Schedules (timetables), as the 21st century people know, simply did not exist in the 17th and 18th centuries. We are upset if a plane arrives an hour late. Our ancestors weren’t upset if an April ship didn’t show up until June. They began to worry in July and were often happy when it showed up in August. When a long-distance ship finally did get to the port, the whole city became busy and excited. Businessmen hurried down to check the goods they had ordered. The ship would probably stay in port for at least three days, often a week, to take on businessmen, give the sailors a rest, find out about the latest news, weather conditions, and so on.
Travel time could only be approximate (近似的). One never knew when the winds would be good. So even though “average(平均的) sailing time” was given, time could change considerably, shortening the voyage (travel by sea) by up to 25% or putting it off by up to 500% or more! The average run from England to Boston was about a month and a half, but there were also voyages of three months. One voyage in 1640 lasted six months!
Travel time is not the same in both directions, due to the winds and currents. This is especially true in the Caribbean, where winds are from the southeast the entire year. Ships sailing west across the Atlantic spend longer than ships sailing east, and the contrary (opposite) winds can prevent a ship from actually making it to the harbor even if it gets close. One ship was held off the North Carolina coast for 17 days before being able to land!
What can we learn from the first paragraph?
A. No sailor was allowed to have fun when the ship reached land.
B. People in ancient times didn’t care about other people’s safety.
C. The ship would leave for a voyage when all of the preparations were made.
D. A long-distance ship would create a lot of excitement in the place where it landed.
According to the passage, travel time can’t be fixed due to _____.
A. the people at the port B. average sailing time
C. the changeable climate D. the businessmen and the sailors
The underlined word “currents” in the third paragraph means ______.
A. the movement of water B. the movement of winds
C. direction of the traveling ship D. travel time of ships
What is the difference between a modern voyage timetable and the one from the 17th or 18th century?
A. There were no exact timetables for traveling both in ancient and modern times.
B. Travel time was the same in both directions in ancient times while the modern one was not.
C. The modern voyage timetable is more exact than the ancient one.
D. The modern voyage timetable is only approximate while the ancient one was not.
Why did the ships sailing west spend longer than ships sailing east in Caribbean?
A. Because of the southeast winds the entire year.
B. Because sailors didn’t know when the winds blew.
C. Because travel time was not affected by wind.
D. Because sometimes the ship was held off by the wind.
閱讀快車系列答案科目：高中英語 來源： 題型：閱讀理解
Being the head of a high school for many years, I grew tired of budget meetings, fundingcuts, and many other administrative chores and started to dream of retirement．Sitting in trafficon a weekday morning, I would find my mind wandering．I would imagine spending time withmy grandchildren, quiet evenings with my wife, traveling, or rediscovering some great books．Itold myself that I wouldn't sign myself up for any committees, any classes, or anythingrequiring a schedule．
My first day of retirement came at last! I cooked a great breakfast for my wife and me,leisurely read the paper, cleaned a bit of the house, and wrote a few letters to friends．On thesecond day, I cooked breakfast, read the paper …On the third day, ...This is retirement? Itried to tell myself that it was just the transition, that those golden moments were right roundthe corner, and that I would enjoy them soon enough．But something was missing．
A former colleague asked a favor．A group of students was going to Jamaica to work withchildren in the poorest neighbourhood．Would I interrupt my newfound "happiness" and returnto the students, just this once? One trip．That's all．My bags were packed and by the door．
The trip was very inspiring．I was moved not only by the poverty I saw but also by thesense of responsibility of the young people on the trip．When I returned home, I offered to workone day a week with a local youth organization．The experience was so positive that I was soonvolunteering nearly full-time, working with students across North America to assist them in their voluntary work．
Now，it seems, the tables have turned ．Some days I am the teacher, other days I am the student．These young people have reawakened my commitment to social justice issues by challenging me to learn more about the situation in the world today, where people are still poorand suffer because of greed, corruption and war．Most importantly, they have given me the opportunity to continue to participate in helping to find solutions．In return, I help them do their charitable projects overseas．I've gone from running one school to helping oversee the construction of schools in twenty-one countries!
What did the writer expect to do after he retired?
A．To stay away from busy schedules． B．To write some great books．
C．To do some voluntary work． D．To plan for his future．
Why did the writer decide to go to Jamaica?
A．He missed his students in that country．
B．He couldn't reflise his colleague's favor．
C．He was concerned about the people there．
D．He was not satisfied with his retired life．
The underlined part "the tables have turned" （Paragraph 5 ） means that thewriter ．
A．improved the situation in his school B．felt happy to work with students again
C．became a learner rather than a teacher D．changed his attitude toward his retired life
What does the writer think of his retired life now?
A．Disappointing． B．Troublesome．
C．Promising． D．Meaningful．
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科目：高中英語 來源：廣西南寧市2010屆高三下學期第二次模擬考試英語 題型：閱讀理解
第三部分閱讀理解（共20小題；每小題2分，滿分40分）
A
As a child growing up, I have very few memories of the times when we gathered as a family to sit down and eat dinner together. I grew up in a home where both of my parents worked. My mother taught in the school, and my father worked during the night at a local chemical plant. There was not much time available for us to sit down to eat dinner together due to my parents’ conflicting（沖突的）work schedules and the afterschool activities in which my sister and I participated.
It wasn’t until I got married and had two children of my own that I began to realize the important of eating dinner together. In my family there are elements that take us away from each other, day in and day out, but as a mother I feel it is my duty to bring us all back together again at the end of the day. In my house, dinner time is a time of thanks. I give thanks for us to share our day, but I am more thankful for the family I share it with. Dinner time is a time for us to share our day, and reflect on our thoughts. Above all it is a time when my family are able to connect with the ones they love.
As I look at the bread basket which sits on my kitchen table, I am reminded of how the basket’s tight weave resembles the tightly woven strands（股）of my family. I believe that through our family dinners, we will not only pass around the meat and potatoes, but we will also pass along virtues that will shape us so that we can forever embrace one another just as the basket embraces the bread.
56. What is the main idea of the passage？
A. It is pleasant to spend time with your family.
B. It is necessary to participate in family activities.
C. It is vital to balance work and family time.
D. It is important to have family dinner together.
57. According to the author, during dinner time .
A. we should remember the one who prepares the dinner
B. we can learn all sorts of knowledge from other people
C. communication among family members will be improved
D. it is healthy for people to express their opinions
58. What does the underlined word “it” in Paragraph 2 refer to?
A. The family B. The food C. Dinner time D. My house
59. The author concludes the passage by .
A. making comparisons B. telling her own story
C. summarizing the main idea D. presenting facts
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科目：高中英語 來源：2010-2011學年江蘇省南京市白下區(qū)高三二模模擬考試英語卷 題型：其他題
任務型閱讀(共10題；每小題1分，滿分10分)
請認真閱讀下列短文，并根據(jù)所讀內(nèi)容在文章后表格中的空格里填入最恰當?shù)膯卧~。
注意：每空格1個單詞。
D. R. Gaul Middle School is in Union, Maine, a blueberry-farming town where the summer fair finds kids competing in pig scrambles and pie-eating contests.
Gaul, with about 170 seventh- and eighth-graders, has its own history of lower level academic achievement. One likely reason: Education beyond the basic requirements hasn't always been a top priority for families who've worked the same land for generations. Here, few adults have college degrees, and outsiders (teachers included) are often kept at a respectful distance.
Since 2002, Gaul's students have been divided into four classes, each of them taught almost every subject by two teachers. The goal: To find common threads across disciplines to help students create a big picture that gives fresh meaning and context to their classwork -- and sparks motivation for learning.
Working within state guidelines, each team makes its individual schedules and lesson plans, incorporating non-textbook literature, hands-on lab work and field trips. If students are covering the Civil War in social studies, they're reading The Red Badge of Courage or some other period literature in English class. In science, they study the viruses and bacteria that caused many deaths in the war.
Team teaching isn't unusual. About 77 percent of middle schools now employ some form of it, says John Lounsbury, consulting editor for the National Middle School Association. But most schools use four- or five-person teams, which Gaul tried before considering two-person teams more effective. Gaul supports the team concept by "looping" classes (跟班) so that the same two teachers stick with the same teens through seventh and eighth grades. Combining teams and looping creates an extremely strong bond between teacher and student. It also, says teacher Beth Ahlholm, "allows us to build an excellent relationship with parents."
Ahlholm and teammate Madelon Kelly are fully aware how many glazed looks they see in the classroom, but they know 72 percent of their eighth-graders met Maine's reading standard last year -- double the statewide average. Only 31 percent met the math standard, still better than the state average (21 percent). Their students also beat the state average in writing and science. And in2006, Gaul was one of 47 schools in the state to see testing gains of at least 20 percent in four of the previous five years, coinciding roughly with team teaching's arrival.
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A Classroom With Context |
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Problems of the school |
Being a farming town, it (1) little in education before. |
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(2) education is considered less important. |
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The community is relatively （3) ____ rather than open to the outsiders. |
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Ways of solving the problems |
The division of classes is made and students are well (4) ____. |
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Individual schedules and lesson plans are (5) ____ by each team. |
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A strong (6) ____ between teacher and student is established through combining teams and looping. |
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Signs of (7) ____ |
72 percent of the eighth-graders (8) ____ Maine's reading standard |
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(9)________ percent higher than the state average in maths |
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the school beating the state average in writing and science |
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four of the previous five years (10) ____ at least 20 percent test gains |
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科目：高中英語 來源：2010-2011學年江蘇省高三下學期期中考試英語題 題型：其他題
任務型閱讀(共10題；每小題1分，滿分10分)
請認真閱讀下列短文，并根據(jù)所讀內(nèi)容在文章后表格中的空格里填入最恰當?shù)膯卧~。
注意：每空格1個單詞。
D. R. Gaul Middle School is in Union, Maine, a blueberry-farming town where the summer fair finds kids competing in pig scrambles and pie-eating contests.
Gaul, with about 170 seventh- and eighth-graders, has its own history of lower level academic achievement. One likely reason: Education beyond the basic requirements hasn't always been a top priority for families who've worked the same land for generations. Here, few adults have college degrees, and outsiders (teachers included) are often kept at a respectful distance.
Since 2002, Gaul's students have been divided into four classes, each of them taught almost every subject by two teachers. The goal: To find common threads across disciplines to help students create a big picture that gives fresh meaning and context to their classwork -- and sparks motivation for learning.
Working within state guidelines, each team makes its individual schedules and lesson plans, incorporating non-textbook literature, hands-on lab work and field trips. If students are covering the Civil War in social studies, they're reading The Red Badge of Courage or some other period literature in English class. In science, they study the viruses and bacteria that caused many deaths in the war.
Team teaching isn't unusual. About 77 percent of middle schools now employ some form of it, says John Lounsbury, consulting editor for the National Middle School Association. But most schools use four- or five-person teams, which Gaul tried before considering two-person teams more effective. Gaul supports the team concept by "looping" classes (跟班) so that the same two teachers stick with the same teens through seventh and eighth grades. Combining teams and looping creates an extremely strong bond between teacher and student. It also, says teacher Beth Ahlholm, "allows us to build an excellent relationship with parents."
Ahlholm and teammate Madelon Kelly are fully aware how many glazed looks they see in the classroom, but they know 72 percent of their eighth-graders met Maine's reading standard last year -- double the statewide average. Only 31 percent met the math standard, still better than the state average (21 percent). Their students also beat the state average in writing and science. And in2006, Gaul was one of 47 schools in the state to see testing gains of at least 20 percent in four of the previous five years, coinciding roughly with team teaching's arrival.
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科目：高中英語 來源：2014屆江西省高一年級第一次段考英語題 題型：閱讀理解
During the summer holidays there will be a revised(修改過的) schedule(時刻表) of services for the students. Changes for dining-room and library service hours and for bus schedules will be posted on the wall outside of the dining-hall. Weekly film and concert schedules, which are being arranged, will be posted each Wednesday outside of the student club.
In the summer holidays, buses going to the town center will leave the main hall every hour on the half hour during the day. The dining-room will serve three meals a day from 7: 00 am to 7: 00 pm during the week and two meals from noon to 7: 00 pm on weekends. The library will continue its usual hours during the week, but have shorter hours on Saturdays and Sundays. The weekend hours are from noon to 5: 00 pm.
All students who want to use the library borrowing services must have a new summer card. This announcement will also appear in the next week's student newspaper.
1.The main purpose of this announcement is to _________.
A. tell students of important schedule changes B. tell students of new bus and library services
C. show the excellent services for students D. ask students to renew their library cards
2.At which of the following times will the bus leave the main hall?
A. 8: 00, 9: 00, 10: 00, 11: 00 B. 8: 00, 9: 30, 10: 30, 11: 30
C. 8: 30, 9: 00, 9: 30, 10: 00 D. 8: 00, 9: 30, 11: 00, 12: 30
3. Times for films and concerts are not listed in this announcement because _________.
A. they are not to be announced B. they are hard to arrange
C. the full list is not ready D. the full list is too long
4.In the summer holidays, the library will have _________.
A. no special hours B. special hours on weekdays
C. special hours on weekends D. special hours both on weekdays and weekends.
5.We may infer that during the summer holidays _________.
A. the student newspaper will sell more copies B. there will be a concert or a film once a week
C. many students will stay in the university D. no breakfast will be served on weekends
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