_________ very confused，the girl consulted her teacher to find out the answer．


  1. A.
    Being felt
  2. B.
    Felt
  3. C.
    Feeling
  4. D.
    To feel
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科目：高中英語(yǔ) 來(lái)源： 題型：閱讀理解

閱讀下列短文，從每題所給的四個(gè)選項(xiàng)（A、B、C和D）中，選出最佳選項(xiàng)，并在答題卡上將該選項(xiàng)的標(biāo)號(hào)涂黑。

One of the speaking rules you need to know might sound strange to most ESL(English as a second language) students, but it is one of the most important rules. If you want to pass examinations, then study grammar. However, if you want to become fluent in English, then you should try to learn English without studying the grammar.

Studying grammar will only slow you down and confuse you. You will think about the rules when creating sentences instead of naturally saying a sentence like a native. Remember that only a small fraction(部分) of English speakers know more than 20% of all the grammar rules. Many ESL students know more grammar than native speakers. I can confidently say this with experience. I am a native English speaker, majored in English Literature, and have been teaching English for more than 10 years. However, many of my students know more details about English grammar than I do. When they sometimes ask me about grammar, I can easily look up the definition(定義) and apply it, but I can’t tell them the answer off the top of my head.

I often ask my native English friends some grammar questions, and only a few of them know the correct answer. However, they are fluent in English and can read, speak, listen, and communicate effectively.

Do you want to be able to recite the definition of a causative verb(使役動(dòng)詞), or do you want to be able to speak English fluently?

According to the author, what opinion do most ESL students hold?

A. Grammar matters a lot only in speaking.

B. Grammar doesn’t matter much in speaking.

C. Grammar is not important in English learning.

D. Grammar is very important in English learning.

What is the author?

A. An ESL student.

B. A native English teacher.

C. A native English student.

D. A teacher teaching English natives.

The underlined part “off the top of my head” means ________.

A. without consideration

B. on purpose

C. after thinking

D. with difficulty

Which of the following titles best suits the text?

A. Grammar Counts!

B. Fluency or Grammar?

C. Exams or No Exams?

D. No More Grammar!

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科目：高中英語(yǔ) 來(lái)源：2011-2012學(xué)年度江蘇省泰州市田家炳實(shí)驗(yàn)中學(xué)高二上學(xué)期英語(yǔ)調(diào)研卷 題型：閱讀理解

Some scientists say that animals in the oceans are increasingly threatened by noise pollution caused by human beings.
The noise that affects sea creatures comes from a number of human activities. It is caused mainly by industrial underwater explosions, ocean drilling, and ship engines. Such noises are added to natural sounds. These sounds include the breaking of ice fields, underwater earthquakes, and sounds made by animals themselves.
Decibels (分貝) measured in water are different from those measured on land. A noise of one hundred and twenty decibels on land causes pain to human ears. In water, a decibel level of one hundred and ninety-five would have the same effect.
Some scientists have proposed setting a noise limit of one hundred and twenty decibels in oceans. They have observed that noises at that level can frighten and confuse whales.
A team of American and Canadian scientists discovered that louder noises can seriously injure some animals. The research team found that powerful underwater explosions were causing whales in the area to lose their hearing. This seriously affected the whales' ability to exchange information and find their way. Some of the whales even died. The explosions had caused their ears to bleed and become infected.
Many researchers whose work depends on ocean sounds object to a limit of one hundred and twenty decibels. They say such a limit would mean an end to important industrial and scientific research.
Scientists do not know how much and what kinds of noises are harmful to ocean animals. However, many scientists suspect that noise is a greater danger than they believed. They want to prevent noises from harming creatures in the ocean.
【小題1】 According to the passage, which of the following is increasingly dangerous to sea creatures?

A．The man-made noises.B．The noises made by themselves.
C．The sound of earthquakes. D．The sound of the ice-breaking.
【小題2】 Which of the following is discussed in the third paragraph?
A．Different places with different types of noises.
B．The very human ears sensitive to all types of noises.
C．The same noise measured differently on land and in the ocean.
D．The ocean animals' reaction to noises.
【小題3】As to the influence of noises on whales, which of the following statements is true?
A．They are deaf to noises.
B．Noises at a certain level may hurt them.
C．They are easily confused by noises.
D．Noises will limit their ability to reproduce.
【小題4】According to the passage, what will scientists most probably do in the future?
A．They will try their best to decrease noise.
B．They will work hard to cut down noise pollution.
C．They will study the effect of different noises.
D．They will protect animals from harmful noises.

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科目：高中英語(yǔ) 來(lái)源：廣東省廣州市2010屆高三上學(xué)期期末調(diào)研 題型：閱讀理解


Maurice Sendak’s children’s book, Where the Wild Things Are, published in 1963, has become very successful throughout the years and was made into a movie earlier this year.
The book’s main character is a boy named Max who gets into trouble with his mother and is sent to bed without any supper. Before long, Max’s room magically becomes a forest, and he sails away to a land where monsters live. Max isn’t scared, though, and becomes king of the wild things, but after a while, he begins feeling homesick. Max sails back home and his supper is still hot when he arrives in his bedroom.
Many teachers and professors like this story and use it to help children develop creativity and imagination. Melina Davis, an education professor, said she likes how the book contains a couple of pages that have only pictures on them. “This allows children to shape the story themselves,” she said.
The book contains a few of larger words that some parents worry may confuse children, but experts say those words help improve children’s reading skills and challenge them.
Davis said the book is well written which helps kids get involved in the story. “The book talks about what all children go through, like ‘I was naughty but my mommy still loves me’,” Davis said.
The book also encourages children to face their fears. “I think it’s really good to show that Max is friends with the monsters,” Davis said. “Kids can find out monsters aren’t always the thing under the bed that’s going to scare them. I think this is good because it shows that the children can go to scary places but still have a positive experience.”
Since the book has been successful throughout the years, a movie was recently made and many people are excited to see it. Davis said she thinks the movie will be wonderful but it might be a little scary for younger children. “You don’t want bad dreams over a book that’s extremely wonderful,” Davis said.
46. Teachers and professors like the book Where the Wild Things Are because it helps children ________.
A. learn to draw their own pictures
B. understand their own fear
C. develop more quickly
D. become more imaginative
47. What is the intention of using the larger words in the book?
A. To add to the difficulty while children are reading.
B. To help challenge the children’s reading skills.
C. To cause the children some confusion.
D. To help children get involved in the story.
48. Which of the following is TRUE about the book?
A. The character Max is brave enough in the story.
B. Max was sent to the forest as punishment.
C. It is suitable for people of all ages.
D. It is the most popular children’s book ever published.
49. What does Davis think of the movie?
A. She thinks children of all ages will love it.
B. She encourages children to see it to fight against their fear.
C. She worries that it might be too frightening for some children.
D. She believes it will be a better choice for children than the book.
50. What’s the author’s purpose in writing the passage?
A. To suggest ways to improve children’s reading.
B. To comment on a famous children’s book.
C. To encourage children to read scary stories.
D. To introduce a movie based on a children’s book.

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科目：高中英語(yǔ) 來(lái)源：2012-2013學(xué)年湖北省七市（州）高三4月聯(lián)考英語(yǔ)試卷（解析版） 題型：單詞拼寫(xiě)

根據(jù)每小題題后的漢語(yǔ)提示，以及句末括號(hào)內(nèi)的英語(yǔ)單詞完成句子，并將答案寫(xiě)在答題卡上的相應(yīng)題號(hào)后。

1.This is the most instructive film              since I could remember. (see)

這是我懂事以來(lái)看過(guò)的最有教育意義的電影了。

2.Don't be too hard on yourself.            what you have is the key to happiness.(content)

不要對(duì)自己太苛刻，滿(mǎn)足于你所擁有的是幸福的關(guān)鍵。

3.Calm down for a while,      the complicated problems very soon. (simplify)

冷靜片刻你就會(huì)化繁為簡(jiǎn)了。

4.The generation gap      for parents ,to understand their children's opinions.  (make)

代溝使得父母很難理解孩子們的想法。

5.If you are unhappy with anything you have bought from us, we will gladly exchange your purchase, or give your money back,                    (prefer)

若您對(duì)從我們這買(mǎi)到的任何商品不滿(mǎn)意，我們將樂(lè)意為您更換或退款，您愿意哪種都行。

6.A person with a severe mental health problem is              to have no close friends than the average. (likely)

有著嚴(yán)重心理疾病的人找不到知心朋友的可能性是普通人的四倍。

7.Charles                   then as I met him in the supermarket five minutes ago.(clean)

查理那時(shí)不可能在清理房間，因?yàn)槲椅宸昼娗安旁诔信龅剿?/p>

8.It is not how much we do but how much love we put into what we do                      our work most. (benefit)

讓我們的工作最受益的不是我們做多少，而是我們有多么熱愛(ài)自己所做的事。

9.Seated in the studio                  , along with his two students, reoeiving the interview now．(be)

坐在錄音棚里的是這位教授和他的兩個(gè)學(xué)生，現(xiàn)正在接受采訪(fǎng)。

10.The teacher was making every effort to clarify                  the students. (confuse)

這個(gè)老師正全力詮釋讓學(xué)生困惑的地方。

 

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科目：高中英語(yǔ) 來(lái)源：吉林省榆樹(shù)市2010屆高三下學(xué)期第四次模擬考試（英語(yǔ)） 題型：完型填空

.

第二節(jié)：完形填空（共20小題，每小題1.5分，滿(mǎn)分30分）

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

Parents who smoke often open a window or turn on a fan to clear the air for their children, but experts now have identified a related threat to children's health that isn't as easy to get rid of: third-hand smoke。

　　That's the term being 21    to describe the invisible yet poisonous mixture of gases and particles(顆粒) clinging （依附）to smokers' hair and 22    , not to mention cushions and carpeting, that stays long after second-hand smoke has cleared from a room. The remaining  23   heavy metals, carcinogens(致癌物) and even radioactive materials that young children can get on their hands and take  in, 24  if they're crawling or playing on the floor。

　　Doctors from MassGeneral Hospital for Children in Boston coined the term "third-hand smoke" to 25 these chemicals in a new study that 26    on the risks they pose to infants and children. The study was published in the  27    issue of the journal Pediatrics。

　　"Everyone knows that second-hand smoke is bad, 28   they don't know about this," said Dr. Jonathan P. Winickoff, the lead author of the study and an assistant professor of pediatrics at Harvard Medical School。

　　"When their kids are 29  the house, they might smoke. Or they smoke in the car. Or they strap(用帶子捆扎) the kid in the car seat in the back and crack the window and 30   , and they think it's okay because the second-hand smoke isn't getting to their 31   . We needed a term to describe these tobacco toxins that aren't 32   ."

　　The study reported on 33   toward smoking in 1,500 households across the United States. It found that the vast majority of both smokers and nonsmokers were 34   that second-hand smoke is harmful to children. Some 95 percent of nonsmokers and 84 percent of smokers 35  with the statement that "inhaling smoke from a parent's cigarette can 36    the health of infants and children"。

　　But 37   fewer of those surveyed were aware of the  38   of third-hand smoke. Since the term is so new, the researchers asked people if they agreed with the statement that "breathing air in a room 39  where people smoked yesterday can harm the health of infants and children"。

　　Only 65 percent of nonsmokers and 43 percent of smokers agreed with that 40   , which researchers interpreted as acknowledgement of the risks of third-hand smoke.

21.A  told      B discussed     C  used       D  mentioned

22. A shoes      B clothing     C  body        D  mouth

23. A includes    B covers      C finds          D  improves

24. A especially   B specially    C immediately  D  regularly

25. A name       B call        C explain        D  describe

26. A focused     B  tended    C tried           D  worked

27. A later       B latest        C best           D  previous

28. A but        B and         C however        D   or 

29. A alongside   B out of       C in              D  beside

30. A cough     B  talk        C observe         D smoke 

31. A cars       B seats         C kids           D  windows

32. A visible    B  invisible     C poisonous       D concrete

33. A  policies  B  attitudes      C bans            D habits

34. A  told     B content       C  confident       D  aware

35. A opposed   B agreed        C fought          D  connected

36. A harm      B destroy       C improve         D confuse

37. A quite      B very        C far              D  too

38. A chances   B risks          C abilities          D conditions

39. A tomorrow   B today        C yesterday         D  weekend

40. A statement   B mark         C discussion        D prejudice

 

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