【推荐2】请认真阅读下列短文，并根据所读内容在文章后表格中的空格里填入一个最恰当的单词。注意：每个空格只填1个单词。请将答案写在答题卡上相应题号的横线上。

Everyone knows bullying (霸凌) is a huge problem, and we all need to work to stop it. But how? The science is unclear. While school districts across the country spend millions of dollars each year to stop bullying, not all anti-bullying programs work equally — and common approaches, it turns out, don’t work very well at all.

Many schools simply handle bullying by hosting an anti-bullying assembly. While that might be a good start experts agree that an annual address does little. “We can’t teach math overnight,” Catherine Bradshaw said, “It is not a skill you can learn in an hour. That is the whole issue with social emotional learning.”

When schools only host an assembly it sends the message to students that bullying isn’t important. That might mean students don’t seek help when they are being bullied or see a classmate being bullied. Bullying is a complex phenomenon. There are many reasons why children bully, why kids may be targeted. An approach needs to be comprehensive and touch all the risk factors and really can’t be seen as a short-term solution.

Another common strategy is to encourage the bully and victim to talk through the problem and promise to be nice to each other. While it sounds lovely, in the theory, the result normally contradicts the original intention.

A bullying prevention that’s integrated (融合) throughout the curriculum makes a difference. Heather Wellman, a seventh grade English language teacher, in Pueblo, Colorado, has used novels to explore social and emotional learning concepts around bullying. When her seventh grade students read Animal Farm they looked at whether Squealer was a good friend, which ties in with the anti-bullying and mental health program Sources of Strength that her school uses. Using fictional characters helps students better identify negative characteristics that might lead to bullying, while better understanding the books.

Sources of Strength encourages students to use positive things in their lives, such as helpful adult mentors (导师) or healthy activities, to address bullying. For example, the program helps children identify those strong people in their lives so they know where to turn if they do face problems.

Another strategy proven to reduce bullying: teaching social-emotional learning. This helps students better learn how to wrestle with their feelings in a positive way instead of taking it out on others. “They know what to do when they are bullied and develop skills with social and emotional learning so they can regulate their own emotions,” Bradshaw said.

Experts agree that any anti-bullying program is only as strong as a school’s commitment to it. To get results, you have to put in the time.

Passage outline	Supporting details
A tough problem	Bullying in school is hard to deal with, and not all anti-bullying programs are    1    .
2    approaches	♦ Hosting an anti-bullying assembly might be a good start, which, however, will    3    students from seeking help in the bullying. So the short-term approach makes little    4    . ♦ Encouraging the bully and victim to understand the problem and promise to reach a(n)    5    sounds reasonable, but may have a(n)    6    effect.
Integrated approaches	♦ By better understanding novels students can    7    negative features which may be the    8    of bullying. ♦ A school program makes students clear about what or who they can    9    on to address bullying. ♦Teaching social-emotional learning helps reduce bullying.
Summary	Anti-bullying programs and schools,    10    of time and energy can jointly produce ideal results.

【推荐2】More than half of the food produced in Canada goes to waste. A shocking new study has shown that the level of food waste is far worse than previously thought, at 58%. Of that, about 85% of food waste is due to food processors. This differs from earlier studies, which criticized families for driving food waste and said they were responsible for 51% of food waste.

The study was carried out by Martin Hooch, the leading expert on food waste and the author of several previous studies on the subject. Reflecting on the study’s findings, Hooch said, “It means stopping criticizing consumers. Sure, consumers are part of the problem, but they’re not the problem.”

In the past, Hooch didn’t master good data, particularly from the private factories, but relied on numbers collected by the food industry for purposes other than tracking waste. This time, however, Hooch worked directly with companies at all stages along the food production chain and interviewed over 700 experts in the industry. Clearly he found it hard to believe what he was seeing.

This is what they found: Food processing causes 34% of food waste. This is followed by production, which causes 24%. Next is manufacturing at 13%, then hotels and restaurants at 9%. Families cause only 14%, and market sales 6%. This should be a scrious wake-up call for Canadians who would do well to examine their own food supply chains. Food waste is costly, not only in terms of dollars wasted, but also in resources like land, water, and so on. To be using these resources and wasting the product is totally irresponsible and unnecessary.

To make matters worse, when food is thrown into rubbish cans, it produces methane, a greenhouse gas 30 times more powerful than carbon dioxide (CO2). At Canada’s rate of food waste, that’s like adding 12 million cars to the road. It seems that the food industry needs redesigning. Therefore, let’s hope the government takes action.

1. What did earlier studies say about food waste in Canada?

A．Families were to blame for food waste.	B．Food went bad when it was processed.
C．Most of the food was wasted on purpose.	D．Food waste was better than expected.

2. How did Hooch do his study on food waste this time?

A．By studying data from the industry.	B．By drawing a conclusion from the previous studies.
C．By collecting advice from experts worldwide.	D．By tracking the whole production chain.

3. Why does food waste have an effect on the environment?

A．Because it is harmful to the trees.	B．Because it produces more greenhouse gas.
C．Because it gives off unpleasant smells.	D．Because it pollutes the soil around it.

4. What is the main idea of the text?

A．Canadians don’t like to save food for future.

B．Families are mainly responsible for food waste.

C．More than half of the food is wasted in Canada.

D．The food industry is better redesigned in Canada.

【推荐3】阅读短文，并按照题目要求用英语回答问题。

Are you aged between 14 and 19 years old? Do you care about your local environment? Would you like to help make the area you live in better, cleaner, safer and friendlier? If your answers are ‘yes’, ‘yes’ and ‘yes’, then read on! A local organization is carrying out a project, giving money to groups of teenagers who want to become active citizens. Here are a few easy things you could do to get started.

Meeting the neighbors. Everybody needs good neighbors. Knock on people’s doors and find out what they would like to improve in your area. Set a date for a meeting and then make some plans together. If you don’t want to go round to their houses, then you could always put a note through their doors.

Neighborhood watch. It is very popular in the UK. If you go away on holiday and leave your house, it’s very nice to know that a neighbor is keeping an eye on it. It’s a good way to make the area you live in safer.

Lending a hand. There are often elderly people living in the neighborhood who may not be able to do the things that you can. Offer to do their shopping once a week, look after their gardens for them or maybe walk their dogs!

No littering. Nobody likes picking up other people’s rubbish, but a clean street can make all the difference. Go out once or twice a week and see what you can find. You never know, one day you might find something valuable!

Just tell us what you want to do. Then we’ll send you more information.

1. What is the aim of the project? (no more than 15 words)
________________________________________________
2. Who is asked to take part in the project? (no more than 15 words)
________________________________________________
3. What does the underlined words “lending a hand” mean in English? (no more than 6 words)
________________________________________________
4. How often are the teenagers advised to get around and pick up rubbish? (no more than 5 words)
________________________________________________
5. What will you do if you become a member of the project? Why? (no more than 25 words)
________________________________________________