Innocence is such a precious gift. It’s explained as freedom from guilt or wrong doing. Just imagine never having to worry about anything and having a guilt free mind. Some people wish to save this kind of innocence from being lost from childhood to adulthood.
What would the world be like if innocence were never lost? One way it would benefit humanity is the lack of hatred （仇恨）among the world. During youth, there may be an occasional argument, even a little physical fight, but nothing like firing a handgun at a fellow human being. And children are blind towards the racial differences of others. A kid will hang out with any other kid. It is the lack of innocence and the ignorance we learn from adults that influence children otherwise. Another benefit is the constant desire for fun and adventure. With very little if any time at all for fun，the adventurous mind is lost in time with the responsibilities placed upon adults. If innocence were kept alive, these ambitions would never depart from our lives.
However, other people actually hate the idea of innocence lasting for ever. They feel that the lack of organization and mental power of those with innocence would cause extremely destructive consequences to society in general. A large number of individuals would never have the urge to learn, work, and act upon the necessary needs for humanity to survive. Without a proper education which is usually provided by those who no longer live in a world of innocence, people would not have the desire to succeed, get a good job in life, or provide income for their families, which would hurt the lives of children.
The lack of a good education and career would also harm the economy. As long as innocence is kept alive, no one would be terribly angered at the lack of effort people put out in the workplace, resulting in a strong decline in production and quality of needed goods.
Maybe it is wrong in wanting to save innocence. It sure is a nice thought, though. Perhaps innocence was meant to be lost. It was God’s will to make things the way they are, and there is a good purpose for everything. All that remains to be said about innocence is to enjoy it while it lasts.
1. Author believes that the loss of innocence in adulthood should be _____.| A．avoided | B．ignored |
| C．accepted | D．encouraged |
| A．proper education would be provided |
| B．there would be no racial discrimination |
| C．more happy families would be guaranteed |
| D．people would realize their childhood dreams |
| A．motivational will |
| B．mental ability |
| C．adventurous ambitions |
| D．needed goods |
CP: Central Point P: Point Sp: Sub-point (次要点) C: Conclusion
A． | B． |
C． | D． |
Wildlife fences are constructed for a variety of reasons including to prevent the spread of diseases, to protect wildlife from poachers (偷猎者), and to help manage small populations of threatened species. Human-wildlife conflict is another common reason for building fences. Wildlife can damage valuable farm animals and crops. Some species carry diseases of agricultural concern, and a few threaten human lives. At the same time, people kill wild animals for food, trade, or to defend lives or property, and human activities destroy wildlife habitat (栖息地). Separating people and wildlife by fencing can appear to be a mutually beneficial way to avoid such harmful effects. But in a paper in the journal Science, published recently, some scientists argue that fencing should only be used if worse comes to worst.
According to the scientists, although fencing can have conservation benefits, it also has costs. When areas of wildlife habitat are changed into islands, the resulting small and isolated populations tend towards extinction, and the resulting loss of larger-bodied species can affect interactions between species in ways that cause further local extinctions. Therefore, scientists are asking that conservationists carefully weigh up the biodiversity costs and benefits of new and existing fences.
In addition to fences’ ecosystem-wide impact, the scientists don’t think they always achieve their specific aims. Construction of fences to reduce human-wildlife conflict has been successful in some places but the challenges of appropriate fence design, location, construction, and protection mean that fences often fail to deliver the anticipated benefits. In some places, fences also provide poachers with a ready supply of wire for making traps.
A variety of alternative approaches, including better caring for farm animals, community-based crop-guarding, insurance and wildlife-sensitive land-use planning are suggested to reduce conflicts between people and wildlife without the need for fencing. Some projects working with local people and government agencies in Indonesia have shown that human-elephant conflict can be dramatically reduced without using fences.
The scientists conclude that as climate change increases the importance of facilitating wildlife mobility and conserving landscape connectivity, fence removal may become an important form of climate change preparation, and so fencing of wildlife should be avoided whenever possible.
1. What does the underlined word “mutually” in Paragraph 1 probably mean________?
| A．Indeed. | B．Outdoors. | C．Straight. | D．Both. |
| A．Land building. |
| B．Species diversity. |
| C．Human population. |
| D．Wildlife’s body size. |
| A．Replacements for fences. |
| B．Wildlife-protection methods. |
| C．Effective land-use approaches. |
| D．Conflicts between human and wildlife |
| A．argue and prove |
| B．inform and explain |
| C．appeal and discuss |
| D．compare and assess |
In making decisions we rely on two areas of the brain. One area creates and processes emotions; the other governs logical thought. The type of decision, how we feel about it, and how prepared we are to handle it help determine which brain area has the most influence.
But our age also plays an important role. Thinking through the consequences of one’s actions is actually harder for teens because the area controlling logical thought is not fully developed until around age 25. This is why teens often feel an intense emotional drive to act impulsively--it’s how their brains are structured! Though this tendency to act without considering the outcomes can lead to problematic situations, impulsivity during the developmental years evolves because it makes teens more open to new experiences and ideas. This openness helps teens become independent adults.
The key to making impulsivity work for you--instead of against you--is to train your brain by practicing pausing. This doesn’t mean you stop taking risks or being open to new experiences. But you won’t know if the risk is worth it until you think it through. Deciding to take a risk based on logic shows self-control, not impulsivity.
What are different ways to pause? You might take a deep breath, count to 10, or ask, “Is this worth it?” Different strategies work for different people. Whatever works for you, keep doing it! By practicing pausing, you can actually change your brain. This means that over time, pausing, instead of immediately reacting, becomes your “natural” response. And with this change, people are on their way to enjoying the life rewards that come with high levels of self-control--even if they weren’t natural--born pausers!
1. What challenges teenagers________?
| A．Giving natural response. |
| B．Making logical decision. |
| C．Acting before thorough thinking. |
| D．Choosing brain-training strategies. |
| A．think through a risk in advance |
| B．show high level of self-control |
| C．consider or accept new ideas |
| D．change ideas frequently |
| A．stop taking risks |
| B．fully develop one’s brain |
| C．become more open to new experience |
| D．reduce the influence of emotional drive |
| A．Discover the Brain Function |
| B．Crying Over the Spilt Milk |
| C．Push the Pause Button |
| D．Impulsivity Works |
When I was in Grade 6, I joined the cross country running club. I hated running but______ because my friends were in the club. I worked hard but no matter how hard I trained, I ______ came in the last. After yet another meet where I came in last, I told my coach that I was going to ______. I couldn’t run. I hated running and all I was doing was pulling the ______ down. I don’t remember his words, but I do remember he ______to let me quit. I remember feeling that he believed in me even though I didn’t believe in myself. I kept ______and participating in the meets. He never gave up on me. Instead, he always encouraged me to keep going, and told me that I could do it.
Then the final meet came, a huge ______ with less than two hundred students running. We learned that not only the first 20 students ______ the line would win an award, but also the first 100 would be given a running shoe keychain as encouragement. We set off and I quickly______behind. I didn’t stop and kept running. My friends who_____me encouraged me to keep running. When I passed the_____, finally, and received the 100th keychain, there were still students behind me. For the first time, I was not the_____one! I remember how excited I felt and how my friends felt happy for me.
The following week there was a school gathering. We were all called up in front of the school. The coach shared that we were high_____at the meet, and almost everyone on the team came home with_____. I felt ashamed, for I was the one who didn’t win an award. I only came in the 100th place and didn’t______ his praise. Then he came behind me, put his hands on my shoulders and told the school he was _____of me because I never gave up and because of that, I pulled from last ______to the middle of the race--which was an unbelievable personal ______. He spoke on how we all ______one another and how well we worked together, ______we all were racing alone.
I still keep that keychain, which tells me never to give up and always work with others. It doesn’t matter if you are the first; what matters is doing your best.1.
| A．obeyed | B．joined | C．agreed | D．practised |
| A．constantly | B．approximately | C．personally | D．absolutely |
| A．fall | B．lose | C．rest | D．quit |
| A．score | B．coach | C．team | D．record |
| A．regretted | B．forbade | C．refused | D．hesitated |
| A．begging | B．applying | C．failing | D．training |
| A．affair | B．success | C．amount | D．honour |
| A．to | B．beyond | C．over | D．across |
| A．followed | B．fell | C．left | D．kept |
| A．helped | B．inspired | C．passed | D．supported |
| A．field | B．line | C．test | D．match |
| A．least | B．last | C．quickest | D．farthest |
| A．spots | B．speeds | C．quality | D．chance |
| A．presents | B．keychains | C．wishes | D．awards |
| A．believe | B．value | C．deserve | D．request |
| A．aware | B．proud | C．capable | D．sure |
| A．place | B．number | C．race | D．minute |
| A．matter | B．ambition | C．victory | D．opinion |
| A．encouraged | B．introduced | C．proved | D．attracted |
| A．as if | B．in case | C．as long as | D．even though |
The United States does have one explicit family policy， the Family and Medical Leave Act， passed in 1993．It entitles workers to as much as 12 weeks’ unpaid leave for care of a newborn or dealing with a family medical problem． Despite the modesty of the benefit， the Chamber of Commerce and other business groups fought it bitterly， describing it as “government-run personnel management” and a “dangerous precedent（先例）．” In fact， every step of the way， as (usually) Democratic leaders have tried to introduce work-family balance measures into the law， business groups have been strongly opposed．
As Yale law professor Anne Alstott argues， justifying parental support depends on defining （定义） the family as a social good that， in some sense， society must pay for． Parents are burdened in many ways in their lives: there is “no exit” when it comes to children． Society expects—and needs—parents to provide their children with continuity of care． And society expects—and needs—parents to persist in their roles for 18 years， or longer if needed．
1. What do we learn about paid family leave according to Paragraph 1？
| A．It came as a surprise when Australia adopted the policy． |
| B．Setting up this policy made Australia less influential． |
| C．It has now become a hot topic in the United States． |
| D．No such policy is applied in the United States． |
| A．The incompetence of the Democrats． |
| B．The opposition from business circles． |
| C．The lack of a precedent in American history． |
| D．The existing Family and Medical Leave Act． |
| A．Children need continuous care． |
| B．Good parenting benefits society． |
| C．The cost of raising children has been growing． |
| D．The U．S．should keep up with other developed countries． |
| A．Parenting is regarded as a moral duty． |
| B．Parenting relies largely on social support． |
| C．Parenting produces huge moral benefits． |
| D．Parenting is basically a social responsibility． |
Learning a life lesson on managing time
One day, an expert was speaking to a group of students about how to manage their time. He
He pulled out a wide jar and put it on the table. He also
Everyone in the class answered loudly, “Yes.” The expert said, “Really? ” He
“No!” the class shouted. Once again he said, “Good.” Then he
Immediately one
| A．set | B．gave | C．made | D．followed |
| A．handed out | B．passed on | C．took out | D．picked up |
| A．threw | B．spread | C．turned | D．placed |
| A．come | B．push | C．fall | D．fit |
| A．reached | B．sat | C．got | D．stopped |
| A．shook | B．covered | C．pressed | D．raised |
| A．bottom | B．distance | C．areas | D．spaces |
| A．Usually | B．Probably | C．Obviously | D．Simply |
| A．inserting | B．packing | C．putting | D．mixing |
| A．beside | B．between | C．around | D．among |
| A．allowed | B．forced | C．sank | D．poured |
| A．until | B．before | C．so that | D．as far as |
| A．reason | B．result | C．point | D．matter |
| A．clever | B．eager | C．sensitive | D．curious |
| A．schedule | B．container | C．time | D．class |
| A．enough | B．small | C．extra | D．more |
| A．first | B．once | C．properly | D．immediately |
| A．at all | B．after all | C．at last | D．any more |
| A．mind | B．list | C．life | D．world |
| A．and | B．while | C．but | D．for |
7 . I had to knock on the taxi to get his attention. Finally, the driver, a man about 60, looked up from behind the wheel and apologized, “I'm sorry, but I was reading a letter.” He sounded as if he had a cold or a cough.
Since I was in no hurry, I told him to finish his letter. He shook his head, explaining that he had already read it several times and almost knew it by heart. Curious, I asked whether it was from a child or maybe a grandchild.“This isn't family，” he replied, “though he might just as well have been a regular member of the family. Old Ed and I grew up together.”
They were always friends. But since he moved away from the neighborhood 30 years ago, it'd generally just been postcards at Christmas time between them. A couple of weeks ago, Ed died. “I should have kept in touch.” He repeated this, more to himself than to me. To comfort him, I said sometimes we just didn't seem to find the time. “But we used to find the time，” he said. “Take a look.” He handed the letter over to me.
The first sentence “I've been meaning to write for some time, but I've always delayed it.” reminded me of myself. It went on to say that he often thought about the good times they had had together. When I read the part where it said“Your friendship really means a lot to me, more than I can say because I'm not good at saying things like that”， I found myself nodding in agreement.
We had gone several kilometers and were almost at my hotel, so I read the last paragraph：“So I thought you'd like to know that I was thinking of you.” And it was ended with “Your Old Friend, Tom.”
“I thought your friend's name was Ed，” I said.
“I'm Tom，” he explained. “It's a letter I wrote to Ed before I knew he'd died. I never put it in the mailbox. I guess I should have written it sooner.” His face was pale as he wiped his eyes with a handkerchief.
When I got to my hotel room I didn't unpack right away, I had to write a letter and post it.
1. Who wrote the letter?| A．Tom. |
| B．Old Ed. |
| C．The author. |
| D．The driver's grandchild. |
| A．missing Ed's funeral |
| B．moving away from his neighborhood |
| C．forgetting to send Ed Christmas cards |
| D．not being able to keep in touch with Ed |
| A．often failed to write to his friends |
| B．had no intention to write to his friends |
| C．had many great moments with his friends |
| D．was good at expressing feelings to his friends |
| A．Comfort your friends when they are feeling down. |
| B．Life is unpredictable, so live each day as if it were your last. |
| C．Remember to always mail your letters after expressing your words. |
| D．Always make time to value and experience your lasting friendships. |
8 . In high school I had a math teacher, Mrs. Davies, who took her job seriously and expected her students to put forth the same degree of commitment (付出). Strict but fair, she held our attention with her great method. One of her
One Friday we were tested
Our test papers were
My teacher would have been justified (合理的) in giving me a
| A．ways | B．tasks | C．tests | D．classes |
| A．run | B．take | C．teach | D．like |
| A．compared | B．struggled | C．connected | D．argued |
| A．on | B．at | C．in | D．for |
| A．explain | B．collect | C．print | D．grade |
| A．tired | B．curious | C．lost | D．satisfied |
| A．effect | B．end | C．answer | D．interest |
| A．completed | B．proved | C．fixed | D．required |
| A．handed | B．held | C．thrown | D．dated |
| A．hoped | B．assumed | C．declared | D．dreamed |
| A．angrily | B．regretfully | C．disappointedly | D．nervously |
| A．paper | B．score | C．question | D．method |
| A．helping | B．following | C．showing | D．praising |
| A．Since | B．Unless | C．Though | D．Because |
| A．shared | B．exchanged | C．practised | D．checked |
| A．friendly | B．failing | C．corrected | D．wrong |
| A．possibility | B．creation | C．intention | D．opportunity |
| A．change | B．memory | C．school | D．life |
| A．opened | B．kept | C．made | D．looked |
| A．learn | B．survive | C．inspire | D．manage |
