组卷网 > 高中英语综合库 > 主题 > 人与自我 > 日常活动 > 学校生活
题型:阅读理解-阅读单选 难度:0.65 引用次数:64 题号:20688273

My name is Audrey. I’m a student at Ridge Avenue High in the graduating class of 2016. Yesterday, March 250, 2016, marked a momentous milestone in my life: I was accepted into Stanford University at 3:01 PM!

Gosh, looking back on my high school career, I accomplished a lot. Not only did I always get excellent grades, I was also captain of my school’s tennis team for two years, president of the debate league, and a National Honor Society Member. Now that I’ve gotten into college, however, my life seems almost well... pointless.

For years, getting into Stanford was my only goal. So what if I lost my friends and even my own personality to pursue this dream? I remember for instance, when I worked on a group project with my classmate Hannah. Like usual, I finished my part of the assignment but Hannah, being the incompetent student that she was, struggled to understand our research topic. Although Hannah eventually finished, I sent the teacher an email informing her of Hannah’s difficulty. Sure, some people suggested I help her out, but how could I sacrifice my grade?

On my college application, I tried my best to paint myself as a typical Stanford student. I described myself as an enthusiastic engineer, because what’s better than a girl who loves engineering? In fact, engineering was my mother’s idea; to be honest, I hate engineering. I dislike writing and reading as well. I hate studying history and I cannot stand mathematics. What do I even like? Clearly, my likes and dislikes have always been based on what Stanford admired in student but no matter, I’m going to the school of my dreams, right?

For now, my future is vague. To others, I may seem extremely excited, but inwardly. I am conflicted. In a sense, I regret what I did in high school. Instead of haggling (讨价还价) for points with my teachers, reprimanding (斥责) others for costing me some points on assignments, I should have explored my talents and interests.

Whatever, I still got into Stanford.

1. What do we know about the author according to Paragraph 2?
A.She performed well in school.B.She still has many dreams now.
C.She has many outstanding gifts.D.She is looking forward to college fife.
2. Which can best describe the author’s feeling while writing the passage?
A.She is pretty confused.B.She is in great excitement.
C.She is confident of success.D.She is nervous of future life.
3. What did the author do to her classmate Hannah?
A.She learned a lot from Hannah.B.She once gave Hannah a helping hand.
C.She sacrificed a lot because of Hannah.D.She complained about Hannah’s performance.
4. What does the underlined word “paint” in Paragraph 4 mean?
A.Pretend.B.Claim.C.Picture.D.Regard.
5. We can infer from Paragraph 4 and Paragraph 5 ________.
A.she was eager to be admitted into Stanford University
B.she finally majored in engineering totally out of her own will
C.she has a definite direction of her future
D.she was content with what she did in high school
6. We can infer that the author probably advises high school students to ________.
A.try to get good gradesB.make some good friends
C.focus on their own interestsD.apply to Stanford University

相似题推荐

阅读理解-阅读单选(约340词) | 适中 (0.65)
名校

【推荐1】Natalie Hampton spent most of her 7th and 8th grade school years eating lunch alone. The new girl at an all-girls private school in Los Angeles. A group of “mean girls” excluded her from parties, called her names and even physically attacked her. They told her she was ugly and would never have any friends.

Once a kid who loved going to school, but Natalie now dreaded it. She stopped eating, she couldn’t sleep. The anxiety became so bad that she had to be hospitalized. Her mom calls it “the darkest period of our lives.”

Natalie’s mother sent her to another school for high school. Now a 16-year-old junior, she’s happy there, with a group of close friends and many after-school activities. But she’s never forgotten those two dark years, and she hates the idea of other kids going through what she did.

So Natalie came up with an idea that would allow students a judgment-free way to find lunch mates without the fear of being refused. She developed an app called “Sit With Us,” where students can sign up as “ambassadors” and post that there are open seats at their lunch table. (When signing up as ambassadors, the students make a promise that they’ll be kind and welcoming to whoever comes to sit with them). A student who doesn’t have a place to sit can look at the app and find an ambassador’s table and know they are invited to join it.

“Lunch might seem really small, but I think these are the small steps that make a school more inclusive,” she said. “It doesn’t seem like you’re asking that much, but, it starts to change the way students think about each other. It makes a huge difference in how they treat each other.”

1. How did Natalie feel during her 7th and 8th grade school years?
A.Helpless and angry.B.Relaxed and confident.
C.Lonely and frightened.D.Calm and unconcerned.
2. Which of the following can replace the underlined word “dreaded” in Paragraph 2?
A.was fond ofB.was scared ofC.was shocked atD.was excited about
3. What is the purpose of the “Sit With Us” app?
A.It makes lonely students popular at school.
B.It teaches students to fight against those “mean girls”.
C.It encourages students to have lunch with new classmates.
D.It helps students locate a welcoming group in the lunchroom.
4. What is the text mainly about?
A.What students should do to find lunch mates.B.How Natalie succeeded in becoming popular.
C.How the “Sit With Us” app came into being.D.Why Natalie was unwelcome at school.
2021-10-13更新 | 84次组卷
阅读理解-阅读单选(约340词) | 适中 (0.65)
文章大意:本文是一篇记叙文。文章讲述了作者,一位英语老师被拉去教数学,其原因、教学过程及结果。

【推荐2】I had always hated math. Now I suddenly found myself teaching trigonometry (三角学). I was an English teacher in Chicago Public Schools, and when my school was facing a shortage of math teachers, I was pulled in mid-year to co-teach a junior-level trigonometry class with the math teacher.

My students struggled with the calculations (计算), thinking they just weren’t good at math. Like me, they hated it. What was the meaning of working and reworking these calculations?

Yet trigonometry slowly became my favorite class of the day. After spending years teaching English and reading, I was being challenged to move beyond what I had always been doing. When you're new to something, you have a fresh opinion. You're willing to take risks.

I worked with my co-teacher creating a series of interesting lessons to let students experience personal meaning and creativity in their math. The interesting thing in math class is that it already includes stories and real-life connections, in the form of story problems. They might include calculating area so that someone can buy a new carpet for their home. Or a story problem might be about planting a young tree, and needing to calculate the length of wire required to support the tree.

I used story problems to connect math to students' lives by creating math-based stories. First, students would work in small groups to go through the chapter in their math textbook and collect the story problems. Then students would develop stories based on math story problems.

When they used creative writing skills to develop math story problems about things they were interested in, students became more active. They wanted to work on the math in them because they had a real investment (投资) in the outcome. The stories helped students find motivation (动机) because they created an answer to the question “Why do we need to learn this?”

1. What was the writer's opinion about math in the beginning?
A.It's a fun thing to solve math problems.
B.It's no use just practicing calculations.
C.It's a challenging and inspiring subject.
D.It is connected with students' actual lives.
2. What did the author decide to do when he was made to co-teach math?
A.Try some thing new.
B.Adapt to the students.
C.Follow the co-teacher's method.
D.Learn math in a creative way.
3. What did the students benefit from the new teaching methods?
A.They got rewards from the investment.
B.They improved reading and writing skills.
C.They could solve the math problems easily.
D.They showed great interest in learning math.
2022-04-06更新 | 77次组卷
阅读理解-七选五(约190词) | 适中 (0.65)
文章大意:本文是说明文。文章介绍了如何在课外做一个有责任心的学生。

【推荐3】Being responsible outside of class

Manage your time wisely

Managing your time will greatly help you become a better and more-productive student. Time-management skills are highly valued by teachers.     1    .

Study for tests and exams ahead of time

    2    . If your teacher hasn’t specified(详细说明)how he or she arranges tests and exams and which materials will be covered, you’ll need to ask your teacher outside of class. That way you’ll be able to fully prepare for the test more efficiently(有效率地).

Get help if your grades fall behind

Whether you miss an important class, have trouble with certain concepts, or are dealing with a stressful family emergency, there’s a chance that your grades might fall at some point.     3    . Remember that you don’t have to feel dissatisfied with grades if you’re actively absorbed in your studies.

    4    

If you fail to finish your homework, turn in a paper on time, or show up to your task on time, it’s no one’s fault but your own.    5    . Accepting responsibility is a major mark of maturity(成熟), in part because taking your responsibility can help you stay focused and decide what to do in the future.

A.Try to stay balanced
B.You shouldn’t excuse for your fault
C.Take responsibility for your words and actions
D.Every teacher designs tests and exams differently
E.If this happens, it’s important to get help at once
F.You don’t have to write out every word your teacher says
G.They can help ensure that you prepare well for tests and exams
2023-05-22更新 | 190次组卷
共计 平均难度:一般