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1、高二年级第二学期英语校本作业（1） 班级 姓名_学号_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、阅读理解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 should 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
