Despite being tall, Michelle Obama is much smaller than she appears on television． And she seemed a little short by her surroundings in the great hall of Christchurch College as she spoke quietly without a microphone because of a technical mistake． Her audience were 40 young girls from a London state school where 50 languages are spoken．
“I remember how well-meaning but misguided people questioned whether someone with my background could succeed at an elite （精英） university,” she said． “When I was accepted, I had all kinds of worries and doubts． I wouldn’t be as well prepared as students from privileged families and I wouldn’t fit in． But you are just as capable and have just as much to offer as anyone else．”
This was Mrs． Obama’s only solo outing during the state visit and part two of an unusual relationship which she has struck up with Anderson College in Islington． Two years ago on her first visit to the UK she visited the school．
Yesterday she returned to meet the pupils but this time at Christchurch College where they were taking part in an open day run to improve Oxford’s still poor record on diversifying student intake．
Mrs． Obama was asked why she married her husband, what it was like being First Lady and when there would be a female President in the White House． Her message—which she repeated time and again—was work hard, have self-belief, and don’t be afraid to fail． It was very un-British, but rather effective． Afterwards there were hugs for everyone and a photo with her．
And watching the group of multicultural young Britons surround her among the splendor of the college building one thought stood out． Had Mrs． Obama been born in Britain, she would almost certainly not have made it to Oxford as she did to Harvard． But now—thanks in part to her—some of these children just might．
【小題1】According to the passage, Michelle Obama ____________．
| A．graduated from Anderson College |
| B．paid her first visit to the UK this time |
| C．was confident when she entered the college |
| D．came from a family without good background |
| A．were all from the United States |
| B．were students of Oxford University |
| C．came from different cultural backgrounds |
| D．stayed with Mrs． Obama because of hard work |
| A．working hard | B．believing in yourself |
| C．good opportunities | D．facing failure without fear |
| A．The British pupils couldn’t understand her message． |
| B．Her message reached the British pupils successfully． |
| C．Repetition is not the British way to give a message． |
| D．All effective messages are not conveyed in British． |
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科目：高中英語(yǔ) 來(lái)源：2013屆遼寧省高二第一次月考英語(yǔ)題 題型：完型填空
Have you ever imagined that you could be cloned(克隆) like Dolly, the sheep, in the not too distant future?
The news that a human embryo(胚胎) has been 16 cloned for the first time has caused mixed reactions(反應(yīng)).
The 17 was carried out by scientists from the Advanced Cell Technology Inc(ACT), in Massachusetts, US. The group 18 the news on November 25.
This is 19 human being. A clone is alive, it walks, it breathes, said Jamie Grifo, a(n) 20 on the study of cloning at New York University School of Medicine.
“This is a set of cells in a lab that will be used to 21 someone’s life.”
Such research could lead to treatment for 22 such as heart disease, AIDS and even cancer, 23 scientists.
Despite high hopes from other scientists, the news raised concerns immediately from religious and political leaders. Several 24 in the US do not allow human cloning. President George W. Bush also made it clear that he is 25 any type of human cloning. However, the scientists at ACT said they have no interest at present in 26 an early embryo into 27 .
Animal have been cloned repeatedly since Dolly, the sheep 28 in 1997. And there were no real technical 29 to stand in the way of scientists making a cloned human embryo.
This time the research group used traditional cloning technology with a human 30 . 31 it was given DNA from an adult cell, the egg began to 32 . 33 it was stopped from becoming a baby-at a stage in which it was 34 a ball of cells. The 35 technology has been used to clone sheep , cattle and monkeys.
1. A. in failure B. never C. successfully D. not
2.A. research B. report C. works D. task
3. A. made known B. made C. said D. had
4.A. a cloned B. a man-made C. a D. not a cloned
5.A. worker B. head C. expert D. assistant
6.A. save B. rescue C. cure D. treat
7. A. patients B. health C. diseases D. things
8.A. according to B. including C. besides D. argued
9.A. countries B. nations C. peoples D. states
10.A. for B. against C. researching for D. praising
11. A. developing B. building C. inventing D. discovering
12. A. a baby B. a man C. a woman D. a white man
13.A. died B. appeared C. turned up D. was no more
14. A. questions B. affairs C. business D. problems
15.A. egg B. bless C. meat D. cell
16.A. Before B. After C. While D. And
17.A. grow B. die C. change D. grow up
18.A. And B. But C. However D. Yet
19.A. yet B. still C. not D. /
20. A. different B. usual C. ordinary D. same
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科目：高中英語(yǔ) 來(lái)源：2013屆度廣東省深圳市高二上學(xué)期期中考試英語(yǔ)題 題型：閱讀理解
OLYMPIA, March 24—Luo Xuejuan, a swimming gold medalist at the Athens 2004 Olympic Games, became the first Chinese person to relay the Olympic Flame in Greece on Monday, receiving the flame from the first Olympic torchbearer(火炬手), Greek Alexandros Nikolaidis.
Despite her previous experience as a torchbearer in the Beijing leg of the Athens 2004 torch relay, Luo felt honored and proud of being chosen as the first Chinese torchbearer, the Xihua News Agency reported Luo as saying in an interview.
She talked about the great responsibility that she felt, as she believed she was representing every Chinese athlete and even Chinese person by running her leg of the relay.
Regarding missing the torch lighting ceremony because she had to be in an assigned location to wait for the flame, Luo felt no regret. “Even though I couldn’t see it, I was able to feel the flame light and knew that it was happening at a place nearby,” she said.
Luo expressed her belief that even if people couldn’t communicate with words, the Olympic Flame enables the transmission of the Olympic spirit and brings smiles wherever it might go. In Luo’s mind, the Olympic spirit represents purity, competition, friendship, enthusiasm, peace and harmony.
1.Why didn’t Luo see the torch lighting ceremony?
|
A. She was late for the ceremony. |
|
B. She was not allowed to go there. |
|
C. She waited for the flame as the next torchbearer. |
|
D. The ceremony took place at a place far away. |
2. Choose the best explanation for the underlined word “l(fā)eg” in Paragraph Three.
|
A. One of the long parts that connect the feet to the rest of the body. |
|
B. The part of a pair of trousers. |
|
C. One of the long thin parts on the bottom of a table. |
|
D. One part of a journey or race. |
3.Which of the following is TRUE according to the passage?
|
A. Luo Xuejuan was the first Olympic torchbearer in Greece. |
|
B. Luo had never been selected as a torchbearer before. |
|
C. Luo believed that the Olympic flame helped communication among people. |
|
D. Luo felt regretful because she missed the torch lighting ceremony. |
4.What’s the best title of the passage?
|
A. Luo Xuejuan: A Swimming Gold Medalist. |
|
B. The Torch Lighting Ceremony |
|
C. The Torch Relay Had Begun |
|
D. Luo Xuejuan: the First Chinese Torchbearer of Athens Torch Relay |
5.This passage is most likely to be seen in a .
|
A. novel |
B. newspaper |
C. magazine |
D. textbook |
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科目：高中英語(yǔ) 來(lái)源：2013屆廣東省東莞市高二下學(xué)期第一次月考英語(yǔ)試題 題型：信息匹配
信息匹配（共5小題；每小題2分，滿分10分）
閱讀下列應(yīng)用文及相關(guān)信息，并按照要求匹配信息。請(qǐng)?jiān)诖痤}卡上將對(duì)應(yīng)題號(hào)的相應(yīng)選項(xiàng)字母涂黑。
Section A: Do-It-Yourself Section -- On these shelves customers can find the latest manuals(手冊(cè)) on how to do everything from building a computer to constructing(building) your own home.
Section B: Sports & Leisure Section -- Stocks a large range of the latest books on your favourite sporting teams and events. Pick up the perfect Father's Day present here.
Section C: Humour Section -- A great selection of joke books, funny stories and wonderful real life adventures that are sure to keep the reader laughing for days.
Section D: Business & Finance - Students, business people or anyone interested in the world of commerce are certain to find the book they are after here. We have special subsection for international trade and e-commerce.
Section E: Biography - Find out about the lives of your favourite sports stars, singers, actors and other famous people from today and the past. Learn what they had to go through to become successful and the effect it had on their lives.
Section F: Education - Has a huge range of textbooks and supplementary material covering all the major high school and university subjects. Buyers showing their student cards receive a 15% discount on all purchases from this section.
閱讀下列關(guān)于各書(shū)籍的信息，匹配書(shū)籍與其所應(yīng)放置的書(shū)架：
1.The Delighted Eye - by Prof. John Nash - The 1994 Nobel Prize Winner for Economics, whose ideas have influenced a generation of the world's greatest economic minds, tells his life story: growing up in a small town in America, becoming one of America's most influential mathematicians and his battles with mental illness.
2. Mother Tongue: The English Language - by Bill Bryson - Bryson's book is a journey through the history and different aspects of the English language , one that is both informative and hugely entertaining. As with most of Bryson's books, fun comes before facts and readers will be left with a smile on their faces.
3.Into Thin Air - by John Krakauer - is a riveting first-hand account of a disastrous race to the top of Mount Everest. In March 1996, `Outside' magazine sent veteran journalist and experienced climber John Krakauer to join the team led by the famous Everest guide Rob Hall. Despite the expertise of Hall and the other leaders, by the end of the race eight people were dead.
4.ReadyMade: How to Make (Almost) Everything - by Shoshana Berger - beautifully written with great factual information. The theme behind this book is re-use, re-claim, re-cycle and there are many detailed easy-to-do projects for the reader to try such as making a photo frame(相框) from a book cover or a pot for your plants from plastic shopping bags.
5.The Smartest Guys in the Room: The Amazing Rise and Scandalous Fall of Enron - by Bethany McLean and Peter Elkind - As the title suggests the authors cover the rise of the American electricity company to become one of the 10 richest companies in the world and its spectacular fall into dishonour and bankruptcy(破產(chǎn)). A perfect guide on what not to do in business.
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科目：高中英語(yǔ) 來(lái)源：2010年江西省德興市四校聯(lián)考高二上學(xué)期期中考試英語(yǔ)卷 題型：閱讀理解
Boom boom!( I’m here, come to me!)
Krak krak!( Watch out, a leopard (豹)！)
Hok hok hok!( Hey, crowned eagle!)
Very good — you’ve already mastered half the basic vocabulary of the Campbell’s monkey, which lives in the forests of the Tai National Park in Ivory Coast. The adult males have six types of call, each with a specific meaning, but they can mix two or more calls together into a message with a different meaning.
Having spent months recording the monkeys’ calls in response to both natural and artificial stimuli (刺激物), a group led by Klaus Zuberbuhler of the University of St. Andrews in Scotland argues that the Campbell’s monkeys have a certain form of syntax(句法).
This is likely to be controversial because despite great effort to teach chimpanzees(大猩猩) language, they showed little or no ability to combine the sounds they learned into a sentence with a larger meaning. Syntax, basic to the structure of language, uniquely belongs to humans.
“Krak” is a call that warns of leopards in the neighborhood. The monkeys give it in response to real leopards and to leopard shouting broadcast by the researchers. The monkeys can vary the call by adding “-oo”: “Krak-oo” seems to be a general word for hunter, but one given in a special context – when monkeys hear but don’t see a hunter, or when they hear the alarm calls of another species.
The “boom-boom” call invites other monkeys to come toward the male making the sound. Two booms can be combined with a series of “krak-oos”, with a meaning entirely different to that of either of its single parts. “Boom boom krak-oo krak-oo krak-oo” is the monkey’s version of “Timber!” – it warns of falling trees.
If Zuberbuhler is correct, the Campbell’s monkeys can both vary the meaning of specific calls by adding something and combine calls to make a different meaning.
1.What is the passage mainly about?
A. A group of scientists. B. Calls of Campbell’s monkeys.
C. The lifestyle of monkeys. D. The importance of language.
2.According to the passage, chimpanzees .
A. don’t communicate by sounds
B. only understand simple sentences
C. fail to learn language from humans
D. are not related to the Campbell’s monkeys
3.If the Campbell’s monkeys hear a lion’s shouting, they will call “ ”.
A. Krak B. Boom C. Boom boom krak-oo krak-oo krak-oo D. Krak-oo
4. According to the passage, it seems that .
A. Zuberbuhler has spent years in the forests
B. the writer isn’t sure of Zuberbuhler’s opinions
C. the Campbell’s monkeys are cleverer than other animals
D. the Campbell’s monkeys can express six meanings by calls
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科目：高中英語(yǔ) 來(lái)源：20102012上海交通大學(xué)附屬中學(xué)高二第二學(xué)期期末英語(yǔ)試題 題型：閱讀理解
One often hears that children should arrive at school “ready to learn.” For most children, the acquisition of reading and math skills starts in the first grade. In states where kindergarten is compulsory, it begins even earlier.
Many parents, teachers, and politicians maintain that preschool is the best way to prepare children to learn. There is no real consensus, however, about how this preparation should be achieved.
For some, early childhood education relates to the development of the whole child. They think that preschool should encourage exploration and discovery. Group activities teach positive social behaviors such as sharing, kindness, and patience. Time spent alone encourages independence. Learning letters and counting is important only for children who show an interest in them. Advocates of this approach stress that each child is unique and should learn at his or her own pace.
Other people refer to research showing that children are ready to absorb basic academic concepts by age 3 or 4. They claim that early introduction to letters and numbers lays the foundation for later academic excellence. Since the 1980s, many people have stressed the value of preschool and point to the success of programs -such as Head Start - that target low-income children.
Is there proof that an academic curriculum in preschool will lead to academic success? Studies have not been conclusive. In the short term, evidence suggests that middle-class children who attend preschool are ahead of their peers in maths and language skills as well as in social skills, when they enter school. However, the same studies show that the gap narrows considerably by the time children reach age 8.
Children living in poverty are a different matter. Those enrolled in programs such as Head Start seem to do better than impoverished children who do not attend a preschool. For instance, youngsters in one group enrolled in the program, tracked until the age of 21, earned higher scores on intelligence tests, were more likely to graduate from high school, and demonstrated more interest in higher education.
The idea of public preschool raises many issues. Providing Head Start for all children would be a financial burden on communities that already struggle to fund current school programs. Also, where would a sufficient number of teachers trained in early childhood development be found?
1.
Advocates of the development of the whole child believe school readiness is______ .
A. showing eagerness in exploration and discovery
B. learning basic skills, such as knowing letters and counting
C. showing great interest in basic academic concepts
D. demonstration of intellectual , social and emotional skills
2.
According to the passage, Head Start is most probably______ .
A. a preschool program that supports disabled children
B. a program that helps impoverished children attend a school
C. an organization that aims to improve current school programs
D. a program that helps design the academic curriculum in preschool
3.
Which of the following is TRUE according to the passage?
A. Preschool benefits middle-class children more than poor children.
B. Most children start school with similar language and social skills.
C. Providing Head Start for all children has encountered great difficulties.
D. All children are ready to absorb basic academic concepts by age 3 or 4.
4.
Which of the following may best summarize the main idea of the passage?
A. An academic curriculum in preschool will lead to academic success.
B. Preshool is helpful, despite the disagreement about what it should offer.
C. Children enrolled in preschool demonstrate more interest in learning.
D. Preschool education shouldn't be a financial burden on communities.
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