1 . Where to Eat in Kuala Lumpur

Great restaurants in Kuala Lumpur offer a genuine global dining experience. Whether you are looking to enjoy hearty comfort food or some local delicacies, the city’s dining scene satisfies all comers.

Mum’s Place

Nothing brings more comfort than mom’s cooking. With recipes inspired by the owners’ mother, this restaurant brings you Nyonya dishes that are truly Malaysian. Located in the district of Damansara Perdana, Mum’s Place is a neighbourhood restaurant with its main customers from residents nearby. Some of the best dishes include cencaru fish, devil curry chicken and beef rendang.

Cantaloupe

Located about 20 minutes from downtown Malacca, it is a home-based eatery with about 10 tables manned by four operators. Unlike most restaurants, food is self-service here, with dishes placed on catering pans for customers to choose from. It serves traditional Malaysian dishes with distinct Chinese influences. You will find rice dumplings and chicken rendang among the offerings. It has two branches in the city. Their dishes sell out fast, so it’d be best to head there before lunch time.

YumYum Restaurant

Situated in the beautiful Shangri-La Hotel, Yum Yum Restaurant is among the locals’ many favourite spots to dine at. It offers an interesting Nyonya and Thai food with Chinese influences that make them stand out. The classic dishes include sambal petai prawns, assam fish head and Yum Yum egg. It can get crowded here, so it’d be best to head there early or call ahead for reservations.

Troika Sky Dining

Offering fine dining, the impressive Troika Sky Dining undoubtedly stands out from the pack. Set on the 23rd floor of Tower B of The Troika, it goes without saying that the cloud-skimming views here are something else entirely. The food is what helped it stand out. It serves award-winning French, Italian, Greek, and Spanish food and adventurous menu of high-end pizzas and pasta.

1. What do Mum’s Place and Yum Yum Restaurant have in common?

A．They are based in hotels.	B．They serve Nyonya dishes.
C．They need prior reservations.	D．They offer breathtaking views.

2. Which restaurant serves western food?

A．Mum’s Place.	B．Cantaloupe.
C．Yum Yum Restaurant.	D．Troika Sky Dining.

3. What’s special about Cantaloupe?

A．It is a buffet restaurant.	B．It serves hard-to-find dishes.
C．It has branches throughout Asia.	D．It opens for lunch earlier than others.

3 . Misty Copeland spends most days twisting, spinning and _______. She practices and _______ the graceful movements of her art. When she isn’t performing she is practicing. When she isn’t practicing, she is stretching. She takes classes almost every day. She takes care of her body so she doesn’t _______ it when she goes to work in a ballet theatre.

“I treat my body with the respect that any musician would to their _______.” says Misty. “I love my body,” she adds.

Was she _______ confident? Actually, she was a _______ girl and avoided the spotlight. But Misty loved music and movement. When she was thirteen, Misty’s teacher suggested she _______ a free ballet class at the Boys&Girls Club. For two weeks, Misty sat on the gym bench watching the class, afraid to _______. Finally, she gave it a _______. At first, she felt ________in the class. She didn’t know anything about ballet, and she was ________ than most of the students. Over time, ________, she began to enjoy the lessons. She discovered that her body — especially her long legs and flexible muscles — was just ________ for ballet. After the class season ended, Misty received a scholarship to a nearby dance studio. Most ballerinas (女舞者) start their training much younger than thirteen. But Misty’s natural abilities and hard work made her improve quickly.

Over the next five years, ballet was Misty’s ________. She practiced, performed, competed and attended ballet programs. “Performing was my favourite part because I felt ________ and open onstage,” she says. “For the first time in my life, I felt like I belonged.”

1.

A．wandering

B．leaping

C．exercising

D．dancing

2.

A．perfects

B．conquers

C．examines

D．describes

3.

A．hurt

B．injure

C．spoil

D．abuse

4.

A．appearance

B．voice

C．techniques

D．instruments

5.

A．found

B．made

C．born

D．trained

6.

A．humble

B．quiet

C．cautious

D．shy

7.

A．attend

B．register

C．learn

D．watch

8.

A．stand up

B．catch up

C．cut in

D．join in

9.

A．rest

B．chance

C．try

D．thought

10.

A．out of place

B．out of order

C．out of mind

D．out of control

11.

A．younger

B．older

C．taller

D．shorter

12.

A．meanwhile

B．however

C．moreover

D．thus

13.

A．ready

B．good

C．right

D．qualified

14.

A．life

B．major

C．prospect

D．stage

15.

A．improved

B．calm

C．free

D．secure

4 . I was then in my early twenties. Even though I was armed with a degree in Education, finding a ______ teaching job was not easy. I had to try some temporary ones.

This year, when a golden opportunity ______ to teach 5th grade students in a local school. I ______ it and took things seriously. I ______ myself with lesson plans, taught with enthusiasm, and stayed ______ with the students. I had no hesitation in ______ the kids when they got the answer right, and encouraged them if they didn’t.

One day when the kids were _______, a girl approached and handed me a ______ before she went home. On it was a lovely drawing full of childlike wonder, ______ by the words, “You are the best teacher I have ever had!” It really amazed me that one of my kind comments had ______ that girl’s heart greatly. I took that note home and ______ put it in a folder, looking on it as a ______ because it was very important. Anytime I was feeling down I would look at it and it proved to be a ______ .

That experience showed me the ______ of just a single kind word. It encouraged me to continue to try my best each day to ______ love and kindness through my words and actions. Wish the same for others.

1.

A．first-rate

B．well-paid

C．labor-saving

D．full-time

2.

A．escaped

B．demanded

C．arose

D．arranged

3.

A．jumped at

B．thought about

C．waited for

D．dreamt of

4.

A．occupied

B．amused

C．concerned

D．contented

5.

A．familiar

B．positive

C．strict

D．consistent

6.

A．evaluating

B．supporting

C．instructing

D．congratulating

7.

A．graded

B．dismissed

C．tested

D．taught

8.

A．note

B．gift

C．parcel

D．book

9.

A．judged

B．indicated

C．emphasized

D．accompanied

10.

A．hardened

B．touched

C．broken

D．gladdened

11.

A．simply

B．casually

C．carefully

D．eagerly

12.

A．reminder

B．treasure

C．proof

D．secret

13.

A．comfort

B．fortune

C．fantasy

D．privilege

14.

A．target

B．application

C．power

D．principle

15.

A．clarify

B．find

C．feel

D．spread

5 . Both misinformation, which includes honest mistakes, and disinformation, which involves an intention to mislead, have had a growing impact on teenage students over the past 20 years. One tool that schools can use to deal with this problem is called media literacy education. The idea is to teach teenage students how to evaluate and think critically about the messages they receive. Yet there is profound disagreement about what to teach.

Some approaches teach students to distinguish the quality of the information in part by learning how responsible journalism works. Yet some scholars argue that these methods overstate journalism and do little to cultivate critical thinking skills. Other approaches teach students methods for evaluating the credibility of news and information sources, in part by determining the incentive of those sources. They teach students to ask: What encouraged them to create it and why? But even if these approaches teach students specific skills well, some experts argue that determining credibility of the news is just the first step. Once students figure out if it’s true or false, what is the other assessment and the other analysis they need to do?

Worse still, some approaches to media literacy education not only don’t work but might actually backfire by increasing students’ skepticism about the way the media work. Students may begin to read all kinds of immoral motives into everything. It is good to educate students to challenge their assumptions, but it’s very easy for students to go from healthy critical thinking to unhealthy skepticism and the idea that everyone is lying all the time.

To avoid these potential problems, broad approaches that help students develop mindsets in which they become comfortable with uncertainty are in need. According to educational psychologist William Perry of Harvard University, students go through various stages of learning. First, children are black-and-white thinkers—they think there are right answers and wrong answers. Then they develop into relativists, realizing that knowledge can be contextual. This stage is the one where people can come to believe there is no truth. With media literacy education, the aim is to get students to the next level—that place where they can start to see and appreciate the fact that the world is messy, and that’s okay. They have these fundamental approaches to gathering knowledge that they can accept, but they still value uncertainty.

Schools still have a long way to go before they get there, though. Many more studies will be needed for researchers to reach a comprehensive understanding of what works and what doesn’t over the long term. “Education scholars need to take an ambitious step forward,” says Howard Schneider, director of the Center for News Literacy at Stony Brook University.

1. As for media literacy education, what is the author’s major concern?

A．How to achieve its goal.	B．How to measure its progress.
C．How to avoid its side effects.	D．How to promote its importance.

2. What does the underlined word “incentive” in Paragraph 2 probably mean?

A．Importance.

B．Variety.

C．Motivation.

D．Benefit.

3. The author mentions stages of learning in Paragraph 4 mainly to________.

A．compare different types of thinking

B．evaluate students’ mind development

C．explain a theory of educational psychology

D．stress the need to raise students’ thinking levels

4. Which would be the best title for this passage?

A．Media Literacy Education: Much Still Remains

B．Media Literacy Education: Schools Are to Blame

C．Media Literacy Education: A Way to Identify False Information

D．Media Literacy Education: A Tool for Testing Critical Thinking

6 . Last Christmas, I volunteered for WNWNB, a charity which takes surplus (剩余的) produce from New Covent Garden Market and ________ it to the local community.

The food was already in containers. So we set up the stand and got ready to distribute some Christmas ________. At first, it was ________. People seemed a bit suspicious of taking food for free. But they gradually ________ us and we had a fun afternoon singing carols and trying to ________ passersby to take our food.

It was then time to deliver meals to those who weren’t able to come. This is ________ things changed for me. The first door I knocked on was ________ by a woman in her 30s. She had children and looked absolutely worn out. I told her I was from WNWNB and gave her the ________ meals. It was probably only about two days’ worth of food but, the way she ________, I felt as if I was handing her gold.

I had similar responses to my next ________. In some cases, when people were elderly or alone, I’d go into their homes and have a brief ________ before heading off. Many felt ________, but I saw how happy they were to have another adult human to ________.

As a local politician I knock on doors and talk to people a lot, but there was something deeper about those ________ on Christmas Day. I finished my day at WNWNB a slightly different person from the one who ________.

1.

A．distributes

B．introduces

C．sells

D．exhibits

2.

A．forgiveness

B．images

C．recipes

D．cheer

3.

A．easy

B．nice

C．slow

D．safe

4.

A．broke away from

B．put up with

C．cut in on

D．warmed up to

5.

A．threaten

B．encourage

C．allow

D．command

6.

A．why

B．how

C．where

D．when

7.

A．opened

B．repaired

C．cleaned

D．guarded

8.

A．costly

B．unfinished

C．deserted

D．ready

9.

A．declined

B．reacted

C．argued

D．traded

10.

A．purchases

B．interviews

C．deliveries

D．schedules

11.

A．meal

B．chat

C．report

D．silence

12.

A．proud

B．free

C．lonely

D．content

13.

A．connect with

B．look after

C．turn to

D．rely on

14.

A．conversations

B．budgets

C．explanations

D．deals

15.

A．hesitated

B．started

C．ignored

D．struggled

8 . I grew up on a university campus in eastern Nigeria.I was a(n) _________reader, and what I read were British and American children’s books.I began to write when I was seven.I wrote exactly the kinds of stories I was reading: All my _________ were white and blue-eyed. They played in the snow. They ate apples, and they talked a lot about the _________，how lovely it was that the sun had _________.

What this demonstrates is how _________we can be influenced by what we read, particularly as children. Because all I had read were foreign books, I had become _________ that books had to have _________ in them and had to be about things with which I could not personally identify.

Things _________ when I discovered African books. There weren’t many of them available, and they weren’t quite as easy to _________ as the foreign books.

But __________ writers like Chinua Achebe and Camara Laye I went through a mental __________in my view of literature.I __________ that people like me, girls with skin the color of chocolate,could also __________ in literature. I started to write about things I recognized. What the __________ of African writers did for me was this: It saved me from having a __________ story of what books are.

1.

A．early

B．aimless

C．careful

D．poor

2.

A．instructors

B．neighbors

C．friends

D．characters

3.

A．snow

B．fruits

C．cuisine

D．weather

4.

A．disappeared

B．set

C．come out

D．gone down

5.

A．briefly

B．regularly

C．scarcely

D．easily

6.

A．convinced

B．puzzled

C．concerned

D．satisfied

7.

A．heroes

B．foreigners

C．Africans

D．children

8.

A．remained

B．changed

C．worsened

D．worked

9.

A．read

B．understand

C．find

D．keep

10.

A．in spite of

B．on behalf of

C．because of

D．instead of

11.

A．confusion

B．shift

C．block

D．activity

12.

A．realized

B．suspected

C．claimed

D．forgot

13.

A．take

B．exist

C．believe

D．major

14.

A．discovery

B．popularity

C．imagination

D．analysis

15.

A．classic

B．remarkable

C．whole

D．single

10 . The Christmas Pig, J.K. Rowling’s first children’s novel since Harry Potter I, is a feel-good book, full of surprises, which will delight adults and children alike, not only for the original story, but also for the imaginative scenery, characters and objects that interact with the main characters.

It tells the story of Jack and the love he feels for Dur Pig, a stuffed toy pig who has been with him since he was a toddler. After losing him on Christmas Eve, Jack will embark on a great adventure to save Dur Pig with the help of the Christmas Pig, a brand-new replacement for Dur Pig.

J.K. Rowling shows again, with this book, why she is considered one of the greatest storytellers of her time. She distinguishes herself again in world building, and younger and older readers will be surprised, chapter after chapter, by the original ideas that she introduces in this world that Jack and his friend visit. The world Rowling creates is not complex but it does not underestimate children: it is a world with clear logistics that the protagonists (主人翁) must follow, carefully crafted to serve the story and not its readers.

Those long time readers of J.K. Rowling’s works will find familiar passages and themes that they may want to connect to the Harry Potter books. It is hard to tell if those references are there on purpose, but there may be some satisfaction in thinking that Rowling must have noticed and enjoyed them privately while she was writing them.

Parents around the world may have a difficult time every night, once a chapter is finished and their children must go to sleep. The Christmas Pig will keep readers turning pages with a great and imaginative story, filled with cliffhangers at the end of most chapters that will leave kids asking for more. If some reviewers said that The Ickabog lacked Harry Potter’s magic, they can rest assured that The Christmas Pig has all the magic that J.K. Rowling can provide, and that’s more than enough.

1. Why is J.K. Rowling rated as one of the best storytellers of her time?

A．Her capacity in building characters.	B．Her ability to design complicated plots.
C．Her tendency to write to children’s taste.	D．Her creativity in world building.

2. What does the underlined word “cliffhangers” probably mean in Paragraph 5?

A．Imagination.

B．Suspense.

C．Magic.

D．Challenge.

3. What can we infer from paragraph 4 and paragraph 5?

A．She intentionally included references to her previous works.

B．Parents have difficulty falling asleep after finishing a chapter.

C．Some reviewers found The Ickabog full of magic.

D．The Christmas Pig is a good illustration of J.K. Rowling’s magic.

4. What is the author’s attitude towards J.K. Rowling’s book “The Christmas Pig”?

A．Critical.

B．Objective.

C．Enthusiastic.

D．Indifferent.