—Tom graduated from college at a very young age.

—Oh, he ______ have been a very smart boy then.

A. would          B. should         C. must           D. might

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科目：高中英語 來源： 題型：閱讀理解

One morning I wasted nearly an hour watching a tiny ant carry a huge feather．Several times, it   36    several obstacles in its path．And after a momentary pause it would make the necessary detour （繞道）．  37   one point, the ant had to cross a crack about 10mm wide．After some   38    thoughts, the ant laid the feather over the crack, walked   39   it and picked the feather up on the other side, then continued on its way．I was   40   by the cleverness of this ant．It was only a small insect, lacking in   41   yet equipped with a brain to reason, explore, discover and overcome．  42    this ant, like the other two-legged creatures   43   on the earth, also shares human failings．

       After some time the ant   44   reached its destination --- a flower bed and a small hole that was the entrance to its   45   home．It was there that the ant met its   46  ．How could that large feather possibly   47   such a small hole? Of course, it couldn’t．So the ant, after all this   48   and using great brightness, overcoming problems a1l along the way, just gave up the   49   and went home．The ant had not thought the problem through   50   it began its journey and in the end the feather was   51   more than a burden．Isn’t our   52   like that?

       We worry about our families; we worry about the   53   of money; and we worry about all kinds of things．These are all burdens --- the things we pick up along life’s path, and drag them around the obstacles and over the cracks that life will bring, only to   54   that at the destination they are   55   and we can’t take them with us．

A．came across        B．came about      C．got over        D．dealt with

A．For               B．At              C．To              D．With

A．brave            B．tiring        C．short            D．magic

A．through          B．across           C．beside         D．behind

A．satisfied           B．frightened       C．annoyed      D．attracted

A．height             B．size             C．depth         D．length

A．Therefore       B．Otherwise        C．But             D．Moreover

A．living             B．working        C．sleeping      D．walking

A．finally             B．probably       C．suddenly     D．easily

A．lonely            B．comfortable   C．underground    D．big

A．partner          B．parent        C．match         D．friend

A．fix            B．fit              C．fill             D．suit

A．trouble        B．pleasure         C．decision         D．matter

A．insect         B．problem      C．feather          D．hole

A．before            B．after           C．until            D．once

A．everything        B．anything      C．something    D．nothing

A．study           B．aim          C．dream          D．1ife

A．waste           B．lack            C．worth        D．danger

A．think           B．wonder          C．warn            D．find

A．bad           B．useless          C．meaningful      D．practical

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科目：高中英語 來源： 題型：閱讀理解

DGEWOOD — Every morning at Dixie Heights High school, customers pour into a special experiment: the district’s first coffee shop run mostly by students with special learning needs.

Well before classes start, students and teachers order Lattes, Cappuccinos and Hot Chocolates. Then, during the first period, teachers call in orders on their room phones, and students make deliveries.

By closing time at 9:20 a.m., the shop usually sells 90 drinks.

“Whoever made the chi tea, Ms. Schatzman says it was good,” Christy McKinley, a second year student, announced recently, after chatting with the teacher on the line.

The shop is called the Dixie PIT, which stands for Power in Transition. Although some of the students are not disabled, many are, and the PIT helps them prepare for life after high school. They learn not only how to run a coffee shop but also how to deal with their affairs. They keep a timecard and receive paychecks, which they keep in check registers.

Special-education teachers Kim Chevalier and Sue Casey introduced the Dixie PIT from a similar program at Kennesaw Mountain High School in Georgia.

Not that it was easy. Chevalier’s first problem to overcome was product-related. Should schools be selling coffee? What about sugar content?

Kenton County Food Service Director Ginger Gray helped. She made sure all the drinks, which use non-fat milk, fell within nutrition (營養(yǎng)) guidelines.

The whole school has joined in to help.

Teachers agreed to give up their lounge (休息室) in the morning. Art students painted the name of the shop on the wall. Business students designed the paychecks. The basketball team helped pay for cups.

What is the text mainly about？

   A. A best-selling coffee.                               B. A special educational program.

   C. Government support for schools               D. A new type of teacher-student relationship.

The Dixie PIT program was introduced in order to       .

   A. raise money for school affairs                  B. do some research on nutrition

   C. develop students’ practical skills               D. supply teachers with drinks

How did Christy McKinley know Ms. Schatzman’s opinion of the chi tea？

   A. She once met her in the shop.                  B. She heard her saying it with others.

   C. She talked to her on the phone.                D. She went to her office to deliver the tea.

We know from the text that Ginger Gray       .

   A. starts the guidelines for coffee shops       B. sees that the drinks meet health standards

   C. teaches at Dixie Heights High School        D. manages the Dixie PIT program in Kenton County

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科目：高中英語 來源： 題型：閱讀理解

One day a few years ago, a very funny thing happened to a neighbor of mine. He is a teacher at one of London's big medical schools. He had finished his teaching for the summer term and was at the airport on his way to Russia to give a lecture.

   He had put a few clothes and his lecture notes in his shoulder bag , and he had put Rupert , the skeleton (人體骨架）to be used in his lecture , in a large brown suitcase. At the airport desk, he suddenly thought that he had forgotten to buy a newspaper. He left his suitcase near the desk and went over to the shop.

   When he got back, he discovered that someone had taken his suitcase by mistake. He often wonders what they said when they got home and found Rupert.

Who wrote the story?

   A. Rupert's teacher.                           B. The neighbor's teacher.

   C. A medical school teacher.                    D. The teacher's neighbor.

Why did the teacher put a skeleton in his suitcase?

   A. He needed it for the summer term in London.

   B. He needed it for the lecture he was going to give.

   C. He wanted to take it to Russia for medical research.

   D. He wanted to take it home as he had finished his teaching.

What happened at the airport?

   A. The skeleton went missing.                 B. The skeleton was stolen.

   C. The teacher forgot his suitcase.              D. The teacher took the wrong suitcase.

Which of the following best tells the teacher's feeling about the incident?

   A. He was angry.                            B. He thinks it very funny.

   C. He feels helpless without Rupert.             D. He feels good without Rupert.

Which of the following might have happened afterwards?

A. The teacher got back the suitcase but not Rupert.

   B. The teacher got back neither the suitcase nor Rupert.

   C. The teacher got back Rupert but not the suitcase.

   D. The teacher got back both the suitcase and Rupert.

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His business failure left him at the edge of desperation, but,         , he managed to go out of the shadow through years of efforts.

       A. time and tide wait for no man    B. don’t count your chickens before they are hatched

       C. no pains, no gains             D. time heals all wounds

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I don’t like drinking milk. Please _______coffee for milk.

A. replace       B. provide         C. serve          D. substitute

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