科目：高中英語 來源：河北省邢臺一中2011－2012學年高二下學期第四次月考英語試題 題型：001
聽力(共兩節，滿分30分)
第一節 聽下面5段對話。每段對話后有一個小題，從題中所給的A、B、C三個選項中選出最佳選項。聽完每段對話后，你都有10秒鐘的時間來回答有關小題和閱讀下一題。每段對話僅讀一遍。
1．What i s Jack' s occupation now?
A．A secretary．
B．A noveli st．
C．A new spaperman．
2．Where doe s thi s conver sation mo st likely take place?
A．In a lab．
B．In a clinic．
C．In a dining hall．
3．How old i s Jane?
A．19．
B．27．
C．35．
4．How often doe s the man go to vi sit hi s teacher?
A．At lea st once a year．
B．Once every two year s．
C．Twice a month．
5．How did the woman feel about the Engli sh program?
A．It' s intere sting．
B．It' s difficult．
C．It' s important．
第二節(共15小題：每小題15分，滿分22.5分)
請聽下面5段對話。每段對話后有幾個小題，從題中所給出的A、B、C三個選項種選出最佳選項。聽每段對話前，你將有時間閱讀各個小題，每小題5秒鐘；聽完后，各小題給出5秒鐘的作答時間。每段對話讀兩遍。
聽第6段材料，回答第6、7題．
6．How doe s the man seem to feel after thi s job interview?
A．Anxiou s．
B．Hopeful．
C．De sperate．
7．How many interviewee s were able to go to the second interview?
A．4．
B．12．
C．16．
聽第7段材料，回答第8、9題。
8．How much will the man pay?
A．15 yuan．
B．55 yuan．
C．50 yuan．
9．How long doe s the Cheaper way take?
A．At lea st two week s．
B．At lea st ten day s．
C．It' s lea st ten week s．
聽第8段材料，回答第10至12題。
10．Why doe s the man refu se the fir st flat?
A．It' s too smal1．
B．It' s too expen sive．
C．It' s not on the top floor．
11．Why doe s the woman let the man look at the second flat fir st?
A．He i s clean and quiet．
B．He i s kind and polite．
C．He i s poor and hone st．
12．How much will the man pay before moving in?
A．＄100．
B．＄50．
C．＄30．
聽第9段材料，回答第13至16題。
13．What i s Tom doing?
A．Li stening to Engli sh song s．
B．Surfing the Internet．
C．Preparing for a te st．
14．How doe s the woman find studying Engli sh?
A．Intere sting．
B．Boring．
C．Difficult．
15．What doe s the woman sugge st the man do?
A．Play more game s online．
B．Talk with friend s online more often．
C．Learn We stern culture online．
16．What will the woman do next?
A．Go to school．
B．Take an exam．
C．Review le s son s．
聽第10段材料，回答第17至20題。
17．Who i s the speaker talking to?
A．People showing intere st in the theater．
B．People working in the building．
C．People vi siting the univer sity．
18．What i s the video showing today?
A．The teacher s of the univer sity．
B．The hi story of the theater．
C．The building s in the city．
19．How soon will people meet again?
A．In an hour and a half．
B．In half an hour．
C．In an hour．
20．What i s the purpo se of the speaker' s talk?
A．To tell people the rule s they should follow．
B．To give people a brief introduction．
C．To show people the direction．
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科目：高中英語 來源：河北省邢臺一中2011－2012學年高二下學期第四次月考英語試題 題型：050
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科目：高中英語 來源：2012年全國普通高等學校招生統一考試英語（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 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．advocate 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學年山東省濟寧市魚臺一中高一3月月考英語試卷（帶解析） 題型：閱讀理解
Modern man has cleared the forests for farmland and for wood, and has also carelessly burned them. More than that, though, he has also interfered （干涉） with the invisible bonds between the living things in the forests. There are many examples of this kind of destruction. The harmfulness of man’s interference can be seen in what happened many years ago in the forest of the Kaibab plateau （凱亞巴布高原） of northern Arizona. Man tried to improve on the natural web of forest life and destroyed it instead.
The Kaibab had a storybook forest of large sized pine, Douglas fir, white fir, blue and Engelmann spruce. In 1882 a visitor noted, "We, who ... have wandered through its forests and parks, have come to regard it as the most enchanting region it has ever been our privilege （特權） to visit.” This was also the living place of the Rocky Mountain mule deer. Indians hunted there every autumn to gather meat and skins. The forest also had mountain lions, timber wolves and bobcats that kept the deer from multiplying too rapidly.
Then, in 1906, President Theodore Roosevelt made the Kaibab a national game preserve. Deer hunting was forbidden. Government hunters started killing off the deer’s enemies. In 25 years’ time, 6,250 mountain lions, wolves and bobcats were killed. Before the program, there were about 4,000 deer in the Kaibab, by 1924, there were about 100,000.
The deer ate every leaf and twig they could reach. But there was not nearly enough food. Hunting of deer was permitted again. This caused a slight decrease in the deer herd （鹿群），but a far greater loss resulted from starvation （饑餓） and disease. Some 60 percent of the deer herd died in two winters. By 1930 the herd had dropped to 20,000 animals. By 1942 it was down to 8,000.
【小題1】The destruction of the environment of the Kaibab resulted from
| A．interfering with natural cycle of forest life |
| B．turning the forest into cultivated land |
| C．forest fires caused by man’s carelessness |
| D．cutting the trees for building materials |
| A．an animal | B．a tree | C．a mountain | D．a game |
| A．25 | B．6 | C．12 | D．18 |
| A．the cold | B．the organized kill |
| C．the poor management | D．the shortage of food |
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科目：高中英語 來源：2015屆山東省濟寧市高一下學期3月月考英語試卷（解析版） 題型：閱讀理解
Modern man has cleared the forests for farmland and for wood, and has also carelessly burned them. More than that, though, he has also interfered （干涉） with the invisible bonds between the living things in the forests. There are many examples of this kind of destruction. The harmfulness of man’s interference can be seen in what happened many years ago in the forest of the Kaibab plateau （凱亞巴布高原） of northern Arizona. Man tried to improve on the natural web of forest life and destroyed it instead.
The Kaibab had a storybook forest of large sized pine, Douglas fir, white fir, blue and Engelmann spruce. In 1882 a visitor noted, "We, who ... have wandered through its forests and parks, have come to regard it as the most enchanting region it has ever been our privilege （特權） to visit.” This was also the living place of the Rocky Mountain mule deer. Indians hunted there every autumn to gather meat and skins. The forest also had mountain lions, timber wolves and bobcats that kept the deer from multiplying too rapidly.
Then, in 1906, President Theodore Roosevelt made the Kaibab a national game preserve. Deer hunting was forbidden. Government hunters started killing off the deer’s enemies. In 25 years’ time, 6,250 mountain lions, wolves and bobcats were killed. Before the program, there were about 4,000 deer in the Kaibab, by 1924, there were about 100,000.
The deer ate every leaf and twig they could reach. But there was not nearly enough food. Hunting of deer was permitted again. This caused a slight decrease in the deer herd （鹿群），but a far greater loss resulted from starvation （饑餓） and disease. Some 60 percent of the deer herd died in two winters. By 1930 the herd had dropped to 20,000 animals. By 1942 it was down to 8,000.
1. The destruction of the environment of the Kaibab resulted from
A．interfering with natural cycle of forest life
B．turning the forest into cultivated land
C．forest fires caused by man’s carelessness
D．cutting the trees for building materials
2. "Engelmann spruce"（Para. 2） is most likely the name of .
A．an animal B．a tree C．a mountain D．a game
3. The number of the deer in the Kaibab had increased enormously in years’ time.
A．25 B．6 C．12 D．18
4. Years later, large numbers of deer in the Kaibab died mainly because of .
A．the cold B．the organized kill
C．the poor management D．the shortage of food
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