How did a high school football coach build a championship dynasty by never playing to win? In Smith Center, Kansas, Roger Barta, 64, a longtime coach and former math teacher at Smith Center High School, wearing a red shirt, stood before his players．“…Guys．We don't talk about winning and losing．We talk about getting a little better every day, about being a team．” Over the next four months, his team went on to beat other teams, winning another perfect season．
Barta grew up in Plainville, and when a back injury ended Barta's playing career, he wasn't sure whether he wanted to be a college student．One summer, he took a job in the Kansas oil fields．It took him a single rainy day of working in the field to realize that university was for him．“I almost froze to death,” he says．He looked around at his co-workers, who were aged beyond their years．"They were all missing fingers and teeth．I didn't want to do that for the rest of my life．"
He returned to Fort Hays State to earn a mathematics degree and went on to get a master's in math education at the University of Georgia．Today, Barta spends as much time helping players figure out what they want to do with their lives as he does coaching．
To most kids here, Barta is not just a winning coach but also a mentor（導(dǎo)師，顧問(wèn)）．Barta insists that the members of his team be well-rounded．During last year's playoffs（附加賽）, for instance, Joe Osburn was struggling with Macbeth in English class．Barta told him that either he mastered Shakespeare or his season was finished．Barta got the captains involved, and they took turns quizzing Osburn on his lines of Shakespeare．He pulled his grades up and kept playing．
“Roger likes everything about football,” says Barta's wife, Pam．“But what he loves most is watching the boys learn a little more．”
1．What does the first paragraph mainly talk about?
A．How Barta built a championship dynasty?
B．Barta’s career as a coach．
C．How Barta taught his students football skills．
D．Barta’s attitude towards winning and losing．
2．From the the passage we know Barta       ．
A．hurt his back in an oil field
B．didn’t want to be a college student
C．wasn’t satisfied with being an oil worker
D．began his playing career at high school
3．Which of the following statements about Barta is TRUE??
A．He earned his master’s degree from Fort Hays State．
B．He helps his players deal with life．
C．He likes Shakespeare very much．
D．He loves football more than anything else．
4．Which of the following is the best title for the passage?
A．How to Be a Good Football Coach
B．A Brief Introduction to Roger Barta
C．Coach and Math Teacher—Roger Barta
D．Life Coach—Roger Barta

小題1:A
小題2:C
小題3:B
小題4:D
略
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科目：高中英語(yǔ) 來(lái)源：不詳 題型：閱讀理解


31st October —— A team of British explorers has announced they are going to the North Pole to measure the ice cap’s thickness. The exploration will take ground-based readings (儀表的讀數(shù)) of an ice formation which most scientists agree is shrinking at an alarming rate.
Explorer Pen Hadow’s three-member team will pull a sled-fixed radar device, which measures ice density every eight centimeters, 2,000 kilometers across the Arctic and will produce millions of readings.
They will leave in February, 2008 and will face temperatures of -50℃ on a journey that will take up to 120 days. They have been testing their equipment in Britain and Canada.
Hadow is excited about the prospects (前景), “For the first time we will be able to transmit video images — webcam film of the expedition — as it unfolds so people can track us, and the whole idea is to engage as many people as we can in what we’re doing.”
New fallen snow on top of the ice makes ground-based measurements more accurate than satellite data.
“It has been in the planning stage for a while,” said Hadow. “We spent the last two years developing impulse radar (沖擊雷達(dá)), which normally is about 100 kilograms and hangs under an aircraft and so on. We’ve managed to get it down to about 4 kilograms. It’s the size of a briefcase and we are dragging it behind the sled as we go.”
　　　　The ice cap shrank enough in 2007 so that a pathway through the cap known as the Northwest Passage opened up during the melting of the Arctic summer.
Cambridge University’s Joao Rodrigues explains, “Thickness of the ice cap will determine how much solar radiation will be reflected and the heat exchange between the ocean and the atmosphere and it is thus a vital component (成分) of climate models.”
If warming trends continue, some experts predict that the Arctic Ocean could be ice-free during the summer within a few decades.
１ What would be the best title for the text?
A. Exploration to the North Pole.
B. Arctic ice cap shrinking.
C. Arctic ice survey announced.
D. Ground-based measurements of ice.
２. What is special about the exploration?
A. It will be broadcast live on the Internet.
B. Explorers will use a sled-fixed radar device.
C. Explorers will travel in extremely cold conditions.
D. Ground-based measurements are more accurate.
３. What is the purpose of the exploration?
A. To measure the ice cap’s thickness.
B. To study whether ice will disappear in the Arctic.
C. To make a film about the Arctic exploration.
D. To make people interested in what they are doing.
４. It can be inferred from the passage that ________.
A. ice in the Arctic will disappear in ten years
B. the exploration will last for half a year
C. Hadow spent two years developing a kind of radar, which is about 100 kilograms
D. if there is snow on ice, satellites can’t measure the ice thickness accurately enough
５. From the passage, we learn that ________.
A. the explorers will measure ice density every other centimeter
B. people will be able to follow the explorers and see what they are doing  
C. people could go through the Northwest Passage in the 2007 Arctic summer
D. the equipment that Hadow’s team use will be tested in the United States

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科目：高中英語(yǔ) 來(lái)源：不詳 題型：完形填空


第二節(jié)完形填空（共20小題；每小題1分，滿(mǎn)分20分）
Learning is natural. It begins the minute we are born. Our  36   teachers are our families. __37    home we learn to speak and to  38  and feed ourselves. We learn these and other skills by  39__ our parents.
Then we go to school. A teacher tells us  40   to learn. Many teachers teach us, and we pass many  41  .Then people say we are  42 .
Are we really educated? Let’s think about the real meaning of  43  . Knowing facts does not mean being able to solve problems. Solving problems  44   creativity, not just a good  45  . Some people who don’t know many facts are good at solving problems.
Henry Ford is a good  46  . He went to school at the age of 15. Later, when his company could not build cars  47  , he solved the problem. He thought of the assembly line (裝配線). Today the answer seems  48  . Yet think of the many university graduates who have   49  solved such a problem.
What does a good teacher do? Does he give students facts to 50  ? NO! A good teacher shows how to find answers. He shows us to the  51   of knowledge so we can learn to think for ourselves. When we are  52  , we know where to go.
True learning combines（聯(lián)系） intake with output. We take information  53   our brains. Then we use it. Think of a computer, it stores a lot of  54   but it can’t think. It only  55    commands. A person who only remembers facts hasn’t really learned. Learning takes place only when a person can use what he knows.
36. A. first               B. good                C. normal             D. second
37. A. On                B. To                 C. At                    D. With
38. A. dress              B. wear                C. put on              D. have on
39. A. asking                B. exercise            C. listening           D. following
40. A. who                   B. that                  C. when                D. what
41. A. stations            B. exams              C. people              D. pencils
42. A. educated          B. students            C. suffered            D. controlled
43. A. absorbing            B. taking              C. learning            D. growing
44. A. is                       B. requires            C. brings              D. gets
45. A. memory         B. word                 C. thing            D. condition
46. A. teacher           B. learner             C. example           D. driver
47. A. enough quickly    B. fast enough       C. enough fast        D. enough rapidly
48. A. simple                B. ordinary           C. good               D. special
49. A. never                  B. seldom             C. almost              D. ever
50. A. need              B. follow              C. learn                D. remember
51. A. plenty                 B. pile                  C. much                      D. stream(溪流)
52. A. hungry           B. thirsty              C. cold                 D. sleeping
53. A. into               B. for                   C. of                   D. about
54. A. words                 B. languages          C. fact              D. information
55. A. obeys                 B. gives                 C. passes               D. gets

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科目：高中英語(yǔ) 來(lái)源：不詳 題型：閱讀理解

In a surprising discovery about where higher life can survive, scientists have found a shrimp —— like creature and a jellyfish swimming beneath an Antarctic ice sheet.
About 180 meters below the ice where no light can get through, scientists had thought nothing much more than a few microbes (微生物) could exist.
That’s why a NASA team was surprised when they lowered a video camera to get the first long look at the underbelly of an ice sheet in Antarctica. A curious shrimp – like creature came swimming by and then parked itself on the camera’s cable. Scientists also pulled up a tentacle (觸須) they believe came from a jellyfish.
“We were operating on the presumption that nothing’s there.” Said NASA ice scientist Robert Bindschadler. “It was a shrimp you’d enjoy having on your plate.”
“We were just gaga (狂熱的) over it,” he said of the 7.5cm long, orange creature starring in their two – minute video. Technically, it’s not a shrimp. It’s a Lyssianasid amphipod, which is distantly related to the shrimp.
The video is likely to inspire experts to rethink what they know about life in harsh environments. And it has scientists thinking that if shrimp – like creatures can live below 180 meters of Antarctic ice in freezing dark water, what about other cold places? What about Europa, a frozen moon of Jupiter?
Cynan Ellis – Evans, a scientist of the British Antarctic Survey called the finding fascinating. He said it was possible the creatures swam in from far away and don’t live there permanently.
But Kim, who is a co-author of the study, doubts it. “The site in West Antarctica is at least 19 km from open seas. Bindschadler drilled a 20 cm – wide hole and was looking at a tiny amount of water. That means it’s unlikely that two creatures swam from great distances and were captured randomly in that small of an area,” she said.
Yet scientist were puzzled at what the food source would be for these creatures. While some microbes can make their own food out of chemicals in the ocean, complex life like the shrimp can’t, Kim said.
“So how do they survive? That’s the key question.” Kim Sai.
“It’s pretty amazing when you find a huge puzzle like that on a planet where we thought we know everything.” Kim said.
小題1: What does the underlined word “harsh” probably mean?
A．coldB．loudC．cruelD．ugly
小題2:According to Kim, the shrimp – like creature        .
A．swam great distances to AntarcticB．has always lived in the region
C．gradually evolved from shrimpsD．has nothing in common with shrimps
小題3:The finding is significant in that           .
A．it marks NASA’S first Antarctic biological study
B．it proves there is marine life in the Antarctic
C．it could inspire further study of life in harsh environments
D．it shows that Lyssianasid amphipod is closely related to shrimps
小題4:Which of the following statements about the discovery is FALSE?
A．Complex life usually lives on other forms of life.
B．Scientists saw two creatures in the two – minute video.
C．It is possible for creatures to live 180 meters below the ice though there is no light.
D．Scientists captured the shrimp – like creature in a camera by drilling a hole through the ice.

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科目：高中英語(yǔ) 來(lái)源：不詳 題型：閱讀理解

    AThe three main types of secondary education in the United States have been provided by the Latin grammar school, the academy, and the public high school. The first of these was a colonial institution. It began in New England with the establishment in 1635 of the Boston Free Latin School. The curriculum(課程) consisted mainly of the classical languages, and the purpose of this kind of school was the preparation of boys for college, where most of them would be fitted for the ministry.?
The academy began in the early 1750’s with Benjamin Franklin’s school in Philadelphia, which later became the University of Pennsylvania. It extended generally to about the middle nineteenth century, except in the southern states where the public high school was late in developing and where the academy continued to be a principal means of secondary education even after 1900.The academy was open to girls as well as to boys, and it provided a wider curriculum than what the Latin grammar school had furnished. It was designed not only as a preparation for college but also for practical life in commercial and business activities. Although its wide educational values are evident and are recognized as important contributions to secondary education in this country, the academy has never been considered a public institution as the public high school has come to be.?
The public high school had its origin in Massachusetts in 1821 when the English Classical School was established in Boston. In 1827,the state enacted(制定)the first state wide public high　school law in the United States. By 1840,there were perhaps a dozen public high schools in Massachusetts and many in other eastern states by 1850,they could also be found in many other states. Just as the curriculum of the academy grew out of that of the Latin grammar school, the curriculum of the public high school developed out of that of the academy. The public high school in the United States is a repudiation(推翻) of the aristocratic(貴族的)and selective principle of the European educational tradition. Since 1890,enrollments( 入學(xué))in secondary schools, mainly public high schools, have practically doubled in this country every ten years.
56．According to the passage, which of the following sequences indicates the order in which the schools developed?
A．Latin grammar school, public high school, academy.
B．Latin grammar school, academy, public high school.
C．Public high school, Latin grammar school, academy.
D．Public high school, academy, Latin grammar school.
57．It is the opinion of the author that the academy, compared with the public high school, was ____.
A．obviously academically better
B．more discriminatory in student selection
C．coeducational
D．not generally considered as a public institution
58．One can probably infer from his article that “Latin grammar school” refers to ____.
A．the Boston Free Latin School
B．a(chǎn)ll the elementary schools in the United States
C．schools which taught Latin, exclusive of all other subjects
D．a(chǎn) number of schools which developed in New England
59．It is implied but not stated in the passage that ____.
A．European educational systems are not good
B．As high schools developed in the united states, the decision was made to make them responsible to people from all classes of society.
C．There was an aristocratic and selective principle in the European educational tradition
D．public high schools in the United States embraced the European educational tradition

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科目：高中英語(yǔ) 來(lái)源：不詳 題型：閱讀理解


第三部分：閱讀理解（共20小題；每小題2分，滿(mǎn)分40分）
Put yourself in these tourists’ position. You are walking an icy mountain path in the Alps in Europe. Suddenly you spot a body on the ground, face downward and stuck to the ice. You think someone may have been murdered or in a fatal accident. So you rush back and call the police. The police, however, quickly realize that this body is different from others they’ve found on the mountain. For one thing, it is mostly undamaged. For another, its skin is dried out, like a mummy’s（木乃伊）. And there is an old small stone knife beside the body.
The body turned out be much older than the tourists could have guessed. When specialists（專(zhuān)家）had a chance to examine it, they discovered it had been there for about five thousand years!
How could a body stay preserved for all this time? Two things probably helped. First, the place where the man died was somewhat sheltered, so animals couldn’t get at it. Then he was quickly covered by falling snow. Wind blowing through the snow probably “freeze-dried” his body, removing all moisture(水分) from it.
Objects found with the body told something about the Iceman’s life. He wore a well-made fur jacket and trousers. He clearly had been hunting, because he carried arrows, and animal bones were nearby. He also had a grass cushion for sitting or sleeping on. Perhaps he was tired when he lay down for the last time.
The body was found in 1991, when some of the ice on the mountain melted. Searching for the cause of the Iceman’s death, scientists put the body back into cold conditions---and hoped.
1. What does the underlined word “spot” in the first paragraph probably mean?
A. lay       B. dig          C. find         D. carry
2. Which of the following is NOT the reason that the police realize that the body is different from others?
A. The body’s skin is like a mummy’s.    B. Beside the body is an old small stone knife.
C. The body is much older than others.   D. The body is mostly undamaged.
3. At what time of a year was the Iceman probably died?
A. Early fall.   B. Late spring.    C. Summer.    D. Winter.
4. This passage is mainly to _____________
A. tell us what life was like 5, 000 years ago.
B. warn us not to go to the Alps.
C. introduce a mysterious Iceman to us.
D. explain the mystery of the Alps.

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科目：高中英語(yǔ) 來(lái)源：不詳 題型：閱讀理解


The Antarctica is actually a desert.
The Antarctica is all ice all the year. The warmest temperature ever recorded there is zero at the South Pole. Explorers(探險(xiǎn)家) used to think that a place so cold would have a heavy snowfall. But less than ten inches of snowfalls each year. That is less than half an inch of water. Ten times that much moisture(水分) falls in parts of the Sahara.
The little snow that falls in Antarctica never melts(融化). It continues to pile up deeper and deeper year after year and century after century. When the snow gets to be about eighty feet deep, it is turned to ice by the weight of the snow above it.
1. Antarctica is called a desert because it _____.
A. is sandy
B. has the same temperature as a desert
C. has little moisture
D. all of the above
2. The Antarctica has _____.
A. ten times as much moisture as the Sahara
B. the same amount of moisture as the Sahara
C. about one-tenth the moisture of the Sahara
D. none of these
3. The snow in Antarctica is very deep because it _____.
A. never stops falling
B. piles up year after year
C. never melts
D. Both B and C
4. The best title for this passage is “_____”
A. A Strange Continent
B. The Antarctica—An Ice Desert
C. Snowfall at the South Pole
D. The World’s Greatest Desert

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科目：高中英語(yǔ) 來(lái)源：不詳 題型：閱讀理解


Scientists in the United States have developed a method that may help to predict earthquakes earlier. They say it could give people who live in deadly earthquake areas enough warning to leave before an earthquake occurs.
Currently, the most modern systems for predicting earthquakes find them only a short time before the event. Like most strong earthquakes, Wenchuan earthquake in 2008 and Haiti earthquake in 2010 were not identified early enough for people to flee the area, killing hundreds and thousands of people.
But scientists who study earthquakes are reporting that new technology could measure very small changes in the Earth’s surface.
Scientists performed experiments along California’s San Andreas Fault, an area famous for its earthquakes. Highly sensitive electrical devices are placed about one kilometer below ground in two different places. The devices were able to measure even small changes in air pressure on the Earth’s surface. The scientists say such changes are caused when rocks pushed together, forcing air out of small cracks in the rock.
Two earthquakes hit the area in late 2005. The first took place on Dec.25. A smaller earthquake struck five days later. The scientists noted changes in the earth’s surface about ten hours before the first quake struck. That quake measured three in intensity(強(qiáng)度). They then found similar changes taking place two hours before the other quake struck five days later.
If additional tests confirm the changes are linked to earthquakes, the scientists believe their equipment could be used for early warning systems. A system that provides a warning signal ten hours before a major earthquake could help move people from the area and save lives.
The scientists now hope they can find earthquakes with even greater intensity by placing their equipment deeper in the ground.
71. What’s the best title for the passage?
A.A new way to help predict earthquakes.
B.The earthquakes in the world
C.A better understanding of earthquake
D.Scientists and modern systems of earthquakes
72.If the new method does work, _______.
A.fewer earthquakes will break out
B.rescue workers can save more buried people in ruins
C.a warning can be given at least ten days before the major earthquake
D.fewer people will be killed in an earthquake
73.According to the passage, the devices can predict the earthquake by______
reaching the center of the earthquake
detecting the temperature changes in the earth’s crust
measuring changes in air pressure on the Earth’s surface
recording sound waves under the ground
74.We can infer from the passage that ______.
the equipment is perfect enough to be used in practice
it’s unknown if greater earthquake can be predicted by the equipment
the deeper the equipment is placed, the more accurate the measurement is
the equipment has helped save many lives in the earthquake in Haiti .
75.How many earthquakes are mentioned in the passage?
A. One           B. Two           C. Three         D. Four

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科目：高中英語(yǔ) 來(lái)源：不詳 題型：閱讀理解


Robots are smart。 With their computer brains, they help people work in dangerous places or do difficult jobs。 Some robots do regular jobs。Bobby, the mail carrier, brings mail to a large office building in Washington, D。C。 He is one of 250 mail carriers in the United States。
Mr。 Leachim, who weighs two hundred pounds and is six feet tall, has some advantages as a teacher。 One is that he does not forget details。 He knows each child’s name, the parents’ names and what each child knows and needs to know。 In addition, he knows each child’s pets and hobbies。 Mr。 Leachim does not make mistakes。 Each child goes and tells him his or her name, then dials an identification (身份證明) number。 His computer brain puts the child’s voice and number together。 He identifies the child with no mistakes。 Then he starts the lesson。
Another advantage is that Mr。 Leachim is flexible。 If the children need more time to do their lessons they can move switches。 In this way they can repeat Mr。 Leachim’s lesson over and over again。 When the children do a good job he tells them something interesting about their hobbies。 At the end of the lesson the children switch Mr。 Leachim off。
58。 The first paragraph of the passage tells us _______。
A。 human beings are not as smart as robots
B。 robots will take the place of man to rule the earth
C。 we can only use robots to do some regular jobs
D。 robots can help people in many different ways
59。 Mr。 Leachim’s ______ makes him a good teacher。
A。 knowledge     B。 appearance            C。 advantage                     D。 energy
60。 The word “flexible” in the last paragraph means _______。
A。 not strict        B。 not hard                C。 suitable                 D。 changeable

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