1 . 假如你是李华，上周你收到了你的英国朋友Chris寄给你的一本英文词典作为给你的生日礼物。请你根据以下指示回信。
1.对他寄来的生日礼物表示感谢；
2.你很喜欢英语，词典对你用处很多；
3.邀请他暑假来赤峰旅游，住在你家。
注意：1.词数120左右；
2.可以适当增加细节，以使行文连贯。
Dear Chris,
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Yours sincerely

Li Hua

2 . 阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。

Ada looked through the observation window at the kids below, all waiting in line to get into the pool. She turned to her mother with an angry expression on her face. “Mom, they’re all little kids! I’m 15 already! This is ridiculous, isn’t ?”

“I know, Ada,” replied her mother, “but you’re a beginner, too, and you have to start somewhere!”

Ada had never been to a swimming lesson in her life. Between schoolwork and helping on her grandfather’s farm, she hadn’t had time for lessons. The closest swimming pool Ada had been to was the inflatable (充气的) alligator pool her mother bought her when she was five. Now that Ada was older, her mother had found a new job in the city, and Ada faced a new challenge — school field trips to the local pool.

The first day that Ada went with her class to the pool, she had no idea what she was in for. What could be so difficult about swimming? Ada confidently slipped(溜) into the water and held onto the side of the pool, expecting to be able to touch the bottom with her feet. But when Ada let go of the side of the pool, she slipped under the water—the whole pool was one big deep end! Ada threw her arm toward the side of the pool and grabbed (抓住) the ledge (池壁), out of breath. “I really can’t swim! Everyone’s going to laugh at me!” she thought to herself in a panic.

On the next field trip to the pool, Ada sat on the side of a bench, frozen with fear. She huddled (蜷缩) with a towel over her shoulders, too embarrassed to try again. When she came home, her mother noticed right away that Ada was upset. “Honey, I want you to take Bella’s swimming lessons at the local pool. Soon you’ll learn how to swim just like everyone else,” she convinced Ada, showing photos of Bella with her prize-winning students. Ada felt doubtful whether the lessons would help, but she had to overcome her fear.

注意：

1. 续写词数应为150左右；

2. 请按如下格式在答题卡的相应位置作答。

Then came the time for Ada to take her first lesson.

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Soon Bella came over to where Ada sat and introduced herself.

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4 . 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.

2. What were the students required to do in the experiment?

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.

3. What does the underlined word “retain” in the last paragraph mean?

A．Finish.

B．Express.

C．Improve.

D．Memorize.

4. What is the text mainly about?

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.

7 . When I tried out for the football team during the summer before 9th grade, I never imagined how important this sport would become in my life. Football is a _____ sport, at times almost painful, and practices really _____ a team’s physical and mental limits. Without trust in my own ability and a strong sense of commitment, I would never have managed to continue after years of hard work as a player, and with countless _____.

In the first year, I played on the defensive line. This was an amazing _____ that gave me a great sense of achievement. But in the last game of the season, I was seriously injured. I was prohibited from any physical activities for six months. After going _____ a series of physical treatments, I returned to the field as a team captain. I practiced harder than ever to make up for my _____ time.

In September, during my junior year, my name was mentioned in the local newspaper as the key defensive lineman on the team. After playing a fantastic season, I was given the _____ of the Most Valuable Player.

_____, my skills in football do not magically extend to other sports. During the winter break, I went on a snowboarding trip and seriously injured my right shoulder. I had to have four _____. Since I could not use my right arm for two months, I had to learn how to write and eat using my left hand.

______ life must go on. I knew that my own present efforts would decide my future, so I ______ the strict training program to build up strength and improve flexibility in my ______. After an eight-month recovery, I was back to the field playing football, the sport I ______.

In this sense, the world of football has taught me an important life lesson: ______ and commitment make what seems impossible ______. This lesson from football is the one that can be applied to every part of life.

1.

A．tough

B．popular

C．typical

D．dynamic

2.

A．set

B．control

C．test

D．require

3.

A．mistakes

B．adventures

C．accidents

D．injuries

4.

A．performance

B．position

C．moment

D．advantage

5.

A．with

B．over

C．through

D．into

6.

A．valuable

B．lost

C．extra

D．regular

7.

A．pride

B．choice

C．name

D．honor

8.

A．Unfortunately

B．Similarly

C．Happily

D．Gradually

9.

A．practices

B．tryouts

C．seasons

D．operations

10.

A．But

B．Or

C．So

D．And

11.

A．examined

B．changed

C．provided

D．completed

12.

A．shoulder

B．hand

C．leg

D．foot

13.

A．explore

B．avoid

C．love

D．support

14.

A．Knowledge

B．Belief

C．Experience

D．Opinion

15.

A．enjoyable

B．possible

C．sensible

D．responsible

8 . 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.

2. What were the people asked to do in the study?

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.

3. In companion with Westerners, what are Easterners likely to do?

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.

4. What can be a suitable title for the text?

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

9 . The stage lights dimmed, and I took a quick look from behind the heavy black curtains into the audience. _______ by the lights, I quickly pulled back. It seemed that a great number of eyes were looking at me. I took a deep _______ as the music of my dance began to play. I entered the stage and began my _______, the graduation test of the classical Indian dance.

After a decade of learning this art form, I had _______ been considered ready to take on the most difficult act. The test is the most important _______ in my life as a lot of effort has been put into making it a _______.

The performance is undertaken only by the most _______ and determined students. It is a difficult process that requires much _______. For more than six months, I spent two to three hours every day _______ these dances. Many times, I ________ myself to my physical and mental breaking point, but still I would not stop. I could not give up. There was always so much more to do and so much more to ________.

I ________ a lot about myself in those tiring hours. I learned that I was far too ________ to give up, and I was too proud to prove myself ________ after I had set an unrealistic goal. Even with physical pain and mental ________ I forced myself to ________ my expectations. Even when I was at the end of my ________, there was always something driving me on, forcing me not to give up.

Fortunately, I made it. What I had done ________ the success. It was in those hours that I learned what a dancer ________ is. That period of time was evidence that I could ________ something I set out to do.

1.

A．Lit

B．Blinded

C．Shocked

D．Warmed

2.

A．breath

B．rest

C．thought

D．sorrow

3.

A．career

B．attempt

C．performance

D．response

4.

A．occasionally

B．finally

C．easily

D．desperately

5.

A．time

B．dance

C．event

D．problem

6.

A．success

B．truth

C．symbol

D．mark

7.

A．beautiful

B．intelligent

C．considerate

D．focused

8.

A．talent

B．commitment

C．strength

D．organization

9.

A．recording

B．practicing

C．designing

D．discussing

10.

A．addicted

B．treated

C．pushed

D．applied

11.

A．reflect

B．research

C．forget

D．learn

12.

A．discovered

B．devoted

C．controlled

D．shared

13.

A．brilliant

B．brave

C．stubborn

D．discouraged

14.

A．careless

B．nervous

C．frightened

D．wrong

15.

A．function

B．level

C．action

D．stress

16.

A．live up to

B．come up with

C．put up with

D．give in to

17.

A．preparation

B．limit

C．purpose

D．destination

18.

A．expanded

B．increased

C．deserved

D．exposed

19.

A．completely

B．chiefly

C．originally

D．truly

20.

A．achieve

B．supply

C．change

D．explain

10 . Most people above 16 years old have a strong wish that they should drive on the road by themselves. Thus, getting a license is an exciting time in their life. Ultimate Drivers is there to help your teen learn the rules of the road and get important driving experience.

What We Offer

Intimate Drivers’ program will help students prepare for their road test and give them the skills they need to become lifelong safe and defensive drivers.

The beginner program offers 20 hours of in-class training, 12 hours of homework assignments and 8 hours of in-car training. Each in-class training lasts 120 minutes and each one-on-one in-car training 80 minutes. What’s more, students can be picked up for free from home, work or school.

What You Need To Know

Students can complete the classroom part of the course in just two weekends or if it better suits their schedules, they can take it during the evenings on weekdays. There are also classes offered during the holiday break.

Students can start taking line classroom part of the driving training without the G 1 license, but do need it by the time they’re ready to start the in-car driving lessons.

What Extra Benefits Are

The beginner drivers can get much through the program. After that they’ll receive student testimonials (证明书) . The testimonials show teenagers who have taken the course feel more confident in their abilities and many believe they couldn’t have passed the road test without it.

Sign up before April 5^th, and students can get an insurance discount!

1. How many times does the program offer in-class training?

A．20.

B．12.

C．10.

D．8.

2. What do students need to do to have in-car driving lessons?

A．Get the G 1 license.	B．Finish the classroom part.
C．Sign up before April 5th.	D．Receive a student testimonial.

3. Where may the text be from?

A．A review.	B．An advertisement.
C．A guide.	D．An encyclopedia.