All students in the class_______ a loud laugh when the professor told them a joke.
A． let up B． let down C．let off D．let out
科目：高中英語 來源：2010-2011年浙江紹興一中高二上學(xué)期期中考試英語試卷 題型：完型填空
The requirements for high school graduation have j
ust changed in my community. As a result, all students must 36 sixty hours of service learning, 37 they will not receive a diploma（文憑）. 38 of service learning include cleaning up a polluted river, working in a soup kitchen, or tutoring a student. During a service experience, students must keep a journal and then write a 39 about what they have learned.
Supporters state that there are many 40 of service learning. Perhaps most importantly, students are forced to think 41 their own interests and become aware of the needs of others. Students are also able to learn real-life skills that 42 responsibility, problem-so
lving, and working as part of a team. Finally, students can explore possible careers 43 service learning.
For example, if a student wonders what teaching is like, he or she can choose to work in a primary school classroom a few afternoons each month. 44 there are many benefits, opponents （反對者） point out problems with the new requirement. First, they 45 that ,because service learning is time-consuming, students spend 
46 time studying the core subjects. Second, they believe that forcing students to work without 47 goes against the law.
In my view, service learning is a great way to 48 to the community, learn new skills, and explore different careers. 49 , I don' t believe you should force people to help others – the 50 to help must come from the heart. I think the best solution is one that gives students choices. Choice encourages both freedom and responsibility.
【小題1】
| A．spend | B．gain | C．complete | D．save |
| A．a(chǎn)nd | B．or | C．but | D．for |
| A．Subjects | B．Ideas | C．Procedures | D．Examples |
| A．diary | B．report | C．note | D．notice |
| A．courses | B．benefits | C．challenges | D．features |
| A．beyond | B．a(chǎn)bout | C．over | D．in |
| A．possess | B．a(chǎn)pply | C．include | D．develop |
| A．through | B．a(chǎn)cross | C．of | D．on |
| A．So | B．Thus | C．Since | D．While |
| A．a(chǎn)rgue | B．doubt | C．overlook | D．a(chǎn)dmit |
| A．much | B．full | C．less | D．more |
| A．cost | B．pay | C．care | D．praise |
| A．contribute | B．lead | C．a(chǎn)ttend | D．belong |
| A．Therefore | B．Besides | C．but | D．However |
| A．courage | B．desire | C．emotion | D．spirit |
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科目：高中英語 來源：2012屆陜西省澄城縣寺前中學(xué)高三第一次月考英語試卷 題型：閱讀理解
T-shirts out; uniforms in
School uniforms（制服） are becoming more and more popular across the U.S.A. That’s no surprise, because they offer many benefits. They immediately end the powerful social sorting and labeling (標記) that come from clothing. If all students are dressed in the same way, they will not pay too much attention to their clothing, and some of them will not be laughed at for wearing the “wrong” clothes.
Some people are against the strict rule of school uniforms, but they do not realize that students already accept a kind of rule — wanting to look just like their friends. The difference is that the clothing students choose for themselves creates social barriers(障礙); school uniforms tear those barriers down.
As in other places, uniforms remind the wearers of their purposes and duties. For example, when a man or woman puts on a police uniform, he or she becomes, for a time, the symbol (象征) of law and order. The uniform means to the wearer his or her special duties and sends the same message to everyone the wearer meets. People with different jobs wear uniforms of one kind or another. For students, the school uniform reminds them that their task for the six or seven hours they are in school is to get an education.
Some parents are unhappy about uniforms, saying that school uniforms will affect their children’s “creativity.” First, the clothes students choose to wear do not necessarily express their individuality (個性). They just copy their classmates. Second, students have the rest of the day to be as creative as they like. While they’re in school, their job is to master reading, writing, and maths; this should take up all the creativity they have. Mastery of those skills will be good for the students to build up their creativity in every way.
【小題1】From the passage we learn that uniforms in general .
| A．prevent the wearers from being laughed at |
| B．help the wearers keep their duties in mind |
| C．a(chǎn)re seen as a symbol of power |
| D．help to create social barriers |
| A．they fail to realize that students have accepted the uniforms |
| B．they believe that uniforms will make students less creative |
| C．they don’t agree that uniforms can remove social barriers |
| D．they think that school uniforms are too popular |
| A．it makes no difference whether to wear school uniforms or not |
| B．students’ individuality may not come from school education |
| C．students’ creativity is related to the clothes they choose |
| D．school uniforms help to create equality among students |
| A．they can stop the powerful social sorting and labeling. |
| B．if all students are dressed in the same way, they will not pay too much attention to their clothing. |
| C．uniforms can remind the wearers of their purposes and duties |
| D．school uniforms will affect their children’s creativity. |
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科目：高中英語 來源：2012年全國普通高等學(xué)校招生統(tǒng)一考試英語（浙江卷帶解析） 題型：閱讀理解
Two friends have an argument that bleaks up their friendship forever, even though neither one can remember how the whole thing got started. Such sad events happen over and over in high schools across the country. In fact, according to an official report on youth violence, "In our country today, the greatest threat to the lives of children and adolescents is not disease or starvation or abandonment, but the terrible reality of violence". Given that this is the case, why aren't students taught to manage conflict the way they are taught to solve math problems, drive cars, or stay physically fit?
First of all, students need to realize that conflict is unavoidable. A report on violence among middle school and high school students indicates that most violent incidents between students begin with a relatively minor insult (侮辱). For example, a fight could start over the fact that one student eats a peanut butter sandwich each lunchtime. Laughter over the sandwich can lead to insults, which in turn can lead to violence. The problem isn't in the sandwich, but in the way students deal with the conflict.
Once students recognize that conflict is unavoidable, they can practice the golden rule of conflict resolution (解決) stay calm. Once the student feels calmer, he or she should choose words that will calm the other person down as well. Rude words, name-calling, and accusation only add fuel to the emotional fir On the other hand, soft words spoken at a normal sound level can put out the fire before it explodes out of control.
After both sides have calmed down, they can use another key strategy for conflict resolution; listening. Listening allows the two sides to understand each other. One person should describe his or her side, and the other person should listen without interrupting. Afterward, the listener can ask non-threatening questions to clarify the speaker's position. Then the two people should change roles.
Finally, students need f. consider what they are hearing. This doesn't mean trying to figure out what's wrong with the other person. It means understanding what the real issue is and what both sides are trying to accomplish. For example, a shouting match over a peanut butter sandwich might happen because one person thinks the other person is unwilling to try new things. Students need to ask themselves questions such as these: How did this start? What do I really want? What am I afraid off As the issue becomes clearer, the conflict often simply becomes smaller. Even if it doesn't, careful thought helps both sides figure out a mutual solution.
There will always be conflict in schools, but that doesn't mean there needs to be violence. After students in Atlanta started a conflict resolution program, according to Educators for Social Responsibility, "64 percent of the teachers reported less physical violence in the classroom; 75 percent of the teachers reported an increase in student cooperation; and 92 percent of the students felt better about themselves". Learning to resolve conflicts can help students deal with friends, teachers, parents, bosses, and coworkers. In that way, conflict resolution is a basic life skill that should be taught in schools across the country.
【小題1】This article is mainly about.
| A．the lives of school children | B．the cause of arguments in schools |
| C．how to analyze youth violence | D．how to deal with school conflicts |
| A．violence is more likely to occur at lunchtime |
| B．a(chǎn) small conflict can lead to violence |
| C．students tend to lose their temper easily |
| D．the eating habit of a student is often the cause of a fight |
| A．To find out who to blame. |
| B．To get ready to buy new things. |
| C．To make clear what the real issue is. |
| D．To figure out how to stop the shouting match. |
| A．there was a decrease in classroom violence |
| B．there was less student cooperation in the classroom |
| C．more teachers fell better about themselves in schools |
| D．the teacher-student relationship greatly improved |
| A．complain about problems in school education |
| B．teach students different strategies for school life |
| C．a(chǎn)dvocate teaching conflict management in schools |
| D．inform teachers of the latest studies on school violence |
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科目：高中英語 來源：2012-2013學(xué)年安徽省泗縣二中高一第三次月考英語試卷（帶解析） 題型：閱讀理解
The First Day at My Senior High School
Today is September1,2012.It is the first day of my senior high school.Everything in the school is new to me.
The school is very modern. The gate of the school is artistic(藝術(shù)的). When you go through the main gate,you can see a high stadium (體育場)on the left side of the road, which has a 400-meter runaway and a soccer field with green grass. Buildings are tall and beautiful. The library is the most attractive building on the right side of the main road. There are many green trees and colorful flowers on both sides of the roads. The classrooms are amazing. They are big, clean and bright. In each classroom, there is a computer and a big screen,through which our teachers can show us tests,photos, and so on.
In my class, there are 60 students. We don’t know each other, but we are all friendly.Everyone has a smile on his/her face. When we meet, we always say “Hello”to each other.
Most of our teachers are young. Some students think young teachers cannot teach well, but I do not think so. In my opinion,young teachers are very energetic and easy to make friends with. What’s more, they may have a lot of new teaching methods.
I love my new school very much. I hope, in my new school, I can learn more from my teachers and make progress together with my classmates.
【小題1】The writer’s new school is a very _________one.
| A．strange | B．modern | C．a(chǎn)rtistic | D．a(chǎn)mazing |
| A．Green trees and colorful flowers are planted on either side of the roads. |
| B．The library is on the right of the main road, while the stadium is on the left. |
| C．The soccer field is outside of the school yard. |
| D．The classrooms are big, clean and bright. |
| A．teaching methods | B．classes | C．young teachers | D．buildings |
| A．The writer’s new school is the best school. |
| B．All students in this school like old teachers. |
| C．Students say Hello to each other to introduce themselves. |
| D．The writer loves his new school at first sight. |
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科目：高中英語 來源：2011年湖北省武漢二中、龍泉中學(xué)高一下學(xué)期期末聯(lián)考英語卷 題型：閱讀理解
Dreaming is believing, claim researchers of a new study, who found that dreams have an effect on people’s behavior, judgment and they might contain important hidden truths as well.
“Psychologists’ interpretations (解釋) of the meaning of dreams vary widely. But our findings show that people believe their dreams provide meaningful insight (見識) into themselves and their world,” said a lead author of the study Carey More wedge, an assistant professor at Carnegie Mellon University.
In six different studies, researchers surveyed nearly 1,100 people about their dreams. One of the studies focused on general beliefs about dreams and involved 149 university students. All students were asked to rate different theories about dreams. The experts found that a surprising majority of the participants supported the theory about dreams revealing (揭示) the hidden truths about themselves and the rest of the world.
In a second experiment, they surveyed 182 people at a Boston train station, and asked them to imagine one out of four possible situations that could have occurred the night before a scheduled airline trip. Most of the participants said that dreaming of a plane crash would be more likely to affect their travel plans than would just thinking about a crash, or being warned by the government of a terrorism risk. They said a dreamed crash would influence their travel plans just as much as learning about a real crash on their planned route would.
Another experiment involved 270 men and women from across the United States. In a short online survey, they were asked to recall one of the dreams they had seen about any person they knew. The findings showed that people were more likely to remember and describe pleasant dreams about a person they liked, rather than a person they disliked. Meanwhile, in most cases they tended to consider an unpleasant dream as more meaningful if it was about a person they disliked.
“In other words,” said More wedge, “people attribute (歸因于) meaning to dreams when it corresponds (與……一致) with their pre-existing beliefs and desires.” The researchers say that more investigation (研究) is needed to fully understand how people interpret their dreams. According to More wedge, most people realize that dreams are not predicting their fu
ture, but they still try to find some meaning in there.
【小題1】The purpose of the 
studies is to _______.
| A．determine when people tend to remember their dreams |
| B．research whether dreams have anything to do with real life |
| C．find out how people interpret their dreams and what impact that has |
| D．understand what causes people to dream and how to interpret dreams |
| A．Thinking about a past plane crash. |
| B．Dreaming about a plane crash. |
| C．Hearing a government’s warning of a terrorism risk. |
| D．Imagining a plane crashing on their planned route. |
| A．When a dream conflicts with people’s existing beliefs and desires, they tend to attribute less meaning to it. |
| B．Most people disagree that dreams help them better know themselves and the world. |
| C．A majority of people believes that dreams can predict their future and try to find their meaning. |
D．Dreams can be a useful tool for learning and proble m solving. |
as more meaningful than the rest?| A．A pleasant dream about a person the dreamer likes. |
| B．A pleasant dream about a person the dreamer dislikes |
| C．An unpleasant dream about a person the dreamer likes. |
| D．An unpleasant dream about a person the dreamer dislikes. |
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