Their reunion was unlike any other.  Graduating from the Macon, Georgia,  class of 1959 gathered
together in 2009, even though many of them never had an opportunity to meet during their high school
days.
     Schools in the 1950's, like most other public locations, were segregated (隔離)in Georgia. Kids were
forced to attend different schools depending on the color of their skin, and those with white skin were
further separated by gender. Fifty years later these people who were not allowed to associate with each
other were finally able to connect.
     It all began with the personal journey of a man named Tom Johnson. He grew up in Macon and
enjoyed a very successful career which included serving as the publisher of the Los Angeles Times and
president of CNN. Tom's life changed drastically over the years, but he still felt the desire to reconnect
with his roots.
     In 2005 Johnson returned to Macon with his son, Wyatt. As the pair drove around town,  the father
recounted high school stories to his son. He talked about how students attended one of three schools:
BallardHudson, Lanier or Miller. Wyatt looked over at his father and said: "Dad  think about how
many friends you missed getting to know."
     Johnson thought about the people he never got the chance to meet. He decided to do something
about it.
     The first step was to find people who graduated from all three schools. Johnson wrote to each person
and proposed they all get together for a luncheon. He explained that even though they were kept apart
during their youth, they didn't have to be separated any more. His classmates received the message with
open hearts. A reunion date was set for October.
      More than 200 former Macon students traveled hundreds of miles to reunite with people who went
to high school with them. It was an unprecedented event, former students coming together to make up
for the time they had lost during the days of segregation.
1. White students in Georgia in the 1950's could ________ .     
A. attend school of a single sex
B. attend school of mixed sexes
C. attend school with students of other skin colors
D. attend any school they like
2. When the classmates received the message from Tom, they ________.
A. were all eager for the reunion
B. were doubtful about his real purpose
C. refused to listen to him
D. all began to miss him
3. We can learn from the passage that Tom Johnson ________.
A. began to miss his old school friends after he retired
B. wanted to reconnect with his roots after the dramatic changes in his life
C. wanted to reconnect with his roots in spite of his successful career
D. began to miss his old school friends after hearing his son's words
4. The passage mainly tells us ________.
A. the success story of Tom Johnson
B. the segregation in Georgia in the 1950's
C. an unusual reunion of old graduates
D. the old school system in Georgia
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科目：高中英語(yǔ) 來(lái)源：廣東省同步題 題型：閱讀理解

閱讀理解
     Japanese high school students either walk or ride bicycles if the distance is not too great. In other
cases, students must take public buses and trains. After junior high school, students attend schools
based on their high school entrance examination scores. So some students travel a great distance to
attend the school.
     ________
     The school day begins at 8:30. Then students assemble in their homeroom classes for the day's
studies. Each homeroom has an average of 40-45 students. Students stay in their homeroom classrooms
for most of the school day. Only for physical education, laboratory classes, or other subjects requiring
special facilities(設(shè)備) do students move to different parts of the school. Between classes and at
lunchtime, classrooms can be noisy, lively places. Some schools may have a cafeteria(自助餐廳), but
most do not. In most schools, students bring a box lunch from home, prepared by the mother in the early
morning hours.
     Japanese students spend 240 days a year at school, 60 days more than American students. Students
in high schools take three years' each of the following subjects mathematics, social studies, Japanese,
science, and English. Other subjects include physical education, music, art, and moral(道德的) studies.
All the students in one grade level study the same subjects. Given the number of required subjects,
electives(選修科目) are few.
     Afterschool Activities
      Club activities take place after school every day. Students can join only one club, and they rarely
change clubs from year to year, so the clubs are relatively stable. Clubs are made up of sports clubs
(baseball, soccer, judo, kendo, etc.) and culture clubs(English, broadcasting, science, etc.). New
students usually are encouraged to select a club shortly after the school year begins in April. Clubs
meet for two hours after school each day and many clubs continue to meet during school vacations.

1. Most Japanese high school students often have their lunch________.
A. in restaurants  
B. in school cafeterias
C. at home    
D. in homeroom classrooms

2. Students in the USA go to school________days a year.
A. 180  
B. 200  
C. 240  
D. 300

3. The underlined word "rarely" in the fourth paragraph means "________".
A. always 
B. never  
C. seldom  
D. often

4. From the passage we know that________.
A. there are less than 40 students in each class in Japanese high schools
B. students must stay in homeroom classrooms for physical education
C. there are few subjects for students to choose except the required ones
D. there will not be any club activities during school vacations

5. The best subtitle for the second and third paragraphs may be "________".
A. At school  
B. In class
C. Subjects  
D. Homerooms

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科目：高中英語(yǔ) 來(lái)源：江蘇同步題 題型：閱讀理解

閱讀理解
     If you were looking for an animal to take the title of "most violent fish in the sea", then the puffer
fish(河豚) would have to be a strong competitor.Not only is it poisonous-though that doesn't stop
people trying to eat it-and able to scare off other creatures in the sea by inflating itself to become much
larger than normal, but also it chews on its own brothers and sisters when it is young.
     Puffers attach their eggs to rocks near the bottom of the sea, often at the mouths of bays.Then the
larvae(幼魚(yú))move to the wide part of the river once they have grown a little.Having put on more
weight, they head for the sea.It's no childhood for the puffer fish, though, as Shin Oikawa and his
colleagues found when they hatched puffer larvae in the lab and monitored them for two months.They
found the larvae went through three step changes when they reached body weights of 0.002 grams,
0.01g and 0.1g.When a larva went through one of these changes, its behavior also changed.For instance,
once a larva passed the first level it would grow its first teeth and could start attacking the larvae that had
not reached that stage.Similarly, any larva that had reached the 0.01g or 0.1g levels would start attacking
the larvae that hadn't.
     The baby fish had a "relatively small mouth", so rather than swallow their brothers and sisters whole,
they would bite pieces out of them.Despite this limitation, the fish caused plenty of deaths.
Eat one puffer and the poison will paralyze your muscles, including the muscles responsible for breathing
－so death is usually caused for lack of oxygen.Famously, the fish is a delicious dish in Japan, where
highly qualified chefs produce dishes that contain safe levels of the poison.The puffer does not go to the
trouble of producing poison itself.Instead, it hosts bacteria that combine the poison.It obtains these
bacteria from its diet, so the youngest adult fish are not poisonous.

1. The following statements account for the violence of puffers EXCEPT ________.
A. they often prevent people from capturing them
B. they can become larger to frighten enemies away
C. they kill their younger companions after growing older
D. they can poison people who try to eat them

2. We can learn from the second paragraph that the puffer ________.
A. can mostly grow to the weight of 0.1g gram
B. never changes its behavior as it grows
C. often finds safe places to have its next generation
D. begins to grow teeth when it reaches the second level

3. Where does the poison in the puffer's body come from?
A. Its inner organism.
B. The chemicals in the water.
C. The diet it eats.
D. Small fish around it.

4. It can be inferred from the last paragraph that ________.
A. the puffer does produce poison all by itself
B. people like eating puffers though they are poisonous
C. people can eat the puffer prepared by themselves
D. fishermen often capture the youngest adult puffers

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科目：高中英語(yǔ) 來(lái)源：北京期中題 題型：閱讀理解

閱讀理解
     Scientists have tried to come up with biological explanations for the difference between boys and girls.
However, none were believable enough to explain the general picture. As one scientist points out, "There
are slight genetic(遺傳的) differences between the sexes at birth which may affect the subjects boys and
girls choose. But the difficulty is that by the time children reach school age, there are so many other effects that it is almost impossible to tell whether girls are worse at science and maths, or whether they've been brought up to think of these subjects as boys'' territory".
     Statistics(統(tǒng)計(jì)數(shù)據(jù)) show that in mathematics, at least, girls are equal to boys. A recent report
suggests that girls only stop studying mathematics because of social attitudes. One of the reports' authors
says, "While it is socially unacceptable for people not to be able to read and write, it is still acceptable for women to say that they are 'hope-less' at maths. Our research shows that, although girls get marks which
are as good as the boys', they have not been encouraged to do so."
     The explanation for the difference, which is very clear during the teenage years, goes as far back as
early childhood experiences. From their first days in nursery school, girls are not encouraged to work on
their own or to complete tasks, although boys are. For example, boys but not girls, are often asked to
'help' with repair work. This encouragement leads to a way of learning how to solve problems later on in
life. Evidence shows that exceptional mathematicians and scientists did not have teachers who supplied
answers; they had to find out for themselves.
A further report on maths teaching shows that teachers seem to give more attention to boys than to girls.
Most teachers who took part in the study admitted that they expect their male students to do better at
mathematics and science subjects than their female students. All of this tends to encourage boys to work
harder in these subjects, gives them confidence  and makes them believe that they can succeed.    
      Interestingly, both boys and girls tend to regard such 'male' subjects like mathematics and science as
difficult. Yet it has been suggested that girls avoid mathematics courses, not because they are difficult, but
for social reasons.
     Mathematics and science are mainly male subjects, and therefore, as girls become teenagers, they are
less likely to take them up. Girls do not seem to want to be in open competition with boys. Neither do
they want to do better than boys because they are afraid to appear less female and so, less attractive.

1. The underlined word "territory" in the second paragraph most probably means "      ".
A. interest  
B. area of land  
C. special field  
D. district

2. According to scientific studies,             .
A.  maths is not fit for girls to learn  
B.  boys have a special sense of maths
C.  girls are poorer at maths because they are the weaker sex
D.  girls can learn maths as well as boys if given enough encouragement

3. Those who made extraordinary contribution in mathematics and science         .
A.usually had good teachers to help them
B. had the abilities to solve problems by themselves
C. usually worked harder than others
D. were encouraged to repair things when young

4. Which of the following is not true according to the text?
A. It seems socially acceptable for a girl not to be able to read and write.
B. It is a social problem rather than a problem of brains that girls are poor at maths
C. Mathematics and science are no easy subjects to either girls or boys.
D. There is no connection between a girl's ability in maths and her appearance.

5. What would be the best title for the text?
A. Who's Afraind of Maths Anyway?
B. Are Boys Cleverer than Girls?
C. Boys Are Better at Maths than Girls by Birth
D. Maths-A Difficult Subject

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科目：高中英語(yǔ) 來(lái)源：廣東省期末題 題型：閱讀理解

閱讀理解。
     In a society such as the United States or Canada, which has many national, religious, and cultural differences,
people highly value individualism (個(gè)人主義)-the differences among people. Teachers place a lot of importance
on the qualities that make each student special. The educational systems in these countries show these values.
Students do not memorize information. Instead, they work individually and find answers themselves. There is
often discussion in the classroom. At an early age, students learn to form their own ideas and opinions.
     In most Asian societies, on the contrary, people have the same language, history, and culture. Perhaps for
this reason, the educational system in much of the Orient (東方的) reflects society' s belief in group goals and
purposes rather than individualism. Children in China, Japan, and Korea often work together and help one
another on assignments. In the classroom, the teaching methods are often very formal. The teacher lectures,
and the students listen. There is not much discussion. Instead, the students repeat rules or information that they
have memorized.
     There are advantages and disadvantages to both of these systems of education. For example, one advantage
to the system in Japan is that students there learn much more math and science than American students learn
by the end of high school. They also study more hours each day and more days each year than North
Americans do. The system is difficult, but it prepares students for a society that values discipline and self-
control. There is, however, a disadvantage. Memorization is an important learning method in Japanese schools,
yet many students say that after an exam, they forget much of the information they have memorized.
     The advantage of the educational system in North America, on the other hand, is that students learn to think
for themselves. The system prepares them for a society that values creative ideas. There is, however, a
disadvantage. When students graduate from high school, they haven't memorized as many basic rules and facts
as students in other countries have.
1. The reason why American teachers attach much importance to individualism is that _____.
[     ]
A. they are required to do so
B. their students do not memorize information
C. the United States is a country of many cultures
D. their students work individually
2. Which of the following statements applies to Asian methods of education?
[     ]
A. Each child in a classroom draws a different picture.
B. students have to find information themselves.
C. Students are prepared for a society that values discipline.
D. Teachers serve as a guide in discussion.
3. A good educational system would be the one that _____.
[     ]
A. has more advantages
B. is the combination of Western and Oriental methods
C. is based on the Western system
D. rests on the Asian system
4. The author believes that _____.
[     ]
A. different educational systems reflect different culture of the societies
B. students from Western countries are creative but selfish
C. Asian students are merely interested in math and science
D. there are more advantages to Western system of education than to Oriental one
5. The author focuses on _____.
[     ]
A. the differences in methods of education orient and west
B. the advantages and disadvantages to both of the Western and Asian educational system
C. how Asian school systems reflect group goals
D. how Western school systems reflect the value of individualism

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科目：高中英語(yǔ) 來(lái)源：山西省月考題 題型：閱讀理解

閱讀理解
    Even facts "forgotten" by people during a busy day may be retrieved if this is followed by a good
night's sleep.
    Researchers from the University of Chicago asked volunteers to remember simple words . Many
found their memories letting them down towards the end of the day, but the following morning, those
who had slept well could recall much more.
    Researchers, writing in the journal Nature, said the brain could "rescue" lost memories during the
night.
    When the brain is first asked to remember something that memory is laid down in an "unstable" state,
meaning that it is possible that it could be lost . At some point, the brain consolidates those it deems
important into a "stable", more permanent state . However, the Chicago researchers suggested that it
was possible for a "stable" memory to be made "unstable" again . This would mean that memories
could be modified then filed away again in the face of new experiences.
    The 12 volunteers tested in the experiment were played words created through a speech synthesizer
which were purposely difficult to understand . Initially, the written version of the word  from the audio
version only . Tests revealed that the ability to recall the right word tended to tail off as the day ended.
    However, when the volunteers were retested after a good night's sleep, they were able to recall
some words that they had " forgotten" the previous evening.
    Dr Daniel, one of the study authors, said: "Sleep consolidates memories, protecting them against
subsequent interference or decay . Sleep also appears to "recover" or restore memories." He said: "If
performance is reduced by decay, sleep might actively recover what has been lost."
   Dr Karim Nader, from the Department of Psychology in McGill University in Montreal, said:
"Memory research is undergoing a transformation-no longer is memory thought to be a hard-writing
of the brain, instead it seems to be a process of storage and restorage."
    Sleep helps some memories "mature" and also prunes out unimportant memories.

1. What does the first paragraph implies?
A . A busy day makes people forget things easily.
B . People need a good night's sleep after a busy day.
C . A good night's sleep helps memories.
D . A good night's sleep helps people forget a busy day.

2 . The words the 12 volunteers played in the experiment were not ____
A . created through a speech synthesizer
B . hard to understand
C . available at the beginning
D . designed to test people's ability of understanding

3 . According to the passage, memory_____
A . is a hard-writing of the brain
B . is not a process of storage
C . is not a process of restorage
D . will be mature with the help of sleep

4 . Which of the following is NOT true?
A . When people first remember something, the memory is in an "unstable state".
B . The brain will change those important unstable memories into stable.
C . Once the memory become stable, it will never become unstable again.
D . Sleep can protect memories from being harmed.

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科目：高中英語(yǔ) 來(lái)源：山西省模擬題 題型：閱讀理解

閱讀理解。
     Salvation Army Angel Program
     Angel Tree collects gifts for children and families in need. Participate by selecting an angel from
any Angel Tree at all Cyprus Credit Union location or any Utah Macy's Department store. Shop for
your angel, then return your new, unwrapped gift to the same Angel Tree. Gifts must be returned
before December 14. For more information, call (801) 988-5678 in the Salt Lake area,(801) 374
-2588 in the Provo area.  
     Utah Association for People with Intellectual Disabilities Holiday Gift Box Program
     The program serves primarily low-income adults with intellectual disabilities who don't qualify for
other programs because of age limits, said Joyce Whalen, the association's board president. To donate,
visit the association at 1326 S.2100 East from 9am to about 5:30 pm to choose an ornament(裝飾物)
that provides information about an individual who will benefit from the program. Shop for new items
and return them by December 14. Donations of generic items, such as towels, socks and hygiene
products also accepted, as are monetary donations. For more information, call 801-440-1674.
     Utah Foster Care Foundation's Giving Tree Program
     The program seeks new gifts and cash donations to fulfill the holiday wishes of more than 1,000
children in state-licensed foster homes." Many of the children in care have been removed from their
biological homes because of neglect or abuse," said Nikki Mackay, the foundation's director. "
Christmas can be a difficult time for them." To learn how to support the program, call 877-505-5437.
     Utah State Hospital Forgotten Patient Program
     The program provides Christmas gifts for hundreds of patients with mental illness. In the history
of the program--which may go back as far as 60 years, organizer Shawna Peterson said, "we've never
had a forgotten patient." And she doesn't want this year to change that. To support the program,
contact Peterson at 801-344-6088.  
1.After you buy an angel, you should ________.
A..post it to where you bought
B. open its package to examine it
C. send it to families in need for yourself
D. bring it back in its original form
2.If you want to help adults with intellectual disabilities, you should call_____.
A. 801-440-1674
B.801-988-5678
C. 877-505-5437
D. 801-344-6088
3.The underlined phrases "biological homes" in the third program refers to ______.
A..homes where they are just brought up
B.homes where their natural parents live
C.homes where they learn biology
D.homes where are related to bacteria
4.From the last program, we can infer that ______.
A..the patients often forgot to come to the hospital
B.the patients are often forgotten to be looked after
C.the patients are being taken good care of
D.the patients had a poor memory in the hospital

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科目：高中英語(yǔ) 來(lái)源：0111 月考題 題型：閱讀理解

Reading Comprehension.
     Communications technologies are far from equal when it comes to conveying the truth. A recent
research shows people tend to tell more lies in phone conversations than they are in emails. The fact that
emails are automatically recorded and can come back to haunt you appears to be the key to the finding.
     Jeff Hancock of Cornell University in Ithaca, New York, asked 30 students to keep a communications
diary for a week. In it they noted the number of conversations or email exchanges they had lasting more
than 10 minutes, and confessed to how many lies they told. Hancock then worked out the number of lies
per conversation for each medium. He found that lies made up 14 percent of emails, 21 percent of instant
messages, 27 percent of face-to-face interactions and an astonishing 37 of phone calls.
     His results to be presented at the conference on human-computer interaction in Vienna, Austria, in April,
have surprised psychologists. Some expected emailers to be the biggest liars, reasoning that because deception
makes people uncomfortable, the detachment (非直接接觸) of emailing would make it easier to lie. Others
expected people to be more in face-to-face exchanges because we are most practiced at that form of
communication.
     But Hancock says it is also crucial whether a conversation is being recorded and could be reread, and
whether it occurs in real time. "People appear to be afraid to lie when they know the communication could
later be used to hold them to account," he says. This is why fewer lies appear in email than on the phone.
     "People are also more likely to lie in real time in an instant message or phone call than if they have time to
think of a response," say Hancock. He found many lies are spontaneous responses to an unexpected demand,
such as, "Do you like my dress?"
     Hancock hopes his research will help companies work out the best ways for their employees to
communicate. For instance, the phone might be the best medium for sales where employees are encouraged
to stretch the truth. But, given his result, work assessment where honesty is a priority, might be best done
using email.
1. Hancock's study focuses on ______.
[     ]
A. the consequences of lying in various communications media
B. the success of communications technologies in conveying ideas
C. people are less likely to lie in instant messages
D. people's honesty levels across a range of communications media
2. Hancock's research finding surprised those who believed that ______.
[     ]
A. people are less likely to lie in instant messages
B. people are unlikely to lie in face-to-face interactions
C. people are most likely to lie in email communication
D. people are twice as likely to lie in phone conversations
3. According to the passage, why are people more likely to tell the truth through certain media of
    communication?
[     ]
A. They are afraid of leaving behind traces of their lies.
B. They believe that honesty is the best policy.
C. They tend to be relaxed when using those media.
D. They are most practiced at those forms of communication.
4. It can be inferred from the passage that ______.
[     ]
A. honesty should be encouraged in interpersonal communications
B. more employers will use emails to communicate with their employees
C. suitable media should be chosen for different communication purposes
D. email is now the dominant medium of communication within a company

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科目：高中英語(yǔ) 來(lái)源：同步題 題型：閱讀理解

閱讀理解。

     Edmund Halley was an English scientist who lived over 200 years ago. He studied the
observations of comets(彗星) which other scientists had made. The orbit of one
particular comet was a very difficult mathematical problem. He could not figure it out.
Neither could other scientists who dealt with such problems.
However, Halley had a friend named Isaac Newton, who was a brilliant mathematician. 
Newton thought he had already worked out that problem, but he could not find the
paper on which he had done it. He told Halley that the orbit of a comet had the shape
of an ellipse(橢圓形).
     Now Halley set to work. He figured out(觶決,計(jì)算出) the orbits of some of the
comets that had been observed by scientists. He made a surprising discovery. The
comets that had appeared in the years 1531, 1607 and 1682 all had the same orbit.
Yet their appearances had been 75 to 76 years apart.
     This seemed very strange to Halley. Three different comets followed the same orbit.
The more Halley thought about it, the more he thought that there had not been three
different comets, as people thought. He decided that they had simply seen the same
comet three times. The comet had gone away and had come back again.
     It was an astonislung idea! Halley felt certain enough to make a prediction(頂言 )
of what would happen in the future. He decided that this comet would appear in the
year 1758. There were 53 years to go before Halley's prediction could be tested.
     In 1758 the comet appeared in the sky. Halley did not see it, for he had died some
years before. Ever since then that comet had been called Halley's comet, in his honour.

1. Edmund Halley figured out the orbit of._______
A. some different comets appearing several times
B. the same comet appearing at different times
C. three different comets appearing three times
D.several comets appearing three times
2. Halley made his discovery .______
A. by doing experiments
B. by means of his own careful observation
C. by using the work of other scientists
D. by chance
3. Halley made a surprising, but correct prediction in the year .______
A. 1704
B.1705
C.1706
D. 1707
4. This passage in general is about .______
A. Halley and other scientists
B. the orbit of a comet
C. Newton and Halley
D. Halley and his discovery

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