It was starting to get dark and Bobby turned to walk home when suddenly his eyes caught the setting sun’s rays reflecting off something along the roadside. He reached down and discovered a shiny dime(一角錢). Never before has anyone felt so wealthy as Bobby felt at that moment.
As he held his new found treasure, a warmth spread throughout his entire body and he walked into the first store he saw.
His excitement quickly turned cold when the salesperson told him that he couldn’t buy anything with only a dime.
He saw a flower shop and went inside to wait in line. When the shop owner asked if he could help him, Bobby presented the dime and asked if he could buy one flower for his mother’s Christmas gift. The shop owner looked at Bobby and his ten cents offering. Then he said to him, “You just wait here and I’ll see what I can do for you.”
The sound of the door closed as the last customer left. All alone in the shop, Bobby began to feel cold and afraid. Suddenly the shop owner came out. There, before Bobby’s eyes, lay twelve long stem, red roses, with leaves of green and tiny white flowers all tied together with a big silver bow. Bobby’s heart sank as the owner picked them up and placed them gently into a long white box. “That will be ten cents, young man.” The shop owner said reaching out his hand for the dime.
Sensing the boy’s reluctance(勉強(qiáng)), the shop owner added, “I just happened to have some roses on sale for ten cents a dozen. Would you like them?”
When the man placed the long box into his hands, he knew it was true. Walking out of the door that the owner was holding, Bobby heard the shopkeeper say, “Merry Christmas, son.”
1.Bobby feel that he was rich?
A. Because he found a purse with many dollars
B. Because he found some money on the way home.
C. Because he was given a bunch of flowers
D. Because he found some hidden treasure.[來(lái)源:ZXXK][來(lái)源:學(xué)+科+網(wǎng)Z+X+X+K]
2.What can we infer from the third paragraph?
A. Christmas gifts were always very expensive
B. The salesperson’s words greatly disappointed Bobby.
C. Bobby was tired of trying one shop after another
D. The salesperson was trying to cheat Bobby.
3.While waiting for the shop owner in the flower ship, Bobby .
A. was full of excitement and joy
B. was very thankful to the shop owner
C. felt he had been cheated by the owner
D. was not sure whether the owner would accept his offering
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科目：高中英語(yǔ) 來(lái)源： 題型：閱讀理解
When Suzanne Kail, an English teacher at a public high school in Magnolia, Ohio, was told that she would be required to teach her students Latin and Greek word roots, she rolled her eyes. Kail believed in a progressive approach to education, in which active participation in meaningful learning was the most important. In an account of her experience in the English Journal, she wrote, “asking students to do rote memorization (機(jī)械記憶) was the opposite of what I believed in most.” Still, her department head insisted on it. She was sure her students wouldn’t like it, either.
Kail was surprised — as was anyone who took a look at the recent studies supporting the effectiveness of “old school” methods like memorizing math facts, reading aloud, practicing handwriting and so on. While the education world is all excited about so-called 21st-century skills like cooperation, problem solving and critical thinking, this research suggests that we might do well to add a strong dose (一劑) of the 19th century to our children’s schooling.
As soon as Kail began teaching her students the Greek and Latin origins of many English terms — that the root “sta” means “put in place or stand”, for example, and that “cess” means “to move or withdraw”— they eagerly began recognizing familiar words including the roots, like “statue” and “recess”. Kail’s students started using these terms in their writing, and many of them told her that their study of word roots helped them answer questions on the SAT and on Ohio’s state graduation exam. For her part, Kail reported that she no longer saw rote memorization as “evil”.
That’s also true of another old-fashioned method drilling math facts, like the multiplication table (乘法表). Although many progressive educators speak ill of what they call “drill and kill” (kill students’ love for learning, that is), rapid mental retrieval (檢索) of basic facts is required for doing more complex and more interesting kinds of math. The only way to achieve this, so far as anyone has been able to determine, is to practice and practice. Indeed, many experts have observed the wide gap between the math scores of American and Chinese students on international tests. Asian schools focus heavily on math facts. Failure to do so can effectively close off the higher realms (范圍) of mathematics — a study found that most errors made by students working on complex math problems were due to a lack of automaticity (自動(dòng)性) in basic math facts.
60. What did Suzanne Kail think was the most important in learning at first?
A. Memorizing math facts. B. Problem solving ability.
C. Students’ active participation D Studying word roots...
61. How does the study of word roots benefit students?
A. It helps students build a large vocabulary more easily.
B. It provides students with motivation for rote memorization.
C. It helps students break up their conventional thinking.
D. It gives students more knowledge about Greek and Latin.
62. Why is there a gap between the math scores of American and Chinese students?
A. Because American students’ love for learning has been killed.
B. Because American students are not very familiar with basic math facts.
C. Because Chinese students have a higher math level than American students.
D. Because Chinese students are becoming more creative than American students.
63. The author might NOT approve of .
A. using rote memorization B. abandoning 21st-century methods
C. practicing handwriting D. remembering basic math facts repeatedly
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