1 . For some people charm (吸引力) is a natural gift, but for others being charming is a skill that they need to acquire in order to survive. If you want to charm someone, here are some ways on how to do it.
1.
2.
3. Show respect. By showing respect, you are expressing sincerity to that person. Learn how to politely introduce yourself. You don’t want to create an impression that you are overconfident. A handshake may be the most common way to do it. However, other traditions involve other forms of introductory gestures.
4. Always smile. Smiling is one of the basic ways to charm a person. By smiling a lot, you are creating a positive image for the person you wish to charm. Smiling is also a way of showing that person how glad you are to meet him. Remember to show a sincere and honest smile.
A.Establish eye contact. |
B.Avoid pretending to smile. |
C.Show interest and enthusiasm. |
D.Learn something about the person you wish to charm. |
E.Try to find out his tradition and follow it accordingly. |
F.When the person sees that you have the same interests, you can easily charm him. |
G.When you are having a conversation, make him feel that he is in control of the conversation. |
2 . Darwin was not a bright boy. He was much slower than his younger sister, and he was in many ways a naughty boy. However, at the age of eight he was trying to make out the names of all plants he saw, and he was busy collecting all sorts of things and he even imagined producing coloured roses by watering them with certain coloured liquids. Once he read the book Wonders of the World, he wished to work wonders himself some day.
One summer vacation Darwin became a great collector of beetles (甲虫). At that time he only collected them but made no scientific study of them. One day on tearing off the bark (树皮) he saw some unusual beetles, and seized one in each hand, then he saw a third and new kind, which he didn’t want to lose, so he put the one that he held in his right hand into his mouth. But it sent out some gas, which burned his tongue. He was forced to spit it out. It was lost, so was the third one.
Darwin accepted the offer by the navy (海军) to go on a voyage to explore the Southern Sea in the name of the government on a warship at the age of twenty-two. He was on board for five years. And during the long voyage he collected a great many of facts in Natural Science.
1. In his early years, Darwin was _________ in producing coloured roses.A.successful | B.helped | C.interested | D.not interested |
A.to have a wonderful job |
B.to work with surprising results |
C.to make something difficult to understand |
D.to produce beautiful things |
A.taste the gas it sent out | B.spare his right hand to catch the third one |
C.save the life of the beetle | D.eat it as he was hungry |
A.“Wonders of the world” was his famous work. |
B.He was forced to explore the Southern Sea by the government. |
C.When he was young he showed interest in natural science. |
D.He ran much slower than his younger sister. |
1.说明目的;
2.提出建议;
3.解释原因。
注意:1.词数100左右;
2.可以适当增加细节,以使行文连贯。
Dear Sir or Madam,
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Yours sincerely,
Li Hua
The Chinese war film The Battle at Lake Changjin
The film tells the story about how Chinese People’s Volunteer soldiers held their ground during fierce cold and the enemy’s more
Song Zhongping,
5 . It was an extremely busy day. I was so tired of my life that I was getting a little
As we entered the door of his house, Paul started
We talked about our
That night, we
A.delighted | B.angry | C.strict | D.concerned |
A.called | B.visited | C.contacted | D.met |
A.forced | B.begged | C.invited | D.ordered |
A.when | B.if | C.since | D.though |
A.saying | B.talking | C.singing | D.dancing |
A.with | B.across | C.through | D.to |
A.surprised at | B.crazy about | C.satisfied with | D.proud of |
A.girls | B.players | C.brothers | D.singers |
A.carefully | B.quietly | C.cautiously | D.steadily |
A.tears | B.smiles | C.love | D.worry |
A.relatives | B.friends | C.family | D.class |
A.came to | B.passed away | C.hung about | D.gave in |
A.sure | B.sorry | C.lucky | D.ashamed |
A.nothing | B.something | C.anything | D.everything |
A.argued | B.learned | C.recalled | D.talked |
A.weakness | B.carelessness | C.friendliness | D.tiredness |
A.complained | B.dreamed | C.asked | D.thought |
A.comfort | B.shock | C.inspiration | D.instruction |
A.loss | B.gift | C.stage | D.game |
A.cheerfully | B.flexibly | C.equally | D.separately |
6 . 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.
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Soon Bella came over to where Ada sat and introduced herself.
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7 . In 2019, I went on a winter break trip with my family. One of our
After some
Buckingham Palace was one of the
While continuing on the “hop-on, hop-off” bus, we
Besides its history, this bridge was just another bridge that
When we
A.stops | B.topics | C.places | D.changes |
A.forgot | B.told | C.noticed | D.liked |
A.foggy | B.cold | C.dry | D.clear |
A.testing | B.planning | C.touring | D.calling |
A.ways | B.dreams | C.starts | D.destinations |
A.so | B.if | C.but | D.until |
A.greeted | B.passed | C.checked | D.found |
A.history | B.example | C.position | D.experience |
A.mixes | B.spreads | C.ends | D.connects |
A.bridges | B.buses | C.drivers | D.towers |
A.reached | B.built | C.visited | D.left |
A.notes | B.steps | C.pictures | D.lessons |
A.similar | B.cool | C.bad | D.common |
A.in return | B.in public | C.in advance | D.in person |
A.ear | B.mind | C.eye | D.hand |
8 . 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. |
What can we infer about those mummies?
A.They had their own characteristic in culture. |
B.Their genes had much in common with their neighbors. |
C.They seemed to isolate themselves from other groups. |
D.They developed faster than others. |
10 . The second experiment on how to grow crops on Mars and moon soil simulant(模拟装置)has given a surprising outcome. As a result of what the researchers of Wageningen University & Research center in the Netherlands learned from their first experiment, they were able to grow ten different crop species. Tomatoes, peas, rye, garden rocket, radish and garden cress were harvested.
A few improvements have been made since the first experiment. Researcher Wieger Wamelink said, “We used trays instead of original small pots and added organic material (fresh cut grass) to the Mars and moon soil simulant. This solved the problem we had with watering in the first experiment and also added manure(肥料)to the soils.” In particular, the crop growth on the moon soil simulant showed improvement. While in the first moon soil experiment most plants died, in the next round they flourished, and the researchers could harvest from the same species as on the Mars soil simulant and the Earth potting compost(混合肥料)control.
The production of biomass(生物量)on the Mars soil simulant was lower than on Earth control, but it was a minor difference and caused by one of the trays that showed less growth. It was also not statistically different from the Earth control. “That was a real surprise to us,” comments Wamelink. “It shows that the Mars soil simulant has great potential when properly prepared and watered. The biomass growth on the moon soil simulant was less than on both other soils, about half of the biomass. Only the spinach(菠菜)showed poor biomass production.”
Although the researchers harvested several eatable crops, they did not eat them. The soils contain heavy metals like lead, arsenic and mercury and also a lot of iron. If the components become available for the plants, they may be taken up and find their way into the fruits, making them poisonous. Further research on this is necessary and that is one of the reasons why a crowdfunding(众筹)campaign has been started to finance the third experiment that will be all about food safety. If the crops prove to be safe enough to eat, the funders will be invited for dinner where a ‘Martian meal’ will be served that includes the harvested crops; at least for those who dare!
1. What do the researchers gain from the first experiment?A.They can harvest ten crop species. |
B.They learn what the organic material is. |
C.They’re sure that they will succeed next time. |
D.They learn they have to change the plant containers. |
A.The process of how to plant crops on soil simulant in the experiment. |
B.In spite of some drawbacks, the Mars soil simulant has great potential. |
C.The reasons why the production of biomass on the Mars soil simulant was lower. |
D.The production of biomass on the Mars soil simulant is obviously different from that on the Earth control |
A.What they harvested was not eatable. |
B.They haven’t got enough funding support. |
C.The crops may contain various poisonous substances. |
D.The production of the crops was lower than that on the Earth control. |
A.Crops Grown on Fake Mars and Moon Soil |
B.Time to Crowdfund Eatable Crops |
C.Growing Plants on Mars and the Moon |
D.Colony in Outer-space Becomes Reality |