The sun shone in through the dining room window, lighting up the hardwood floor. We had been talking there for nearly two hours. The phone of the “Nightline” rang yet again and Morrie asked his helper, Connie, to get it. She had been taking down the callers’ names in Morrie’s small black appointment book. It was clear I was not the only one interested in visiting my old professor—the “Nightline” appearance had made him something of a big figure—but I was impressed with, perhaps even a bit envious of, all the friends that Morrie seemed to have.
“You know, Mitch, now that I'm dying, I’ve become much more interesting to people. I’m on the last great journey here—and people want me to tell them what to pack.”
The phone rang again. “Morrie, can you talk?” Connie asked.
“I’m visiting with my old friend now,” he announced, “Let them call back.”
I cannot tell you why he received me so warmly. I was hardly the promising student who had left him sixteen years earlier. Had it not been for “Nightline”, Morrie might have died without ever seeing me again.
What happened to me? The eighties happened. The nineties happened. Death and sickness and getting fat and going bald happened. I traded lots of dreams for a bigger paycheck, and I never even realized I was doing it. Yet here was Morrie talking with the wonder of our college years, as if I’d simply been on a long vacation.
“Have you found someone to share your heart with?” he asked. “Are you at peace with yourself?” “Are you trying to be as human as you can be?”
I felt ashamed, wanting to show I had been trying hard to work out such questions. What happened to me? I once promised myself I would never work for money, that I would join the Peace Corps, and that 1 would live in beautiful, inspirational places.
Instead, I had been in Detroit for ten years, at the same workplace, using the same bank, visiting the same barber. I was thirty-seven, more mature than in college, tied to computers and modems and cell phones. I was no longer young, nor did I walk around in gray sweatshirts with unlit cigarettes in my mouth. I did not have long discussions over egg salad sandwiches about the meaning of life.
My days were full, yet I remained, much of the time, unsatisfied. What happened to me?
1. When did the author graduate from Morrie’s college?
A. In the eighties. B. In the nineties. C. When he was 16. D. When he was 21.
2. What do we know about the “Nightline”?
A. Morrie started it by himself. B. It helped Morrie earn a fame.
C. The author helped Morrie start it. D. It was only operated at night.
3. What can we infer from the passage?
A. Both the author and Morrie liked travelling.
B. Morrie liked helping people pack things for their journeys.
C. The author envied Morrie’s friends the help they got from him.
D. The author earned a lot of money at the cost of his dreams.
4. What’s the author’s feeling when he writes this passage?
A. Regretful. B. Enthusiastic. C. Sympathetic. D. Humorous.
優(yōu)等生題庫系列答案科目：高中英語 來源： 題型：閱讀理解
A few years ago, Paul Gerner began to gather a group of architects in Las Vegas to ask them what it would take to design a public school that used 50 percent less energy, cost much less to build and obviously improved student learning. “I think half of them fell off their chairs,” Gerner says.
Gerner manages school facilities （設施） for Clark County, Nevada, a district roughly the size of Massachusetts. By 2018, 143,000 additional students will enter the already crowded public-education system. Gerner needs 73 new schools to house them. Four architecture teams have nearly finished designing primary school prototypes （樣品）; they plan to construct their schools starting in 2009. The district will then assess how well the schools perform, and three winners will copy those designs in 50 to 70 new buildings.
Green schools are appearing all over, but in Clark County, which stands out for its vastness, such aggressive targets are difficult because design requirements like more natural light for students go against the realities of a desert climate. “One of the biggest challenges is getting the right site orientation （朝向）,”Mark McGinty, a director at SH Architecture, says. His firm recently completed a high school in Las Vegas. “You have the same building, same set of windows, but if its orientation is incorrect and it faces the sun, it will be really expensive to cool.”
Surprisingly, the man responsible for one of the most progressive green-design competitions has doubts about ideas of eco-friendly buildings. “I don’t believe in the new green religion,” Gerner says. “Some of the building technologies that you get are impractical. I’m interested in those that work.” But he wouldn’t mind if some green features inspire students. He says he hopes to set up green energy systems that allow them to learn about the process of harvesting wind and solar power. “You never know what’s going to start the interest of a child to study math and science,” he says.
How did the architects react to Gerner’s design requirements?
A. They lost balance in excitement. B. They showed strong disbelief.
C. They expressed little interest. D. They burst into cheers.
Which order of steps is followed in carrying out the project?
A. Assessment — Prototype — Design — Construction.
B. Assessment — Design — Prototype — Construction.
C. Design — Assessment — Prototype — Construction.
D. Design — Prototype — Assessment — Construction.
What makes it difficult to build green schools in Clark County?
A. The large size. B. Limited facilities.
C. The desert climate. D. Poor natural resources.
What does Gerner think of the ideas of green schools?
A. They are questionable. B. They are out of date.
C. They are advanced. D. They are practical.
查看答案和解析>>
科目：高中英語 來源： 題型：閱讀理解
A few years ago, Paul Gerner began to gather a group of architects in
Gerner manages school facilities （設施） for Clark County, Nevada, a district roughly the size of Massachusetts. By 2018, 143,000 additional students will enter the already crowded public-education system. Gerner needs 73 new schools to house them. Four architecture teams have nearly finished designing primary school prototypes （樣品）; they plan to construct their schools starting in 2009. The district will then assess how well the schools perform, and three winners will copy those designs in 50 to 70 new buildings.
Green schools are appearing all over, but in Clark County, which stands out for its vastness, such aggressive targets are difficult because design requirements like more natural light for students go against the realities of a desert climate. “One of the biggest challenges is getting the right site orientation （朝向）,” Mark McGinty, a director at SH Architecture, says. His firm recently completed a high school in
Surprisingly, the man responsible for one of the most progressive green-design competitions has doubts about ideas of eco-friendly buildings. “I don’t believe in the new green religion,” Gerner says. “Some of the building technologies that you get are impractical. I’m interested in those that work.” But he wouldn’t mind if some green features inspire students. He says he hopes to set up green energy systems that allow them to learn about the process of harvesting wind and solar power. “You never know what’s going to start the interest of a child to study math and science,” he says.
63. How did the architects react to Gerner’s design requirements?
A. They lost balance in excitement. B. They showed strong disbelief.
C. They expressed little interest. D. They burst into cheers.
64. Which order of steps is followed in carrying out the project?
A. Assessment ― Prototype ― Design ― Construction.
B. Assessment ― Design ― Prototype ― Construction.
C. Design ― Assessment ― Prototype ― Construction.
D. Design ― Prototype ― Assessment ― Construction.
65. What makes it difficult to build green schools in
A. The large size. B. Limited facilities.
C. The desert climate. D. Poor natural resources.
66. What does Gerner think of the ideas of green schools?
A. They are questionable. B. They are out of date.
C. They are advanced. D. They are practical.
查看答案和解析>>
科目：高中英語 來源：湖南省師大附中09-10學年高二下學期階段檢測（英語） 題型：閱讀理解
A few years ago, Paul Gerner began to gather a group of architects in Las Vegas to ask them what it would take to design a public school that used 50 percent less energy, cost much less to build and obviously improve
d student learning. “I think half of them fell off their chairs,” Gerner says.
Gerner manages school facilities（設施）for Clark County, Nevada, a district roughly the size of Massachusetts. By 2018, 143,000 additional students will enter the already crowded public-education system. Gerner needs 73 new schools to house them. Four architecture teams have nearly finished designing primary school prototypes（樣品）; they plan to construct their schools starting in 2009. The district will then assess how well the schools perform, and three winners will copy those designs in 50 to 70 new buildings.
Green schools are appearing all over, but in Clark County, which stands out for its vastness, such aggressive targets are difficult because design requirements like more natural light for students go against the realities of a desert climate. “One of the biggest challenges is getting the right site orientation（朝向）,” Mark McGinty, a director at SH Architecture, says. His firm recently completed a high school in Las Vegas. “You have the same building, same set of windows, but if its orientation is incorrect and it faces the sun, it will be really expensive to cool.”
Surprisingly, the man responsible for one of the most progressive green-design competition has doubts about ideas of eco-friendly buildings. “I don’t believe in the new green religion,” Gerner says. “Some of the building te
chnologies that you get are impractical. I’m interested in those that work.” But he wouldn’t mind if some green features inspire students. He says he hopes to set up green energy systems that allow them to learn about the process of harvesting wind and solar power. “You never know what’s going to start the interest of a child to study math and science,” he says.
45. How did the architects react to Gerner’s design requirements?
A. They lost balance in excitement. B. They showed strong disbelief.
C. They expressed little interest. D. They burst into cheers.
46. Which order of steps is followed in carrying out the project?
A. Assessment — Prototype — Design — Construction.
B. Assessment — Design — Prototype — Construction.
C. Design — Assessment — Prototype — Construction.
D. Design — Prototype — Assessment — Construction.
47. What makes it difficult to build green schools in Clark County?
A. The large size. B. Limited facilities.
C. The desert climate. D. Poor natural resources.
48. What does Gerner think of the ideas of green schools?
A. They are questionable. B. They are out of date.
C. They are advanced. D. They are practical.
查看答案和解析>>
科目：高中英語 來源：2009年普通高等學校招生全國統(tǒng)一考試湖北卷英語試題 題型：閱讀理解
A few years ago, Paul Gerner began to gather a group of architects in Las Vegas to ask them what it would take to design a public school that used 50 percent less energy, cost much less to build and obviously improved student learning. “I think half of them fell off their chairs,” Gerner says.
Gerner manages school facilities （設施） for Clark County, Nevada, a district roughly the size of Massachusetts. By 2018, 143,000 additional students will enter the already crowded public-education system. Gerner needs 73 new schools to house them. Four architecture teams have nearly finished designing primary school prototypes （樣品）; they plan to construct their schools starting in 2009. The district will then assess how well the schools perform, and three winners will copy those designs in 50 to 70 new buildings.
Green schools are appearing all over, but in Clark County, which stands out for its vastness, such aggressive targets are difficult because design requirements like more natural light for students go against the realities of a desert climate. “One of the biggest challenges is getting the right site orientation （朝向）,”Mark McGinty, a director at SH Architecture, says. His firm recently completed a high school in Las Vegas. “You have the same building, same set of windows, but if its orientation is incorrect and it faces the sun, it will be really expensive to cool.”
Surprisingly, the man responsible for one of the most progressive green-design competitions has doubts about ideas of eco-friendly buildings. “I don’t believe in the new green religion,” Gerner says. “Some of the building technologies that you get are impractical. I’m interested in those that work.” But he wouldn’t mind if some green features inspire students. He says he hopes to set up green energy systems that allow them to learn about the process of harvesting wind and solar power. “You never know what’s going to start the interest of a child to study math and science,” he says.
【小題1】How did the architects react to Gerner’s design requirements?
| A．They lost balance in excitement. | B．They showed strong disbelief. |
| C．They expressed little interest. | D．They burst into cheers. |
| A．Assessment — Prototype — Design — Construction. |
| B．Assessment — Design — Prototype — Construction. |
| C．Design — Assessment — Prototype — Construction. |
| D．Design — Prototype — Assessment — Construction. |
| A．The large size. | B．Limited facilities. |
| C．The desert climate. | D．Poor natural resources. |
| A．They are questionable. | B．They are out of date. |
| C．They are advanced. | D．They are practical. |
查看答案和解析>>
科目：高中英語 來源：2009年高考試題（湖北卷）解析版 題型：閱讀理解
A few years ago, Paul Gerner began to gather a group of architects in Las Vegas to ask them what it would take to design a public school that used 50 percent less energy, cost much less to build and obviously improved student learning. “I think half of them fell off their chairs,” Gerner says.
Gerner manages school facilities （設施） for Clark County, Nevada, a district roughly the size of Massachusetts. By 2018, 143,000 additional students will enter the already crowded public-education system. Gerner needs 73 new schools to house them. Four architecture teams have nearly finished designing primary school prototypes （樣品）; they plan to construct their schools starting in 2009. The district will then assess how well the schools perform, and three winners will copy those designs in 50 to 70 new buildings.
Green schools are appearing all over, but in Clark County, which stands out for its vastness, such aggressive targets are difficult because design requirements like more natural light for students go against the realities of a desert climate. “One of the biggest challenges is getting the right site orientation （朝向）,” Mark McGinty, a director at SH Architecture, says. His firm recently completed a high school in Las Vegas. “You have the same building, same set of windows, but if its orientation is incorrect and it faces the sun, it will be really expensive to cool.”
Surprisingly, the man responsible for one of the most progressive green-design competitions has doubts about ideas of eco-friendly buildings. “I don’t believe in the new green religion,” Gerner says. “Some of the building technologies that you get are impractical. I’m interested in those that work.” But he wouldn’t mind if some green features inspire students. He says he hopes to set up green energy systems that allow them to learn about the process of harvesting wind and solar power. “You never know what’s going to start the interest of a child to study math and science,” he says.
1.How did the architects react to Gerner’s design requirements?
A. They lost balance in excitement. B. They showed strong disbelief.
C. They expressed little interest. D. They burst into cheers.
2.Which order of steps is followed in carrying out the project?
A. Assessment — Prototype — Design — Construction.
B. Assessment — Design — Prototype — Construction.
C. Design — Assessment — Prototype — Construction.
D. Design — Prototype — Assessment — Construction.
3.What makes it difficult to build green schools in Clark County?
A. The large size. B. Limited facilities.
C. The desert climate. D. Poor natural resources.
4.What does Gerner think of the ideas of green schools?
A. They are questionable. B. They are out of date.
C. They are advanced. D. They are practical.
查看答案和解析>>
湖北省互聯(lián)網(wǎng)違法和不良信息舉報平臺 | 網(wǎng)上有害信息舉報專區(qū) | 電信詐騙舉報專區(qū) | 涉歷史虛無主義有害信息舉報專區(qū) | 涉企侵權舉報專區(qū)
違法和不良信息舉報電話：027-86699610 舉報郵箱：58377363@163.com
