Directions：For each blank in the following passage there are four words or phrases marked A., B, C and D. Fill in each blank with a word or phrase that best fits the context.
Girls are born to imagine, particularly those at the age of seventeen or eighteen. 【小題1】 , I was one of them and sometimes I would go to extremes. I mean I tended to imagine too much. That was exactly what happened this time, 【小題2】 me great embarrassment.
I was waiting for my train home at the station when a boy 【小題3】 at my side. His beautifully-curved face, his fashionable clothing and everything else about him, was so 【小題4】 that I just couldn’t help looking at him. What was more exciting was that , he was also stealing some 【小題5】 at me, which made me blush(臉紅) to the ends of my ears! Still, I tried to be calm and 【小題6】 that nothing had happened. However, once again when our eyes met, I could hear my heart beating. I lowered my head to escape his eyes, but my thoroughly red face had made 【小題7】 known .
To my pleasant surprise, my imagination came true this time, as the handsome guy was drawing near! “Oh, please! Don’t 【小題8】 .” Look at me. I am so sweaty and sloppy(不整潔的). Please don’t ask for my telephone number. You know I will give it to you without 【小題9】 , and that is so unladylike.
I was still struggling when he stood right in front of me. “Excuse me…” he said with a slight hesitation. His voice was so nice, but I wish I had not 【小題10】 it. “I am sorry, but could you please give me my 【小題11】 back? Yours is over there.” Oh my God! Nothing could have been more 【小題12】 when I handed his bag back to him, as shame almost brought me to tears.
From that , I drew a big lesson: never imagine too much if someone just gives you a few glances.
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【小題1】C
【小題2】A
【小題3】C
【小題4】A
【小題5】D
【小題6】B
【小題7】B
【小題8】C
【小題9】A
【小題10】A
【小題11】B
【小題12】A
解析試題分析：本文講述了一個容易幻想的女孩因為幻想所遇見的一次令人尷尬的事情。
【小題1】C 副詞辨析。A一般說來B最后C毫無疑問D最近；毫無疑問我是這樣的一個容易幻想的女孩子。
【小題2】A 動詞辨析。A導(dǎo)致B通向C帶走D幫助；根據(jù)下文可知這次發(fā)生的事情導(dǎo)致很尷尬的事情發(fā)生。
【小題3】C 短語辨析。A編造B成長C出現(xiàn)D上升；一個男孩出現(xiàn)在我的身邊。
【小題4】A 形容詞辨析。A有吸引力的B溫柔的C丑陋的D粗魯?shù)模粡南挛牡拿枋隹芍@個男孩很帥氣，很有吸引力。
【小題5】D 名詞辨析。A觀點B聲音C微笑D掃視；從前面的動詞steal可知兩個人是在偷偷地掃視對方。
【小題6】B 動詞辨析。A知道B假裝C表現(xiàn)D行動；我努力地鎮(zhèn)定下來，假裝什么事情都沒有發(fā)生。
【小題7】B 上下文串聯(lián)。我突然臉發(fā)紅把所有的事情都泄漏了，紅色的臉說明我心里的想法。
【小題8】C 動詞辨析。A到達B喊叫C靠近D站立；當這個男孩走過來的時候，我在心里說：不要靠近。
【小題9】A 名詞辨析。A猶豫B擔(dān)心C語言D熱情；如果他向我要號碼，我會后毫不猶豫地給他的。
【小題10】A 動詞辨析。A聽見B看見C聞到D發(fā)現(xiàn)；我多么希望我沒有聽見他的話��！因為他的話讓我尷尬。
【小題11】B 上下文串聯(lián)。根據(jù)下句的I handed his bag back to him說明選擇bag。故B正確。
【小題12】A 形容詞辨析。A令人尷尬的B很棒C遺憾的D令人失望的；當我把包給他的時候，沒有什么比這個更讓人尷尬了。
考點：考查故事類完型填空
點評：本文講述了一個容易幻想的女孩因為幻想所遇見的一次令人尷尬的事情。本篇完形設(shè)空科學(xué)合理，考生很容易從中領(lǐng)會大意，從而下手會比較順利，從選項中可以看出，本大題主要還是考查了詞匯的辨析與運用，但更加注重綜合語言能力的運用，需要根據(jù)故事情節(jié)，了解詞匯用法的同時，結(jié)合語境，做出準確的判斷。
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小學(xué)生10分鐘應(yīng)用題系列答案科目：高中英語 來源：2013-2014學(xué)年湖南省長沙市高三10月第二次月考英語試卷（解析版） 題型：閱讀理解
Directions: Read the following passage. Fill in the numbered blankets by using the information from the passage. Write NO MORE THAN THREE WORDS for each answer.
Like our body, our memory needs regular exercise to be in good condition. Like the sportsman who must train to allow the body to respond to difficult times, the memory needs its own special training in order to stay in “shape” and improve.
There are many factors that can cause poor memory like insomnia (失眠), depression and alcohol. However, there are simple ways which you can follow to keep your memory in shape and actually help you to improve your memory’s condition and performance.
Never stop learning. Look for topics that interest you and really get involved in learning new information about them. Reading and attending lectures or programs are sources of continuous education of your brain with beneficial results to your memory.
Develop your social and family relationships. The more social you are, the better it is for your brain. Studies have shown that the brain and heart have a lot to gain from good family and social relationships.
Exercise your mind with games. The more you use your brain, the more you help your memory stay in shape. There are many games that can make you an intelligent person as well as entertain you such as chess, puzzles and board games.
Exercise physically can improve your memory. This type of exercise improves the circulatory （血液循環(huán)的） system. Even the simple but regular daily exercise such as fast walking can improve the heart and oxygenation（供氧） of the brain. The benefits of exercise affect positively many body systems, as well as our memory and other cognitive（認知的） capabilities.
Eat more fruit and vegetables. What we eat every day affects the performance and long-term condition of our memory. Fruit and vegetables are an excellent source of antioxidants（抗氧化劑） and vitamins that can help and benefit the nervous system.
So our memory is like a sportsman. The more we practice our brains and memory, the better their performance will be.
Title: How to improve memory
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Topic |
1. like insomnia, depression and alcohol can lead to poor memory. We should exercise 2. to keep memory in good condition. |
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Ways to improve memory |
Never stop learning |
3. like reading and attending lectures or programs does good to your memory. |
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Develop social and family relationships |
Good family and social relationships are beneficial to your brain and contribute to 4. as well. |
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Exercise mind with games |
Play chess, puzzles or board games, which is of great benefit to your intelligence and also offers you5. . |
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Take6. exercise |
Physical exercise improves the 7. of the brain, which leads to better memory. |
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Eat more fruit and vegetables. |
Fruit and vegetables are 8. in antioxidants and vitamins that can help and benefit the nervous system. |
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9. |
If we practice brains and memory more, they will 10. . |
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科目：高中英語 來源：2012年新課標版高中英語選修七 Unit1練習(xí)卷（解析版） 題型：閱讀理解
The concept of health holds different meanings for different people and groups. These meanings have also changed over time. This change is no more evident than in Western society today, when notions of health and health promotion are being challenged and expanded in new ways.
For much of recent Western history, health has been viewed in the physical sense only. That is, good health has been connected to the smooth mechanical operation of the body, while ill health has been attributed to a breakdown in this machine. Health in this sense has been defined as the absence of disease or illness and is seen in medical terms.
In the late 1940s the World Health Organization challenged this physically and medically oriented (導(dǎo)向的) view of health. They stated that health is a complete state of physical, mental and social well-being and is not merely the absence of disease (WHO, 1946). Health and the person were seen more holistically (mind / body / spirit) and not just in physical terms.
The 1970s was a time of focusing on the prevention of disease and illness by emphasizing the importance of the lifestyle and behaviour of the individual. Specific behaviours which were seen to increase risk of disease, such as smoking, lack of fitness and unhealthy eating habits, were targeted. Creating health meant providing not only medical health care, but also health promotion programs and policies which would help people maintain healthy behaviours and lifestyles. While this individualistic healthy lifestyle approach to health worked for some (the wealthy members of society), it was of little benefit to people experiencing poverty, unemployment, underemployment or who had little control over the conditions of their daily life.
During the 1980s and 1990s there has been a growing swing away from seeing lifestyle risks as the root cause of poor health. While lifestyle factors still remain important, health is being viewed also in terms of the social, economic and environmental contexts in which people live. This broad approach to health is called the socio-ecological view of health.
At the Ottawa Conference in 1986, a charter was developed which outlined new directions for health promotion based on the socio-ecological view of health. This charter, known as the Ottawa Charter for Health Promotion, remains as the backbone of health action today. In exploring the scope of health promotion it states that:
Good health is a major resource for social, economic and personal development and an important dimension (尺度) of the quality of life. Political, economic, social, cultural, environmental, behavioural and biological factors can all favour health or be harmful to it. (WHO, 1986)
1.From the passage, we can infer that _________.
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A．good health means not having any illness |
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B．health has different meanings for different people in different periods |
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C．health has always been viewed in terms of the social, economic and environmental contexts in which people live |
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D．health has always been considered a major resource for social, economic and personal development and an important dimension of quality of life |
2.In the late 1940s, if you ___________, that meant you were healthy.
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A．were strong enough |
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B．were strong, optimistic and happy |
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C．had enough money |
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D．had a good lifestyle |
3. of society benefited most from the healthy lifestyle approach to health.
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A．Rich people |
B．Poor people |
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C．Old people |
D．Young people |
4.The socio-ecological view of health includes the following broad areas EXCEPT ________.
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A．the social contexts |
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B．the environmental contexts |
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C．the economic contexts |
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D．the area of personal development |
5.This passage mainly tells us that .
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A．wealth is health |
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B．health means different things in different periods |
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C．it’s getting harder to be healthy |
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D．people should change their understanding of health over time |
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科目：高中英語 來源：2012-2013學(xué)年黑龍江省大慶市高三第三次月考（期中）英語試卷（解析版） 題型：單項填空
---How did you do in the test yesterday?
-----Not so well. I ______ much better but I misread the directions for writing。
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A．will have done |
B．could have done |
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C．must have done |
D．may have done |
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科目：高中英語 來源：湖南澧縣一中2010屆高三英語綜合考練（一） 題型：完型填空
Directions: For each blank in the following passage there are four words or phrases marked A, B, C and D. Fill in each blank with word or phrases that best fits the context.
When other nine-year-old kids were playing games, she was working at a petrol station. When other teens were studying or going out, she struggled to find a place to sleep on the street. But she overcame these terrible setbacks to win a highly competitive scholarship and gained 36___ to Harvard University. And her 37___story has inspired a movie, Homeless to Harvard: The Tony Morrison Story 38___ in late April.
Tony Morrison, a 22-year-old American girl, has been writing a real-life story of willpower and determination. Tony grew up in the 39___of two drug-addicted parents. There was never enough food or warm clothes in the house. Tony was the only member of the family who had a job. Her mother had AIDS and died when Tony was just 15 years old. The effect of that loss 40___ a turning point in her life. Connecting the environment in which she had grown up with how her mother had died, she decided to do something about it. Tony went back to school. She 41___ herself into her studies, never telling her teachers that she was homeless. At night, she slept on the streets.
“What drove me to survive had 42___to do with understanding, by understanding that there was a whole other way of being. I had only experienced a small part of the society,” she wrote in her book Breaking Night. She admitted that she used envy to drive herself on. She used the benefits that came easily to others, such as a safe living environment, 43___ herself that “next to nothing could hold me 44___”. She finished high school in just two years and won a full scholarship to study at Harvard University.
But Tony decided to leave her top university for a couple of months earlier this year in order to take care of her 45___, who has also developed AIDS. “I love my parents so much. They are drug addicts. But I never forget that they love me 46___.” Tony wants moviegoers to go away with the idea that changing your 47___ is “as simple as making a decision”.
36. A. permission B. entry C. honor D. confidence
37. A. puzzled B. puzzling C. amazing D. amazed
38. A. published B. appeared C. sold D. shown
39. A. charge B. face C. middle D. shadow
40. A. lay in B. led to C. referred to D. stuck to
41. A. threw B. put C. devoted D. concentrated
42. A. nothing B. everything C. something D. anything
43. A. to encourage B. to control C. to persuade D. to believe
44. A. up B. down C. off D. back
45. A. mother B. sister C. father D. brother
46. A. once in a while B. time and time again
C. at the same time D. all the time
47. A. life B. university C. way D. family
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科目：高中英語 來源：2011年湖南省高一上學(xué)期第一次階段性測試（英語） 題型：填空題
Directions: Read the following passage. Complete the diagram by using the information from the passage.
Write NO MORE THAN THREE WORDS for each answer.
As we all know, all the governments in the world collect taxes（稅）, but what are they and what are they used for? Some people may not know about them.
There are two kinds of taxes. One of the most important taxes is income-taxes which a person pays according to the amount of his income. Whatever he is, he must pay tax if income is more than a certain amount. This is called a “direct” tax, because it is paid in money directly to the government.
Another tax is paid on goods. When they are brought into a country, such a tax is paid as part of the price of these goods if they are later sold in shops. We call it “indirect” tax, because it is paid indirectly through the shopkeepers.
People usually complain about having to pay taxes, but they forget that the money is spent on what they need. On one hand, we need policemen and soldiers to protect us from danger. Meanwhile, we also need schools and teachers for our children. On the other hand, we need officials and workers to serve us. Above all, we need money to develop our nation.
Taxes, therefore, can’t be avoided. We have no real reason to complain when we are asked to supply money to be spent for the good of ourselves and for our fellow-citizens.
Title: 1. are necessary in our life
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Sources |
People→Taxes |
_2.__of taxes |
Tax-payers |
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3. |
People whose income is over a certain amount |
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Indirect tax |
___4.__ |
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5. |
Taxes→ 6. |
On safety— 7. |
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On education— 8. |
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9. —Officials and workers |
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On development— 10. |
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