It was the final examination. The class was very   36  . I was checking my paper   37   I saw my best friend, Samy,   38   to cheat at the exam. 
Samy scribbled（潦草地寫） the   39   to some questions on his answer sheet   40   looking at a piece of paper. I was   41   and did not know what to do. My heart was beating   42   by each second. Suddenly, Samy noticed me staring at him.
He made a hand gesture, asking me not to   43   the teacher. I was deep in thoughts when the teacher said, “Time’s up! Please put down your pens! Stop   44  ! I will collect your papers.” I was waken out of my   45   upon hearing the loud voice of the teacher. I went home feeling very   46  . I was so frustrated   47   I even talked to my toys!
The next day, I went straight to the   48   office for I decided to tell the teacher that Samy   49   yesterday. I plucked up（鼓起） my   50   and walked into the office. I told the teacher that Samy had cheated. She was very angry. During break, she   51       Samy and Samy cried. He   52   his face as he ran out of the teachers’ office after he was scolded. After that incident, Samy always ignored me whenever I approached him. I was very sad. I thought my   53   with him must be over.
A few more days later, I was at the bus stop   54   for my bus when Samy came to me with a guilty look on his face. He said, “I’m sorry, I have now   55   cheating at the exam. Will you forgive me?” “Sure,” I replied with a smile. “But promise me never to cheat again.” “I promise!” he replied. Then we walked home happily.
36. A. silent             B. noisy                   C. crowded              D. dirty
37. A. while             B. when                    C. as                         D. whenever
38. A. wanting                     B. searching                  C. attempting                D. Wishing
39. A. sentences          B. words                  C. notes                    D. answers
40. A. before            B. after                    C. until                     D. once
41. A. glad                       B. anxious                 C. afraid                   D. sad
42. A. quicker and quicker                            B. harder and harder
C. slower and slower                              D. heavier and heavier
43. A. inform            B. phone                   C. tell                              D. ask
44. A. talking            B. writing                 C. looking                 D. thinking
45. A. thoughts          B. room                    C. soul                      D. seat
46. A. bad                B. worried                C. calm                    D. miserable
47. A. as                   B. which                  C. but                      D. that
48. A. school’s                 B. headmaster’s                C. teachers’               D. parents’
49. A. cheated        B. had cheated           C. was cheating          D. had been cheating
50. A. spirit              B. courage                 C. feet                      D. strength
51. A. hit                  B. beat                      C. told                      D. scolded
52. A. covered           B. washed                 C. lowered                D. raised
53. A. happiness      B. friendship             C. incident                       D. business
54. A. waited             B. to wait                        C. waiting                D. wait
55. A. appreciated      B. minded                 C. regretted              D. frightened
36-40 ABCDB     41-45 BACBA     46-50 DDCBB  51-55 DABCC          
36. A�？荚嚂r教室里當(dāng)然是“安靜的”，所以選silent。
37. B。when意為“這時”，表示一個動作將要發(fā)生或正在發(fā)生時突然一個新動作出現(xiàn)使原來進(jìn)行的動作被打斷。
38. C。attempt to do sth.意為“企圖 / 試圖做某事”。
39. D。the answer to the question為固定搭配。
40. B。根據(jù)動作的先后，應(yīng)該是看后抄答案，用after。
41. B。作者看到好朋友作弊，很為他擔(dān)心。
42. A。指心跳加速，quicker and quicker意為“越來越快”。
43. C。朋友不希望作者把這件事告訴老師，用tell。say一般接說話的內(nèi)容。
44. B�？荚嚂r間到了，考生停止答題（書寫），只能選writing。
45. A。thoughts意為“思緒”。
46. D。作者處于矛盾中，所以感到很痛苦。
47. D。so … that … 句型，意為“如此……以至于……”。
48. C。由下文可知，作者是去了老師的辦公室。
49. B。表示作弊在此時間前發(fā)生。
50. B。作者經(jīng)過思想斗爭終于鼓起勇氣，選擇courage。
51. D。根據(jù)下文Samy一系列的動作以及后面的scold，故選scold。
52. A。cover表示掩（捂）住臉。
53. B。從第一段my best friend可知兩人是好朋友。
54. C。在車站等車，與后面的介詞for搭配。
55. C。Samy終于認(rèn)識到錯誤，表示出悔過之意，regret意為“后悔；感到抱歉”。
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科目：高中英語 來源：不詳 題型：閱讀理解


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科目：高中英語 來源：不詳 題型：閱讀理解


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科目：高中英語 來源：不詳 題型：閱讀理解


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閱讀下面短文，掌握其大意，然后從36—55各題所給的四個選項(xiàng)（A、B、C和D）中，選出最佳選項(xiàng)
In a class I teach for adults, I recently did the “unpardonable.” I gave the class homework!
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36．A．a(chǎn)fter  B．before      C．for    D．within
37．A．has to       B．ought to    C．had better D．can
38．A．told   B．said   C．talked       D．spoken
39．A．look  B．hear  C．listen D．sound
40．A．when B．until  C．that   D．unless
41．A．born  B．grown      C．raised       D．risen
42．A．And  B．But   C．So     D．For
43．A．beginning B．end   C．middle      D．stating
44．A．a(chǎn)nnounce  B．share C．a(chǎn)nswer      D．a(chǎn)sk
45．A．men  B．a(chǎn)dults       C．students    D．women
46．A．case  B．thing C．story D．experience
47．A．a(chǎn)fraid       B．shaken      C．terrible     D．worried
48．A．happy       B．pleased     C．a(chǎn)ngry       D．satisfied
49．A．everybody       B．nobody     C．someone   D．a(chǎn)nyone
50．A．else   B．except      C．beside       D．besides
51．A．thought    B．considered       C．knew D．guessed
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科目：高中英語 來源：不詳 題型：閱讀理解


B
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Hurricanes have winds at least 74 miles per hour. When they come onto land, the heavy rain, strong winds and heavy waves can damage buildings, trees and cars.
Tornadoes are nature’s most violent storms. Tornadoes must always be taken seriously. Tornadoes can be very dangerous ---- sometimes even deadly. They come from powerful thunderstorms and appear as moving. Tornado winds can reach 300 miles per hour. They cause damage when they land the ground. They can damage an area one mile wide and 50 miles long.
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64. From the passage, we know that ______.
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B. all natural disasters are connected with the weather.
C. human beings can do nothing with natural disasters
D. the more we know about natural disasters, the less we will suffer.
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A. Flooding is the most common natural disaster. 
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科目：高中英語 來源：不詳 題型：閱讀理解

Two Earthquakes in Two Months:
Comparing the Quakes in Haiti (海地) and Chile (智利)
Overview (概要) How do the earthquakes in Chile and Haiti compare? Here, students perform a gallery walk to learn more about the earthquakes from a specific point, and then do a specific research and presentation project or response activity. Finally, they seek answers to their unanswered questions.
Materials Print copies of photographs, charts, documents and other visuals to display, as described below; computer (s) with Internet access (optional), research materials, handouts.
Warm-up Choose and prepare a “gallery” of photographs, graphics, news reports and other materials to display around the room to enable students to consider the 2010 earthquake in Chile.
Depending on course program, choose materials for the gallery that provide a window on the two quakes, through one of the following specific points, or the focus of your choice:
Earthquakes through History Putting the 2010 Chilean and Haitian quakes into historical view related to other earthquakes, including the 1960 Chilean quake and the 2004 Asian earthquake and tsunami.
Rescue and Aid Considering domestic and international response to the disasters by militaries, governments and aid organizations, including rescue and recovery as well as efforts to provide food, water, health care and shelter to those affected.
Related The article Underwater Plate Cuts 400 Mile Gash compares several earthquakes:
Mr. Lin figured that the quake on Saturday was 250 to 350 times more powerful than the Haitian quake.
But Paul Caruso noted that at least on land, the effects of the Chilean tremor (震動) might not be as bad. For one thing, he said, the quality of building construction is generally better in Chile than in Haiti. And the fact that the quake occurred offshore should also help limit the destruction. In Haiti, the rupture (斷裂) occurred only a few miles from the capital, Port-au-Prince. The rupture on Saturday was centered about 60 miles from the nearest town, Chillan, and 70 miles from the country’s second-largest city, Concepción.
Read the article using the following questions.
Questions For discussion with others and reading comprehension:
How does the 2010 Chilean earthquake compare to the 1960 Chilean earthquake?
Why do scientists believe that the 2010 Chilean earthquake will not cause the same level of damage as January’s Haitian earthquake did?
How does the 2010 Chilean earthquake compare to the 2004 Indonesian earthquake?
What reasons do scientists give to explain why the Indonesian quake caused so much more damage than the recent Chilean earthquake?
64. Which of the following shows one of the reasons for slighter losses in Chile than in Haiti?
A. Position:
     
B. Power:

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A. the causes of the 2010 Chilean earthquake and the 1960 Chilean earthquake
B. the comparison between the 2010 Haitian and the 2004 Indonesian earthquakes
C. the reason for the 2010 Chilean quake being more powerful than January’s Haitian earthquake
D. the reason for less damage in the 2010 Chilean quake than in the 2004 Indonesian earthquake
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A. A program for research.                                   B. A guide to earthquake study.
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科目：高中英語 來源：不詳 題型：閱讀理解


D
Many disease researchers have warned that rising global temperatures could lead to more diseases. for example by allowing tropical diseases to expand their ranges into what are now mild regions. This is a particular fear for the diseases carried by insects such as malariac(瘧疾） and
sleeping sickness.
But the reality is more complex, argues Kevin Lafferty. a disease ecologist. He argues that a warming climate could favour some diseases in certain regions while controlling them in others.
Lafferty does not deny that climate change might allow malarial mosquitoes to spread to new areas. However he believes that hotter and drier conditions may also get rid of mosquitoes from areas where they currently exist. If this were the case, he says. there would be little. if any, net
increase (凈增長） in the risk of disease.
In addition, many mild regions such as southern Europe or the southern U.S. have good sanitation（衛(wèi)生設(shè)備） and insect control programmes which, Lafferty says, would prevent diseases from becoming common even if climatic conditions were suitable.
Finally, he argues, climate change could wipe many species off the plant. Infectious pathogens（病原體） depend on their hosts for survival so they too may become endangered-especially if they,like malaria, rely on more than one host.
But Mercedes Pascual of the University of Michigan points out that there are large human populations in the east African highlands, just outside of the existing range of malarial mosquitoes.She said as temperatures rise, the mosquitoes will reach these areas. So the disadvantages will
outweigh the advantages of decreased risk elsewhere.
Most of the ecologists do, however, seem to agree on one point: predicting where a disease is going to go next involves far more than just considering climate. No matter what the results of the debate are, they all agree that health concerns should continue to play a critical role in climate policy and the debate shouldn't be regarded as weakening the case for action against global warming.
53. According to Kevin Lafferty, climate change__________
A. will not increase the spread of insect-bome diseases
B. may not significantly increase the risk of disease in the whole world
C. will not affect the dry regions where sanitation is good
D. may not affect viruses that depend on more than one host
54. What does Mercedes Pascual think of Lafferty 's conclusion?
A. She disagrees with it.   B. She supports it.
C. She is not sure ofit.    D. She thinks it needs proving.
55. We may infer from the passage that ___________
A. climate is the only factor in the predictior of the spread of diseases
B. when making a climate policy one should take health into account
C. the debate mentioned in the passage furthers the debate on global warming
D. a policy should be made immediately to try to stop climate change
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A. all the disease researchers agree that climate change will spread disease
B. nothing can be done to stop the present global warming
C. scientists have found ways to stop the wild spread of disease
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