---Why, Emily, you look so energetic!
---Well, I ______ in the gym for a slim figure so far.
A．a(chǎn)m working out B．had been working out
C．worked out D．have been working out
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科目：高中英語(yǔ) 來(lái)源： 題型：閱讀理解
In a time of low academic (學(xué)術(shù)的) achievement by children in the United States, many Americans are turning to Japan, a country of high academic achievement and economic success, for possible answers. however, the answers provided by Japanese preschools are not the ones Americans expected to find. In most Japanese preschools, surprisingly little emphasis is put on academic instruction. In one investigation, 300 Japanese and 210 American preschool teachers, child development specialists, and parents were asked about various aspects of early childhood education. Only 2 percent of the Japanese respondents (答問(wèn)卷者) listed "to give children a good start academically" as one of their top three reasons for a society to have preschools. In contrast, over half the American respondents chose this as one of their top three choices. To prepare children for successful careers in first grade and beyond, Japanese schools do not teach reading, writing, and mathematics, but rather skills such as persistence, concentration, and the ability to function as a member of a group. The majority of young Japanese children are taught to read at home by their parents.
In the recent comparison of Japanese and American pre??school education, 91 percent of Japanese respondents chose providing children with a group experience as one of their top three reasons for a society to have preschools. 62 percent of the more individually oriented (強(qiáng)調(diào)個(gè)性發(fā)展的) Americans listed group experience as one of their top three choices. An em??phasis on the importance of the group seen in Japanese early childhood education continues into elementary school education.
Like in America, there is diversity (多樣性) in Japanese early childhood education. Some Japanese kindergartens have specific aims, such as early musical training or potential (潛力) development. In large cities, some kindergartens are attached to universities that have elementary and secondary schools.
Some Japanese parents believe that if their young children attend a university-based program, it will increase the children’s chances of eventually being admitted to top-rated schools and universities. Several more progressive programs have introduced free play as a way out for the heavy intellectualizing in some Japanese kindergartens.
We learn from the first paragraph that many Americans believe ________.
A. Japanese parents pay more attention to preschool education than American parents
B. Japan’s economic success is a result of its scientific achievements
C. Japanese preschool education emphasizes academic in??struction
D. Japan’s higher education is better than theirs
Most American respondents believe that preschools should also attach
importance to ________.
A. problem solving B. group experience
C. parental guidance D. individually oriented development
In Japan’s preschool education, the focus is on ________.
A. preparing children academically B. developing children’s artistic interests
C. tapping children’s potential D. shaping children’s character
Why do some Japanese parents send their children to university-based kindergartens?
A. They can do better in their future studies.
B. They can gain more group experience there.
C. They can be individually oriented when they grow up.
D. They can have better chances of getting a first-rate edu??cation.
查看答案和解析>>
科目：高中英語(yǔ) 來(lái)源： 題型：閱讀理解
In a time of low academic (學(xué)術(shù)的) achievement by children in the United States, many Americans are turning to Japan, a country of high academic achievement and economic success, for possible answers. However, the answers provided by Japanese preschools are not the ones Americans expected to find. In most Japanese preschools, surprisingly little emphasis is put on academic instruction. In one investigation, 300 Japanese and 210 American preschool teachers, child development specialists, and parents were asked about various aspects of early childhood education. Only 2 percent of the Japanese respondents (答問(wèn)卷者) listed "to give children a good start academically" as one of their top three reasons for a society to have preschools. In contrast, over half the American respondents chose this as one of their top three choices. To prepare children for successful careers in first grade and beyond, Japanese schools do not teach reading, writing, and mathematics, but rather skills such as persistence, concentration, and the ability to function as a member of a group. The majority of young Japanese children are taught to read at home by their parents.
In the recent comparison of Japanese and American pre??school education, 91 percent of Japanese respondents chose providing children with a group experience as one of their top three reasons for a society to have preschools. 62 percent of the more individually oriented (強(qiáng)調(diào)個(gè)性發(fā)展的) Americans listed group experience as one of their top three choices. An em??phasis on the importance of the group seen in Japanese early childhood education continues into elementary school education.
Like in America, there is diversity (多樣性) in Japanese early childhood education. Some Japanese kindergartens have specific aims, such as early musical training or potential (潛力) development. In large cities, some kindergartens are attached to universities that have elementary and secondary schools.
Some Japanese parents believe that if their young children attend a university-based program, it will increase the children’s chances of eventually being admitted to top-rated schools and universities. Several more progressive programs have introduced free play as a way out for the heavy intellectualizing in some Japanese kindergartens.
5. We learn from the first paragraph that many Americans believe ________.
A. Japanese parents pay more attention to preschool education than American parents
B. Japan’s economic success is a result of its scientific achievements
C. Japanese preschool education emphasizes academic in??struction
D. Japan’s higher education is better than theirs
6. Most American respondents believe that preschools should also attach
importance to ________.
A. problem solvingw。 B. group experience
C. parental guidancew。 D. individually oriented development
7. In Japan’s preschool education, the focus is on ________.
A. preparing children academically B. developing children’s artistic interests
C. tapping children’s potentialw。 D. shaping children’s character
8. Why do some Japanese parents send their children to university-based kindergartens?
A. They can do better in their future studies.
B. They can gain more group experience there.
C. They can be individually oriented when they grow up.
D. They can have better chances of getting a first-rate edu??cation.
查看答案和解析>>
科目：高中英語(yǔ) 來(lái)源：2012屆黑龍江省哈爾濱市第六中學(xué)高三第二次模擬考試英語(yǔ)試卷（帶解析） 題型：完型填空
The Best Holiday
I was unbelievably proud of my nine-year-old daughter, Emily. 36 to buy a mountain bike, she’d been saving her pocket money all year, as well as doing small jobs to earn extra money.
By Thanksgiving , she had collected only $49. I said, “ You 37 have your pick from my bicycle 38 ”. “Thanks, Daddy. But your bikes are so old. ” She was right. All my girls’ bikes were 1950s models, not the kind a kid today would 39 choose.
As Christmas 40 near, Emily and I went bike shopping . As we left one store, she 41 a Salvation Army volunteer standing next to a big pot. “Can we give something, Daddy?” She asked. “Sorry, Em, I’m out of 42 . ”
Throughout December, Emily continued to work hard. Then one day, she made a 43 announcement. “You know all the money I’ve been saving?” she said hesitantly. “I’m going to give it to the poor people.” So one cold morning before Christmas, Emily handed her total savings of $58 to a volunteer who was really very 44 .
45 by Emily’s selflessness, I decided to contribute 46 of my old bicycles to a car dealer who was collecting used bikes for poor children. 47 I selected a shiny model from my collection, however, it seemed as if a second bike took on a glow. Should I contribute two? No, one would be enough. But I couldn’t 48 the feeling that I should give a second bike. When I later 49 the bikes, the car dealer said, “You’re making two kids very 50 , sir . Here are your tickets. For each bicycle contributed, we’re 51 away one chance to win a girl’s mountain bike. ”
Why wasn’t I surprised when that second ticket proved to be the 52 ? I like to think it was God’s way of 53 a little girl for a sacrifice 54 her year--while giving her dad a lesson in the 55 .
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科目：高中英語(yǔ) 來(lái)源：浙江省衢州市2010屆高三下學(xué)期4月教學(xué)質(zhì)量檢測(cè) 題型：完型填空
第二節(jié)：完形填空（共20小題；每小題1分,滿分20分）
閱讀下面短文,掌握其大意,然后從21 – 40 各題所給的四個(gè)選項(xiàng)（A, B, C, 和D）中,選出最佳選項(xiàng),并在答題紙上將該選項(xiàng)標(biāo)號(hào)涂黑。
The Best Holiday
I was unbelievably proud of my nine-year-old daughter. Emily 21 to buy a mountain bike. she’d been saving her pocket money all year, 22 doing small jobs to earn extra money.
By Thanksgiving, she had collected only $49. I said, “ You 23 have your pick from my bicycle 24 .” “Thanks, Daddy. But your bikes are so old.” She was right. All my girls’ bikes were 1950s models, not the kind a kid today would 25 choose.
As Christmas 26 near, Emily and I went bike shopping. As we left one store, she 27 a Salvation Army volunteer standing next to a big pot. “Can we give something, Daddy ?” she asked. “Sorry, Em , I’m out of 28 .”
Throughout December, Emily continued to 29 hard. Then one day, she made a 30 announcement. “You know all the money I’ve been saving ?” she said hesitantly. “I’m going to give it to the poor people.” So one cold morning before Christmas, Emily handed her total savings of $ 58 to a volunteer who was really very 31 .
32 by Emily’s selflessness, I decided to contribute 33 of my old bicycles to a car dealer who was collecting used bikes for poor children. 34 I selected a shiny model from my collection, however, it seemed as if a second bike took on a glow(發(fā)光). Should I contribute two? No, one would be enough. But I couldn’t 35 the feeling that I should give a second bike. When I later 36 the bikes, the car dealer said, “You’re making two kids very 37 , sir. Here are your tickets. For each bicycle contributed, we’re 38 away one chance to win a girls’ mountain bike.”
Why wasn’t I surprised when that second ticket proved to be the 39 ? I like to think it was God’s way of 40 a little girl for a sacrifice beyond her years--- while giving her dad a lesson in the process.
21. A. promised B. amazed C. determined D. organized
22. A.as well as B. in addition C. because of D. except for
23. A. need B. should C. must D. can
24. A. Collection B. contribution C. shop D. club
25. A. seldom B. likely C. slightly D. merely
26. A. drew B. became C. went D. pulled
27. A. observed B. sensed C. watched D. noticed
28. A.charge B. change C. control D. order
29. A.study B.try C. listen D. work
30. A.disappointing B. surprising C. formal D. public
31. A. agreeable B. hopeful C. thankful D. pitiful
32. A. Moved B. Shocked C. Persuaded D. Demanded
33. A. one B. some C. two D. any
34. A. While B. When C. Because D. Though
35. A. express B. describe C. explain D. shake
36. A. returned B. delivered C. chose D. shared
37. A. sweet B. healthy C. happy D. fair
38. A. putting B. giving C. storing D. signing
39. A. present B. harvest C. winner D. chance
40. A. greeting B. praising C. sheltering D. Rewarding
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科目：高中英語(yǔ) 來(lái)源：2011-2012學(xué)年黑龍江省哈爾濱市高三第二次模擬考試英語(yǔ)試卷（解析版） 題型：完型填空
The Best Holiday
I was unbelievably proud of my nine-year-old daughter, Emily. 36 to buy a mountain bike, she’d been saving her pocket money all year, as well as doing small jobs to earn extra money.
By Thanksgiving , she had collected only $49. I said, “ You 37 have your pick from my bicycle 38 ”. “Thanks, Daddy. But your bikes are so old. ” She was right. All my girls’ bikes were 1950s models, not the kind a kid today would 39 choose.
As Christmas 40 near, Emily and I went bike shopping . As we left one store, she 41 a Salvation Army volunteer standing next to a big pot. “Can we give something, Daddy?” She asked. “Sorry, Em, I’m out of 42 . ”
Throughout December, Emily continued to work hard. Then one day, she made a 43 announcement. “You know all the money I’ve been saving?” she said hesitantly. “I’m going to give it to the poor people.” So one cold morning before Christmas, Emily handed her total savings of $58 to a volunteer who was really very 44 .
45 by Emily’s selflessness, I decided to contribute 46 of my old bicycles to a car dealer who was collecting used bikes for poor children. 47 I selected a shiny model from my collection, however, it seemed as if a second bike took on a glow. Should I contribute two? No, one would be enough. But I couldn’t 48 the feeling that I should give a second bike. When I later 49 the bikes, the car dealer said, “You’re making two kids very 50 , sir . Here are your tickets. For each bicycle contributed, we’re 51 away one chance to win a girl’s mountain bike. ”
Why wasn’t I surprised when that second ticket proved to be the 52 ? I like to think it was God’s way of 53 a little girl for a sacrifice 54 her year--while giving her dad a lesson in the 55 .
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