ARTICLE · 1126974
【10月5日 世界教师日】高中英语习题
【10月5日 世界教师日】高中英语习题每年10月5日为世界教师日，节日设立初衷是肯定教师的付出，倡导全社会重视教育、尊重教师。本次专题精选两篇阅读理解，语篇围绕师生成长、教育话题展开，适合高三限时刷题，夯实人与自我主题词汇。 【2020·新高考卷II，B】 The end of the school year was in sight and spirits were high. I was back teaching after an absence of 15 years, dealing with the various kinds of "forbidden fruit" that come out of book bags. Now was the spring of the water pistol. I decided to think up a method of dealing with forbidden fruit. "Please bring that pistol to me," I said. "I'm going to put it in my Grandma's Box." "What's that?" they asked. "It's a large wooden chest full of toys for my grandchildren," I replied, "You don't have grandchildren," someone said. "I don't now." I replied. "But someday I will. When I do, my box will be full of wonderful things for them." My imaginary Grandma's Box worked like magic that spring, and later. Sometimes. students would ask me to describe all the things I had in it. Then I would try to remember the different possessions I supposedly had taken away—since I seldom actually kept them. Usually the offender would appear at the end of the day, and I would return the belonging. The-years went by, and my first grandchild Gordon was born. I shared my joy with that year's class. Then someone said, "Now you can use your Grandma's Box." From then on instead of coming to ask their possessions back, the students would say, "That's okay. Put it in your Grandma's Box for Gordon." I loved talking about the imaginary box, not only with my students but also with my own children. They enjoyed hearing about all the forbidden fruit I had collected. Then one Christmas I received a surprise gift—a large, beautifully made wooden chest. My son Bruce had made my Grandma's Box a reality. 4. What was the author's purpose in having the conversation with the students? A. To collect the water pistol. B. To talk about her grandchildren. C. To recommend some toys. D. To explain her teaching method. 5. What do the underlined words "the offender" in paragraph 8 refer to? A The student's parent. B. The maker of the Grandma's Box. C. The author's grandchild. D. The owner of the forbidden fruit. 6. What did the students do after they learned about the birth of Gordon? A. They went to play with the baby. B. They asked to see the Grandma's Box. C. They made a present for Gordon. D. They stopped asking their toys back. 7. What can we infer about the author? A. She enjoys telling jokes. B. She is a strict and smart teacher. C. She loves doing woodwork. D. She is a responsible grandmother 【文章大意】这是一篇记叙文。文章主要讲叙了作者为收集学生们带到学校的玩具，想出了一个“奶奶的盒子”的办法。到后来，作者的第一个孙子出生，学生们也不再来要求归还他们的财物了，作者也在某一年圣诞节收到了儿子制作的大木箱，将“奶奶的盒子”变成了现实。 4.A 细节理解题。根据第一段中“I was back teaching after an absence of 15 years, dealing with the various kinds of "forbidden fruit" that come out of book bags. Now was the spring of the water pistol.(在缺席了15年之后，我又回到了教书的地方，处理从书包里掏出的各种各样的“禁果”。现在流行的是水枪)”以及第三段中“‘Please bring that pistol to me,’ I said. ‘I'm going to put it in my Grandma's Box.’(“请把那支水枪给我，”我说。“我要把它放在我‘奶奶的盒子’里。”)”由此可知，作者与学生进行对话的目的是收集水枪。故选A。 5.D 词句猜测题。根据划线词后文“I would return the belonging”结合上文提到作者把学生带到学校的玩具称为“禁果”，且作者的“盒子”里装的就是“禁果”，所以作者等到这些禁果的拥有者在一天结束的时候出现，然后就会归还他们的物品。由此可知，划线词意思为“禁果的拥有者”。故选D。 6.D细节理解题。根据倒数第二段中“From then on instead of coming to ask their possessions back, the students would say, ‘That's okay. Put it in your Grandma's Box for Gordon.’(从那时起，学生们不再来要求归还他们的财物，而是说：“没关系。把它放在你“奶奶给戈登的盒子”里)”由此可知，学生们在得知了戈登的出生后，他们不再索要玩具。故选D。 7.B 推理判断题。根据文章中作者要收集学生们从书包里掏出的各种各样的“禁果”，说明作者对待学生很严格；同时作者又想出了“奶奶的盒子”这个的方法来收集学生们的玩具，说明作者很聪明，由此可推知，作者是一个严格而聪明的老师。故选B。 【2019·全国I卷 】 For Canaan Elementary's second grade in Patchogue, N.Y., today is speech day, and right now it's Chris Palaez's turn. The 8-year-old is the joker of the class. With shining dark eyes, he seems like the kind of kid who would enjoy public speaking.But he's nervous. "I'm here to tell you today why you should...should..." Chris trips on the "-ld," a pronunciation difficulty for many non-native English speakers. His teacher, Thomas Whaley, is next to him, whispering support. "...Vote for...me..." Except for some stumbles, Chris is doing amazingly well. When he brings his speech to a nice conclusion, Whaley invites the rest of the class to praise him. A son of immigrants, Chris started learning English a little over three years ago. Whaley recalls how at the beginning of the year, when called upon to read, Chris would excuse himself to go to the bathroom.Learning English as a second language can be a painful experience. What you need is a great teacher who lets you make mistakes. "It takes a lot for any student," Whaley explains, "especially for a student who is learning English as their new language, to feel confident enough to say, 'I don't know, but I want to know.'" Whaley got the idea of this second-grade presidential campaign project when he asked the children one day to raise their hands if they thought they could never be a president. The answer broke his heart. Whaley says the project is about more than just learning to read and speak in public. He wants these kids to learn to boast about themselves."Boasting about yourself, and your best qualities," Whaley says, "is very difficult for a child who came into the classroom not feeling confident." 【题目】1. What made Chris nervous?A. Telling a story. B. Making a speech. C. Taking a test. D. Answering a question. 2. What does the underlined word "stumbles" in paragraph 2 refer to?A. Improper pauses. B. Bad manners. C. Spelling mistakes. D. Silly jokes. 3. We can infer that the purpose of Whaley's project is to ________. A. help students see their own strengths B. assess students' public speaking skills C. prepare students for their future jobs D. inspire students' love for politics 4. Which of the following best describes Whaley as a teacher? A. Humorous. B. Ambitious. C. Caring. D. Demanding. 【答案】 1.B 2.A 3.A 4.C 外刊阅读： Finland’s cooking class: A model for labor education 来自大西洋月报 When I stepped into the home economics classroom at a Finnish middle school, I expected to see students stirring pots or chopping vegetables. What I found was far more impressive: a group of ninth graders working in perfect sync to prepare an entire Indian feast—roast chicken, naan, basmati rice, and chutney—all in under an hour. When they finished, they set the table with precise place settings, cleaned every surface, and sat down to eat together with quiet pride. This wasn’t just a cooking class; it was a masterclass in labor education. In Finland, home economics—known locally as kotitalous—is not an elective or an after-school activity. It is a mandatory subject for all seventh graders, with three hours of instruction every week: two hours of hands-on practice and one hour of theory. The curriculum covers far more than recipes. Students learn budgeting, meal planning, nutrition, food safety, table setting, cleaning, laundry, and even basic home repair. By the time they reach eighth and ninth grade, they tackle advanced projects: international cuisine, catering for school events, and managing full household tasks. This system has deep roots. Finland has integrated practical life skills into its national curriculum for more than a century, long before many Western nations began debating the value of labor education. What makes the Finnish model so effective is its balance of skill, responsibility, and joy. Students don’t just cook; they plan, collaborate, problem-solve, and take pride in tangible results. They learn that work is not a chore but a meaningful part of life. I spoke with a Finnish teacher who told me, “We don’t teach cooking to make chefs. We teach it to make independent adults.” The goal is not to produce culinary experts but to equip every young person with the skills to care for themselves and contribute to their community. Boys and girls take the same classes, breaking down gender stereotypes about household work. In the classroom I visited, male students were just as confident and skilled as their female peers—chopping, stirring, and cleaning with ease. Critics in other countries often argue that practical classes take time away from core academics. But in Finland, home economics is seen as complementary to reading, writing, and math. The skills learned—focus, discipline, teamwork, and applied problem-solving—transfer directly to the classroom. Research shows that Finnish students who participate in regular hands-on learning perform better on standardized tests and report higher levels of well-being. The Finnish approach also emphasizes sustainability and community. Students learn to reduce food waste, use local ingredients, and understand the environmental impact of their choices. They often cook for elderly neighbors or prepare meals for school fundraisers, connecting their work to the world beyond the classroom. This builds a sense of social responsibility that goes far beyond personal skill. What strikes me most is how normal this is in Finland. Labor education is not a trendy reform or a political talking point; it is simply part of what it means to be educated. Students grow up knowing how to feed themselves, keep a home, and work with others. They leave school not just with knowledge, but with competence—a quality increasingly rare in modern education. As countries around the world grapple with how to prepare young people for real life, Finland’s cooking class offers a clear lesson: labor education is not a distraction from learning. It is learning. It teaches the skills that no textbook can fully convey: resilience, care, responsibility, and the dignity of work. For any nation hoping to raise capable, independent, and compassionate citizens, Finland’s model is worth emulating.