高二英語(yǔ)下學(xué)期校本作業(yè)

1、高二年級(jí)第二學(xué)期英語(yǔ)校本作業(yè)（1） 班級(jí) 姓名_學(xué)號(hào)_一、完型填空A for Attitude English was always my favorite subject. In my freshman year of high school, I could write a killer composition. In my second year, my teacher 1 me to give spelling tests to the class. I had a 2 time of my junior year. Mrs Alexander 3 me to sit at her d

2、esk and take over the class when she had to leave the room. Only my senior English class was 4 , as we had a teacher right out of college who expected 5 work. Every student received a C or D grade the first quarter. But English was still my favorite subject. I graduated from high school, 6 early and

3、 had children. 7 about my English, I often helped my kids with their English homework. And I wrote long articles and beautiful poetry as a columnist for a newspaper. Fifteen years later, I went to college, and because I had been an A student, I remained an A student. I 8 up to my own expectations. Y

4、esterday, I 9 my high school report cards when I was reading old papers. That bundle of report cards 10 back the old days. I remembered sitting in my advisors office, explaining that I had always been 11 at English, and recommending that I did not deserve a D from that inexperienced teacher of my se

5、nior year. The advisor was 12 but unable to change a （an） 13 . Reading through my old report cards revealed something else too. I wanted to 14 them or hide them. I was not an A student in high school English! Somehow, I had 15 myself of this, when the grades clearly reflected an average student with

6、 an 16 A or B but mostly C” S. Had I lived up to those grades and 17 myself according to those letters, I would have never confidently sought my writing career. Had I 18 my early grades instead of myself, I would have allowed my fear of failure to 19 enthusiasm and damage my creativity. Instead, I 2

7、0 my younger self as an A English student, except for that undeserved D. 1. A. scolded B. allowedC. ordered D. reminded2. A. badB. complexC. terribleD. wonderful3. A. approvedB. appointedC. expectedD. urged4. A. flexible B. creativeC. disappointingD. controversial5. A. college-levelB. basedC. diffic

8、ultD. easy6. A. marriedB. workedC. succeeded D. progressed7. A. SadB. Confident C. AnxiousD. Curious8. A. added B. lived C. grew D. went9. A. countedB. rememberedC. approachedD. discovered10. A. brought B. turned C. heldD. kept11. A. nervous B. excellentC. poorD. terrible12. A. impolite B. impatient

9、C. inexperiencedD. sympathetic13. A. gradeB. figureC. paperD. entry14. A. tearB. fireC. cryD. escape15. A. warnedB. reminded C. informedD. convinced16. A. average B, enthusiastic C. outstanding D. occasional17. A. considered B. definedC. reflected D. described18. A. abandonedB. given C. believed inD

10、. doubted19. A. changeB. riskC. defeat D. reminded20. A. looked B. viewedC. sang D. criticized二、閱讀理解Two friends have an argument that breaks up their friendship forever, even though neither one can remember how the whole thing got started. Such sad events happen over and over in high schools across

11、the country. In fact, according to an official report on youth violence, In our country today, the greatest threat to the lives of children and adolescents is not disease or starvation or abandonment, but the terrible reality of violence. Given that this is the case, why arent students taught to man

12、age conflict the way they are taught to solve math problems, drive cars, or stay physically fit? First of all, students need to realize that conflict is unavoidable. A report on violence among middle school and high school students indicates that most violent incidents between students begin with a

13、relatively minor insult. For example, a fight could start over the fact that one student eats a peanut butter sandwich each lunchtime. Laughter over the sandwich can lead to insults, which in turn can lead to violence. The problem isnt in the sandwich, but in the way students deal with the conflict.

14、 Once students recognize that conflict is unavoidable, they can practice the golden rule of conflict resolution: stay calm. Once the student feels calmer, he or she should choose words that will calm the other person down as well. Rude words, name-calling, and accusation only add fuel to the emotion

15、al fire. On the other hand, soft words spoken at a normal sound level can put out the fire before it explodes out of control. After both sides have calmed down, they can use another key strategy for conflict resolution: listening. Listening allows the two sides to understand each other. One person s

16、hould describe his or her side, and the other person should listen without interrupting. Afterward, the listener can ask non-threatening questions to clarify the speakers position. Then the two people should change roles. Finally, students need to consider what they are hearing. This doesnt mean try

17、ing to figure out whats wrong with the other person. It means understanding what the real issue is and what both sides are trying to accomplish, For example, a shouting match over a peanut butter sandwich might happen because one person thinks the other person is unwilling to try new things. Student

18、s need to ask themselves questions such as these: How did this start? What do I really want? What am I afraid of? As the issue becomes clearer, the conflict often simply becomes smaller. Even if it doesnt, careful thought helps both sides figure out a mutual solution. There will always be conflict i

19、n schools, but that doesnt mean there needs to be violence. After students in Atlanta started a conflict resolution program, according to Educators for Social Responsibility, 64% of the teachers reported less physical violence in the classroom; 75 % of the teachers reported an increase in student co

20、operation; and 92% of the students felt better about themselves. Learning to resolve conflicts can help students deal with friends, teachers, parents, bosses, and coworkers. In that way, conflict resolution is a basic life skill that should be taught in schools across the country.1. Which of the fol

21、lowing is true? A. Violence is more likely to occur at lunchtime. B. The eating habit of a student is often the cause of a fight. C. Students tend to lose their temper easily. D. A small conflict can lead to violence.2. Why do students need to ask themselves the questions stated in Paragraph 5 ? A.

22、To make clear what the real issue is. B. To get ready to try new things. C. To find out who is to blame. D. To figure out how to stop the shouting match.3. What can be inferred from the last paragraph? A. More teachers felt better about themselves in schools. B. There was a decrease in classroom vio

23、lence. C. There was less student cooperation in the classroom. D. The teacher-student relationship greatly improved.三、任務(wù)型閱讀In simple words, hibernation is a state of deep sleep. Hibernation differs from normal sleep in various ways. Hibernating animals take a long time to wake up from their sleep. T

24、urning or kicking their bodies does not seem to wake them up. Even after waking up from hibernation, these animals take some time to restart their normal activities. During hibernation, the heart rate slows down and some of the non-vital organs become entirely inactive. This is a state in which the

25、body uses very little energy. Winter is the time when food is less and weather rough. Animals have to spend a lot of energy finding food. Even if they succeed in finding anything, it is often not enough to make up for the loss of energy. Besides, the cold weather may often become a cause of death. A

26、s a result of all these, animals have to reduce their food demand by reducing energy requirements. This is achieved by hibernating throughout the winter. Before the onset of winter, when there is plenty of food, animals eat overmuch and store much of the food in the form of fat. As winter arrives, t

27、hey return to their home where they spend the rest of winter hibernating. As animals hibernate, their body temperature starts dropping due to lack of activity and metabolism（新陳代謝）. At one point, it is only a few degrees higher than the surrounding temperature. Whatever energy the body needs to perfo

28、rm certain tasks is got from the fat storage. Due to lack of activity, the fat burning process is slow and steady. The energy from fat is enough to keep the animal alive for the rest of the winter. Hibernation differs for every species. For example, some animals like black bears may sleep for the wh

29、ole winter without waking up while animals like, squirrels may wake up every 4 days to eat some food, pass waste matter from the body, and then go back to sleep. Hibernation in domestic animals may differ from that in the wild ones. As there is no food shortage for domestic animals, domestic animals

30、 hibernate as a result of their natural instinct but with more active periods in between.Hibernation1. A state of deep sleep2. from normal sleep* Taking a time to wake up*Taking some time to 3. their normal activities again* Using very little energyReasons for hibernating* Not finding enough food to make up for the 4. of energy*5. in death due to the cold weatherFeatures of hibernation*Body temperature dropping because of 6. activity and metabolism* Getting energy from the fat 7. * Burning fat slowly and 8. Hibernating habits of different species* Black bears: sleeping all 9. the winter witho