Eric managed to open a school, thus ________ his 10-year wish－to provide the poor children with free education in this area.

[　　]

A．realized
B．to realize
C．realizing
D．had realized
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科目：高中英語(yǔ) 來源：必修四全優(yōu)設(shè)計(jì)英語(yǔ)北師版 北師版 題型：016

He ________ to persuade Eric, but he failed．

[　　]
A．

attempted

B．

succeeded

C．

managed

D．

admitted

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科目：高中英語(yǔ) 來源： 題型：單選題

Eric managed to open a school, thus ________ his 10-year wish-to provide the poor children with free education in this area.


  1. A.
    realized
  2. B.
    to realize
  3. C.
    realizing
  4. D.
    had realized

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科目：高中英語(yǔ) 來源：江蘇期中題 題型：閱讀理解

閱讀理解。
     One day Edward brought a caterpillar ( a kind of worm) into the classroom he had found in an
ear of corn. We placed the caterpillar in a glass fish tank with a metal mesh（網(wǎng)狀物）cover for
its protection. We couldn’t be sure what type of leaves the caterpillar would eat, but as it had been
found in an ear of corn we decided to feed it leaves from particular garden vegetables.
     Soon we began collecting information about the caterpillar and noticing changes. The children
wrote about what they saw in small groups. Three weeks into the caterpillar observation, the teacher
started a whole-group discussion going like this:
     Teacher: “What do you notice about the caterpillar?”
     Students: “It’s twice as big as when Edward brought it to the class.”
     The students also commented that the caterpillar’s color had changed- yellowish and brownish
colors clearly appeared.
     Teacher: “What do you think will happen next?”
     Students: “I think it’s gonna make a cocoon（繭）.”
     Teacher: “Wait a minute! What do you mean? The caterpillar will become a cocoon?”
     There was a considerable pause allowing the children to organize their thoughts and make a
prediction. At this point we took an informal survey showing more than half the class believed the
caterpillar would make a cocoon.
     Then, to further our learning, we connected the research to literature by reading The Very Hungry
Caterpillar by Eric Carle(1969). This book presents a fictional account of the “transformation”
undergoing by a caterpillar: egg- larva- pupa- butterfly. When reading the book, the teacher used the
terms kids already knew like larva or pupa. She also pointed out an error in the book, moths have
cocoons and butterflies have chrysalides（蝶蛹）.
     Eventually, it developed a cocoon, which lay unnoticed for a week as the children had become
distracted by other activities and events in our school and classroom. One day, the class noticed an
open “case” with the contents gone. The children decided the caterpillar had “finished growing” and
had changed into a butterfly or a moth. They guessed the creature had managed to escape through
a tear in the mesh cover of the tank and found its way to a nearby park where there were many trees
and some gardens. All these conjectures seemed reasonable and were supported by the teacher.
1.The children gave the caterpillar vegetable leaves in the garden as food based on ______.
A. what it looked like
B. where it tended to make its way
C. where it had been found
D. what they had learned from watching it
2.Which is NOT one of the changes happening to the caterpillar while it was in the classroom?
A. Color.
B. Size.
C. Form.
D. Behavior.
3.The underlined word “conjectures” in the last paragraph could be replaced by ______.
A. experiments
B. guesses
C. statistics
D. elements
4.Which of the following might be the best title of the passage?
A. Firsthand Nature
B. Animal Protection
C. An Amazing Caterpillar
D. An interesting Experience

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科目：高中英語(yǔ) 來源： 題型：閱讀理解

Something woke me at four in the morning and it’s a good thing it did. A polar bear was about to attack the tent right above my head. As claws (爪) started to rip the fabric, I kicked and screamed. That woke my brother, Eric, who charged after the bear with a camp shovel. In the chaos (混亂) I managed to find our shotgun, fire in the air a couple of times, and scare off the bear for good.

Eric and I were attempting the first kite-skiing crossing of the frozen Northwest Passage. We had set off in March 2012 from Tukoyaktuk, in Canada’s Northwest Territories and hoped to end on Baffin Island, Nunavut, where we had grown up. Our parents are adventure guides, so we spent weekends on dog-sleds learning to have fun in the cold. As teenagers we took up kite-skiing—catching the strong polar winds with a kite to pull us over the ice and snow. Now we’re showing how it can open new routes by moving expeditions quickly over long distances.

On this trip the native Inuit tracked (追蹤) our progress through the radio interviews we did along the way. When we got to a town, they were always waiting for us. After 85 days and 2,050 miles, we pulled into Pond Inlet, on Baffin Island, where people welcomed us with a square dance. There was only one thing for us to do. We took off our skis and joined in.

We believe what we are doing is of meanings: to inspire the youths to get outdoors and get active, promoting a healthy lifestyle and love of nature.

64. What happened one morning during their adventure?

  A. A polar bear was killed by them.

  B. A polar bear was to attack the tent.

  C. A polar bear was about to enter their life.

  D. A polar bear began to escape from the tent.

65. How did the two brothers travel in the ice and snow?

  A. Some dogs drew their sled.

  B. Kites were put in use in pulling the sled.

  C. They flew the kites together with the wind.

  D. The two brothers drew the sled in the wind.

66. Why did the two brothers carry out the adventure?

A. Because they wanted to try to open new routes.

  B. Because their parents asked them to try again.

  C. Because they wanted to show off their courage.

  D. Because they wanted to warn the danger of polar adventure.

67. Which of the following can serve as the best title of the passage?

  A. Two brave brothers.                          B. Across the Polar Ice.

  C. Meeting with polar bears.            D. A way to enjoy cold together.

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