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高三培优补差训练题(一) 第一部分:完形填空 The passengers on the bus watched with sympathy as Susan made her way carefully up the steps. She paid the driver and then, using her hands to 31 the seats, settled in one of them. It had been a year since Susan became blind. As the result of an accident she was suddenly thrown into a world of 32 . Susan’s husband Mark watched her 33 into hopelessness and he was 34 to use every possible means to help his wife. Finally, Susan felt ready to 35 to her job, but how would she get there? She used to take the bus, but she was now too 36 to get around the city by herself. Mark 37 to ride the bus with Susan each morning and evening 38 she could manage it by herself. For two weeks, Mark 39 Susan to and from work each day. He taught her how to rely on her other 40 , specifically her hearing, to determine where she was and how to adapt to her new 41 . At last, Susan decided that she was ready to try the trip 42 . Monday morning arrived. Before she left, she hugged her husband 43 , her eyes filled with tears of gratitude(感激). She said good-bye and, for the first time, they went their 44 ways. Each day went perfectly, and a wild excitement 45 Susan. She was doing it! On Friday morning, Susan took the bus to work 46 . As she was getting off the bus, the driver said, “Miss, I sure 47 you.” Curious, Susan asked the driver 48 . “You know, every morning for the __49_week, a fine-looking gentleman in a military uniform has been standing across the corner watching you until you enter your office building safely, ” the bus driver said. Tears of happiness poured down Susan’s cheeks. She was so lucky for he had given her a gift more powerful than_50_, that is the gift of love that can bring light where there is darkness. 31. A. touch B. grab C. count D. feel 32. A. weakness B. sickness C. darkness D. sadness 33. A. run B. sink C. jump D. step 34. A. inspired B. determined C. honored D. pleased 35. A. return B. adjust C. contribute D. stick 36. A. tired B. astonished C. depressed D. frightened 37. A. volunteered B. attempted C. continued D. struggled 38. A. when B. as C. until D. after 39. A. drove B. directed C. accompanied D. sent 40. A. feeling B. organs C. skills D. senses 41. A. position B. environment C. status D. role 42. A. on her own B. in person C. to her benefit D. on foot 43. A. politely B. calmly C. briefly D. tightly 44. A. opposite B. separate C. fixed D. lonely 45. A. took charge of B. took place of C. took advantage of D. took hold of 46. A. as usual B. as a rule C. as well D. as a consequence 47. A. respect B. envy C. know D. support 48. A. what B. how C. why D. who 49. A. past B. same C. first D. next 50. A. courage B. will C. sight D. wisdom 第二部分:阅读理解 A There was a story many years ago of a school teacher--- Mrs. Thompson. She told the children on the first day that she loved them all the same. But that was a lie. There in the front row was a little boy named Teddy Stoddard. He didn’t play well with the other children and he always needed a bath. She did not like him.

Then Mrs. Thompson got to know that Teddy was actually a very good boy before the death of his mother. Mrs. Thompson was ashamed of herself. She felt even worse when, like all her other students, Teddy brought her a Christmas present too. It was his mother’s perfume(香水). Teddy said, “Mrs. Thompson, today you smell just like my Mom used to.” After the children left she cried for at least an hour. On that very day, she stopped teaching reading, writing and math. Instead, she began to teach children. Mrs. Thompson paid particular attention to Teddy. The boy’s mind seemed to come alive. The more she encourage him, the faster he improved. By the end of the sixth grade, Teddy had become one of the smartest children in the class. Six years went by before she got a note from Teddy. He wrote that he had finished high school, third in his class, and she was still the best teacher he ever had in his whole lift. He went to college. Mrs. Thompson got two more letters from him with the last one signed, Theodore F. Stoddard, M. D.(医学博士). The story doesn’t end there. On his wedding day, Dr. Stoddard whispered in Mrs. Thompson’s ear, “Thank you, Mrs. Thompson, for believing in me. You made me feel important and showed me that I could make a difference.” Mrs. Thompson, with tears in her eyes, whispered back, “Teddy, you have it all wrong. You were the one who taught me that I could make a difference. I didn’t know how to teach until I met you.” 51. What did Mrs. Thompson do on the first day of school? A. She made Teddy feel ashamed. B. She asked the children to play with Teddy. C. She changed Teddy’s seat to the front row. D. She told the class something untrue about herself. 52. What did Mrs. Thompson find out about Teddy? A. He often told lies. B. He was good at math. C. He needed motherly care. D. He enjoyed playing with others. 53. In what way did Mrs. Thompson change? A. She taught fewer school subjects. B. She became stricter with her students. C. She no longer liked her job as a teacher. D. She cared more about educating students. 54. Why did Teddy thank Mrs. Thompson at his wedding? A. She had kept in touch with him. B. She had given him encouragement. C. She had sent him Christmas presents. D. She had taught him how to judge people. B Something in chocolate could be used to stop coughs and lead to more effective medicines, say UK researchers. Their study found that theobromine, found in cocoa, was nearly a third more effective in stopping coughs than codeine, which was considered the best cough medicine at present. The Imperial College London researchers who published their results online said the discovery could lead to more effective cough treatment. “While coughing is not necessarily harmful it can have a major effect on the quality of life, and this discovery could be a huge step forward in treating this problem,” said Professor Peter Barnes. Ten healthy volunteers were given theobromine, codeine or placebo, a pill that contains no medicine, during the experiment. Neither the volunteers nor the researchers knew who received which pill. The researchers then measured levels of capsaicin, which is used in research to cause coughing and as a sign of how well the medicines are stopping coughs. The team found that, when the volunteers were given theobromine, the capsaicin need to produce a cough was around a third higher than in the placebo group. When they were given codeine they need only slightly higher levers of capsaicin to cause a cough compared with the placebo. The researchers said that theobromine worked by keeping down a verve activity(神经活动), which cause

coughing. They also found that unlike some standard cough treatments, theobromine caused no side effects such as sleepiness. 55. According to Professor Barnes, theobromine ______. A. cannot be as effective as codeine B. can be harmful to people’s health C. cannot be separated from chocolate D. can be a more effective cure for coughs 56. What was used in the experiment to cause coughing? A. Theobromine. B. Codeine. C. Capsaicin. D. Placebo. 57. We learn from the text that volunteers in the experiment _____. A. were patients with bad coughs B. were divided into the three groups C. received standard treatments D. suffered little side effects 58. Which of the following would be the best title for the text? A. Codeine: A New Medicine B. Chocolate May Cure Coughs C. Cough Treatment: A Hard Case D. Theobromine Can Cause Coughs C Lisa was running late. Lisa, 25, had a lot to do at work, plus visitors on the way: her parents were coming in for Thanksgiving from her hometown. But as she hurried down the subway stairs , she started to feel uncomfortably warm. By the time she got to the platform,Lisa felt weak and tired--maybe it hadn’t been a good idea to give blood the night before,she thought. She rested herself against a post close to the tracks. Several yards away, Frank, 43, and his girlfriend, Jennifer, found a spot close to where the front of the train would stop. They were deep in discussion about a house they were thinking of buying. But when he heard the scream, followed by someone yelling, “Oh, my God, she fell in!” Frank didn’t hesitate. He jumped down to the tracks and ran some 40 feet toward the body lying on the rails. “No! Not you! ”his girlfriend screamed after him. She was right to be alarmed. By the time Frank reached Lisa,he could feel the tracks shaking and see the light coming. The train was about 20 seconds from the station. It was hard to lift her. She was just out. But he managed to raise her the four feet to the platform so that bystanders could hold her by the arns and drag her away from the edge. That was where Lisa briefly regained consciousness,felt herself being pulled along the ground,and saw someone else holding her purse. Lisa thought she’d been robbed. A woman held her hand and a man gave his shirt to help stop the blood pouring from her head. And she tried to talk but she couldn’t,and that was when she realized how much pain she was in. Police and fire officials soon arrived,and Frank told the story to an officer. Jennifer said her boyfriend was calm on their 40 一 minute train ride downtown—just as he had been seconds after the rescue,which made her think about her reaction at the time. “I saw the train coming and 1 was thinking he was going to die,”she explained. 59. What was the most probable cause for Lisa’s weakness? A. She had run a long way. B. She felt hot in the subway. C. She had done a 1ot of work. D. She had donated blood the night before. 60. Why did Jennifer try to stop her boyfriend? A. Because they would miss their train. B. Because he didn’t see the train coming. C. Because she was sure Lisa was hard to lift. D. Because she was afraid the train would kill him. 61. How did Frank save Lisa? A. By lifting her to the platform. B. By helping her rise to her feet. C. By pulling her along the ground. D. By dragging her away from the edge. 62. When did Lisa become conscious again? A. When the train was leaving.

B. After she was back on the platform. C. After the police and fire officials came. D. When a man was cleaning the blood from her head. D 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 th 16 -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. 63. 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. 64. 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 65. 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 66. 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 E American cities are similar to other cities around the world: In every country, cities reflect the values of the culture. American cities are changing, just as American society is changing. After World War Ⅱ , the population of most large American cities decreased; however, the population shifts (转移)to and from the city reflect the changing values of American society. In the late 1940s and early 1950s, city residents became wealthier. They had more children so they needed more space. They moved out of their apartments in the city to buy their own homes. They bought houses in the suburbs(郊区).

Now things are changing, The children of the people who left the cities in the 1950s are now adults. Many, unlike their parents, want to live in the cities. They continue to move to Sun Belt cities and older ones of the Northeast and Midwest. Many young professionals are moving back into the city. They prefer the city to the suburbs because their jobs are there; or they just enjoy the excitement and possibilities that the city offers. This population shift is bringing problems as well as benefits. Countless poor people must leave their apartments in the city because the owners want to sell the buildings or make apartments for sale instead of for rent. In the 1950s, many poor people did not have enough money to move to the suburbs; now many of these same people do not have enough money to stay in the cities. Only a few years ago, people thought that the older American cities were dying. Some city residents now see a bright, new future. Others see only problems and conflicts. One thing is sure:many dying cities are alive again. 67. What does the author think of cities all over the world? A. They are alive. B. They are hopeless. C. They are similar. D. They are different. 68. Why did American city residents want to live in the suburbs after World War Ⅱ ? A. Because older American cities were dying. B. Because they were richer and needed more space. C. Because cities contained the worst parts of society. D. Because they could hardly afford to live in the city. 69. According to the 4th paragraph, a great many poor people in American cities _______ . A. are faced with housing problems B. are forced to move to the suburbs C. want to sell their buildings D. need more money for daily expenses 70. We can conclude from the text that ___________ . A. American cities are changing for the worse B. people have different views on American cities C. many people are now moving from American cities D. the population is decreasing in older American cities 答题卡 班级:

姓名: 完形填空: 31 32 33 34 35


















阅读理解: 51 52 53 54 55 56 57 58 59 60











湖北省蕲春县实验中学2014届高三培优补差训练题(五)_数学_高中教育_教育专区。培优...培优补差训练题(五) 第一部分:阅读理解(共 20 小题;每小题 2 分,满分 4...