阅读理解。 We once had a poster competition in our fifth grade art class. "Y - 高中英语试题 - 超级试练试题库

阅读理解。     We once had a poster competition in our fifth grade art class.
     "You could win prizes," our teacher told US as she wrote the poster information on the blackboard. She
passed out sheets of construction paper while continuing, "The first prize is ten dollars. You just have to
make sure that the words on the blackboard appear somewhere on your poster."
     We studied the board critically. Some of US looked with one eye and held up certain colors against the
blackboard, rocking the sheets to the fight or left while we conjured up our designs. Others twisted their hair
around their fingers or chewed their erasers while deep in thought. We had plans for that ten-dollar grand
prize, each and every one of US. I"m going to spend mine on candies, one hopeful would announce, while
another practiced looking serious, wise and rich.
     Everyone in the class made a poster. Some of us used parts of those fancy paper napkins, while others
used nothing but colored construction paper. Some of US used big designs, and some of us preferred to
gather our art tidily down in one comer of our poster and let the space draw the viewer"s attention to it. Some
of US would wander past the good students" desks and then return to our own projects with a growing sense
of hopelessness. It was yet another grown-up trick of the soil they seemed especially fond of making all of
US believe we had a fair chance, and then always-always-rewarding the same old winners.
     I believe I drew a sailboat, but I can"t say that with any certainty. I made it. I admired it. I determined it
to be the very best of all of the posters I had seen, and then I turned it in.
     Minutes passed.
     No one came along to give me the grand prize, and then someone distracted me, and I probably never
would have thought about that poster again.
     I was still sitting at my desk, thinking, what poster? When the teacher gave me an envelope with a ten-
dollar bill in it and everyone in the class applauded for me. 1. What was the teacher"s requirement for the poster? A. It must appear in time.
B. It must be done in class.
C. It must be done on a construction sheet.
D. It must include the words on the blackboard. 2. The underlined phrase in paragraph 3 most probably means _____. A. formed an idea for
B. made an outline for
C. made some space for
D. chose some colors for 3. After the teacher"s words,all the students in the class _____. A. 1ooked very serious
B. thought they would be rich
C. began to think about their designs
D. began to play games 4. After seeing the good students" designs,some students _____. A. 1oved their own designs more
B. thought they had a fair chance
C. put their own designs in a comer
D. thought they would not win the prize 5. We can infer from the passage that the author _____.A. enjoyed grown-up tricks very much
B. 1oved poster competitions very much
C. felt surprised to win the competition
D. became wise and rich after the competition

1-5: DACDC

阅读理解。     A few years ago I had an "aha!" moment regarding handwriting.
     I had in my hand a sheet of paper with handwritten instructions on it for some sort of editorial task.
It occurred at first that I did not recognize the handwriting, and then I realized whose it must be. I finally
became aware of the fact that I had been working with this colleague for at least a year, maybe two, and
yet I did not recognize her handwriting at that point.
     It was a very important event in the computerization of life-a sign that the informal. Friendly
communication of people working together in an office had changed from notes in pen to instant messages
and emails. There was a time when our workdays were filled with little letters, and we recognized one
another"s handwriting the way we knew voices or faces.
     As a child visiting my father"s office, I was pleased to recognize, in little notes on the desks of his staff,
the same handwriting I would see at home in the notes he would leave on the fridge-except that those notes
were signed "dad" instead of "RFW".
     All this has been on my mind because of the talk about The Rise and Fall of Handwriting, a book by
Florey. Sire shows in her book a deep concern about the fall of handwriting and the failure of schools to
teach children to write well, but many others argue that people in a digital age can"t be expected to learn to
hold a pen.
    I don"t buy it.
    I don"t want to see anyone cut off from the expressive,personal associations that a pen still promotes
better than a digital keyboard does. For many a biographer, part of really getting to know their subjects is
learning to read their handwriting.
     What some people advocate is teaching one of the many attractive handwritings based on the handwriting
of 16th-century Italy. That may sound impossibly grand-as if they want kids to learn to draw by copying
classical paintings. However, they have worked in many school systems. 1. Why was the author surprised at not recognizing his colleague"s handwriting? A. He had worked with his colleague long enough.
B. His colleague"s handwriting was so beautiful.
C. His colleague"s handwriting was so terrible.
D. He still had a 1ot of work to do. 2. People working together in an office used to _____. A. talk more about handwriting
B. take more notes on workdays
C. know better one another"s handwriting
D. communicate better with one another 3. The author"s father wrote notes in pen _____. A. to both his family and his staff
B. to his family in small letters
C. to his family on the fridge
D. to his staff on the desk 4. According to the author,handwritten notes _____. A. are harder to teach in schools
B. attract more attention
C. are used only between friends
D. carry more message 5. We can learn from the passage that the author _____. A. thinks it impossible to teach handwriting
B. does not want to lose handwriting
C. puts the blame on the computer
D. does not agree with Florey

题型：广东省高考真题难度：| 查看答案

完形填空。     There was a very special teacher who made a far -reaching difference in my life.
     Fall, 1959, the first day of class at Bethesda Chevy Chase High School was about to begin. "Who", I asked
a senior, "is Mrs. McNamara, my 10^th grade English teacher?" He just   1   and said something about my being
in   2  . Soon, I understood what he meant. Mrs. McNamara had a pattern of   3   that she repeated again and
again. We would have a literature reading task for   4 . The next day, when we came to class, there would be
two or three topics on the blackboard   5   to the homework reading. We were   6   to write an in-class essay
about one of the topics. The following day, she would   7   the corrected and graded essays and each person
would be called   8 to stand in front of the class and to   9   hisher essay. The class were required to criticize
(评论) that essay  10  the grade of everyone in class would be reduced.
     The first time that I  11  her read-write-criticize method, I had not  12  to do the homework and had written
something without knowing what it meant.  13  the extreme embarrassment I suffered, standing before my
classmates,  14  myself. No one laughed at me, no one would be  15  enough, or foolish enough, to do that in
Mrs. McNamara"s class. The embarrassment came from  16  and along with it came a strong  17  not to let it
happen again.
     Mrs. McNamara kept all of our written work in files. It was easy to see the  18  in writing that had occurred.
What was not so easy to see was the inner transformation that had taken peace, at least for me. What Mrs.
McNamar  19  me to do was to see myself as others see me and, having done that, I could improve myself.
And  20 . Thank you, Mrs. McNamara.

题型：湖北省高考真题难度：| 查看答案

(     )1. A. nodded
(     )2. A. trouble
(     )3. A. behavior
(     )4. A. review
(     )5. A. added
(     )6. A. expected
(     )7. A. collect
(     )8. A. on purpose
(     )9. A. talk through
(     )10. A. so
(     )11. A. tried
(     )12. A. undertaken
(     )13. A. remember
(     )14. A. playing jokes on
(     )15. A. brave
(     )16. A. above
(     )17. A. tendency
(     )18. A. improvements
(     )20. A. did

B. laughed
B. sorrow
B. evaluation
B. performance
B. related
B. persuaded
B. return
B. at first
B. hand over
B. and
B. adopted
B. attempted
B. attempted
B. making a fool of
B. careless
B. within
B. preference
B. pains
B. could

C. apologized
C. danger
C. activity
C. practice
C. contributed
C. allowed
C. send
C. by chance
C. read out
C. but
C. examined
C. examined
C. bothered
C. trying a trap for of
C. proud
C. behind
C. determination
C. difficulties
C. had

D. shouted
D. anger
D. thought
D. homework
D. advised
D. advised
D. receive
D. in turn
D. show off
D. or
D. experienced
D. experienced
D. hesitated
D. taking advantage
D. selfish
D. below
D. sense
D. advantages
D. would

阅读理解。

     My grandfather came from Hungary and was the only one in his family who settled down in the United
States. The rest of his family remained in Europe. When World War I broke out, he seemed to have become
another man, downhearted. Such obvious change was not born out of his welfare, but out of fear: if his only
son, my uncle, had to go to war, it would be cousin fighting against cousin.
     One day in 1918, my uncle Milton received his draft notice. My grandparents were very upset. But my
mother, at the age of 10, felt on top of the world about her soldier brother going off to war. Realizing how
he was regarded by his little sister and all of her friends, my uncle bought them all service pins, which meant
that they had a loved one in the service. All the little girls were delighted.
     The moment came when my uncle and the other soldiers, without any training but all in uniforms, boarded
the train. The band played and the crowd cheered. Although no one noticed, I"m sure my grandmother had a
tear in her eye for the only son. The train slowly pulled out, but not about a thousand yards when it suddenly
paused. Everyone stared in wonder as the train slowly returned to the station. There was a dead silence before
the doors opened and the men started to step out. Someone shouted, "The war is over." For a moment, nobody
moved, but then the people heard someone bark orders at the soldiers. The men lined up in two lines, walked
down the steps, and with the band playing, marched down the street, as returning heroes, to be welcomed
home. My mother said it was great day, but she was just a little disappointed that it didn"t last a tiny bit longer.

1. What the grandfather was most worried about was _____.

A. the spread of the world war
B. the safety of his living two cousins
C. a drop in his living standards
D. his relatives killing each other

2. The underlined phrase "draft notice" means "_____"

A. order for army service
B. train ticket for Europe
C. letter of rejection
D. note of warning

3. What did the "service pins"(in Para. 2)stand for in the dyes of the little girls?

A. Strength.
B. Courage.
C. Victory.
D. Honor.

4. Which of the following words can best describe the ending of the story?

A. Disappointing.
B. Unexpected.
C. Uncertain.
D. Inspiring.

完型填空。

     "It"s no use, Mum," said Johnny. "I"m just no good at dancing."
     "You"ve got to keep trying. Tonight will be   1  , dear. Try a turn with that pretty Lisette."
     Johnny   2 . Every Saturday night used to be the best of the week. He and his parents went to the   3
at the Club, where his hero, Alcide, played the accordion (手风琴) with the band. But lately everything had
changed. Now that Johnny was older, he was   4   to dance with a girl!
       5   Johnny and his parents arrived at the Club, music had already started. Johnny got up his   6   to
approach Lisette. "May I have this dance?" Johnny asked. "That"s all right," said Lisette. Johnny struggled
to keep up with Lisette"s   7   steps, but he was always one beat behind her. Then Johnny heard his friend
Pierre say, "Look! Johnny has two left feet!"   8   burst from the crowd. Johnny   9   and ran outside,
determined never to go to another dance.
     The next Saturday, Alcide  10  to Johnny"s house for some potatoes. He happened to hear Johnny playing
the accordion. Alcide"s eyes  11 . "Bring that accordion and play some songs tonight," Alcide said. Then he
drove off, leaving Johnny staring open-mouthed  12  him.
     At the Club, Johnny scanned the crowd for Lisette and  13  her. The band played for a long time before
Alcide said, "Dear friends, I got a  14  for you tonight. Young Johnny is going to join us!"  15 , Johnny
stepped up on the platform, his eyes on the floor. He began to play, and the band  16  behind him. When the
song ended, he heard cheers. Johnny kept playing until the dance was  17 . "You did a fine job tonight. Play
with us again next Saturday night," Alcide said. "Yes, sir!" said Johnny.  18  he went outside, Johnny saw
Lisette and her friends near the door. Lisette stepped  19 , smiling. "You played really good tonight!" she said.
     "Thank you," Johnny blushed (脸红). As he walked on, Pierre  20  moved out of the way for him to pass.
     Johnny patted his accordion. Come to think of it, in his whole life, he had never once seen Alcide out on
the dance floor.

题型：湖南省高考真题难度：| 查看答案

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( )1. A. difficult ( )2. A. answered ( )3. A. platform ( )4. A. expected ( )5. A. If ( )6. A. spirits ( )7. A. smooth ( )8. A. Shouts ( )9. A. broke away ( )10. A. ran ( )11. A. opened ( )12. A. off ( )13. A. caught ( )14. A. surprise ( )15. A. Struggling ( )16. A. got round ( )17. A. in ( )18. A. As ( )19. A. backward ( )20. A. still	B. troublesome B. sighed B. appointment B. invited B. Since B. feelings B. clumsy B. Laughter B. went out B. walked B. rolled B. with B. searched B. puzzle B. Trembling B. joined in B. out B. Because B. forward B. even	C. different C. smiled C. meeting C. allowed C. Though C. courage C. slow C. Applause C. broke up C. drove C. sharpened C. after C. sought C. story C. Wandering C. turned around C. over C. Until C. onward C. ever	D. terrible D. laughed D. dance D. chosen D. When D. strength D. small D. Cheers D. turned out D. cycled D. widened D. for D. spotted D. joke D. Whispering D. showed off D. on D. So D. downward D. almost
阅读理解。
Eddie McKay, a once-forgotten pilot, is a subject of great interest to a group of history students in Canada. It all started when Graham Broad, a professor at the University of Western Ontario, found McKay"s name in a footnote in a book about university history. McKay was included in a list of university alumni (校友) who had served during the First World War, but his name was unfamiliar to Broad, a specialist in military history. Out of curiosity, Broad spent hours at the local archives (档案馆) in a fruitless search for information on McKay. Tired and discouraged, he finally gave up. On his way out, Broad"s glance happened to fall on an exhibiting case showing some old newspapers. His eye was drawn to an old picture of a young man in a rugby uniform. As he read the words beside the picture, he experienced a thrilling realization. "After looking for him all day, there he was, staring up at me out of the exhibiting case," said Broad. Excited by the find, Broad asked his students to continue his search. They combed old newspapers and other materials for clues. Gradually, a picture came into view. Captain Alfred Edwin McKay joined the British Royal Flying Corps in 1916. He downed ten enemy planes, outlived his entire squadron (中队) as a WWI flyer, spent some time as a flying instructor in England, then returned to the front, where he was eventually shot down over Belgium and killed in December 1917. But there"s more to his story. "For a brief time in 1916 he was probably the most famous pilot in the world," says Broad. "He was credited with downing Oswald Boelcke, the most famous German pilot at the time." Yet, in a letter home, McKay refused to take credit, saying that Boelcke had actually crashed into another German plane. McKay"s war records were destroyed during a World War II air bombing on London-an explanation for why he was all but forgotten. But now, thanks to the efforts of Broad and his students, a marker in McKay"s memory was placed on the university grounds in November 2007. "I found my eyes filling with tears as I read the word "deceased" (阵亡) next to his name," said Corey Everrett, a student who found a picture of Mckay in his uniform. "This was such a simple example of the fact that he had been a student just like us, but instead of finishing his time at Western, he chose to fight and die for his country."
1. What made Professor Broad continue his search for more information on McKay?
A. A uniform of McKay. B. A footnote about McKay. C. A book on McKay. D. A picture of McKay.
2. What did the students find out about McKay?
A. He trained pilots for some time. B. He lived longer than other pilots. C. He died in the Second World War. D. He was downed by the pilot Boelcke.
3. McKay"s flying documents were destroyed in _____.
A. Belgium B. Germany C. Canada D. England
4. We can learn from the last paragraph that McKay _____.
A. preferred fight to his study B. went to war before graduation C. left a picture for Corey Everrett D. set an example for his fellow students
5. What is the text mainly about?
A. The research into war history. B. The finding of a forgotten hero. C. The pilots of the two world wars. D. The importance of military studies.