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考前必練系列答案科目：高中英語 來源： 題型：閱讀理解
A few years ago I had an “aha!” moment regarding handwriting.
I had in my hand a sheet of paper with handwritten instructions on it for some sort of editorial task. It occurred at first that I did not recognize the handwriting，and then I realized whose it must be. I finally became aware of the fact that I had been working with this colleague for at least a year，maybe two，and yet I did not recognize her handwriting at that point.
It was a very important event in the computerization of life—a sign that the informal. Friendly communication of people working together in an office had changed from notes in pen to instant messages and emails. There was a time when our workdays were filled with little letters，and we recognized one another's handwriting the way we knew voices or faces.
As a child visiting my father’s office，1 was pleased to recognize，in little notes on the desks of his staff，the same handwriting 1 would see at home in the notes he would leave on the fridge—except that those notes were signed “dad” instead of “RFW”.
All this has been on my mind because of the talk about The Rise and Fall of Handwriting，a book by Florey. Sire shows in her book a deep concern about the fall of handwriting and the failure of schools to teach children to write well，but many others argue that people in a digital age can’t be expected to learn to hold a pen.
I don’t buy it.
I don’t want to see anyone cut off from the expressive，personal associations that a pen still promotes better than a digital keyboard does. For many a biographer，part of really getting to know their subjects is learning to read their handwriting.
What some people advocate is teaching one of the many attractive handwritings based on the handwriting of 16th-century Italy. That may sound impossibly grand—as if they want kids to learn to draw by copying classical paintings. However，they have worked in many school systems.
51. Why was the author surprised at not recognizing his colleague’s handwriting?
A. He had worked with his colleague long enough.
B. His colleague’s handwriting was SO beautiful.
C. His colleague’s handwriting was SO terrible.
D. He still had a 1ot of Work to do.
52. People working together in an office used to ____________.
A. talk more about handwriting
B. take more notes on workdays
C. know better one another's handwriting
D. communicate better with one another
53. The author’s father wrote notes in pen _________.
A. to both his family and his staff
B. to his family in small letters
C. to his family on the fridge
D. to his staff on the desk
54. According to the author，handwritten notes _______.
A. are harder to teach in schools
B. attract more attention
C. are used only between friends
D. carry more message
55. We can learn from the passage that the author __________.
A. thinks it impossible to teach handwriting
B. does not want to lose handwriting
C. puts the blame on the computer
D. does not agree with Florey
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科目：高中英語 來源： 題型：
單詞拼寫（共10小題；每小題1分，滿分10分）
根據下列句子及所給漢語注釋，寫出空缺處各單詞的正確形式。（每空只寫一詞）
（請將答案寫在答題卡上的指定位置）
No word was exchanged, and they set off in _____(沉默) down the road.
What _____(失望) him was that the results were contrary to what he had expected.
I found the shop where this kind of camera was sold after passing through four _____ (街區).
Jerry cleaned all of the desks, which were very _____(灰塵).
Put your ______(香煙) out — you mustn’t smoke in the gas station.
_____(遠程) education makes it possible to study anytime, anywhere.
After the race, I really didn’t have the _____(力氣) to help you carry it.
The old man entered the room, _____(攙扶) by his grandson.
I missed the smell of my mum’s cooking _____(漂浮) out from the kitchen.
He is ____(遭受) from a guilty feeling because he hasn’t told his mother he crashed her car.
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科目：高中英語 來源： 題型：閱讀理解
完形填空(共20小題,每小題1.5分, 滿分30分)
I’ll never forget May 12, 2008, we were having classes at Beichuan Middle School , Sichuan Province, when a huge 36 hit the area.
At about 2:28 p.m, our 37 , Mr.Wang, was teaching us singing on the fourth floor on the teaching building. 38 we felt the building shaking violently. It was an earthquake! Our building starting to 39 . It was too late to rush out to the 40 . We were told to hide under the desks. 41 later, the whole building fell down. We were 42 in ruins. We couldn’t move at all. No one could really imagine at that split second, how much pain we had 43 or how desperate(絕望的) we felt as we waited to be 44 . I heard Mr. Wang calling our names again and again… .
Hours later, some people came to rescue and 45 of us were saved.
Later, I 46 this huge earthquake scaled 8.0 magnitude. It hit several provinces, including Sichuan, Gansu and Shanxi. So far it has 47 more than 80,000 and injured 360,000. My hometown ----Beichuan was 48 the worst-hit areas. Our school , which was 49 filled with vigor(活力) and laughter, was a dead valley.
Words after such a 50 could appear nothing but empty and pointless. So many people’s lives were taken away, so much 51 was done and the whole city was 52 . Beichuan has become a history.
Now , some of my classmates and I were 53 to study in a middle school in Jiangsu Province. I still 54 dreaming and still strive for a better future: to make our homes beautiful yet 55 .
May victims rest in peace. May survivors live to be stronger.
A. rain B. earthquake C. snow D. rock
A. classmate B. parent C. friend D. teacher
A. Finally B. Luckily C. Suddenly D. Actually
A. fall B. stand C. run D. walk
A. home B. desks C. classroom D. outdoors
A. Minutes B. Weeks C. Hours D. Days
A. trapped B. stayed C. played D. packed
A. lived B. escaped C. enjoyed D. suffered
A. ignored B. recovered C. rescued D. remembered
A. all B. some C. none D. each
A. found out B. added up C. came up D. set down
A. devoted B. helped C. killed D . concerned
A. outside B. without C. far from D. among
A. now B. once C. then D. never
A. attitude B. trouble C. disaster D. insurance
A. lives B. damage C. highway D. news
A. in ruins B. dug out C. as usual D. set up
A. judged B. persuaded C. joined D. organized
A. care about B. give in C. keep on D. go through
A. peaceful B. safe C. grateful D. active
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科目：高中英語 來源：2013-2014學年福建省福州市高三第四次質量檢測英語試卷（解析版） 題型：閱讀理解
Many of us have heard stories about teachers who can “see” into a student’s future. Even if a student is not performing well, they can predict success. We are convinced that this ability, this gift, is evidence that they were “called to teach.” If the gift of sight is evidence, how greater must be the gift of touch. I have a story.
I grew up in the fifties in a poor African American neighborhood in Stockton, California, that had neither sidewalks nor an elementary school. Each day, always in groups at our parents’ insistence, my friends and I would leave home early enough to walk eight blocks to school and be in our seats when the bell rang. For four blocks, we walked on dusty roads. By the fifth block, we walked on sidewalks that led to lovely homes and to Fair Oaks Elementary School. It was at Fair Oaks, in a sixth grade English class, that I met Ms. Victoria Hunter, a teacher who had a huge influence on my life.
During reading periods, she would walk around the room, stop at our desks, stand over us for a second or two, and then touch us. Without saying anything to us (nothing could break the silence of reading periods), she would place two fingers lightly on our throats and hold them there for seconds. I learned many years later when I was a student at Stanford University that teachers touch the throat of students to check for sub-vocalization (默讀), which slows down the reading speed. I did not know at the time why Ms. Hunter was touching our throats, but I was a serious and respectful student and so, during silent reading period, I did what Ms. Hunter told us to do. I kept my eyes on the material I was reading and waited for her to place her fingers lightly on my throat.
One day, out of curiosity, I raised my head from my book — though not high — so that I could see Ms. Hunter, a white woman from Canada, moving up and down the rows, stopping at the desks of my classmates. I wanted to see how they reacted when she touched their throats. She walked past them. I was confused. Did she pass them by because they were model students? What did we, the students who were touched, not do right? I sat up straighter in my chair, thinking that my way of sitting might be the problem. I was confused. Several days later, I watched again, this time raising my head a little higher. Nothing changed. Ms. Hunter touched the same students. Always, she touched me.
She touched me with her hands. She also touched me with her belief in my ability to achieve. She motivated me by demanding the best from me and by letting teachers I would meet in junior high school know that I should be challenged, that I would be serious about my work. I am convinced that she touched me because she could “see” me in the future. That was true of all of us at Fair Oaks who sat still and silent as Ms. Hunter placed her fingers lightly on our throats. We left Fair Oaks as “best students,” entered John Marshall Junior High School, finished at the top of our high school class, and went on to earn graduate degrees in various subjects. Ms. Hunter saw us achieving and she touched us to make certain that we would.
I was not surprised that she came to my graduation ceremony at Edison High School in Stockton or that she talked to me about finishing college and earning a Ph. D. She expected that of me. She gave me a beautifully wrapped box. Inside was a gift, the beauty of which multiplies even as it touches me: a necklace to which I can add charms for each stage of my life.
1.According to the writer, what is a special ability many good teachers possess?
A. The ability to make all students behave well.
B. The ability to treat different students in the same way.
C. The ability to discover a student’s potential to succeed.
D. The ability to predict the near future of a poor student.
2.When she saw Ms. Hunter walk past some students without touching their throats, the writer felt ______.
A. disturbed????????????? B. puzzled????????????? C. ashamed????????????? D. annoyed
3.What does the writer mean by “a necklace to which I can add charms for each stage of my life” (paragraph 6)?
A. A gift which encourages me to do well on the journey of my life.
B. A gift which becomes more and more valuable as time goes by.
C. A necklace which I wear on all important occasions in my life.
D. A necklace which suits me and adds to my charm.
4.Which of the following serves as the best title for the story?
A. Ms. Hunter’s Surprise????????????? B. Ms. Hunter’s Challenge
C. A Teacher’s Touch? ????????????? D. A Teacher’s Memory
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科目：高中英語 來源：2010年龍東南六校高一下學期期末聯考英語卷 題型：完型填空
完形填空(共20小題,每小題1.5分, 滿分30分)
I’ll never forget May 12, 2008, we were having classes at Beichuan Middle School , Sichuan Province, when a huge 36 hit the area.
At about 2:28 p.m, our 37 , Mr.Wang, was teaching us singing on the fourth floor on the teaching building. 38 we felt the building shaking violently. It was an earthquake! Our building starting to 39 . It was too late to rush out to the 40 . We were told to hide under the desks. 41 later, the whole building fell down. We were 42 in ruins. We couldn’t move at all. No one could really imagine at that split second, how much pain we had 43 or how desperate(絕望的) we felt as we waited to be 44 . I heard Mr. Wang calling our names again and again… .
Hours later, some people came to rescue and 45 of us were saved.
Later, I 46 this huge earthquake scaled 8.0 magnitude. It hit several provinces, including Sichuan, Gansu and Shanxi. So far it has 47 more than 80,000 and injured 360,000. My hometown ----Beichuan was 48 the worst-hit areas. Our school , which was 49 filled with vigor(活力) and laughter, was a dead valley.
Words after such a 50 could appear nothing but empty and pointless. So many people’s lives were taken away, so much 51 was done and the whole city was 52 . Beichuan has become a history.
Now , some of my classmates and I were 53 to study in a middle school in Jiangsu Province. I still 54 dreaming and still strive for a better future: to make our homes beautiful yet 55 .
May victims rest in peace. May survivors live to be stronger.
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