The situation seemed hopeless.
From the first day he entered my junior-high classroom, Willard P. Franklin lived in his own    , shutting out his classmates and me, his teacher. I tried to build a     relationship with him but he showed no interest. Even a “Good Morning Willar” received only a grunt(咕噥) that couldn’t be        . Willard was a loner(孤獨的人) who seemed to have no hope or need to break silence. Shortly after the Thanksgiving holiday, we received the news of the annual(每年的) Christmas collection of money for the less      people in our school district.
“Christmas is a season of          ,” I told my students. “There are a few students in the school who might not have a happy holiday season.         donating our Christmas collection, you will help buy food, clothing and toys for these needy people. We start the collection tomorrow.” When I called for the donations the next day, I discovered that         everyone had forgotten, except Willard P. Franklin. The boy dug deep into his pants pockets      he walked up to my desk. Carefully, he      two coins into the small box.
“I don’t need milk for lunch,” he said      . For a moment, just a moment, he smiled . Then he turned and walked back to his desk.
That night, after school, I took our     to the school principal. I couldn’t         sharing the incident(事件) that had taken place.
“I may be wrong, but I believe Willard might be getting ready to become a part of the world around him,” I told the principal.
“Yes, I believe it is          for him to get out of his own world,” he nodded. “And I think we can do something to have him         a bit of his world with us. I just received a         of the poor families in our school who most need help through the Christmas collection. Here, take a look at it.”
As I read, I discovered Willard P. Franklin and his family were the top names on the list.
小題1:
A．classB．schoolC．worldD．home
小題2:
A．equal B．simple C．friendlyD．common
小題3:
A．seenB．heardC．foundD．discovered
小題4:
A．poorB．goodC．sadD．rich
小題5:
A．givingB．gettingC．buyingD．receiving
小題6:
A．ByB．WithC．ForD．On
小題7:
A．mostlyB．hardlyC．a(chǎn)lmost D．simply
小題8:
A．whileB．a(chǎn)fterC．before D．a(chǎn)s
小題9:
A．threwB．droppedC．brought D．changed
小題10:
A．a(chǎn)ngrilyB．quietlyC．patientlyD．sadly
小題11:
A．students B．classmates C．teachersD．donations
小題12:
A．keepB．enjoy C．stopD．finish
小題13:
A．hopeless B．hopefulC．difficultD．impossible
小題14:
A．compareB．beginC．mixD．share
小題15:
A．listB．noteC．messageD．letter

小題1:C
小題2:C
小題3:B
小題4:D
小題5:A
小題6:A
小題7:C
小題8:D
小題9:B
小題10:B
小題11:D
小題12:C
小題13:B
小題14:D
小題15:A

試題分析：作者是一名教師，通過短文來描述一名叫富蘭克林的學(xué)生，剛?cè)氤踔袝r就封閉自己，作者想與他建立友好的關(guān)系，可是沒有成功。但是在一次圣誕節(jié)募捐活動中，班級學(xué)生差不多都忘記了這件事，這時他主動捐贈了兩個硬幣。后來在校長提供的名單中，竟然發(fā)現(xiàn)他也是一位貧困的學(xué)生。
小題1:考查名詞及語境的理解。A. class班級；B. school學(xué)校；C. world世界；D .home家。分析句意：富蘭克林進入初中的班級，從第一天起，他就生活在自己的世界里。也就是說封閉了自己。因此選擇世界。故選C
小題2:考查形容詞及語境的理解。A. equal平等的；B. simple簡單的；C. friendly友好的；D. common普通的。分析句意：他遠(yuǎn)離同學(xué)與我，作為教師的我盡力與他建立友好的關(guān)系。通過句意是友好的關(guān)系。故選C
小題3:考查動詞及語境的理解。A. seen看；B. heard聽；C. found發(fā)現(xiàn)；D. discovered發(fā)現(xiàn)。分析句意：為了與他建立友好的關(guān)系，早上見面時，我對他說：早上好。而回敬我的是一個讓人聽不清的答復(fù)。因此表明是聽不清。故選B
小題4:考查形容詞及語境的理解。A. poor貧困的；B. good 好的；C. sad傷心的；D. rich富有的。分析句意：感恩節(jié)假期之后，我們收到了一個通知，是每年輕圣誕募捐的錢，直接給在我們學(xué)校中并不富有的人。句子less rich people不富有的人。故選D
小題5:考查動詞及語境的理解。A. giving給；B. getting得到；C. buying買；D. receiving收到。分析句意：我對學(xué)生說：圣誕節(jié)是一個給予的季節(jié)。結(jié)合上下文聯(lián)系是給予之意。故選A
小題6:考查介詞及語境的理解。A. By通過；B. With和；C. For為了；D. On在之上。聯(lián)系上文：依然是教師的話語：學(xué)校中有一些學(xué)生在圣誕節(jié)期間是不開心的，通過圣誕節(jié)募捐，你可以幫助買食物，衣服和玩具為需要的人。我們明天開始募捐。結(jié)合句意是通過募捐活動。故選A
小題7:考查副詞及語境的理解。A. mostly主要地；   B. hardly幾乎不；C. almost差不多；D. simply簡單地。分析句意：第二天，我號召捐贈活動。班級除了富蘭克林，差不多每個人都忘記了。體現(xiàn)為差不多之意。故選C
小題8:考查連詞及語境的理解。A. while然而；B. after在之后；C. before在之前；D .as當(dāng)……時候。分析句意：當(dāng)他走向我的桌子時，拿著一個袋子。認(rèn)真地，丟下了兩個硬幣在這個小盒子里。分析：兩個動作是同時發(fā)生的。因此用連詞as.故選D
小題9:考查動詞及語境的理解。A. threw扔；B. dropped掉下；C. brought帶來；D. changed改變。分析句意：當(dāng)他走向我的桌子時，拿著一個袋子。認(rèn)真地，丟下了兩個硬幣在這個小盒子里。分析后面提到是一個盒子，因此是丟進盒子里。故選B
小題10:考查副詞及語境的理解。A. angrily生氣地；B. quietly安靜地；C. patiently 耐心地；D. sadly傷心地。分析句意：他將錢捐贈之后，他安靜地說：我中午不喝牛奶了。過了一會兒，他微笑著回到了座位。分析前文，老師與他打招呼，他的聲音都是很低，因此體現(xiàn)他是安靜地表述。故選B
小題11:考查名詞及語境的理解。A. students學(xué)生；B. classmates同學(xué)；C. teachers教師；D. donations捐贈。分析句意：放學(xué)后，我?guī)е@些捐贈去校長室。說明各班的捐贈集中到學(xué)校。故選D
小題12:考查動詞及語境的理解。A. keep保持；B. enjoy喜歡；C. stop停止；D. finish完成。分析句意：我情不自禁的讓大家分享這個事件的發(fā)生過程�？疾楣潭ň湫停篶an’t help doing sth.情不自禁地做某事。故選C
小題13:考查形容詞及語境的理解。A. hopeless無希望的；B. hopeful有希望的；C. difficult困難的；D. impossible不可能的。聯(lián)系前文：我將經(jīng)過講述了，校長說：我相信幫助他走出自己的世界是有希望的。我認(rèn)為我們應(yīng)該讓他與我們分享這個世界。我剛收到一個有關(guān)貧困家庭的名單，你看一下。我接過之后發(fā)現(xiàn)他的名字在名單的第一位。分析：校長聽了我的講述，因此說他是有希望的。故選B
小題14:考查動詞及語境的理解。A. compare比較；B. begin 開始；C. mix混合；D. share分享。 聯(lián)系前文：我將經(jīng)過講述了，校長說：我相信幫助他走出自己的世界是有希望的。我認(rèn)為我們應(yīng)該讓他與我們分享這個世界。我剛收到一個有關(guān)貧困家庭的名單，你看一下。我接過之后發(fā)現(xiàn)他的名字在名單的第一位。聯(lián)系下文，他是需要支助的對象，因此校長說，讓他與我們共同分享世界。故選D
小題15:考查名詞及語境的理解。A. list清單；B. note 便簽；C. message信息；D. letter信。 聯(lián)系前文：我將經(jīng)過講述了，校長說：我相信幫助他走出自己的世界是有希望的。我認(rèn)為我們應(yīng)該讓他與我們分享這個世界。我剛收到一個有關(guān)貧困家庭的名單，你看一下。我接過之后發(fā)現(xiàn)他的名字在名單的第一位。下文章提到的是收到了資助的清單。故選A
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小題2:
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小題9: .
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Improve your memory
A great way to improve your homework habits is to improve your memory with brain exercise. There are many theories and ideas about improving memory, but there is one mnemonic（記憶的） method that has been around since ancient times. Ancient accounts show that early Greek and Roman orators used the “l(fā)oci” method of remembering long speeches and lists. You may be able to use this method to improve your memory at test time.
Fight the desire to delay
Do you get the sudden desire to feed the dog at homework time? Don't fall for it! Delay is like a little white lie we tell ourselves. We often think we'll feel better about studying later if we do something fun now, like playing with a pet, watching a TV show, or even cleaning our room. It's not true.
Avoid repetitive(重復(fù)的) stress
During text messaging, Internet surfing, and computer writing, you are using your hand muscles in all new ways, and you're very easily to be influenced by something dangerous or the repetitive stress injury. Find out how to avoid pain in your hands and neck by changing the way you sit at your computer.
小題1:What differences between the teens and adults are mentioned in the passage?
A．Eating habits.B．Sleeping habits.C．Reading habits.D．Writing habits
小題2:      can help people to improve the memory.
A. Using the brain more     
B. Doing morning exercises every day
C. Dancing after meals      
C. Listening to the music
小題3:What should people do to avoid the repetitive stress when they playing computer?
A．Changing the way they sit.
B．Cutting the time.
C．Wearing some special glasses.
D．Using the hand muscles in a new way.
小題4:Which statement is NOT right according to the passage?
A．Homework habits can affect the study grade.
B．Only Roman orators were able to use the “l(fā)oci” method to remember.
C．It's not good to desire to feed the pets when you are doing the homework.
D．There are four ideas of behaving Healthy Homework Habits mentioned.

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