1.参赛人员； 2.现场描述； 3.比赛反响。4. 80词左右。
A Speech Contest About “Health and Sport”
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________1. Where will the majority of the photos be displayed?
| A．In a gallery. | B．In a mall. | C．In a café. |
| A．5 hours. | B．8 hours. | C．9 hours. |
| A．To develop the poor countries’ economy. |
| B．To teach local kids arts. |
| C．To help disabled children. |
3 . Students who are better able to understand and manage their emotions effectively, a skill known as emotional intelligence (EI), do better at school than their less-skilled classmates, according to research published by the American Psychological Association.
“It’s not enough to be smart and hardworking. Students must also be able to understand and manage their emotions to succeed at school,” said Carolyn MacCann, lead author of the study. MacCann and her colleagues analyzed data from more than 160 studies, representing more than 42,000 students from 27 countries, published between 1998 and 2019. The students ranged in age from primary school to college. The researchers found that students with higher EI tended to get higher grades and better achievement test scores than those with lower EI scores. This finding held true even when controlling for intelligence and personality factors. What was most surprising to the researchers was the association held despite different ages.
As for why EI can affect academic performance, MacCann believes a number of factors may come into play. “Students with higher EI may be better able to manage negative emotions, such as anxiety, boredom and disappointment, which can negatively affect academic performance,” she said. “Also, these students may be better able to manage the social world around them, forming better relationships with teachers, classmates and family, all of which are important to academic success.” Finally, the skills required for EI, such as understanding human motivation and emotion, may overlap with (与……重叠) the skills required to master certain subjects, such as history and language, giving students an advantage in those subject areas, according to MacCann.
However, MacCann cautions against widespread testing of students to identify and target those with low EI as it may stigmatize (给……打上烙印) those students. Instead, she recommends interventions that involve the whole school, including additional teacher training and a focus on teacher well-being and emotional skills. “Programs that integrate emotional skill development into the existing curriculum would be beneficial, as research suggests that training works better when run by teachers rather than external specialists,” she said. “Increasing skills for everyone — not just those with low EI—would benefit everyone.”
1. What surprised the researchers most during MacCann’s study?| A．Intelligence mattered more than EI for academic success. |
| B．EI had an effect on learning for students of all ages. |
| C．College students benefited more from EI than pupils. |
| D．Personality affected academic performance greatly. |
| A．High-EI students hardly experience negative emotions. |
| B．High-EI students seldom develop social relationships. |
| C．High-EI students tend to easily focus on their study. |
| D．High-EI students have helpful skills for certain subjects. |
| A．Equipping teachers with emotional skills. |
| B．Designing tests to identify students with low EI. |
| C．Developing special programs for students with low EI. |
| D．Employing emotional specialists to give training to students. |
| A．Should EI be taught in school? |
| B．How can students develop high EI? |
| C．Students with high EI do better in school |
| D．Good students do better in managing emotions |
4 . Exercise and I have never had a good relationship because of my fear of sports. From a young age, my dad
When I entered University of Regina, my dad
The spring semester came. A friend of mine
I went, and that was it. Zumba became my
| A．expected | B．allowed | C．invited | D．pushed |
| A．therefore | B．though | C．instead | D．besides |
| A．avoided | B．kept | C．regretted | D．risked |
| A．in shape | B．for fun | C．at ease | D．on business |
| A．decided | B．happened | C．bothered | D．refused |
| A．hardly | B．merely | C．constantly | D．gradually |
| A．eager | B．content | C．embarrassed | D．disappointed |
| A．teased | B．comforted | C．approached | D．annoyed |
| A．happy | B．proud | C．careful | D．certain |
| A．share | B．part | C．cup | D．mouth |
| A．curiosity | B．passion | C．fright | D．confidence |
| A．ambitious | B．enthusiast | C．adorable | D．perfect |
| A．feel | B．accept | C．display | D．compare |
| A．save | B．witness | C．discourage | D．separate |
| A．trouble | B．sense | C．peace | D．contact |
5 . A program at Virginia Commonwealth University (VCU) is hoping to fight against loneliness brought on by the pandemic by forming friendships between students and seniors in the community. They’re making it possible through weekly calls.
“It’s been a thing I look forward to every week,” Miranda Savioli, a VCU medical student said.
The program is run by students involved with the American Geriatrics Society and pairs medical and health science students with seniors in the community.
VCU education administrator for the School of Medicine, Chuck Alexander, says it was formed to fight against loneliness and give students valuable interaction with that age group — something that’s been missing since training programs stopped earlier this year. “It’s mostly just social — just chatting,” Alexander said. “A lot of times they just need someone to talk to. A lot of times they feel that they have a connection with someone younger who is just entering a new phase in their career and that they have some wisdom to impart to them — medically and socially as a friend.”
So far, the volunteer program has paired around 40 students with seniors.
Every week, Savioli video calls retiree Joan Kerby, who lives in a retirement community in Henrico.
“It’s a really good connection because in lockdown you really don’t have long conversations with anybody,” Kerby said. Those long conversations soon turned into a visit. The two participants decided to meet in person back in November and Kerby said it was a special moment. “We talked for two hours. We probably could have gone on longer but we had to stop,” Kerby said.
Savioli says they plan to keep the program going, and encourages others to pick up the phone and call a loved one who may be isolated. “It was developed to help seniors with isolation, but mean, we all got isolated during this pandemic,” Savioli said. “It’s been nice to talk to someone every week.” The group has no plans to stop the program. “We’re going to keep the program going and as for Joan and I, we’ve established ourselves as lifelong friends,” Savioli said.
1. What can be learned about the program?| A．It is run by college teachers. | B．It asks students to write to seniors. |
| C．It charges participants for weekly visits. | D．It connects college students with elderly people. |
| A．It should involve families. | B．It should be more professional. |
| C．It reduces students’ training time. | D．It benefits both students and seniors. |
| A．It was boring. | B．It was stressful. | C．It was wonderful. | D．It was humorous. |
| A．Stop face-to-face visits. | B．Reduce conversation time. |
| C．Inspire people to talk to each other. | D．Switch from weekly calls to daily visits. |
1. Where is the woman going?
| A．To the shop. | B．To the museum. | C．To the post office. |
| A．Go straight forward along this street. |
| B．Go down the street and turn right. |
| C．Go down the street and turn left. |
| A．10 minutes by taxi. | B．10 minutes by bus. | C．10 minutes on foot. |
It is no secret that China has an incredibly rich, complex and ancient history and culture. My first
Culture and food are closely connected and perhaps nowhere else can this be seen more clearly
8 . Technology seems to discourage slow, immersive reading. Reading on a screen tires your eyes and makes it harder for you to keep your place. Online writing tends to be more skimmable and list-like than print. The cognitive neuroscientist Mary Walt argued recently that this “new norm” of skim reading is producing “an invisible, game -changing transformation” in how readers process words. The neuronal circuit that sustains the brain’s capacity to read now favors the rapid absorption of information.
We shouldn’t overplay this danger. All readers skim. From about the age of nine, our eyes start to bounce around the page, reading only about a quarter of the words properly, and filling in the gaps by inference. Nor is there anything new in these fears about declining attention spans. So far, the anxieties have proved to be false alarms. “Quite a few critics have been worried about attention spans lately and see very short stories as signs of cultural decline,” the American author Selvin Brown wrote. “No one ever said that poems were evidence of short attention spans.”
And yet the Internet has certainly changed the way we read. For a start, it means that there is more to read, because more people than ever are writing. And digital writing is meant for rapid release and response. This mode of writing and reading can be interactive and fun. But often it treats other people’s words as something to be quickly harvested as fodder (素材) to say something else. Everyone talks over the top of everyone else, desperate to be heard.
Perhaps we should slow down. Reading is constantly promoted as a social good and source of personal achievement. But this advocacy often emphasizes “enthusiastic” “passionate” or “eager” reading, none of which adjectives suggest slow, quiet absorption. To a slow reader, a piece of writing can only be fully understood by immersing oneself in the words and their slow comprehension of a line of thought.
The human need for this kind of deep reading is too tenacious for any new technology to destroy. We often assume that technological change can’t be stopped and happens in one direction, so that older media like “dead-tree” books are kicked out by newer, more virtual forms. In practice, older technologies can coexist with new ones. The Kindle has not killed off the printed book any more than the car killed off the bicycle. We still want to enjoy slowly. formed ideas and carefully-chosen words. Even in a fast-moving age, there is time for slow reading.
1. Selvin Brown would probably agree that ________.| A．poetry reading is vital to attention spans |
| B．the gravity of cultural decline is urgent |
| C．fears of attention spans are unnecessary |
| D．online writing harms immersive reading |
| A．It demands writers to abandon traditional writing modes. |
| B．It leads to too much talking and not enough deep reflection. |
| C．It depends heavily on frequent interaction with the readers. |
| D．It paves the way for enthusiastic, passionate or eager reading. |
| A．Deep-rooted. |
| B．Fast-advanced. |
| C．Slowly-changed. |
| D．Rarely-noticed. |
| A．The Wonder of Deep Reading |
| B．Slow Reading is Here to Stay |
| C．The Internet is Changing the Way We Read |
| D．Digital vs Print: A Life-and-Death Struggle |
1. Where are the speakers?
| A．In a car. | B．At home. | C．At Grandma’s house. |
| A．Roast chicken. | B．Apple pie. | C．Fried fish. |
| A．Excited. | B．Surprised. | C．Calm. |
| A．He will go to Grandma’s house by himself. |
| B．He made some cornbread for Thanksgiving. |
| C．He has just finished a business trip. |
10 . Just a few months earlier, I would never have pictured myself acting in a play in front of two hundred people. If not for my teacher Mr Bricker, I might never have found that
In the first and second grade, I was extremely
One day, he announced our class was going to
“You’re great at
I realized it was time to
| A．intention | B．opportunity | C．solution | D．commitment |
| A．shy | B．pessimistic | C．energetic | D．ambitious |
| A．required | B．allowed | C．encouraged | D．persuaded |
| A．drawback | B．peace | C．fear | D．strength |
| A．present | B．introduce | C．write | D．evaluate |
| A．shocked | B．anxious | C．thrilled | D．ordinary |
| A．annoyed | B．grateful | C．embarrassed | D．surprised |
| A．ashamed | B．regretful | C．doubtful | D．terrified |
| A．analyzing | B．observing | C．memorizing | D．predicting |
| A．store | B．mind | C．place | D．comparison |
| A．throw off | B．show off | C．give off | D．call off |
| A．practicing | B．adapting | C．adjusting | D．debating |
| A．accounting | B．calling | C．cheering | D．praying |
| A．praise | B．efforts | C．beliefs | D．performances |
| A．advantage | B．confidence | C．character | D．evidence |
