1 . Children from four Buckingham shire primary schools visited Epilepsy Society to plant a hedge (树篱) as part of a Plant-for-the-Planet project. The children from these schools were planting a hedge in the garden of the Queen Elizabeth House at the charity in Chalfont St Peter. Plant-for-the-Planet gives children across the globe the opportunity to learn about the threats of global warming to the environment, and then put their new knowledge into practice as they plant new trees.
The day was organised by Bob Sherren who showed the children how to plant the planet-friendly line of trees in protective chambers (防护室) to shield them from hungry wildlife as they settle in their roots. Bob said, “The day really was ‘Thinking Globally, Acting Locally’ put into action. The children learned about the importance of planting trees as a way of helping to bring about climate justice (正义) for many living in poorer nations and of course enjoyed planting the trees too.” The eventual hedge, which will grow to full size over ten years behind the Queen Elizabeth House, is made up of trees such as oaks, silver birches and so on.
Bob added, “The children were also able to help people living at Epilepsy Society because they will gain some well-needed privacy from the hedge in time. The natural wildlife benefits too from the fruits and nuts that a hedge made from native species can provide as well as the possibility for any number of nesting sites.”
Emma Darlington, Epilepsy Society’s volunteer officer, said, “I think it’s so important to encourage the younger generation that the future is in their hands and that they can make a difference, whether it is through taking part in projects like this or spreading awareness. We hope they learn a little bit about the work we do at Epilepsy Society too — the trees they planted will be enjoyed by everyone here for years to come.”
1. What is the purpose of the Plant-for-the-Planet project?| A．To help children learn more about society. |
| B．To offer children colourful after-school activities. |
| C．To raise children’s awareness of global warming. |
| D．To teach children how to protect natural wildlife. |
| A．Separate. | B．Take. | C．Get. | D．Protect. |
| A．Tired. | B．Proud. | C．Discouraged. | D．Peaceful. |
| A．She hopes to popularise volunteering work. |
| B．She tries to drive the children to study hard. |
| C．She expects the children to take positive action. |
| D．She believes the younger generation are promising. |
1. 阐明写信事由；
2. 征求建议；
3. 表达感谢。
注意：
1·字数80左右；2. 可适当增加细节，以使行文连贯。
Dear Chris,
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Yours sincerely,
Li Hua
3 . Art and science may seem like opposite things. One means the creative flow of ideas, and the other means cold, hard data-some people believe. In fact, the two have much in common. Now, a study finds art can help students remember better what they have learned in the science class.
Mariale Hardiman, an education specialist at Johns Hopkins University, noticed that students who used art in the classroom listened more carefully. They might ask more questions. They might volunteer more ideas. What’s more, students seemed to remember more of what they had been taught when their science lessons had involved(涉及) art. To prove that, Hardiman teamed up with some researchers and six local schools.
In the experiment, the researchers worked with teachers in 16 fifth-grade classrooms. They provided traditional science lessons and art-focused ones. In a traditional science class, for example, students might read aloud from a book. In the art-focused one, they might sing the information instead.
The team randomly assigned(随机分配) each of the 350 students to either a traditional science classroom or an art-focused one. Students then learned science using that way for the whole unit-about three weeks. When they changed to a new topic, they also changed to the other type of class. This way, each student had both an art-focused class and a traditional one. Every unit was taught in both ways, to different groups of students. This enabled the researchers to see how students did in both types of classes.
The team found that students who started off in a traditional class performed better after they moved into an art-focused class. But those who started off in an art-focused class did well even when they went back to a traditional science class. These students appeared to use some of the art techniques(技巧) after going back to a traditional class. Classroom teachers reported that many students continued to sing the songs that they learned after finishing the unit. “The more we hear something, the more we retain it,” Hardiman says. “It suggests that the arts may help students apply creative ways of learning on their own.”
1. Why did Mariale Hardiman do the study?| A．To prove the importance of art at school. |
| B．To see if art might improve science learning |
| C．To find a way to help her students learn better. |
| D．To know how to encourage students to ask questions. |
| A．Take two types of classes. | B．Learn three units in total. |
| C．Learn two topics for three weeks. | D．Choose what they’d like to learn. |
| A．Finish. | B．Express. | C．Improve. | D．Memorize. |
| A．Art helps students develop creativity. |
| B．Art-focused classes interest students a lot. |
| C．Art can make science easier to remember. |
| D．Art has something in common with science. |
4 . People from East Asia tend to have more difficulties than those from Europe in distinguishing facial expressions and a new report published online in Current Biology explains why.
Rachael Jack, University of Glasgow researcher, said that rather than scanning evenly (均匀的) across a face as Westerners do, Easterners fix their attention on the eyes.
“We show that Easterners and Westerners look at different face features to read facial expressions,” Jack said. “Westerners look at the eyes and the mouth in equal measure, whereas Easterners favor the eyes and overlook the mouth.”
According to Jack and her colleagues, the discovery shows that human communication of emotion is more complex than previously believed. As a result, facial expressions that had been considered universally recognizable cannot be used to reliably convey emotion in cross-cultural situations.
The researchers studied cultural differences in the recognition of facial expressions by recording the eye movements of 13 Western Caucasian and 13 East Asian people while they observed pictures of expressive faces and put them into categories: happy, sad, surprised, fearful, disgusted, angry, or neutral. They compared how accurately participants read those facial expressions using their particular eye movement strategies.
It turned out that Easterners focused much greater attention on the eyes and made significantly more errors than Westerners did. “The cultural difference in eye movements that they show is probably a reflection of cultural difference in facial expressions,” Jack said. “Our data suggest that whereas Westerners use the whole face to convey emotion. Easterners use the eyes more and mouth less.”
In short, the data show that facial expressions are not universal signals of human emotion. From here on, examining how cultural factors have diversified these basic social skills will help our understanding of human emotion. Otherwise, when it comes to communicating emotions across cultures, Easterners and Westerners will find themselves lost in translation.
1. What does the discovery show about Westerners?| A．They pay equal attention to the eyes and the mouth. |
| B．They consider facial expressions universally reliable. |
| C．They observe the eyes and the mouth in different ways. |
| D．They have more difficulty in recognizing facial expressions. |
| A．To get their faces impressive. | B．To make a face at each other. |
| C．To classify some face pictures. | D．To observe the researchers’ faces. |
| A．They do translation more successfully. | B．They study the mouth more frequently. |
| C．They examine the eyes more attentively. | D．They read facial expressions more correctly. |
| A．The Eye as the Window to the Soul | B．Cultural Differences in Reading Emotions |
| C．Effective Methods to Develop Social Skills | D．How to Increase Cross-cultural Understanding |
5 . I’ve been farming sheep on a hillside for 54 years. I use a small tractor to get about. My dog Don always sits beside me in the passenger seat.
One morning I
Lamb and mother
My heart froze in my chest as I
Heart in mouth, I
The police
| A．dropped | B．saw | C．carried | D．returned |
| A．kids | B．friends | C．owner | D．mother |
| A．ask about | B．play with | C．take care of | D．run into |
| A．freed | B．exchanged | C．reunited | D．examined |
| A．unexpected | B．dangerous | C．embarrassing | D．difficult |
| A．Fortunately | B．Generally | C．Immediately | D．Obviously |
| A．lamb | B．vehicle | C．seat | D．fence |
| A．saw | B．stopped | C．remembered | D．drove |
| A．crowd | B．motorway | C．field | D．hill |
| A．take off | B．catch up | C．hold back | D．get out |
| A．real | B．best | C．basic | D．last |
| A．fixed | B．noticed | C．reached | D．closed |
| A．resting | B．running | C．parking | D．turning |
| A．steep | B．long | C．rough | D．busy |
| A．abandoned | B．approached | C．recognized | D．repaired |
| A．unclean | B．uncertain | C．unhurt | D．unhappy |
| A．arrived | B．replied | C．survived | D．waited |
| A．ability | B．dream | C．luck | D．idea |
| A．common | B．confusing | C．desirable | D．awful |
| A．meal | B．test | C．job | D．lesson |
6 . Several years ago, I had to count every single penny I spent and keep a calculator (计算器) in my head while
Once, it was too
I hated the feeling of not being able to
That night our doorbell
I cannot
| A．working | B．shopping | C．traveling | D．playing |
| A．seldom | B．secretly | C．usually | D．exactly |
| A．expensive | B．traditional | C．attractive | D．popular |
| A．healthier | B．easier | C．longer | D．worse |
| A．hot | B．high | C．heavy | D．late |
| A．gave up | B．turned to | C．looked through | D．focused on |
| A．loved | B．provided | C．discovered | D．shared |
| A．useful | B．simple | C．special | D．poor |
| A．gift | B．income | C．plan | D．total |
| A．afford | B．cook | C．place | D．order |
| A．think | B．dream | C．care | D．forget |
| A．exploded | B．rang | C．disappeared | D．broke |
| A．extremely | B．gradually | C．naturally | D．completely |
| A．accepted | B．behaved | C．noticed | D．imagined |
| A．clothes | B．flowers | C．fruit | D．food |
| A．different | B．uncommon | C．same | D．valuable |
| A．understand | B．compare | C．describe | D．enjoy |
| A．already | B．ever | C．still | D．even |
| A．thankfulness | B．relaxation | C．shame | D．pride |
| A．helpless | B．excited | C．concerned | D．speechless |
增加：在缺词处加一个漏字符号(∧)，并在其下面写出该加的词。
删除：把多余的词用斜线(/)划掉。
修改：在错的词下划一横线，并在该词下面写出修改后的词。
注意：1.每处错误及其修改均仅限一词。
2.只允许修改l0处，多者（从第11处起）不计分。
My grandparents live in a small mountain village, in that there are many trees grew well, including several walnut trees. Every year my grandparents gave me walnuts and last year Grandpa told me with a sadly look on his face that he had no walnuts. I asked why. He said the squirrels lad eaten both the walnuts. I was very surprised, because we had never had squirrels there ago. Grandpa sad probably the squirrels had brought from the south. He said he wouldn’t let them get away with then bad deeds. I try to persuade Grandpa not to hurt the lovely squirrels, promising I would rather not to eat walnuts. Grandpa agreed to his request.
8 . It may be time to change your relationship with food. We must have a healthy relationship with food. When we eat because we’re hungry, we’re properly doing good to our bodies. We commonly hear the term “balance” when it comes to our eating habits, and for a good reason, it is one of the most important parts of eating.
When we’re balancing what we eat, it is a big sign that we are eating for pleasure and hunger relief (缓解). These two types of eating are important for good health. The food we eat should help power our bodies, but it is also important that we have positive (积极的) feelings and experiences with food. If you’re wondering if you have an unhealthy relationship with food, there are several things you should pay attention to.
Americans spend more than $40 billion a year on dieting and det-related products. Thus equals the amount the U.S. Federal Government spends on education each year. The society us addicted to (沉迷于) dieting. Numerous studies link constant dieting to a number of conditions, including low self-esteem, feelings of sadness, and increased stress.
These unhealthy behaviors can lead to eating disorders. Those who continually diet generally lose weight, regain it, and then diet. The process of yo-yo dieting isn’t healthy. What’s worse is that constant dieting, especially with severe calorie restriction (限制), can make it hander to lose weight over time. The very thing you think you’re doing right will cause you more harm in the long run.
There are some pretty serious dangers resulting from overeating, which is commonly characterized by eating in secret, eating food when you’re already full, and feeling a loss of control over what and how much you eat. Some of the serious results from overeating include weight gain and obesity (肥胖), heart disease, and depression.
1. How do we feel when we are having a balanced diet?| A．Calm. | B．Pleased. | C．Surprised. | D．Puzzled. |
| A．Unsupportive. | B．Unclear. | C．Mixed. | D．Positive |
| A．Difficultness in dieting. | B．Ways of fighting obesity. |
| C．Benefits of going on a diet. | D．Risks of dieting too much. |
| A．How Do You Keep a Balanced Diet? | B．Why Are Americans Always on a Diet? |
| C．Are You Affected by Unhealthy Food? | D．Is Your Relationship with Food Unhealthy? |
Somewhere between the bookstore and the car, I left my favorite winter hat. I like to think someone in need will find it, maybe along with those
Since 2015, I
Now and then, I “lose” something
“I think you might have dropped this?” I asked him,
Haven’t you ever received something just when you needed it? In our daily life, sometimes we
1.赞同他的想法；
2.你的建议。
注意：1.词数100左右；
2.可适当增加细节，以使行文连贯。
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