The biology teacher asked the class whether the leaves ________ in spring or in summer．


  1. A.
    come out
  2. B.
    came out
  3. C.
    will come out
  4. D.
    would come out
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科目：高中英語(yǔ) 來(lái)源：2011-2012學(xué)年湖北武漢部分重點(diǎn)（四校）高一上學(xué)期期中英語(yǔ)試卷（帶解析） 題型：閱讀理解

When Emily Beardmore first heard that a trip was being planned by the biology class at Windsor High School, she thought about how much fun it would be.
“I thought it would be a really good experience to go with other friends and teachers to another country in an environment other than a vacation environment,” the 17-year-old girl said.
A few months later, Emily got her chance when she and 14 of her classmates, along with biology teacher Tamara Pennington went to Costa Rica for eight days in late May.
“It was not just a tour,” said Pennington, who organized the trip. “You can go any place in the world on just a tour. This one was really working with the sea turtles (海龜) and practicing conservation(保護(hù)). It just seemed like the perfect science field trip for kids who think they want to get into science to see what it's really like to be out in the field and enjoy themselves.”
Emily said her time on the turtle program, which was the focus of the trip, was “crazy.” “We were walking on the beach at night and you can’t see anything—just see a big black dot.” She said with a laugh. “I was not expecting the turtles to be that big.” The turtles are leatherback turtles, which are becoming extinct (滅絕) because their eggs are used as food.
“When they would move their legs while laying their eggs they were really hard to control because they were a lot more powerful than you would imagine,” Emily said.
Once the eggs were collected, the students took them back to a hatchery(孵化場(chǎng)) and dug holes to copy the hole the mother turtle had made and then buried the eggs for the 60 days needed to hatch.
“The experience was so cool,” Emily said. “You go to another country to see what their culture is like and learn what their everyday lives are like. It made me really want to help out my mom a lot more than I do, and value what I have.”
【小題1】What did Pennington consider the trip to be?

A．It was a common tour to a foreign country.
B．It was a journey to practice what students learned.
C．It was to attract students’ interest in science.
D．It was a trip to do practical science activities.
【小題2】From what Emily said on her turtle program, we know that     .
A．she was afraid of walking on the beach at night
B．she didn’t dare to catch the powerful turtles
C．she had thought turtles were small animals
D．she got crazy at the sight of turtles at night
【小題3】What did Emily learn from her experience?
A．She learned to be grateful to her teachers.
B．She understood the importance of what she had.
C．She realized the beauty of foreign culture.
D．She knew the importance of everyday life
【小題4】What would be the best title for the passage?
A．Teens Help Fight Turtle Extinction.
B．Teens Take a tour to Costa Rica.
C．Teens Have a Research on Turtles.
D．Teens Learn to be Independent.

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科目：高中英語(yǔ) 來(lái)源：2016屆吉林實(shí)驗(yàn)中學(xué)高一上模塊檢測(cè)與評(píng)估（一）英語(yǔ)試卷（解析版） 題型：短文改錯(cuò)

單句改錯(cuò)（共10小題；每小題1分，滿分10分）

增加：在缺詞處加一個(gè)漏詞符號(hào)(˄)，并在此符號(hào)下面寫(xiě)出該加的詞。

刪除：把多余的詞用斜線（\）劃掉。

修改：在錯(cuò)的詞下劃一橫線，并在該詞下面寫(xiě)出修改后的詞。

注意：每處錯(cuò)誤及其修改均僅限一詞。

1.Do you want a friend, to who you can tell everything?

2.Visitors will have difficulty find proper hotels during the national holiday.

3.As a matter of fact, I’m involved in outdoors sports frequently.

4.I thought it was no good persuading her to stopping smoking.

5.Children should be made understand the importance of saving water.

6.It was not until I came back he went off.

7.People make choices base on how the products are grown or made.

8.The boy preferred staying at home to go out to play.

9.He failed the biology exam and that was because of he didn’t do well in it before.

10.I bought one such a dictionary as you did yesterday.

 

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科目：高中英語(yǔ) 來(lái)源：2015屆浙江江山實(shí)驗(yàn)中學(xué)高二10月第一次階段性測(cè)試英語(yǔ)卷（解析版） 題型：單項(xiàng)填空

 Many a student ________ failed in the biology exam，and Tom is the only one of them who ________ decided to give up the course.

A．have；has　  B．have； have  C．has；have　  D．has；has

 

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科目：高中英語(yǔ) 來(lái)源：2013-2014學(xué)年河北館陶一中高二上期第二次月考英語(yǔ)卷（解析版） 題型：閱讀理解

When Emily Beardmore first heard that a trip was being planned by the biology class at Windsor High School, she thought about how much fun it would be.

“I thought it would be a really good experience to go with other friends and teachers to another country in an environment other than a vacation environment,” the 10- year-old girl said.

A few months later, Emily got her chance when she and 14 of her classmates, along with biology teacher Tamara Pennington went to Costa Rica for eight days in late May.

    “It was not just a tour,” said Pennington, who organized the trip. “You can go to any place in the world on just a tour. This one was practical, really working with the sea turtles and practicing conservation (保護(hù)). It just seemed like the perfect science field trip for kids who think they want to get into science to see what it’s really like to be out in the field and enjoy themselves.”

    Emily said her time on the turtle project, which was the focus of the trip, was “crazy”. “We were walking on the beach at night and you can’t see anything — just see a big black dot (點(diǎn)),” she said with a laugh. “I was not expecting the turtles to be that big.” The turtles are leatherback turtles, which are becoming extinct because their eggs are used as food.

    “When they would move their legs while laying their eggs they were really hard to control because they were a lot more powerful than you would imagine,” Emily said.

Once the eggs were collected, the students took them back to a hatchery (孵化場(chǎng)) and dug holes to copy the hole the mother turtle had made and then buried the eggs for the 60 days needed to hatch.

“It was an amazing experience,” Emily said. “You go to another country to see what their culture is like and learn what their everyday lives are like. It made me really want to help out my mom a lot more than I do, and value what I have.”

1.What did Pennington consider the trip to be?

A. It was a common tour to a foreign country.

B. It was a journey to practice what students learned.

C. It was a trip to do practical science activities.

D. It was to attract students’ interest in science.

2.From what Emily said on her turtle project, we know that _____.

A. she was afraid of walking on the beach at night

B. she didn’t dare to catch the powerful turtles

C. she got crazy at the sight of turtles at night

D. she had thought turtles were small animals

3.Which of the following is NOT true according to the passage?

A. Emily thought the trip being planned by the biology class would be fun.

B. Totally, 16 people went to Costa Rica for the 8-day trip in May.

C. Generally, it takes about 60 days to hatch little turtles.

D. The trip mainly aimed to get fun and rest.

 

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科目：高中英語(yǔ) 來(lái)源：2012-2013學(xué)年江西省贛州市十一縣（市）高三上學(xué)期期中考英語(yǔ)試卷（解析版） 題型：閱讀理解

Some students get so nervous before a test, they do poorly even if they know the material. Sian Beilock has studied these highly anxious test-takers.

Sian Beilock: “They start worrying about the consequences. They might even start worrying about whether this exam is going to prevent them from getting into the college they want. And when we worry, it actually uses up attention and memory resources.I talk about it as your cognitive horsepower that you could otherwise be using to focus on the exam.”

Professor Beilock and another researcher, Gerardo Ramirez, have developed a possible solution. Just before an exam, highly anxious test-takers spend ten minutes writing about their worries about the test.

Sian Beilock: “what we think happens is when students put it down on paper , they think about the worst that could happen and they reappraise the situation. They might realize it’s not as had as they might think it was before and, in essence(本質(zhì)上), it prevents these thoughts from popping up when they’re actually taking a test.”

The researchers tested the idea on a group of twenty anxious college students. They gave them two short math tests. After the first one, they asked the students to either sit quietly or write about their feelings about the upcoming second test.

The researchers added to the pressure. They told the students that those who did well on the second test would get money. They also told them that their performance would affect other students as part of a team effort.

Professor Beilock says those who sat quietly scored an average of twelve percent worse on the second test. But the students who had written about their fears improved their performance by an average of five percent.

Next, the researchers used younger students in a biology class. They told them before final exams either to write about their feelings or to think about things unrelated to the test.

Prefessor Beilock says highly anxious students who did the writing got an average grade of B+, compared to a B- for those who did not.

Sian Beilock: “What we showed is that for students who are highly test-anxious, who’d done our writing intervention, all of a sudden there was no relationship between test anxiety and performance. Those students most likely to worry were performing just as well as their classmates who don’t normally get nervous in these testing situations.”

But what if students do not have a chance to write about their fears immediately before an exam or presentation? Professor Beilock says students can try it themselves at home or in the library and still improve their performance. 

1.What may happen if students have the problem of test anxiety?

A．Test anxiety can improve students’ performance to some degree.

B．Students’ attention and memory resources run out when worried.

C．Students may not be admitted into their favorite college if worried

D．Test anxiety is sure to cause students to fail the test.

2.Which of the following if TRUE?

A．In the first math test, students who sat quietly performed better.

B．In the second math test, students who wrote about their feelings did worse.

C．Some college students are highly anxious test-takers while others are not in the tests.

D．The result in the math test agrees with that in the biology test.

3.What does the underlined phrase “popping up” mean?

A．Giving out         B．Fading away        C．Becoming clearly    D．Appearing suddenly

4.what is most probably Sian Beilock?

A．A psychology professor.                  B．A philosophy researcher.

C．A politics professor                      D．A tutor

5.What is the main idea of the passage?

A．It is a common practice for students being worried before a test.

B．Being worried before tests does harm to students’ performance.

C．Anxious students overcome test anxiety by writing down fears.

D．It is important for students to overcome test anxiety.

 

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