Text 4 When Kclscy Sisavath enrolled as a freshman at Lincoln Alternative High School in Walla Walla,Washington,in the fall,her mother was struggling with drug addiction.She was angry,depressed,and suicidal.Her traumatized brain had little room to focus on school.Today,much has changed in Kelsey's life.She graduated from Lincoln this spring with a 4.0 GPA while also taking classes at a community college.She is articulate,confident,and happy.Kelsey believes Lincoln changed her life.Neuroscience tells us that the brains ofkids regularly facing significant trauma or toxic stress are wired for survival and likely to erupt at the smallest provocation.A major study ofAdverse Childhood Experiences（ACEs）by the Ccnters for Disease Control and Kaiser Permanente found that the higher a young person's ACEs score,the greater the risk in adulthood of chronic disease,mental illness,and premature death.These children also have a far greater future likelihood of either inflicting or being the victim ofviolence.Students struggling with this toxic stress are often ill-suited to learn in a traditional educational environment."Teachers like to tell students that if they work hard they will succeed-that it is in their control to pay attention,do their homework,and perform well in class.But those assumptions don't work for children growing up in high-stress environments,such as those living in poverty,"said Jim Sporleder,the former principal of Lincoln.At Lincoln,the teachers and staff follow a few deceptively simple rules:Don't take anything the student says personally and don't mirror their behavior with an outburst of your own.The teachers give students time to calm down,ofien in the principal's office or a special"quiet room".Later,they inquire about what might be bothering them and ask if they want to talk about it.Such seemingly straightforward techniques are actually based on hard science.In contrast to the fight-or-flight response triggered by perceived threats,seemingly minor acts of kindness,such as a few caring words from a teacher or a quick hug,can activate a cascade of Oxytocin,sometimes called the"love hormone".In highly traumatized kids,such simple acts can have an outsized impact.In the years immediately following Lincoln's adoption of trauma-informed practices,the school saw a fivefold increase in graduation rates,a threefold increase in students headed to college,75 percent fewer fights,and 90 percent fewer suspensions.39.The phrase"fight-or-flight"（Para.5）is closest in meaning toA.combating or escaping.B.advancing or reversing.C.attracting or distracting.D.initiating or terminating.
Text 4 When Kclscy Sisavath enrolled as a freshman at Lincoln Alternative High School in Walla Walla,Washington,in the fall,her mother was struggling with drug addiction.She was angry,depressed,and suicidal.Her traumatized brain had little room to focus on school.Today,much has changed in Kelsey's life.She graduated from Lincoln this spring with a 4.0 GPA while also taking classes at a community college.She is articulate,confident,and happy.Kelsey believes Lincoln changed her life.Neuroscience tells us that the brains ofkids regularly facing significant trauma or toxic stress are wired for survival and likely to erupt at the smallest provocation.A major study ofAdverse Childhood Experiences（ACEs）by the Ccnters for Disease Control and Kaiser Permanente found that the higher a young person's ACEs score,the greater the risk in adulthood of chronic disease,mental illness,and premature death.These children also have a far greater future likelihood of either inflicting or being the victim ofviolence.Students struggling with this toxic stress are often ill-suited to learn in a traditional educational environment."Teachers like to tell students that if they work hard they will succeed-that it is in their control to pay attention,do their homework,and perform well in class.But those assumptions don't work for children growing up in high-stress environments,such as those living in poverty,"said Jim Sporleder,the former principal of Lincoln.At Lincoln,the teachers and staff follow a few deceptively simple rules:Don't take anything the student says personally and don't mirror their behavior with an outburst of your own.The teachers give students time to calm down,ofien in the principal's office or a special"quiet room".Later,they inquire about what might be bothering them and ask if they want to talk about it.Such seemingly straightforward techniques are actually based on hard science.In contrast to the fight-or-flight response triggered by perceived threats,seemingly minor acts of kindness,such as a few caring words from a teacher or a quick hug,can activate a cascade of Oxytocin,sometimes called the"love hormone".In highly traumatized kids,such simple acts can have an outsized impact.In the years immediately following Lincoln's adoption of trauma-informed practices,the school saw a fivefold increase in graduation rates,a threefold increase in students headed to college,75 percent fewer fights,and 90 percent fewer suspensions.39.The phrase"fight-or-flight"（Para.5）is closest in meaning to
A.combating or escaping.
B.advancing or reversing.
C.attracting or distracting.
D.initiating or terminating.
B.advancing or reversing.
C.attracting or distracting.
D.initiating or terminating.
参考解析
解析：词汇理解题。第五段中出现这个词的句子意思为“相对于由感知威胁而引发的‘战斗或逃跑’式的反应，看似微小的仁慈行为，如从老师那里说的一些关心的话，或一个快速的拥抱，可以激活一连串的催产索……”。也就是说这个词与后面的“仁慈”、“关心”是对比的概念，这个概念又是在“受到威胁”的情况下发生的，所以应该选A项“战斗还是逃跑”。【干扰排除】B项“前进还是后退”，通常指方向的调转、指向的变化；C项“引人（注意）还是转移（注意）”，通常指注意力或兴趣的吸引或转移；D项“开始还是结束”，通常指开始起步做某件事情或某件事的终结。B、C、D项均不符合文章逻辑，故均排除。
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When the old lady is alone in the house, her dog makes her feel ________ and relaxed. A.safeB.healthyC.lonelyD.angry
22． Jay Chou-s mother sent him to learn the piano ________ ．A． in 1982B． when he was in primary schoolC． when he was fiveD． when he was in high school
BWhen Mary Moore began her high school in 1951, her mother told her, "Be sure and take a typing course so when this show business thing doesn't work out, you'll have something to rely on." Mary responded in typical teenage fashion. From that moment on, "the very last thing I ever thought about doing was taking a typing course," she recalls.The show business thing worked out, of course. In her career, Mary won many awards. Only recently, when she began to write Growing Up Again, did she regret ignoring her morn," I don't know how to use a computer," she admits.Unlike her 1995 autobiography, After All, her second book is less about life as anaward-winning actress and more about living with diabetes (糖尿病). All the money from the book is intended for the Juvenile Diabetes Research Foundation (JDRF), an organization she serves as international chairman. "I felt there was a need for a book like this," she says."I didn't want to lecture, but I wanted other diabetics to know that things get better when we're self-controlled and do our part in managing the disease."But she hasn't always practiced what she teaches. In her book, she describes that awful day, almost 40 years ago, when she received two pieces of life-changing news. First, she had lost the baby she was carrying, and second, tests showed that she had diabetes. In a childlike act, she left the hospital and treated herself to a box of doughnuts (甜甜圈). Years would pass before she realized she had to grow up--again---and take control of her diabetes, not let it control her. Only then did she kick her three-pack-a-day cigarette habit, overcome her addiction to alcohol, and begin to follow a balanced diet.Although her disease has affected her eyesight and forced her to the sidelines of the dance floor, she refuses to fall into self-pity. "Everybody on earth can ask, 'why me?' about something or other," she insists. "It doesn't do any good. No one is immune (免疫的) to heartache, pain, and disappointments. Sometimes we can make things better by helping others. I've come to realize the importance of that as I've grown up this second time. I want to speak out and be as helpful as I can be."61. Why did Mary feel regretful?A. She didn't achieve her ambition.B. She didn't take care of her mother.C. She didn't complete her high school.D. She didn't follow her mother's advice.
When Edison’s mother was ill, he ________ a doctor. The doctor operated ________ her at once. A.sent for…onB.sent out…inC.sent up…onD.sends…in
Passage FiveHelen Keller was born a healthy normal child in Alabama in 1880. However, an illness with a high fever struck her when she was still a child. She became deaf, blind, and unable to speak. For little Helen, the world was suddenly a dark and frightening place. She was wild and stubborn. everal years later a miracle came into Helen's life when Anne Sullivan, a strong and loving person, became Helen's teacher. Miss Sullivan's teaching changed the child into a responsible human being. Through her help Helen Keller learned to communicate with those around her, and as she grew older, others benefited from her unique insights and courage. Miss Keller died in 1968, but her spirit lives on. It lives on in her articles and books and in the stories of people who were fortunate enough to meet her during her lifetime.51. Why was Helen Keller blind, deaf and unable to speak?A. Because she'd been born that way.B. Because a horse had kicked her.C. Because she'd had a very high fever.D. Because she'd had a bad fall.
27． Ann-s mother died ____________ ．A． before she was bornB． after she was bornC． when she grew upD． when her sister was born
Text 4 When Kclscy Sisavath enrolled as a freshman at Lincoln Alternative High School in Walla Walla,Washington,in the fall,her mother was struggling with drug addiction.She was angry,depressed,and suicidal.Her traumatized brain had little room to focus on school.Today,much has changed in Kelsey's life.She graduated from Lincoln this spring with a 4.0 GPA while also taking classes at a community college.She is articulate,confident,and happy.Kelsey believes Lincoln changed her life.Neuroscience tells us that the brains ofkids regularly facing significant trauma or toxic stress are wired for survival and likely to erupt at the smallest provocation.A major study ofAdverse Childhood Experiences（ACEs）by the Ccnters for Disease Control and Kaiser Permanente found that the higher a young person's ACEs score,the greater the risk in adulthood of chronic disease,mental illness,and premature death.These children also have a far greater future likelihood of either inflicting or being the victim ofviolence.Students struggling with this toxic stress are often ill-suited to learn in a traditional educational environment."Teachers like to tell students that if they work hard they will succeed-that it is in their control to pay attention,do their homework,and perform well in class.But those assumptions don't work for children growing up in high-stress environments,such as those living in poverty,"said Jim Sporleder,the former principal of Lincoln.At Lincoln,the teachers and staff follow a few deceptively simple rules:Don't take anything the student says personally and don't mirror their behavior with an outburst of your own.The teachers give students time to calm down,ofien in the principal's office or a special"quiet room".Later,they inquire about what might be bothering them and ask if they want to talk about it.Such seemingly straightforward techniques are actually based on hard science.In contrast to the fight-or-flight response triggered by perceived threats,seemingly minor acts of kindness,such as a few caring words from a teacher or a quick hug,can activate a cascade of Oxytocin,sometimes called the"love hormone".In highly traumatized kids,such simple acts can have an outsized impact.In the years immediately following Lincoln's adoption of trauma-informed practices,the school saw a fivefold increase in graduation rates,a threefold increase in students headed to college,75 percent fewer fights,and 90 percent fewer suspensions.36.It can be inferred from Paragraph l thatA.Kelsey has gotten rid ofdrug abuse in high school.B.Kelsey's mother has committed suicide.C.Kelsey has take.nuiversity classes in high school.D.Kelsey was grateful of the education in high school.
Text 4 When Kclscy Sisavath enrolled as a freshman at Lincoln Alternative High School in Walla Walla,Washington,in the fall,her mother was struggling with drug addiction.She was angry,depressed,and suicidal.Her traumatized brain had little room to focus on school.Today,much has changed in Kelsey's life.She graduated from Lincoln this spring with a 4.0 GPA while also taking classes at a community college.She is articulate,confident,and happy.Kelsey believes Lincoln changed her life.Neuroscience tells us that the brains ofkids regularly facing significant trauma or toxic stress are wired for survival and likely to erupt at the smallest provocation.A major study ofAdverse Childhood Experiences（ACEs）by the Ccnters for Disease Control and Kaiser Permanente found that the higher a young person's ACEs score,the greater the risk in adulthood of chronic disease,mental illness,and premature death.These children also have a far greater future likelihood of either inflicting or being the victim ofviolence.Students struggling with this toxic stress are often ill-suited to learn in a traditional educational environment."Teachers like to tell students that if they work hard they will succeed-that it is in their control to pay attention,do their homework,and perform well in class.But those assumptions don't work for children growing up in high-stress environments,such as those living in poverty,"said Jim Sporleder,the former principal of Lincoln.At Lincoln,the teachers and staff follow a few deceptively simple rules:Don't take anything the student says personally and don't mirror their behavior with an outburst of your own.The teachers give students time to calm down,ofien in the principal's office or a special"quiet room".Later,they inquire about what might be bothering them and ask if they want to talk about it.Such seemingly straightforward techniques are actually based on hard science.In contrast to the fight-or-flight response triggered by perceived threats,seemingly minor acts of kindness,such as a few caring words from a teacher or a quick hug,can activate a cascade of Oxytocin,sometimes called the"love hormone".In highly traumatized kids,such simple acts can have an outsized impact.In the years immediately following Lincoln's adoption of trauma-informed practices,the school saw a fivefold increase in graduation rates,a threefold increase in students headed to college,75 percent fewer fights,and 90 percent fewer suspensions.40.Which of the following is the best title of the text?A.The Success of Lincoln High SchoolB.How to Teach Traumatized KidsC.The Impact ofAdverse Experience on ChildrenD.The Ways to Deal with Toxic Stress
Text 4 When Kclscy Sisavath enrolled as a freshman at Lincoln Alternative High School in Walla Walla,Washington,in the fall,her mother was struggling with drug addiction.She was angry,depressed,and suicidal.Her traumatized brain had little room to focus on school.Today,much has changed in Kelsey's life.She graduated from Lincoln this spring with a 4.0 GPA while also taking classes at a community college.She is articulate,confident,and happy.Kelsey believes Lincoln changed her life.Neuroscience tells us that the brains ofkids regularly facing significant trauma or toxic stress are wired for survival and likely to erupt at the smallest provocation.A major study ofAdverse Childhood Experiences（ACEs）by the Ccnters for Disease Control and Kaiser Permanente found that the higher a young person's ACEs score,the greater the risk in adulthood of chronic disease,mental illness,and premature death.These children also have a far greater future likelihood of either inflicting or being the victim ofviolence.Students struggling with this toxic stress are often ill-suited to learn in a traditional educational environment."Teachers like to tell students that if they work hard they will succeed-that it is in their control to pay attention,do their homework,and perform well in class.But those assumptions don't work for children growing up in high-stress environments,such as those living in poverty,"said Jim Sporleder,the former principal of Lincoln.At Lincoln,the teachers and staff follow a few deceptively simple rules:Don't take anything the student says personally and don't mirror their behavior with an outburst of your own.The teachers give students time to calm down,ofien in the principal's office or a special"quiet room".Later,they inquire about what might be bothering them and ask if they want to talk about it.Such seemingly straightforward techniques are actually based on hard science.In contrast to the fight-or-flight response triggered by perceived threats,seemingly minor acts of kindness,such as a few caring words from a teacher or a quick hug,can activate a cascade of Oxytocin,sometimes called the"love hormone".In highly traumatized kids,such simple acts can have an outsized impact.In the years immediately following Lincoln's adoption of trauma-informed practices,the school saw a fivefold increase in graduation rates,a threefold increase in students headed to college,75 percent fewer fights,and 90 percent fewer suspensions.38.The behaviour of teachers in Lincoln High School may includeA.an immediate response to students'assault.B.an ignorance of children'remarks and behaviour.C.an encouragement for children to pursuit success.D.a detention for children with misbehaviour.
I've loved my mother's desk since I was just tall enough to see above the top of it as mother sat writing letters. Standing by her chair, looking at the ink bottle, pens, and white paper, I decided that the act of writing must be the more wonderful thing in the world. Years later, during her final illness, mother kept different things for my sister and brother."But the desk," she'd said again, "it's for Elizaheth." I never saw her angry, never saw her cry. I knew she loved me; she showed it in acdou. But as a young girl, I wanted heart-to-heart talks between mother and daughter. They never happened.And a gulf opened between us. I was "too emotional". But she lived "on the surface". As years passed I had my own family. I loved my mother and thanked her for our happy family. I wrote to her in careful words and asked her to let me know in any way she ebose that she did forgive me. I posted the letter and waited for her answer. None came. My hope turned to disappointment, then little interest and, finally, peace-it seemed that nothing happened. I couldn't be sure that the letter had even got to mother. I only knew that I had written it, and l could stop trying to make her into someone she was not. Now the present of her desk told, as she'd never been able to, that she was pleased that writing was my chosen work. I cleaned the desk carefully and found some papers inside--a photo of my father and a one-page letter, folded and refolded many times. Give me an answer, my letter asks, in any way you choose. Mother, you always chose the act that speaks louder than words. The writer began to love her mother's deskA.after mother diedB.before she became a writerC.when she was a childD.when mother gave it to her
根据下列内容，回答186-190题。I've loved my mother's desk since I was just tall enough to see above the top of it as mothersat writing letters. Standing by her chair, looking at the ink bottle, pens, and white paper, I de-cided that the act of writing must be the more wonderful thing in the world. Years later, during herfinal illness, mother kept different things for my sister and brother."But the desk," she'd said a-gain, "it's for Elizabeth."I never saw her angry, never saw her cry. I knew she loved me; she showed it in action. Butas a young girl, I wanted heart-to-heart talks between mother and daughter. They never happened.And a gulf opened between us. I was "too emotional". But she lived "on the surface".As years passed I had my own family. I loved my mother and thanked her for our happy fami-ly. I wrote to her in careful words and asked her to let me know in any way she chose that she didforgive me. I posted the letter and waited for her answer. None came. My hope turned to disap-pointment, then little interest and, finally, peace--it seemed that nothing happened. I couldn't besure that the letter had even got to mother. I only knew that I had written it, and ! could stop try-ing to make her into someone she was not.Now the present of her desk told, as she'd never been able to, that she was pleased thatwriting was my chosen work. I cleaned the desk carefully and found some papers inside--a photoof my father and a one-page letter, folded and refolded many times. Give me an answer, my letterasks, in any way you choose. Mother, you always chose the act that speaks louder than words.The writer began to love her mother's desk__________.A.after mother diedB.before she became a writerC.when she was a childD.when mother gave it to her
Rowling first came up with the idea about Harry Potter__________.A.at the age of 6B.on a train journeyC.after her mother's deathD.in her secondary school
共用题干第二篇Going Her Own WayWhen she was twelve,Maria made her first important decision about the course of her life.She decided that she wanted to continue her education.Most girls from middle-class families chose to stay at home afterprimary school,though some attended private Catholic"finishing"schools.There they learned a little about music,art,needlework,and how to make polite conversation. This was not the sort of education that interested Maria-or her mother. By this time,she had begun to take her studies more seriously.She read constantly and brought her books everywhere.One time she even brought her math book to the theater and tried to study in the dark.Maria knew that she wanted to go on learning in a serious way.That meant attending the public high school,something that very few girls did.In Italy at the time,there were two types of high schools:the"classical"schools and the"technical"schools. In the classical schools,the students followed a very tradi- tional program of studies,with courses in Latin and Greek language and literature,and Italian literature and history. The few girls who continued studying after primary school usually chose these schools.Maria,however,wanted to attend a technical school.The technical schools were more modern than the classical schools and they offered courses in modern languages,mathematics,science,and accounting. Most people一including Maria's father一believed that girls would never be able to understand these subjects. Furthermore,they did not think it was proper for girls to study them.Maria did not care if it was proper or not.Math and science were the subjects that interested her most. But before she could sign up for the technical school,she had to win her father's approval. She finally did, with her mother's help,though for many years after,there was tension in the family. Maria's father continued to oppose her plans,while her mother helped her.In 1883,at age thirteen,Maria entered the"Regia Scuola Tecnica Michelangelo Buonarroti"in Rome. Her experience at this school is difficult for us to imagine.Though the courses included modern subjects,theteaching methods were very traditional. Learning consisted of memorizing long lists of facts and repeating them back to the teacher. Students were not supposed to ask questions or think for themselves in any way. Teachers were very demanding;discipline in the classroom was strict;punishment was severe for those who failed to achieve or were disobedient.In those days,most Italian girls__________.A:went to classical schoolsB:didn't go to high. schoolC:went to"finishing"schoolsD:went to technical schools
共用题干第二篇Going Her Own WayWhen she was twelve,Maria made her first important decision about the course of her life.She decided that she wanted to continue her education.Most girls from middle-class families chose to stay at home afterprimary school,though some attended private Catholic"finishing"schools.There they learned a little about music,art,needlework,and how to make polite conversation. This was not the sort of education that interested Maria-or her mother. By this time,she had begun to take her studies more seriously.She read constantly and brought her books everywhere.One time she even brought her math book to the theater and tried to study in the dark.Maria knew that she wanted to go on learning in a serious way.That meant attending the public high school,something that very few girls did.In Italy at the time,there were two types of high schools:the"classical"schools and the"technical"schools. In the classical schools,the students followed a very tradi- tional program of studies,with courses in Latin and Greek language and literature,and Italian literature and history. The few girls who continued studying after primary school usually chose these schools.Maria,however,wanted to attend a technical school.The technical schools were more modern than the classical schools and they offered courses in modern languages,mathematics,science,and accounting. Most people一including Maria's father一believed that girls would never be able to understand these subjects. Furthermore,they did not think it was proper for girls to study them.Maria did not care if it was proper or not.Math and science were the subjects that interested her most. But before she could sign up for the technical school,she had to win her father's approval. She finally did, with her mother's help,though for many years after,there was tension in the family. Maria's father continued to oppose her plans,while her mother helped her.In 1883,at age thirteen,Maria entered the"Regia Scuola Tecnica Michelangelo Buonarroti"in Rome. Her experience at this school is difficult for us to imagine.Though the courses included modern subjects,theteaching methods were very traditional. Learning consisted of memorizing long lists of facts and repeating them back to the teacher. Students were not supposed to ask questions or think for themselves in any way. Teachers were very demanding;discipline in the classroom was strict;punishment was severe for those who failed to achieve or were disobedient.Maria's father probably__________.A:had very modern views about women B:had traditional views about womenC:had no opinion about womenD:thought women could not learn Latin
共用题干第二篇Going Her Own WayWhen she was twelve,Maria made her first important decision about the course of her life.She decided that she wanted to continue her education.Most girls from middle-class families chose to stay at home afterprimary school,though some attended private Catholic"finishing"schools.There they learned a little about music,art,needlework,and how to make polite conversation. This was not the sort of education that interested Maria-or her mother. By this time,she had begun to take her studies more seriously.She read constantly and brought her books everywhere.One time she even brought her math book to the theater and tried to study in the dark.Maria knew that she wanted to go on learning in a serious way.That meant attending the public high school,something that very few girls did.In Italy at the time,there were two types of high schools:the"classical"schools and the"technical"schools. In the classical schools,the students followed a very tradi- tional program of studies,with courses in Latin and Greek language and literature,and Italian literature and history. The few girls who continued studying after primary school usually chose these schools.Maria,however,wanted to attend a technical school.The technical schools were more modern than the classical schools and they offered courses in modern languages,mathematics,science,and accounting. Most people一including Maria's father一believed that girls would never be able to understand these subjects. Furthermore,they did not think it was proper for girls to study them.Maria did not care if it was proper or not.Math and science were the subjects that interested her most. But before she could sign up for the technical school,she had to win her father's approval. She finally did, with her mother's help,though for many years after,there was tension in the family. Maria's father continued to oppose her plans,while her mother helped her.In 1883,at age thirteen,Maria entered the"Regia Scuola Tecnica Michelangelo Buonarroti"in Rome. Her experience at this school is difficult for us to imagine.Though the courses included modern subjects,theteaching methods were very traditional. Learning consisted of memorizing long lists of facts and repeating them back to the teacher. Students were not supposed to ask questions or think for themselves in any way. Teachers were very demanding;discipline in the classroom was strict;punishment was severe for those who failed to achieve or were disobedient.Maria wanted to attend a__________.A:private"finishing" schoolB:school with Latin and GreekC:technical high schoolD:school for art and music
共用题干第二篇Going Her Own WayWhen she was twelve,Maria made her first important decision about the course of her life.She decided that she wanted to continue her education.Most girls from middle-class families chose to stay at home afterprimary school,though some attended private Catholic"finishing"schools.There they learned a little about music,art,needlework,and how to make polite conversation. This was not the sort of education that interested Maria-or her mother. By this time,she had begun to take her studies more seriously.She read constantly and brought her books everywhere.One time she even brought her math book to the theater and tried to study in the dark.Maria knew that she wanted to go on learning in a serious way.That meant attending the public high school,something that very few girls did.In Italy at the time,there were two types of high schools:the"classical"schools and the"technical"schools. In the classical schools,the students followed a very tradi- tional program of studies,with courses in Latin and Greek language and literature,and Italian literature and history. The few girls who continued studying after primary school usually chose these schools.Maria,however,wanted to attend a technical school.The technical schools were more modern than the classical schools and they offered courses in modern languages,mathematics,science,and accounting. Most people一including Maria's father一believed that girls would never be able to understand these subjects. Furthermore,they did not think it was proper for girls to study them.Maria did not care if it was proper or not.Math and science were the subjects that interested her most. But before she could sign up for the technical school,she had to win her father's approval. She finally did, with her mother's help,though for many years after,there was tension in the family. Maria's father continued to oppose her plans,while her mother helped her.In 1883,at age thirteen,Maria entered the"Regia Scuola Tecnica Michelangelo Buonarroti"in Rome. Her experience at this school is difficult for us to imagine.Though the courses included modern subjects,theteaching methods were very traditional. Learning consisted of memorizing long lists of facts and repeating them back to the teacher. Students were not supposed to ask questions or think for themselves in any way. Teachers were very demanding;discipline in the classroom was strict;punishment was severe for those who failed to achieve or were disobedient.High school teachers in Italy in those days were very_________.A:modernB:intelligentC:scientificD:strict
共用题干1.On November 19,1863,Abraham Lincoln went to Gettysburg in Pennsylvania to speak at the National Soldiers Cemetery.The Civil War was still going on.There was much criticism of President Lincoln at the time.He was not at all popular. He had been invited to speak at Gettyburg only out of courtesy. The principal speaker was to be Edward Everett,a famous statesman and speaker of the day.Everett was a handsome man and very popular everywhere.2.It is said that Lincoln prepared his speech on the train while going to Gettysburg. Late that night,alone in his hotel room and tired out,he again worked briefly on the speech.The next day Everett spoke first. He spoke for an hour and 57 minutes.His speech was a perfect example of the rich oratory of the day.Then Lincoln rose.The crowd of 15,000 people at first paid little attention to him.He spoke for only nine minutes.At the end there was little applause.Lincoln went to a friend and remarked,"I have failed again."On the train back to Washington he commented sadly, "That speech was a flat failure,and the people are disappointed."3.Some newspapers at first criticized the speech.But little by little,as people read the speech,they began to understand better. They began to appreciate its deep meaning and its simplicity.It was a speech which only Abraham Lincoln could have made.4.Today,every American school child learns Lincoln's Gettysburg Address by heart. Now everyone thinks of it as one of the greatest orations ever given in American history.Paragraph 1_________A:Lincoln's role in abolishing slavery.B:People's attitude towards Lincoln's speech changed.C:Everett was a great orator at that time.D:Gettysburg Address's high status.E:The background of Gettysburg Address.F: Lincoln's speech was disappointing in contrast to Everett's perfect speech.
共用题干1.On November 19,1863,Abraham Lincoln went to Gettysburg in Pennsylvania to speak at the National Soldiers Cemetery.The Civil War was still going on.There was much criticism of President Lincoln at the time.He was not at all popular. He had been invited to speak at Gettyburg only out of courtesy. The principal speaker was to be Edward Everett,a famous statesman and speaker of the day.Everett was a handsome man and very popular everywhere.2.It is said that Lincoln prepared his speech on the train while going to Gettysburg. Late that night,alone in his hotel room and tired out,he again worked briefly on the speech.The next day Everett spoke first. He spoke for an hour and 57 minutes.His speech was a perfect example of the rich oratory of the day.Then Lincoln rose.The crowd of 15,000 people at first paid little attention to him.He spoke for only nine minutes.At the end there was little applause.Lincoln went to a friend and remarked,"I have failed again."On the train back to Washington he commented sadly, "That speech was a flat failure,and the people are disappointed."3.Some newspapers at first criticized the speech.But little by little,as people read the speech,they began to understand better. They began to appreciate its deep meaning and its simplicity.It was a speech which only Abraham Lincoln could have made.4.Today,every American school child learns Lincoln's Gettysburg Address by heart. Now everyone thinks of it as one of the greatest orations ever given in American history.Paragraph 4_________A:Lincoln's role in abolishing slavery.B:People's attitude towards Lincoln's speech changed.C:Everett was a great orator at that time.D:Gettysburg Address's high status.E:The background of Gettysburg Address.F: Lincoln's speech was disappointing in contrast to Everett's perfect speech.
It′s that time of the yea—graduation.The end of school year is nearly in sight,and it′s an especially big deal if?you′re finishing high school or college.One amazing（令人惊叹的）16-year-old Florida girl,Grace Bush,graduated from both high school and college this week!She actually got her college diploma（毕业证书）before her high school diploma.How′d she do that?"Hard work and dedication（专心致志）,"she told a local TV news station,"have made me succeed in doing high school and college at the same time."She started taking college courses when she was just 13.She would often?get up at 5:30 a.m.and not finish until after 11 p.m.Doing both at once is a huge achievement,but it has also helped her family save money.She′s one of the 9?children,all home-schooled until the age of 13.Her father is a math professor while her mother is a part-time history?teacher in a high school.Grace Bush has earned her college degree in law,with a near perfect GPA of 3.8 and she?hopes to become a lawyer one day,although her parents expect her to teach at university.By the way,she also plays?basketball in her college team in her spare time.What do Grace′s parents want her to be in future?A.A news reporter.B.A basketball player.C.A university teacher.D.A lawyer.
It′s that time of the yea—graduation.The end of school year is nearly in sight,and it′s an especially big deal if?you′re finishing high school or college.One amazing（令人惊叹的）16-year-old Florida girl,Grace Bush,graduated from both high school and college this week!She actually got her college diploma（毕业证书）before her high school diploma.How′d she do that?"Hard work and dedication（专心致志）,"she told a local TV news station,"have made me succeed in doing high school and college at the same time."She started taking college courses when she was just 13.She would often?get up at 5:30 a.m.and not finish until after 11 p.m.Doing both at once is a huge achievement,but it has also helped her family save money.She′s one of the 9?children,all home-schooled until the age of 13.Her father is a math professor while her mother is a part-time history?teacher in a high school.Grace Bush has earned her college degree in law,with a near perfect GPA of 3.8 and she?hopes to become a lawyer one day,although her parents expect her to teach at university.By the way,she also plays?basketball in her college team in her spare time.Why does the author say that Grace is amazing?A.She finished high school earlier than others.B.She never went to bed before 11 p.m.C.She graduated from both high school and college at 16.D.She got two diplomas from the same school.
It′s that time of the yea—graduation.The end of school year is nearly in sight,and it′s an especially big deal if?you′re finishing high school or college.One amazing（令人惊叹的）16-year-old Florida girl,Grace Bush,graduated from both high school and college this week!She actually got her college diploma（毕业证书）before her high school diploma.How′d she do that?"Hard work and dedication（专心致志）,"she told a local TV news station,"have made me succeed in doing high school and college at the same time."She started taking college courses when she was just 13.She would often?get up at 5:30 a.m.and not finish until after 11 p.m.Doing both at once is a huge achievement,but it has also helped her family save money.She′s one of the 9?children,all home-schooled until the age of 13.Her father is a math professor while her mother is a part-time history?teacher in a high school.Grace Bush has earned her college degree in law,with a near perfect GPA of 3.8 and she?hopes to become a lawyer one day,although her parents expect her to teach at university.By the way,she also plays?basketball in her college team in her spare time.Which of the following is the key to Grace′s success?A.Taking college courses at 13.B.Doing high school and college at the same time.C.Being born in a professor's family.D.Being devoted to her studies.
It′s that time of the yea—graduation.The end of school year is nearly in sight,and it′s an especially big deal if?you′re finishing high school or college.One amazing（令人惊叹的）16-year-old Florida girl,Grace Bush,graduated from both high school and college this week!She actually got her college diploma（毕业证书）before her high school diploma.How′d she do that?"Hard work and dedication（专心致志）,"she told a local TV news station,"have made me succeed in doing high school and college at the same time."She started taking college courses when she was just 13.She would often?get up at 5:30 a.m.and not finish until after 11 p.m.Doing both at once is a huge achievement,but it has also helped her family save money.She′s one of the 9?children,all home-schooled until the age of 13.Her father is a math professor while her mother is a part-time history?teacher in a high school.Grace Bush has earned her college degree in law,with a near perfect GPA of 3.8 and she?hopes to become a lawyer one day,although her parents expect her to teach at university.By the way,she also plays?basketball in her college team in her spare time.What did the parents do to help Grace with her education?A.They shared with her college history lessons.B.They taught her until she was 13.C.They made her interested in math.D.They hired a part-time teacher.
单选题When she was depressed by her boss’s criticism, her colleague _____ her by expressing a different opinion.AforcedBpersuadedCconvincedDcomforted
单选题The community college embodies _____ belief that an education should be practical as well as liberal.AGeorge Washington’sBThomas Jefferson’sCAbraham Lincoln’sDFranklin Roosevelt’s
单选题The writer began to love her mother’s desk _____.Aafter mother diedBbefore she became a writerCwhen she was a childDwhen mother gave it to her