1 . In Iceland, these green houses melt into the natural landscape, a technique that first appeared with the arrival of British settlers during the 9th through 11th centuries. Unlike their previous warm and wet climate, wood was rare and slow to regenerate. Turf (草皮) became their first pick to make shelters.
Across Europe, turf bricks — widely available — were cut from local bogs (沼泽) and transported for use at higher lands. The turf was then laid over a wooden structure to form walls and a thick roof — to keep cold out from tough northern climates. Turf walls were replaced as frequently as every 20 years, and even up to 70 years.
It is difficult to find out its precise origins in the archaeological record. However, evidence of similar constructions can be found in many countries throughout the ages. Historic records suggest that up to 50 percent of Icelandic houses were partly comprised of turf until the late 19th century. As populations began to gather in cities like Reykjavik, wood buildings replaced stones and earth architecture. After fires burned up the city in 1915, concrete became the material of choice. In 1918 Iceland gained independence from Denmark, setting in motion a wave of nationalism that threatened the survival of turf houses. Advocates of modernization argued that Reykjavik paled in comparison to the grand architecture that graced the skylines of Paris, Berlin, and London. Traditional techniques were criticized as “rotten Danish wood” from a troubled era, and there was a campaign to clear them in favor of modern buildings — a move later criticized by many as destruction of cultural heritage.
A tourism boom in the latter half of the 20th century encouraged Iceland to reexamine the value of traditional architecture. Do Icelanders still live in turf houses? The quickest way to answer this question would be no. You might still see an occasional grass roof but that has everything to do with architecture and Icelanders wanting to hold on to their beloved heritage rather than any need for turf as insulation (隔热) material.
1. Why did people use turf to build houses in the past?| A．It matched nature perfectly. | B．It could be changed often. |
| C．It was long-lasting and accessible. | D．It was a request by settlers. |
| A．People packed into Reykjavik. | B．Traditional architecture was in favor. |
| C．Turf houses were almost unable to exist. | D．Concrete became a new building material. |
| A．It starts coming to life. | B．It will live on. |
| C．Its material will improve. | D．It is out of date. |
| A．Iceland’s turf stretches brightly across Europe |
| B．Iceland’s turf — An important building material |
| C．Iceland’s turf houses — An exceptional example |
| D．Iceland’s turf houses survive beautifully with nature |
2 . When he was 7, Diebedo Francis Kere left his native village Gando at the insistence of his father so that he might learn to read and write. Gando had neither a school nor electricity nor running water. Kere returned home on holidays, and at the end of every visit, the women villagers would reveal a penny tucked in their waistbands — often their last penny — that they’d give him as a parting gift. The pennies were their way of contributing to the boy’s education.
It was a worthwhile investment: Kere is now an architect, and in 2001, he did return to Gando to build his first education building, Gando Primary School. Kere settled on a method of fortifying (加固) locally made clay bricks with concrete and created a floating, double-roof system that allows hot air to rise out of the building and cool air to come in. Colorful shutters (百叶窗) allow teachers to direct sunlight into the room depending on the hour of the day. Most significantly, the school was built by village members — who helped produce the bricks, build the walls and polish the mud floors. This not only allowed the village to build a new school in a timely and economical fashion but it also taught marketable construction techniques to untrained laborers.
For this work and other high-profile projects, Kere became the first African architect to win the Pritzker Architecture Prize. “Francis Kere’s work shows us the power of materiality rooted in place. It is sustainable to the earth and its residents — in lands of extreme scarcity (缺乏),” announced Tom Pritzker, chairman of the award.
Of his work, Kere said in a statement, “It is not because you are rich that you should waste material. It is not because you are poor that you should not try to create quality.”
1. What does the underlined word “tucked” mean in the first paragraph?| A．Spread. | B．Chosen. | C．Occupied. | D．Hidden. |
| A．It was made from modern materials. | B．It was built together by local residents. |
| C．It reflected the villagers’ high techniques. | D．It was equipped with good air conditioners. |
| A．His African origin. | B．His living environment. |
| C．His sustainable projects. | D．His education background. |
| A．Critical and careful. | B．Generous and cautious. |
| C．Curious and responsible. | D．Ambitious and creative. |
3 . Underground farming, as the name may suggest, is the practice of growing food underground.
Until recently, underground farming is a recent and important trend, but why? Because of its potential (潜力) and the benefits that it brings.
·
It has been estimated that even if cities were to build rooftop greenhouses on every possible building and fill the parking spots with growing containers — it would only be able to reach around 5% of the crop requirements of the city.
·Lowers Heating Costs for Building Above
Even the most efficient LED lights generate waste heat, which means that they heat up the farm, and for most modern indoor farms that's a major issue because not only energy is lost through lighting, but it's also required to cool down the farm.
·Enables Farming in Unfriendly Environments
Obviously when going under a certain depth, the weather and environmental conditions of the surface have no effect on the growing environment.
| A．Replaces rooftop greenhouses. |
| B．Increases the urban farming capacity (容量). |
| C．Underground farms have a big advantage here. |
| D．It aims at creating stable underground environments. |
| E．Growing in cities is highly limited due to less empty space. |
| F．Underground farms can reduce that waste of energy as much as possible. |
| G．So it's possible to build productive farms in deserts and even mountainous areas. |
4 . How did music begin? Did our early ancestors first start by beating things together to create rhythm?
So, what is music? This is difficult to answer, as everyone has their own idea. “
Another important component of music is rhythm. Our early ancestors may have created rhythmic music by clapping their hands.
So, we know that music is old, and may have been with us from when humans first evolved.
| A．(It’s) Sound that conveys emotion. |
| B．Were they the earliest forms of music? |
| C．What types of instruments did they use? |
| D．But why did it arise and why has it persisted? |
| E．More importantly, music brings people together. |
| F．This may be linked to the earliest musical instruments. |
| G．It is a strong regular repeated pattern of sounds and movements. |
5 . Jack London, one of America's famous writers, was born in California in 1876. During his life, London worked at many jobs. His broad life experiences would become the background for his writing.
London loved to read. As a teenager, he spent many hours educating himself at the Oakland, California, public library. He studied in the University of California at Berkeley, but he stayed for only six months. He thought Berkeley was "not lively enough" and wanted to do something more exciting.
London wrote stories about working people and the hard times they had making a living. He worked as a sailor, farmer, factory employee, railroad worker, and gold prospector, to name just a few of his many jobs.
London grew up near the waterfront in Oakland. He loved the water. When he was fifteen years old, he bought a small sailboat. Later he sailed to Japan. Like many people of the time, London caught the Klondike Gold Rush. In 1897, he headed for Alaska. He didn't find gold, but he discovered something even more valuable. He discovered that people enjoyed listening to the stories he made up with his imagination. London made the miners laugh with story after story. Later, using his experiences during the Gold Rush, he created many more colorful stories.
London decided to live a full, exciting life. He once said, "I would rather be a superb meteor(流星) than a sleepy and permanent(永恒的) planet.”Each day, he pushed himself. Once London decided that he was going to be a writer, nothing could stop him. His goal was to write at least one thousand words every day. He refused to stop even when he was sick. In eighteen years, the writer published fifty-one books and hundreds of articles. He was the best-selling and highest-paid author of his day. Many people also considered him to be the best writer. White Fang and The Call of the Wild are his most famous stories and are about surviving in the Alaskan wilderness. Readers can enjoy Jack London's energy and his talent for telling wonderful stories each time they open one of his novels.
1. Why was Jack London able to write on many topics?| A．He pushed himself to reach goals. |
| B．He had a great number of experiences and jobs. |
| C．He was drawn to the Klondike Gold Rush. |
| D．He was the best-selling and highest-paid author. |
| A．That he sailed to Japan. |
| B．That he traveled to Alaska in 1897. |
| C．That he spent much of his time writing. |
| D．That he was not interested in college life enough. |
| A．was expert at the stars | B．aimed high and wanted to succeed |
| C．was interested in life | D．faced a choice between life and death |
| A．To tell London was the "best writer". |
| B．To describe life during the Klondike Gold Rush. |
| C．To provide information on Jack's life. |
| D．To introduce books written by Jack London. |
(l)Study after study shows the most important thing deciding the quality of the education a child receives is his teacher. Teaching has become one of the most difficult jobs today. But what makes a great teacher?
(2)Responsible teachers set high expectations for all students. They expect that all students can achieve in their classroom, and they don’t give up on those who do poorly in study.
(3)Great teachers have clear teaching goals. They have lesson plans that give students a clear idea of what they will learn, what the homework is and what the grading standard is. Homework bas learning goals and gives students enough chances to practice new skills.
(4)Being prepared and organized is another good quality that great teachers have. They are in their classrooms early and ready to teach. They present lessons in a clear and structured way. Their classrooms are organized in such a way as to minimize distractions.
(5)To become great teachers, they should engage students and get them to look at problems in all kinds of ways. They use facts as a starting point, not an end point; they ask “why” questions, look at all sides and encourage students to imagine what will happen next. They ask questions frequently to make sure students are following along. They try to engage the whole class, and they don’t allow a few students to control the class. They keep students active with many different and lively ways.
(6)Besides, great teachers have strong relationships with their students. They are warm, kind, energetic and caring. Teachers with these qualities are known to stay after school and make themselves available to students and parents who need them.
(7)Great teachers also communicate frequently with parents. They reach parents through conferences and frequent written reports home. They don’t hesitate to pick up the telephone to call a parent if they are concerned about a student.
1. What does the first sentence of the text mean?2. A great teacher is a teacher(此题答案可摘自原文)
①who
②who
③who
④who
⑤who
⑥who
3. Please give a title to the text.
4. Please draw the structure map of this text.
7 . School Groups Visits
The Met welcomes all school-age learners! We invite you to request either a guided visit led by trained Museum educators and volunteers or a self-guided visit, which allows you to lead your own students through the Museum. Appointments are required for all school groups visiting the Museum. To request an appointment at The Met Fifth Avenue or The Met Cloisters, please contact us at schoolvisits@metmuseum.org.
Guided Visits
Guided tours must be requested at least three weeks in advance. Individual schools are limited to three weekday morning guided visits per term. Each school is limited to one group visit per day.
Admission
Membership benefits and other passes are not valid for group visits.
Students$12
Required Adult Chaperones(监护人)$12
Additional Adults$25
Under-resourced organizations may qualify for reduced rates. Please ask for details when you make a reservation.
Group Size
Guided tours at The Met Fifth Avenue or The Met Cloisters may have no fewer than 10 students and no more than 50 students, with one chaperone required for every 10 students. Larger groups will be divided into smaller ones in order to offer more individual attention to students in the galleries.
Visit Schedule
Guided visits are conducted at each location as follows:
The Met Fifth Avenue: Monday through Friday, 9:45 am – 3:30 pm.
The Met Cloisters: Monday through Friday, 10 am – 3:30 pm.
For additional information or questions, please call 211-535-7710.
1. What is required of school groups visiting The Met?| A．They have to book online in advance. |
| B．They have to follow Museum educators. |
| C．They should limit the group size to 30 students. |
| D．They should make a reservation a month ahead. |
| A．$435 | B．$422 |
| C．$396 | D．$360 |
| A．9:45 am –3:30 pm, Monday | B．10 am –3:30 pm, Wednesday. |
| C．9:45 am – 3:30 pm, Friday | D．10 am – 3:30 pm, Sunday. |
8 . Ten years ago, I went on a vacation in Italy. After climbing up a hill for a panoramic (全景的) view of the blue sea, white buildings and green olive trees, I paused to catch my breath and then positioned myself to take the best photo of this panorama.
Unfortunately, just as I took out my camera, a woman approached from behind, and planted herself right in front of my view. Like me, this woman was here to stop, sigh and appreciate the view.
Patient as I was, after about 15 minutes, I grew frustrated. Was it too much to ask her to move so I could take just one picture of the landscape? Sure, I could have asked her, but something prevented me from doing so. She seemed so content in her observation. I didn't want to mess with that. Another 15 minutes passed and I grew bored. The woman was still there. I decided to take the photo anyway.
Now when I look at the photo, I think her presence in the photo is what makes the image interesting. The landscape, beautiful on its own, somehow comes to life and breathes because this woman is engaging with it.
This photo, with the unique beauty that unfolded before me and that woman who "ruined" it, now hangs on a wall in my bedroom. What would she think if she knew that her figure is captured and frozen on some strangers bedroom wall? A bedroom, after all, is a very private space, in which some woman I don't even know has been immortalized (使永存). In some ways, she lives in my house.
Perhaps we all live in each other's spaces. Perhaps this is what photos are for: to remind us that we all appreciate beauty, that we all share a common desire for pleasure, for connection, for something that is greater than us. That photo is a reminder, a captured moment, an unspoken conversation between two women, separated only by a thin square of glass.
1. What happened when the author was about to take a photo?| A．Her camera stopped working. | B．A friend approached from behind. |
| C．Someone asked her to leave. | D．A woman blocked her view. |
| A．losing her patience | B．enjoying herself |
| C．waiting for the sunset | D．thinking about her past |
| A．The woman's existence in the photo. | B．The perfect positioning of the camera. |
| C．The rich color of the landscape. | D．The soft sunlight that summer day. |
| A．the need to be close to nature | B．the importance of private space |
| C．the shared passion for beauty | D．the joy of the vacation in Italy |
9 . Forget smartphones and smart glasses. One day, we might have smart tattoos (纹身). The company NewDealDesign came up with an idea for a product called UnderSkin. The device would look like a pair of tattoos on your palm and the side of your thumb, but it would actually be a very thin computer implanted just below your skin. It would draw power from your body’s energy, and you could use it to unlock doors, monitor your health, exchange and store information, or even express your personality. UnderSkin is just an idea—you can’t go out and get one—but the technology exists to make it work.
Writer and technology entrepreneur Amal Graffstra already has a chip called a radio-frequency identification (RFID) tag implanted in his hand. “I use it to log into my computer. I also use it to share contact details with people,” he says. The chip is about the size of a grain of rice and responds to radio signals with a unique identification number.
If a computerized tattoo or embedded (植入的) tag isn’t crazy enough for you, what about a brain chip? The company Intel is working on technology that would let you control your devices with your mind. The researchers explain, “We’re trying to prove you can do interesting things with brain waves… Imagine being able to surf the Web with the power of your thoughts.”
Do you think embedded chips sound frightening or cool? Some doctors are concerned about people hurting themselves while getting devices implanted. They argue that medical procedures are meant to treat sick people, and not to give healthy people special powers. Others worry about hacking and privacy. Could someone hack in and steal your identity, or even control your mind? On a more philosophical level, if you have a computer inside your body, are you still human? Or are you a cyborg?
1. What can be inferred about UnderSkin?| A．It is thumb-sized. | B．It is only a fantasy. |
| C．It is body-powered. | D．It is good for health. |
| A．To show how crazy new technology might be. |
| B．To introduce a new smart device — the embedded tags. |
| C．To prove there’s technology to make UnderSkin a reality. |
| D．To tell the difference between UnderSkin and RFID tags. |
| A．The concerns they raise. | B．The applications of them. |
| C．The special powers they have. | D．The pros and cons of them. |
| A．A descriptive essay. | B．A comparative essay. |
| C．A two-sided argumentative essay. | D．An expository essay. |
10 . Masks that helped save lives are proving a deadly danger for wildlife, with birds and sea creatures trapped in the shocking number of thrown-away facial coverings. Single-use masks have been found around pavements, waterways and beaches worldwide. Worn once, the thin protective materials can take hundreds of years to decompose. “Face masks aren't going away any time soon—but when we throw them away, these items can harm the environment and the animals,” Ashley Fruno of animal rights group PETA said.
In Britain, a gull was rescued by the RSPCA after its legs became tangled in the straps of a mask for up to a week. The animal welfare charity took it to a wildlife hospital for treatment before its release.
The biggest impact may be in the water. More than 1.5 billion masks made their way into the world's oceans last year, accounting for around 6,200 extra tonnes of ocean plastic pollution, according to environmental group Oceans Asia.
Conservationists in Brazil found one mask inside the stomach of a penguin after its body was washed up on a beach, while a dead pufferfish was discovered caught inside another off the coast of Miami. French campaigners found a dead crab trapped in a mask near the Mediterranean. Masks and gloves are “particularly problematic” for sea creatures, says George Leonard, chief scientist from NGO Ocean Conservancy. “When those plastics break down in the environment, they then enter the food chain and impact entire ecosystems.” he added.
There has been a shift towards greater use of reusable cloth masks as the pandemic has worn on, but many are still using the lighter single-use varieties. Campaigners have urged people to bin them properly and cut the straps to reduce the risk of animals becoming trapped. Oceans Asia has also called on governments to increase fines for littering and encourage the use of washable masks.
1. What's Paragraph 1 mainly about?| A．The problem of littering masks. | B．The long time to break down masks. |
| C．The threat of masks to wildlife. | D．The protective use of masks to people. |
| A．They gave first aid to the bird. | B．They released the bird at once. |
| C．They kept the bird for about a week. | D．They sent the bird to hospital. |
| A．By providing examples. | B．By giving explanations. |
| C．By making comparisons. | D．By analyzing causes. |
| A．Forbidding the use of single-use masks. | B．Wearing reusable cloth masks. |
| C．Cutting the masks up before throwing. | D．Increasing fines for binning masks. |
