1 . One theory is that kissing all began when cavemen began licking (舔) their neighbours’ faces for the salt on them. But whatever it might have been for, the fact remains that, in one form or another, kissing has been widespread, though it developed mostly in the West.
Ancient Greek and Roman parents kissed their children, and lovers or married people kissed each other, as did friends. In the Middle Ages (the period in European history between about 1100 and 1500 AD) knights kissed before doing battle. Early Christians were often kissed to express respect.
Kissing is very much a cultural practice, and rules and attitudes vary across the globe. The French, who have had quite a lot of kissing practice, have turned kissing into a fine social art, although these days, even they are not sure when or how to do it. Many French kiss one another three, or even more, times. It can sometimes go on for a long time. Italians are enthusiastic kissers at all times, and they have been for centuries. Arabic men greet one another with kisses, as do Arabic women. Russian men too are often seen greeting one another with kisses, and it is especially noticeable in the world of Russia, where the three-kiss greeting has become a social behavior. The British, though, remain shy about social kissing. The Japanese, along with many Asian peoples, consider kissing, at least in public, as a Western custom and sometimes even offensive (冒犯的). Kissing has, however, become more commonplace in some Asian countries in the past few years.
But kissing does seem to be on the increase. We kiss people we used to hug, we hug people we used to shake hands with, and we shake hands with those we used to nod to.
1. What is Paragraph 2 mainly about?| A．The importance of kissing. | B．Kissing in the Middle Ages. |
| C．Different reasons for kissing. | D．The early development of kissing. |
| A．It influences other countries. | B．It seems a bit confusing. |
| C．It always changes. | D．It takes less time. |
| A．In Britain. | B．In Russia. | C．In France. | D．In Italy. |
| A．Kisses are more welcome than hugs. | B．People’s manners are getting friendlier. |
| C．Kissing is a better way to show respect. | D．There are many different forms of greeting. |
2 . Hanukkah (光明节) is a Jewish festival. It is celebrated on the 25th day of the Jewish month of Kislev (犹太教历), which is usually sometime in December. It is often called the festival of lights. The festival celebrates the time, over 2，000 years ago, when the Jewish people fought against an emperor who would not let them follow their own traditions and religion. When the Jewish people won back their temple in Jerusalem, they found there was only little holy oil to keep the sacred light burning for one day. However, to their surprise, this small amount of oil kept the light burning for eight days and nights until the people had time to make more oil.
At the center of the Hanukkah celebrations is a candlestick (called a Menorah) that holds nine candles. On the first night of Hanukkah the first candle is lit, and each day this candle is used to light another candle, until on the eighth day, the last day, all the candles are lit. During Hanukkah, people go to the synagogue (犹太教堂) to pray and to remember the miracle (奇迹) of the holy oil. Hanukkah is a time for family and friends to come together. People exchange gifts and greeting cards, and children go to parties. Parents often give their children money at Hanukkah. Potato cakes, called latkes, are a traditional Hanukkah food.
1. From the first paragraph we know that Hanukkah is a festival about ________.| A．Jewish month of Kislev | B．Jewish traditions and religion |
| C．how to make more holy oil | D．traditional Hanukkah food |
| A．Oil. | B．Money. | C．Cards. | D．Candles. |
| A．The war that they fought 2，000 years ago. |
| B．The God that they honored best. |
| C．The miracle of the holy oil that happened 2，000 years ago. |
| D．The church they built 2，000 years ago. |
| A．the history of Hanukkah and how it is celebrated |
| B．why Jewish people celebrate Hanukkah |
| C．why Jewish people protect their traditions |
| D．the miracle of the holy oil in the Jewish temple |
3 . “A blue whale's heart is as big as a Volkswagen Beetle(大众甲壳虫),” I told a group of wide-eyed, open-mouthed second-graders. “It is so big that you could walk around inside of it.” Then I asked a big question-“Why does a blue whale have such a big heart?”—and let the adventure begin.
I was bringing SOLE to my classroom-the Self-Organized Learning Environment.
My students began their investigations and, after 40 minutes, they shared their discoveries.
“Blue whales can call to each other over almost a thousand miles.” said Heavenly. “They need a big heart to talk to each other.”
“They swim all over the world,” said Ki'ara. “So they need a big heart to be their motor.”
“They swim together in pairs.” said Amare. “So they need huge hearts to care for each other.”
“Yeah,” said Isaac. “That's true. It takes a huge heart to care for somebody.”
“Hmmm,” I said. “How can we have big hearts for each other instead of small hearts?”
Then the students made a list of it.
I was teaching compassion—to model ways we can care for each other and other living things. This SOLE lesson took a beautiful turn when Amaze connected the heart of the blue whale to community and to caring.
Perri Klass, in a brief essay for the New York Times titled “Understanding How Children Develop Compassion”, writes about the importance of modeling compassion to children so those things are part of their experience long before they know the word.
Around my school, however, nine out of 10 families live in a destructive poverty that makes it difficult to model compassion, to nurture community and caring. My students often come to school knowing more about the survival of the fittest than the survival of the kindest. Yet here were my 7 and 8-year-olds working together in a community, talking about caring for each other and exploring ways we can have big hearts instead of small hearts for each other.
On that day, the blue whale and the second-graders modeled compassion for all of us. This SOLE lesson brought heart to my classroom.
1. How did the students get the answer in the SOLE class?| A．By looking at a blue whale. | B．By finding the answer themselves. |
| C．By questioning each other. | D．By taking a dangerous a trip. |
| A．The ways to care for each other. | B．The ways to learn from each other. |
| C．The disadvantages of having small hearts. | D．The importance of having big hearts. |
| A．The students were used to SOLE lessons. | B．The students were mostly from poor families. |
| C．The students had too much to do at school. | D．The students were fond of working together. |
| A．SOLE Lessons-a Way to Care for Each Other |
| B．Discoveries about a Blue Whale's Heart |
| C．How Blue Whales Taught Children about Compassion |
| D．How Children Learned Science in SOLE Lessons |
4 . I finished training as a nurse in Auckland and I was expecting to get a job in a small hospital somewhere. But then a friend told me about Volunteer Now. I’d always wanted to go to an African country and use my nursing skills to help people. And here was a chance to do that, so I decided to apply.
So I went to Madagascar and joined a team of people working with a local supervisor (主管人).
By going round villages, we taught basic ways to improve hygiene (卫生) and to avoid catching diseases. For example, we gave instruction about how to avoid catching malaria (疟疾) and distributed mosquito nets to some of the homes. I think we did some good. I hope so anyway.
After I came back, I got accepted straight away for a job at the university hospital.
| A．We set up a program there. |
| B．I also got a lot from this program. |
| C．It is one of the best hospitals in Auckland. |
| D．So I’d recommend Volunteer Now to anyone. |
| E．I failed to take the opportunity though I could. |
| F．I had to raise $500 before I went, but that was quite easy. |
| G．We had such good times together and we’ve kept in touch since then. |
5 . Do you want to live another 100 years or more? Some experts say that scientific advances will one day enable humans to last tens of years beyond what is now seen as the natural limit of the human life span.
“I think we are knocking at the door of immortality(永生),” said Michael Zey, a Montclair State University business professor and author of two books on the future. “I think by 2075 we will see it and that’s a conservative estimate(保守的估计).”
At the conference in San Francisco, Donald Louria, a professor at New Jersey Medical School in Newark said advances in using genes as well as nanotechnology(纳米技术) make it likely that humans will live in the future beyond what was possible in the past. “There is a great effort so that people can live from 120 to 180 years,” he said. “Some have suggested that there is no limit and that people could live to 200 or 300 or 500 years.”
However, many scientists who specialize in aging are doubtful about it and say the human body is just not designed to last past about 120 years. Even with healthier lifestyles and less disease, they say failure of the brain and organs will finally lead all humans to death.
Scientists also differ on what kind of life the super aged might live. “It remains to be seen if you pass 120, you know; could you be healthy enough to have good quality of life?” said Leonard Poon, director of the University of Georgia Gerontology Centre. “At present people who could get to that point are not in good health at all.”
1. By saying“we are knocking at the door of immortality”,Michael Zey means_________.| A．they have got some ideas about living forever |
| B．they believe that there is no limit of living |
| C．they are able to make people live past the present life span |
| D．they are sure to find the truth about long living |
| A．the human body is designed to last past about 120 years |
| B．it is possible for humans to live longer in the future |
| C．it is still doubtful how long humans can live |
| D．people can live from 120 to 180 |
| A．a great effort |
| B．the conservative estimate |
| C．the idea of living from 200 to 300 years |
| D．the idea of living beyond the present life span |
| A．No Limit for Human Life |
| B．Living Longer or not |
| C．Science,Technology and Long Living |
| D．Healthy Lifestyle and Long Living |
6 . Train Information
All customers travelling on TransLink services must be in possession of a valid ticket before boarding. For ticket information，please ask at your local station or call 13 12 30.
While Queensland Rail makes every effort to ensure trains run as scheduled，there can be no guarantee of connections between trains or between train services and bus services.
Lost property(失物招领)
Call Lost Property on 13 16 17 during business hours for items lost on Queensland Rail services.
The lost property office is open Monday to Friday 7:30am to 5:00pm and is located(位于)at Roma Street station.
Public holidays
On public holidays, generally a Sunday timetable operates. On certain major event days，i.e.
Australia Day, Anzac Day, sporting and cultural days, special additional services may operate.
Christmas Day services operate to a Christmas Day timetable，Before travel please visit translink. com. au or call TransLink on 13 12 30 anytime.
Customers using mobility devices
Many stations have wheelchair access from the car park or entrance to the station platforms.
For assistance, please Queensland Rail on 13 16 17.
Guardian trains (outbound)
Depart | Origin | Destination | Arrive |
6:42pm | Altandi | Varsity Lakes | 7:37pm |
7:29pm | Central | Varsity Lakes | 8:52pm |
8:57pm | Fortitude Valley | Varsity Lakes | 9:52pm |
11:02pm | Roma Street | Varsity Lakes | 12:22am |
| A．Call 13 16 17. | B．Visit translink .com.au. |
| C．Ask at the local station. | D．Check the train schedule. |
| A．Altandi. | B．Roma Street. | C．Varsity Lakes. | D．Fortitude Valley. |
| A．6:42 pm. | B．7:29 pm. | C．8:57 pm. | D．11:02 pm. |
7 . Natural disasters have hit Asia hard in recent years, taking hundreds of thousands of lives. But while these tragedies (灾难) have destroyed homes and lives, they have also created heroes.
The hero: Muelmar Magallanes
The story: As the heavy rain was destroying homes and villagers in Manila, the 18-year-old worker jumped into action. Muelmar swam through the floods (洪水) and pulled 30 of his neighbors to safety. After pushing a mother and baby to shore on a small boat, the tired hero was lost in the water, and his body was discovered the next day. "He gave his life for my baby, "said Menchie Penalosa, the child's mother "I will never forget him.
The hero: Tilly Smith
The story: You never know when those lessons learned in geography class will be put to good use. For Smith, just 10 years old at the time, being able to recognize the warning signs of a tsunami, saved about 100 lives at a holiday center in Thailand. The English schoolgirl was walking on a beach in Phuket when she noticed the water was coming in, but it wasn't going out again. A tsunami, she realized, was just minutes away. Her father told everyone to leave the beach. That beach was one of the few in Phuket where no one was killed or seriously injured.
The heroes: Aisah, Neneh, Azmi, Nuraida and Sulastri
The story: For these five women from the village of Lampasch, the tsunami took everything. That day, Aisah lost her 17-day-old granddaughter, Neneh lost seven of her nine children, Azmi lost her parents, Nuraida lost three of her sisters and brothers, and Sulastri lost her husband, daughter and youngest son. All lost their homes. Everything was gone except for their strong belief. Soon after the tsunami, the five women went back to clean up the village. These women lost nearly everything, except their determination to rebuild their lives.
1. What happened to Muelmar?| A．He lost his family in a flood. |
| B．He was found dead on a boat. |
| C．He took part in a swimming race. |
| D．He saved others at the cost of his own life. |
| A．was having a geography class. |
| B．got seriously injured. |
| C．was at the seaside. |
| D．lost her father. |
| A．clever | B．honest |
| C．strong-minded | D．kind-hearted |
| A．Meet the heroes created by disasters |
| B．Create a better world together |
| C．The worst disasters in Asia |
| D．Brave acts of the good |
8 . 3rd Walk the Talk: The Health for All Challenge 2020
JOIN US VIRTUALLY
World Health Organization(WHO)is taking the 3rd Walk the Talk: The Health for All Challenge virtually this year. In the context of COVID-19, WHO, through several online platforms, will host exercise moments, information sessions, and live chats with experts on topics from physical and mental health to nutrition and healthy ageing.
While the first two editions attracted thousands of participants in Geneva, we hope to reach more people during the virtual edition. We look forward to working with the many partners who have supported the first two editions, including governments, civil society organizations, and scientific and academic bodies.
The event will also celebrate health and be a platform to promote the need for all people to have access to health services and for health champions to demonstrate how they are striving to promote and protect the health of people in their own way.
What is on offer?
The Virtual Walk the Talk will be held over 16-17 May 2020, people invited to join in from their homes wherever they are globally.
It will offer opportunities for people to participate in a variety of virtual, timed events yoga, exercise classes for all ages and abilities, meditation, walking in place(or in locations within the guidelines of your national authorities). The aim is to get people moving for their own health and that of others.
Purposes of the event
●To encourage healthy lifestyles, not only in the context of COVID-19, but as a long-term strategy for good health.
●To recognize the sacrifice of health workers caring for us in our whole life. 2020 has been designated as the Year of the Nurse and Midwife, and we are seeing the global importance of health workers in the current response to COVID-19.
1. What is special about the 3rd Walk the Talk compared to the first two editions?| A．It appeals to many participants. | B．It offers various events. |
| C．It is an online virtual event. | D．It promotes health services. |
| A．Health experts from WHO. | B．Governments fighting COVID-19. |
| C．Scientific medical organizations. | D．Ordinary people around the world. |
| A．To collect more financial supports. |
| B．To give special recognition to health workers. |
| C．To set up an organization for the COVID-19 issue. |
| D．To encourage the sacrifice of health workers. |
9 . On a bright early summer morning, many young swimmers gather at a local swimming pool in the state of Maryland. They are members of a competitive summer swim team, and that’s a regular part of their daily life. As they train and cut seconds off their times, which makes them closer to the championship in the following large-scale (大规模的) competitions, they are getting lots of physical exercise and vitamin D from the sun. However, the benefits of belonging to a sports team are not just honor or health related. You can learn useful life skills.
Paul Waas, coach of the swim team, explains, “The discipline (自制力) comes into play when you’re talking about concentrating on the details that your coaches are saying as it makes you faster rather than going up and down the pool the same way you have every time. When you focus on what you’re doing right and what you can do better, then you’ll see the improvement.”
Besides, there is also responsibility, goals and workings within a group. Again, here is Coach Waas. “It’s really great! It’s so fun to watch from year to year. I’ve had kids who as 7-year-olds on the team could barely pay attention in practice and were only interested in who was going first. Now they’ve come back as 8-year-olds, having set some goals and having things that they want to achieve. These skills can help them a lot.”
But playing the sports is not without harm. Some can be hard on the body. Young athletes suffer serious injuries that follow them into adulthood. Coach Waas says that in fact, swimming is different from most others. First, it poses a lower risk of injury. The second one relates to how swim teams are structured. Actually, children are not the only ones who can benefit. Adults can also benefit from team sports.
1. Why do the swimmers gather at a swimming pool in the early morning?| A．To obtain vitamin D from the sun. | B．To build practical skills for future. |
| C．To join in a large-scale competitive. | D．To carry out their routine practice. |
| A．Swimmers should concentrate on details. |
| B．Members get disciplined and focused in the team. |
| C．Coaches play a key role in layers’ improvement. |
| D．Most swimmers enjoy sinning in the same way. |
| A．They are more aware of what to do. | B．They pay less attention to training. |
| C．They devote more time to practice. | D．They care more about who goes first. |
| A．Exercise benefits everyone. | B．Swimming is better than other sports. |
| C．Team sports teach life lessons. | D．Physical exercise should be a habit. |
10 . My mother always told me, “You should explore your own country before stepping out into the world. ”However, it seems like a tough mission to travel all across its expansive surfaces. But luckily for me, Via Rail Canada offered youths between the ages of 18 and 25 the chance to ride the train across Canada for the month of July. The ticket was a bargain $150. My best friends Trevor, Joel and Jeremy and I immediately jumped at the opportunity and secured four tickets on the great Canadian railroad.
For a group of 20-year-olds, this was like the first flight of young birds from the nest. When we approached the train station in the morning, our 22-day adventure from Sudbury to Vancouver was to begin. Eyes baggy from lack of sleep, we jumped on board as if it was the train to Hogwarts in Harry Potter. Although the thought of three full days on those tracks covering close to 3, 000 kilometres crushed our spirits a little, what happened next caught us by surprise.
The three days on board turned into a summer camp on rails. At night, we would climb up the glass-domed train car, which gave us a scenic view of the starry night sky, untouched by the harmful light pollution. Before we knew it, the warm sun rays beating down on our faces woke us up for another day on the rails. To my surprise, a sea of golden grain fields dominated the landscape we were in the Canadian Prairies.
Another day slipped away and we set up for another night in the dome. And this time we were greeted by night sky painted by a fantastic thunderstorm. Lightning was striking at an incredible rate. The spectacular and memorable light show left everyone in the glass bubble in complete disbelief.
Arriving in the Rocky Mountains was one of the most surreal experiences of my life. Before the train adventure, if I could have skipped the travel and arrived at the destination, I would have. That is no longer true. I’ve learned that the journey can be more enjoyable than the destination.
1. What has made the author’s train adventure across Canada a reality?| A．The encouragement given by his mother. | B．The appeal of the scenic views in the country. |
| C．The discount ticket offered by Via Rail Canada. | D．His great courage to challenge a tough mission. |
| A．They were excited about the coming train journey. |
| B．They left their parents for the first time in their life. |
| C．They never thought of having a train adventure. |
| D．They were hooked by the magic story of Harry Potter. |
| A．A brain in lack of imagination. | B．The glass-domed train car. |
| C．A summer camp on the train. | D．The sightseeing bus. |
| A．Opportunities are hard to get. | B．Enjoying a journey counts a lot. |
| C．Splendid scenery attracts young people. | D．The traveling experience is not real to him. |
