1 . A shocking 53.6 million tons of electronic waste were discarded（丢弃）last year, a new UN-backed report has revealed. The report shows that e-waste is up 21%from five years ago. This isn't surprising, considering how many more people are adopting new technology and updating devices regularly to have the latest versions, but the report also shows that national collection and recycling strategies are nowhere close to matching consumption rates.
E-waste contains materials including copper（铜）, iron, gold and silver, which the report gives a conservative value of $ 57 billion. But most are thrown away or burned rather than being collected for recycling. Precious metals in waste are estimated to be worth $ 14 billion, but only $4 billion-worth is recovered at the moment.
While the number of countries with national e-waste policies has grown from 61 to 78 since 2014, there is little encouragement to obey and a mere 17% of collected items are recycled. If recycling does occur, it's often under dangerous conditions, such as burning circuit boards to recover copper, which "releases highly poisonous metals" and harms the health of workers.
The report found that Asia has the highest amounts of waste overall, producing 24.9 million metric tons (MMT), followed by Europe at 12 MMT, Africa at 2.9 MMT, and Oceania at 0.7 MMT.
But whose responsibility is it? Are governments in charge of setting up collection and recycling points, or should companies be responsible for recycling the goods they produce? It goes both ways. Companies do need to be held accountable by government regulations and have incentives to design products that are easily repaired. At the same time, governments need to make it easy for citizens to access collection points and deal with their broken electronics in a convenient way. Otherwise, they may turn to the easiest option-the landfill.
1. What can we learn from the first paragraph?| A．What e-waste refers to. |
| B．Where e-waste is collected. |
| C．Why e-waste is increasing rapidly. |
| D．How many kinds e-waste includes. |
| A．The functions of policies. |
| B．The great damage to environment. |
| C．The change of consumption rates. |
| D．The urgency of recovering e-waste. |
| A．It does harm to the workers' health. |
| B．It lacks national policy support. |
| C．It hardly makes profits. |
| D．It takes too much time. |
| A．New technology should be used to update old devices. |
| B．Governments and companies should take responsibilities. |
| C．Non-poisonous metals had better be used in e-device. |
| D．Citizens must play a key role in recycling e-waste. |
2 . When Simon Cane was in the second grade, he began learning about all the ways humans have an impact on the environment and really took those classroom lessons to heart in a way that set him apart from his schoolmates at his elementary school, P. S. 81, in the Bronx. “He told me we drove too much and made too much pollution,” his dad, Jonathan Cane, told Runner’s World. So Simon convinced his parents to start hanging their clothes to dry, taking the stairs instead of elevators, and other “green” measures.
“For much of kindergarten and first grade I rode my bike to Simon’s school with him on the back,” Jonathan said. “We had a lot of fun being outdoors. We’d stop to give our dog treats and generally enjoyed it.” As Simon got bigger, though, it wasn’t practical for him to ride on his father’s back, but it also didn’t make sense to ride together — both because of safety concerns and because there was no place to put away Simon’s bike. So, most of the time they drove the 1. 5 miles to school.
But in 2019, when Simon was going into third grade, the 8-year-old came up with a new way to help the planet: running the 1. 5 miles to P. S. 81. And Jonathan promised his son he’d join him for as long as he wanted.
“We did a test run one day in August, and decided to give it a go. To be honest, I thought he’d blink (眨眼)after it got really cold or rainy, but he never did,” Jonathan said. He recalled one day when the weather was particularly bad. “It’s really raining out there today,” he told Simon. “And Simon said, ‘Well then we’re going to get wet!’ He took pride in toughing it out, and it became a really fun family routine.”
Since the start, Simon has run with his dad and their black dog, Lola, and has even inspired his mom, Nicole Sin Quee, to join in. They soon became known as “the family that runs to school”.
1. What makes Simon different from his classmates?| A．Washing his clothes by himself. | B．Taking many classes after school. |
| C．Raising strange questions in class. | D．Taking green measures to protect the environment. |
| A．By car. | B．By cycling. | C．By running. | D．By school bus. |
| A．Simon has trouble with his eyesight. | B．Simon is really stubborn and inflexible. |
| C．Simon is much tougher than expected. | D．Simon didn’t get support from his father. |
| A．The Best Way to Go to School |
| B．Father and Son Run for the Environment |
| C．A Teenager Keeps Running to Inspire Father |
| D．Three Inspiring Running Athletes to Protect the Environment |
3 . Teaching and Learning can be more productive with the aid of today’s smartphone empowered education applications.
Vocabulary building is perhaps the single-most essential aspect of language learning. Conventional ways of language teaching and learning have usually relied on classroom teaching and textbook lessons. Video coaching and e-learning were later thrown into the mix. Education websites also grew to meet the needs of students. All these new additions were particularly helpful for language learners, since the domain of foreign language learning has found immense assistance in audio-visual aid. Language tutorial videos, flashcards, online dictionaries and other such material has made vocabulary building easier, more effective and hassle-free.
Then came the concept of smartphones. With the boom in the smartphone market, the domain of language learning got a facelift. Smartphone apps joined the fray (竞争).Teachers started making use of learning apps while instructing and students started using them as well. You can have an entire suite of applications to improve productivity while teaching.
Language Learning Apps
Language learning apps provide not only vocabulary databases, but also pronunciation guides, subtitled videos, podcasts, word cards and a range of audio-visual and other tools to enhance learning. These phone apps make for a learning system that not only strengthen vocabulary, but also ensure proper pronunciation and spelling skills.
Some of these apps are:
Busuu: Scott McGinn, an ESL teacher, swears by English learning apps to instruct his students. “They are a great way to make foreign students understand colloquialisms and phrases used by native English speakers”, he says. His favorite is Busuu, a popular app that uses rewards, achievements and trivia to put the spark back into learning. It offers a social feature that allows the student to interact with native speakers online.
Duolingo: Duolingo uses crowdsourcing to provide users with the option to translate content with their new learning. Gamification(游戏化) has been gaining popularity in the learning scene and Duolingo makes clever use of it. Higher scores unlock further lessons and progress is tracked.
Mental Case (iOS) and AnkiDroid (Android): Many new apps use flash cards to help students remember and practice lessons. In fact, there are whole flash card apps, such as Mental Case (iOS) and AnkiDroid (Android). Stacey O’Connell, who makes tutorial videos for language students, says, “I believe that flash cards go a long way as a teaching tool. The best thing about them is that they can be used independently by students as well.”
Classroom Managing Apps
Often, foreign language classrooms tend to turn chaotic and noisy owing to miscommunication and language barriers. Quite a few smartphone apps address this issue.
The following are two of these:
Socrative: This app is designed like an interactive whiteboard. Kevin Gladden, a high school level language teacher, has this to say about Socrative, “It allows me to run education games for the class. My students can answer multiple-choice, short-answer type and quiz questions.” The results are then displayed as bar graphs. Kevin exports the results as reports.
Teacherkit: Another handy app Kevin recommends is Teacherkit. This efficient classroom managing app is practically a personal organizer. Teachers can use it to create name rolls, take attendance, track behavior of students, and organize student data.
Lesson Planning and Organizing Apps
Then there are also smartphone apps that help teachers in building teaching modules, planning lessons and organizing notes, documents, student data, bookmarks and other teaching aid. Evernote is the juggernaut(巨头) in this range of apps. Not much needs to be said about what it does, since most smartphone users already know. Dropbox, another favorite, makes efficient use of cloud storage. It allows the user to save all documents, multimedia files, notes, and bookmarks in one place, and securely.
There is no end to the number of things you can do with smartphone apps. Start exploring (if you haven’t already) and make your students aware of the efficacy of these apps in learning. Language learning will therefore also turn into more of a fun activity and the boredom will take a backseat. What more could a teacher want?
1. According to the first two paragraphs, which of the following statement is True?| A．Vocabulary building is definitely most important aspect of language learning. |
| B．Traditional classroom teaching and textbook lessons are becoming less significant. |
| C．Foreign language learning has been greatly facilitated by audio-visual aids. |
| D．A variety of multimedia materials make vocabulary learning easy and free. |
| A．beautifies the image of language learning |
| B．helps improve the field of language learning |
| C．transforms the methods of language learning |
| D．lifts the confidence of language learners |
| A．4 | B．6 | C．8 | D．10 |
| A．flashcards can be very helpful for learners, especially for independent work |
| B．tutorial videos still has a long way to go before assisting independent study |
| C．running educational games in the class will be highly engaging for students |
| D．apps can facilitate classroom management, monitor and track performance |
| A．organizing documents and data |
| B．saving multimedia files and notes |
| C．building modules and lessons |
| D．designing multiple choice quizzes |
| A．endless smartphones apps will do everything for language learners |
| B．teachers are responsible to persuade learns to use effective apps |
| C．language learning will become more engaging thanks to these apps |
| D．teachers are supposed to ask for more in making good use of these apps |
4 . Population and climate
The human population on Earth has grown to the point that it is having an effect on Earth’s atmosphere and ecosystems. Burning of fossil fuels, deforestation, urbanization, and cultivation of rice and cattle are increasing the concentration of carbon dioxide, nitrogen oxides and dust in the atmosphere. About 70 percent of the Sun’s energy passes through the atmosphere and strikes Earth’s surface. This radiation heats the surface of the land and ocean, and these surfaces then reradiate infrared radiation back into space. This allows Earth to avoid heating up too much. However, not all of the infrared radiation makes it into space; some is absorbed by gases in the atmosphere and is reradiated back to Earth’s surface. A greenhouse gas is one that absorbs infrared radiation and then reradiates some of this radiation back to Earth. Carbon dioxide and nitrogen oxides are greenhouse gases. In fact, without greenhouse gases in the atmosphere, scientists calculate that Earth would be about 33℃ cooler than it currently is.
The current concentration of carbon dioxide in the atmosphere is about 360 parts per million. Human activities are having a major influence on atmospheric carbon dioxide concentrations, which are rising so fast that current predictions made by scientists are that atmospheric concentrations of carbon dioxide will double in the next 50 to 100 years.
Some scientists predict that a doubling of carbon dioxide concentration will raise global temperatures anywhere between 1.4℃ and 4.5℃. The increase in temperature will not be uniform, with the smallest changes at the equator and changes two or three times as great at the poles. The local effects of these global changes are difficult to predict, but it is generally agreed that they may include alterations in ocean currents, increased winter flooding in some areas of the Northern Hemisphere, a higher incidence of summer drought in some areas, and rising sea levels, which may flood low-lying countries.
1. It can be inferred from the passage that one positive aspect of greenhouse gases is that they _______.| A．remove pollutants from Earth’s atmosphere and ecosystems |
| B．absorb 70 percent of the Sun’s energy |
| C．help keep Earth warm |
| D．double atmospheric concentrations of carbon dioxide |
| A．The rapid rise of atmospheric carbon dioxide concentrations is mostly caused by human activities. |
| B．Human activities will no longer have an influence on atmospheric carbon dioxide concentrations in the next 50 to 100 years. |
| C．Some scientists predict that atmospheric carbon dioxide concentrations will not increase in the next 50 to 100 years. |
| D．Some scientists recently predict that atmospheric carbon dioxide concentrations that are largely influenced by human activities will double in the next 50 to 100 years. |
| A．different |
| B．identical |
| C．comparable |
| D．changeable |
| A．Sea levels will fall. |
| B．The effects will not occur in some regions of the world. |
| C．The local plants and forests will be permanently damaged. |
| D．It is hard to know exactly what form the local effects will take. |
| A．Raising livestock and growing rice are the actions of humans. |
| B．The surface of the land and ocean can help decrease the temperature of Earth. |
| C．Although carbon dioxide concentration may double in the future, temperatures at the North Pole and South Pole may not change. |
| D．Nitrogen oxides absorb infrared radiation that can increase the temperature of Earth. |
5 . Have you ever been stopped in your tracks by a stunning view, or gobsmacked by the vastness of the night sky? Have you been transported by soaring music, a grand scientific theory or a charismatic person? If so, you will understand US novelist John Steinbeck’s response to California’s giant redwood trees, which can soar more than a hundred metres towards the sky. “They leave a mark or create a vision that stays with you always,” he wrote. “From them comes silence and awe.”
Philosophers and writers have long been fascinated by our response to the sublime, but until a few years ago, scientists had barely studied it. Now they are fast realising that Steinbeck was right about its profound effects. Feeling awestruck can dissolve our very sense of self, bringing a host of benefits from lowering stress and boosting creativity to making us nicer people.
But what exactly is awe and where does it come from? “It’s a subjective feeling rooted in the body,” according to psychologist and pioneering awe researcher Dacher Keltner at the University of California, Berkeley. In 2003, he and Jonathan Haidt, now at New York University, published the first scientific definition. They described awe as the feeling we get when confronted with something vast, that transcends our frame of reference and that we struggle to understand. It’s an emotion that combines amazement with an edge of fear. Wonder, by contrast, is more intellectual – a cognitive state in which you are trying to understand the mysterious.
You might think that investigating such a profound experience would be a challenge, but Keltner insists it’s not so hard. “We can reliably produce awe,” he says. “You can get people to go out to a beautiful scene in nature, or put them in a cathedral or in front of a dinosaur skeleton, and they’re gong to be pretty amazed.” Then, all you need is a numerical scale on which people can report how much awe they are feeling. Increasingly, studies are including a physiological measure too, such as the appearance of goosebumps (鸡皮疙瘩) – awe is the emotion most likely to cause them, and second only to cold as a source.
In this way, Keltner and others have found that even mild awe can change our attitudes and behaviour. For example, people who watched a nature video that elicited awe – rather than other positive emotions such as happiness or pride – were subsequently more ethical, more generous and described themselves as feeling more connected to people in general. Gazing up at tall eucalyptus trees left others more likely to help someone who stumbled in front of them. And after standing in front of a Tyrannosaurus rex skeleton, people were more likely to describe themselves as part of a group. It might seem counterintuitive that an emotion we often experience alone increases our focus on others. But Keltner thinks it’s because awe expands our attention to encompass a bigger picture, so reducing our sense of self.
“The desert is so huge, and the horizons so distant, that they make a person feel small,” wrote Paulo Coelho in The Alchemist. He was right. In a large study, Keltner found that after inspiring awe in people from the US and China, they signed their names smaller and drew themselves smaller, but with no drop in their sense of status or self-esteem. Similarly, neuroscientist Michiel van Elk at the University of Amsterdam, the Netherlands, found that people who watched awe-inducing videos estimated their bodies to be physically smaller than those who watched funny or neutral videos.
The cause of this effect might lie in the brain. At the annual meeting of the Organization for Human Brain Mapping in Vancouver, Canada, in June, van Elk presented functional MRI scans showing that awe quiets activity in the default mode network, which includes parts of the frontal lobes and cortex, and is thought to relate to the sense of self. “Awe produces a vanishing self,” says Keltner. “The voice in your head, self-interest, self consciousness, disappears. Here’s an emotion that knocks out a really important part of our identity.” As a result, he says, we feel more connected to bigger or collectives and groups.
1. The underlined word “transported” in Paragraph 1 is closest in meaning to ________.| A．taken in | B．fired up | C．carried away | D．tuned out |
| A．hold more respect for redwood trees | B．enhance our connectedness to humanity |
| C．increase our self-consciousness | D．enjoy a completely stress-free life |
| A．the former is beyond the range of our normal experiences while the latter of our intellect |
| B．the former involves a feeling of fright while the latter an element of puzzlement |
| C．the former has more to do with our body while the latter with our mind |
| D．the former is viewed as more personal while the latter more collective |
| A．It’s against our wish that awe makes us care more for others than for ourselves. |
| B．The feeling of awe automatically directs our focus to others from ourselves. |
| C．It’s common sense that awe, though felt alone, boosts our concern for others. |
| D．It seems odd that the emotion of awe tends to associate the individual with the world. |
| A．Getting close to something awesome makes us happier and nicer. |
| B．Awe can cause physical reactions in our body just as cold does. |
| C．The huge desert and distant horizons affect our attitudes and confidence. |
| D．MRI scans suggest that the emotion of awe has biological connections. |
6 . I was enjoying this afternoon more than I had expected. Often, the tryouts for the spring musical tested the limits of my patience and nerves, with one hopeful girl after another taking turns walking onto the wooden stage, delivering an adequate but uninspired version of some Rodgers & Hammerstein number, and then being politely excused by Mrs Dominguez as the next name on the list was called.
However, this was to be my third straight year in the musical, and the confidence that my seniority afforded me around the more nervous newcomers allowed me to take pleasure in radiance of my own balance.
I had already sung my audition (试唱) song an hour ago, starting the day’s ceremonies. This year, I used “God Bless the Child”, a choice I found to be quite sophisticated since Billie Holiday’s version of it was familiar mostly to adults, and even then, mostly to adults of the previous generation. More importantly, it required a reserved performance, which I felt showcased my maturity, especially because most of the other auditioners chose songs that would show their enthusiasm, even if it meant their technical mastery would not be on full display.
Normally, the first audition was feared by most. Mrs Dominguez would ask if anyone wanted to volunteer to “get it over with”, but no one would make a sound. Then, she would call the first name off her list and the room would drop into an uncomfortably serious silence as the first student walked nervously up to the stage. I often imagined during those moments that I was witness to a death-house liver taking his march toward a quick curtain.
But not this year. I had decided to make a show of my own self-confidence by volunteering to go first. Such a fearless act, I had figured, would probably instill even more fear into my competition because they would realize that I had something they clearly lacked. Mrs. Dominguez had seemed neither surprised nor charmed by my decision to go first. Although she was annoyed by my escalating pride, I also acknowledged that I was one of the more talents actors and was probably correct in assuming myself a winner.
At this late stage of the afternoon, I felt like a queen, sitting in the back of the auditorium with my royal court of friends and admirers. They took care to sit far enough away from Mrs Dominguez that they would not be caught in the act of belittling the other students’ auditions.
To me, the endless parade of the ambitious who sang their hearts out for three minutes each were like clowns performing for my amusement. As Mrs Dominguez read another name off her list, I prepared myself for a special treat.
1. What did the writer do one afternoon?| A．She enjoyed her time watching the audition. |
| B．She performed in the school spring musical. |
| C．She attended the selective trial of the school musical. |
| D．She helped Mrs Dominguez to select musical talents. |
| A．would be the most inspiring Rodgers and Hammerstein numbers |
| B．was the most sophisticated song in Billie Holiday’s versions |
| C．would likely be more recognizable to her parents than to her friends |
| D．would allow her to more effectively showcase her enthusiasm |
| A．offer a contrast created by the writer’s choice of audition |
| B．present reasons why this year’s audition was the strangest |
| C．suggest that the writer’s imagination no longer involved the same imagery |
| D．inform the reader that students’ fears of going first were something of the past |
| A．To guarantee her a part in the play. |
| B．To impress and charm Mrs Dominguez. |
| C．To add her confidence in her performance. |
| D．To make the others feel they could not compete with her. |
| A．concerned and nervous | B．arrogant and indifferent |
| C．friendly and inclusive | D．confused and surprised |
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1. The passage is most probably taken from _______.
| A．A magazine of popular science |
| B．An academic journal on Nature |
| C．An online tourist advertisement |
| D．A literary story book about animals |
| A．fundamental | B．eventual | C．optimal | D．extreme |
| A．Besides whale watching, tourist can also enjoy fascinating harbor sightseeing. |
| B．A tourist is provided with both buffet breakfast and lunch during the cruise. |
| C．Swimming is considered a dangerous thing and therefore is strictly prohibited. |
| D．Team building and corporate culture nurturing is the ultimate goal for the cruise. |
| A．12:15 | B．12:25 | C．12:10 | D．12：00 |
| April 12 Rainy Today, I arrived at my friend Worawut’s house outside of Bangkok for the holidays. His family was doing a spring-cleaning of their pretty wooden house in preparation for Songkran Festival. They put their hands together to greet me with a traditional gesture called the wai. April 13 Cloudy That smells wonderful! The women were cooking Thai foods for the next day’s ceremonies. We men went to the river and brought lots of sand to the village wat. The wat was a beautiful Buddhist temple where the monks lived. We left the sand in piles near the wat. April 14 Sunny We all dressed up and went to the village wat. The monks waited with their bowls at a long table. Monks are used to a life of sacrifice and discipline, but not today. We filled their bowls with rice and all kinds of palatable foods. Everyone smiled and music played as the monks ate. After that, we attended the bathing ceremony. We poured water over little stone Buddhas. Young people poured some sweet water into the hands of older people to show respect for them. Outside, everyone used sand we had brought to make sand pagodas. April 15 Sunny Today was the last day of the festival, and Worawut told me to get ready for some water throwing. We put lots of buckets of water on the truck and drove into the village. Everyone was throwing buckets of water. Nobody escaped dry! On such a hot day, the water felt really good. I can’t wait to come back next year! |
1. The passage is most probably taken from _______.
| A．a festival poster |
| B．a traveler’s festival journal |
| C．a festival brochure |
| D．a traveler’s festival poem |
| A．in middle April |
| B．when the weather turns cold |
| C．in the beginning of April |
| D．at the end of April |
| A．cook various kinds of foods for older people |
| B．take sand from the river, and then use the sand to make pagodas for older people |
| C．pour smelly water all over older people |
| D．pour the water that smells good into the hands of older people |
| A．the throwing of water made him feel joyful |
| B．the delicious Thai foods left him with a deep impression |
| C．his friend Worawut treated him very well |
| D．dancing with the monks brought him a lot of fun |
9 . Think about a remote control. Something so simple in function is seemingly capable of invisible magic to most of us. Only those with an engineering and electronics background probably have any real idea of why a remote control works. The rest of us just assume it should. And the longer a given technology exists, the more we take it for granted.
Consider for a moment a split screen showing modern remote control users versus the first remote control users: the original users would be carefully aiming the remote directly at the television, reading the names of the buttons to find the right one, and intentionally pressing the button with a force that adds nothing to the effectiveness of the device. The modern users would be leaning on a sofa, pointing the remote any which way, and instinctively feeling for the button they desired, intuiting (凭直觉知道) its size, shape, and position on the remote.
Humans are known for being handy with tools, so it is no surprise that we get so comfortable with our technology. However, as we become increasingly comfortable with how to use new technologies, we become less aware of how they work. Most people who use modern technology know nothing of its underlying science. They have spent neither mental nor financial resources on its development. And yet, rather than be humbled by its originality, we consumers often become unfairly demanding of what our technology should do for us.
Many of the landmark inventions of the twentieth century followed predictable tracks: initial versions of each technology (television, video games, computers, cell phones, etc.) succeeded in impressing the general public. Then, these wonderful new inventions quickly became commonplace. Soon, the focus of consumer attitudes towards them changed from gratitude with respect to discriminating preference.
Televisions needed to be bigger and have a higher resolution. Video games needed to be more realistic. Computers needed to be more powerful yet smaller in size. Cell phones needed to be smaller yet capable of performing other tasks such as taking pictures, accessing the Internet, and even playing movies.
For children of the last twenty years born into this modern life, these technological marvels seem like elements of the periodic table: a given ingredient that is simply part of the universe. Younger generations don’t even try to imagine life without modern conveniences. They do not appreciate the unprecedented (史无前例的) technology that is in their possession; rather, they complain about the ways in which it fails to live up to ideal expectations. “My digital video recorder at home doesn’t allow me to program it from my computer at work.” “It’s taking too long for this interactive map to display on my portable GPS”.
If it sounds as though we’re never satisfied, we aren’t. Of course, our complaints do actually motivate engineers to continually refine their products. After all, at the root of our tool-making instinct is the notion that “there must be a better way.” Thus, the shortcomings of any current version of technology are pinned on the limitations of its designers, and the expectation is that someone, somewhere is working on how to make the existing product even better.
1. The second paragraph is used to illustrate the idea that ________.| A．modern humans do not pay enough attention to instructions |
| B．remote controls have become far more effective over the years |
| C．consumer behavior toward new forms of technology changes over time |
| D．the first consumers of new technology used new devices with ease and comfort |
| A．aim the remote directly at the television | B．feel instinctively for the desired button |
| C．read the names of the buttons carefully | D．use more strength pressing the button than is necessary |
| A．less realistic video games | B．wanting to make sacrifices |
| C．more powerful computers | D．needing to understand technology |
| A．space exploration gives us most of our technology |
| B．children learn technology while they learn chemistry |
| C．consumers complain when modern conveniences break down |
| D．consumers regard many technological inventions as unremarkable |
| A．critical | B．sympathetic | C．frightened | D．satisfied |
10 . POETRY CHALLENGE
Write a poem about how courage, determination, and strength have helped you face challenges in your life.
Prizes
3 Grand Prizes:Trip to Washington, D.C. for each of three winners, a parent and one other person of the winner’s choice. Trip includes round-trip air tickets, hotel stay for two nights, and tours of the National Air and Space Museum and the office of National Geographic World.
6 First Prizes:The book Sky Pioneer:A Photobiography of Amelia Earhart signed by author Corinne Szabo and pilot Linda Finch.
50 Honorable Mentions:Judges will choose up to 50 honorable mention winners, who will each receive a T-shirt in memory of Earhart’s final flight.
Rules
Follow all rules carefully to prevent disqualification.
■Write a poem using 100 words or fewer. Your poem can be any format, any number of lines.
■Write by hand or type on a single sheet of paper. You may use both the front and back of the paper.
■On the same sheet of paper, write or type your name, address, telephone number, and birth date.
■Mail your entry to us by October 31 this year.
1. How many people can each grand prize winner take on the free trip?| A．Two. | B．Three. | C．Four. | D．Six. |
| A．A plane ticket. | B．A book by Corinne Szabo. |
| C．A special T-shirt. | D．A photo of Amelia Earhart. |
| A．Typing your poem out. | B．Writing a poem of 120 words. |
| C．Using both sides of the paper. | D．Mailing your entry on October 30. |
