(diào)個性發(fā)展的) Americans listed group experience as one of their top three choices. An em??phasis on the importance of the group seen in Japanese early childhood education continues into elementary school education.

Like in America, there is diversity (多樣性) in Japanese early childhood education. Some Japanese kindergartens have specific aims, such as early musical training or potential (潛力) development. In large cities, some kindergartens are attached to universities that have elementary and secondary schools.

Some Japanese parents believe that if their young children attend a university-based program, it will increase the children’s chances of eventually being admitted to top-rated schools and universities. Several more progressive programs have introduced free play as a way out for the heavy intellectualizing in some Japanese kindergartens.

We learn from the first paragraph that many Americans believe ________.

A. Japanese parents pay more attention to preschool education than American parents

B. Japan’s economic success is a result of its scientific achievements

C. Japanese preschool education emphasizes academic in??struction

D. Japan’s higher education is better than theirs

Most American respondents believe that preschools should also attach

importance to ________.

A. problem solving B. group experience

C. parental guidance D. individually oriented development

In Japan’s preschool education, the focus is on ________.

A. preparing children academically B. developing children’s artistic interests

C. tapping children’s potential D. shaping children’s character

Why do some Japanese parents send their children to university-based kindergartens?

A. They can do better in their future studies.

B. They can gain more group experience there.

C. They can be individually oriented when they grow up.

D. They can have better chances of getting a first-rate edu??cation.

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科目：高中英語 來源： 題型：閱讀理解

In a time of low academic (學(xué)術(shù)的) achievement by children in the United States, many Americans are turning to Japan, a country of high academic achievement and economic success, for possible answers. However, the answers provided by Japanese preschools are not the ones Americans expected to find. In most Japanese preschools, surprisingly little emphasis is put on academic instruction. In one investigation, 300 Japanese and 210 American preschool teachers, child development specialists, and parents were asked about various aspects of early childhood education. Only 2 percent of the Japanese respondents (答問卷者) listed "to give children a good start academically" as one of their top three reasons for a society to have preschools. In contrast, over half the American respondents chose this as one of their top three choices. To prepare children for successful careers in first grade and beyond, Japanese schools do not teach reading, writing, and mathematics, but rather skills such as persistence, concentration, and the ability to function as a member of a group. The majority of young Japanese children are taught to read at home by their parents.

In the recent comparison of Japanese and American pre??school education, 91 percent of Japanese respondents chose providing children with a group experience as one of their top three reasons for a society to have preschools. 62 percent of the more individually oriented (強調(diào)個性發(fā)展的) Americans listed group experience as one of their top three choices. An em??phasis on the importance of the group seen in Japanese early childhood education continues into elementary school education.

Like in America, there is diversity (多樣性) in Japanese early childhood education. Some Japanese kindergartens have specific aims, such as early musical training or potential (潛力) development. In large cities, some kindergartens are attached to universities that have elementary and secondary schools.

Some Japanese parents believe that if their young children attend a university-based program, it will increase the children’s chances of eventually being admitted to top-rated schools and universities. Several more progressive programs have introduced free play as a way out for the heavy intellectualizing in some Japanese kindergartens.

5. We learn from the first paragraph that many Americans believe ________.

A. Japanese parents pay more attention to preschool education than American parents

B. Japan’s economic success is a result of its scientific achievements

C. Japanese preschool education emphasizes academic in??struction

D. Japan’s higher education is better than theirs

6. Most American respondents believe that preschools should also attach

importance to ________.

A. problem solvingw。 B. group experience

C. parental guidancew。 D. individually oriented development

7. In Japan’s preschool education, the focus is on ________.

A. preparing children academically B. developing children’s artistic interests

C. tapping children’s potentialw。 D. shaping children’s character

8. Why do some Japanese parents send their children to university-based kindergartens?

A. They can do better in their future studies.

B. They can gain more group experience there.

C. They can be individually oriented when they grow up.

D. They can have better chances of getting a first-rate edu??cation.

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科目：高中英語 來源：2011年福建省莆田市畢業(yè)班適應(yīng)性練習(xí)英語試題 題型：閱讀理解

My first most vivid and broad impression of the identity of things seems to me to have been gained on a memorable raw afternoon towards evening near my parents’ tomb in the churchyard.

“Hold your noise!” came a terrible voice, as a man started up from among the tombs at the side of the church. “Keep still, you little devil(小鬼), or I’ll cut your throat!”

A fearful man, all in coarse grey, with a great iron on his leg. A man with no hat, and with broken shoes, and with an old rag tied round his head. He seized me by the chin(下巴).

“Tell us your name!” said the man. “Quick!”

“Pip, sir.”

“Show us where you live,” said the man. “Point out the place!”

I pointed to where our village lay, on the flat in-shore among the alder-trees and pollards, a mile or more from the church.

The man, after looking at me for a moment, turned me upside down, and emptied my pockets. There was nothing in them but a piece of bread.

“You young dog,” said the man, licking his lips, “what fat cheeks you ha’ got. Darn me if I couldn’t eat em, and if I han’t half a mind to’t!”

I earnestly expressed my hope that he wouldn’t, and held tighter to the tombstone on which he had put me; partly, to keep myself upon it; partly, to keep myself from crying.

“Now then lookee here!” said the man. “Where’s your mother?”

“There, sir!” said I.

He started, made a short run, and stopped and looked over his shoulder.

“There, sir!” I timidly explained, pointed to the tombstone. “That’s my mother.”

“Oh!” said he, coming back. “And is that your father alonger your mother?”

“Yes, sir,” said I; “him too; late of thisparish(教區(qū)).”

1. The “voice” in the second paragraph came from______.

A. the church B. the man C. the bank D. the boy

2.The boy probably lived _____.

A. in the parish B. in the valley C. in the city D. in the country

3.We can infer from the passage _____.

A. the boy was very calm and smart

B. the man hit the boy in the face

C. the boy would forever remember the raw afternoon

D. the man was very kind and considerate

4.The passage is most probably adapted from________.

A. a news report B. a science fiction C. a novel D. a review

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科目：高中英語 來源： 題型：閱讀理解

(06·江西B篇)

Buster Brown waw a thief-and a good one，too，he thought． He’d never been

caught by the police because he never took chances． He was always Prepared for any

unforeseen event or emergency.

Confidently，he stood outside the house Of his intended victim(受害者)and read

the sign On the front gate of the house．“Don't worry about the dog—be aware of the

owner!”it said．Buster smiled and found his way in．

The house looked quite normal outside，but inside it was very exotic with

fascinatig objects on display．As he began putting them into his bag，a dog came into

the room．It stopped when it saw Buster，then wagged its tail madly adn went over to．

him，licking his outstretched hand． "Good boy，”Buater whispered． “What a great

guard dog you are—trying to lick me to death.”

Satisifed he'd made friends with the dog，Bluster bggan tO wander round the house，choosing items to put in his bag．His skilled eye picked out only the best antiques(古董)：a pair of silver candleholders，a silver tea-and-coffee ervice，etc．．His new friend，the dog，sat and watched，as if wondering what was happening．

“Well，boy，”Buster whispered，finally．“That might do．Any more and I won't be able to carry it!”He swung the heavy bag onto his shoulders, just as the lights came on, nearly blinding him. He shielded his eyes with his hand.

"You're a very silly person," the figure in the doorway said, his voice dry em dust. As the man came closer,Buster could see he was well dressed. His face seemed familiar, but Buster couldn't quite place where he had seen him hafore.

"You should have taken more notice of the sign outside," the man rasped. "I knew about this attempted robbery last week and I also know you will end up behind bars for 20 years. Fancy trying to rob the house of the world's greatest fortune-teller!"

60. Why was Buster so confident?

A. He was not afraid of dogs.

B. He knew the owner of the house lived alone]

C. He had never been caught by the police.

D. The house had no security alarm.

61. Which of the definitions is closest in me&ting to the word "exotic" in the third paragraph?

A. Messy and untidy. B. Rich and expensive.

C. Comfortable and calming. D. Foreign and unusual.

62. How did Buster decide which objects tff take7

A. He took those that were easy to carry in his bag.

B. He took only the best antiques.

C. He took those that he knew he could sell easily.

D. He looked for silver objects.

63. What punishment waits for Buster Brown?

A. A prison sentence with hard labour. B. A long prison sentence.

C. A heavy fine. D. Community service for 20 years.

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科目：高中英語 來源： 題型：閱讀理解

Below is a page adapted from an English dictionary

stick
verb (stuck, stuck )
push sth in
[+adv./prep.] to push sth, usually a sharp object, into sth; to be pushed into sth: [VN] The nurse stuck the needle into my arm. ◆ Don't stick your fingers through the bars of the cage. ◆ [V] I found a nail sticking in the tyre.
attach
[+adv./prep.] to fix sth to sth else, usually with a sticky substance; to become fixed to sth in this way: [VN] He stuck a stamp on the envelope. ◆ We used glue to stick the broken pieces together. ◆ I stuck the photos into an album. ◆ [V] Her wet clothes were sticking to her body. ◆ The glue's useless-the pieces just won't stick.
put
[VN +adv./prep.] (informal) to put sth in a place, especially quickly or carelessly: Stick your bags down there. ◆ He stuck his hands in his pockets and strolled off. ◆ Can you stick this on the noticeboard? ◆ Peter stuck his head around the door and said, 'Coffee, anyone?' ◆ (spoken) Stick 'em up! (= put your hands above your head-I have a gun)
become fixed
[V] ~ (in sth) to become fixed in one position and impossible to move: The key has stuck in the lock. ◆ This drawer keeps sticking.
difficult situation
(BrE, informal) (usually used in negative sentences and questions) to accept a difficult or unpleasant situation or person: [VN] I don't know how you stick that job. ◆ They're always arguing-I can't stick it any longer. ◆ The problem is, my mother can't stick my boyfriend. ◆ [V -ing] John can't stick living with his parents.
become accepted
[V] to become accepted: The police couldn't make the charges stick (= show them to be true). ◆ His friends called him Bart and the name has stuck (= has become the name that everyone calls him).
[V] to not take any more cards
Idioms: stick in your mind (of a memory, an image, etc.) to be remembered for a long time: One of his paintings in particular sticks in my mind.
stick in your throat / craw (informal)
(of words) to be difficult or impossible to say: She wanted to say how sorry she was but the words seemed to stick in her throat.
(of a situation) to be difficult or impossible to accept; to make you angry
stick your neck out (informal) to do or say sth when there is a risk that you may be wrong: I'll stick my neck out and say that Bill is definitely the best candidate for the job.
stick to your guns (informal) to refuse to change your mind about sth even when other people are trying to persuade you that you are wrong
Phrasal Verbs: stick around (informal) to stay in a place, waiting for sth to happen or for sb to arrive: Stick around; we'll need you to help us later.
stick at sth to work in a serious and determined way to achieve sth: If you want to play an instrument well, you've got to stick at it.
stick by sb [no passive] to be loyal to a person and support them, especially in a difficult situation: Her husband was charged with fraud but she stuck by him.
stick by sth [no passive] to do what you promised or planned to do: They stuck by their decision.
stick sth<->down (informal) to write sth somewhere: I think I'll stick my name down on the list.
stick out to be noticeable or easily seen: They wrote the notice in big red letters so that it would stick out.
stick sth<->out (of sth) to be further out than sth else or come through a hole; to push sth further out than sth else or through a hole: His ears stick out. ◆ She stuck her tongue out at me. ◆ Don't stick your arm out of the car window.
stick to sth
to continue doing sth in spite of difficulties: She finds it impossible to stick to a diet.
to continue doing or using sth and not want to change it: He promised to help us and he stuck to his word (= he did as he had promised). ◆ 'Shall we meet on Friday this week?' 'No, let's stick to Saturday.' ◆ She stuck to her story.
stick together (informal) (of people) to stay together and support each other: We were the only British people in the town so we tended to stick together.
stick up to point upwards or be above a surface: The branch was sticking up out of the water.
stick with sb/sth [no passive] (informal)
to stay close to sb so that they can help you: Stick with me and I'll make you a millionaire!
to continue with sth or continue doing sth: They decided to stick with their original plan.
noun
from tree
[C] a thin piece of wood that has fallen or been broken from a tree: We collected dry sticks to start a fire. ◆ The boys were throwing sticks and stones at the dog. ◆ Her arms and legs were like sticks (= very thin).
for walking
[C] (especially BrE) = WALKING STICK: The old lady leant on her stick as she talked.
in sport
[C] a long thin object that is used in some sports to hit or control the ball: a hockey stick
long thin piece
[C] (often in compounds) a long thin piece of sth: a stick of dynamite ◆ carrot sticks ◆ (AmE) a stick of butter
[C] (often in compounds) a thin piece of wood or plastic that you use for a particular purpose: pieces of pineapple on sticks ◆ The men were carrying spades and measuring sticks.
in plane / vehicle
[C] (informal, especially AmE) the control stick of a plane
[C] (informal, especially AmE) a handle used to change the GEARS of a vehicle
for orchestra
[C] a BATON, used by the person who CONDUCTS an orchestra
criticism
[U] (BrE, informal) criticism or harsh words: The referee got a lot of stick from the home fans.
country areas
(the sticks) [pl.] (informal) country areas, a long way from cities: We live out in the sticks.
person
[C] (old-fashioned, BrE, informal) a person: He's not such a bad old stick.