1 . 阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。

Shu embroidery (蜀绣) enjoys a long history in China. As early as the Han Dynasty, Shu embroidery was already famous, enjoying a high reputation as “    1     treasure of Sichuan”. During the Five Dynasties and Ten Kingdoms period, a     2     (relative) peaceful society and large demand provided     3     (advance) conditions for the rapid development of the Shu embroidery industry. Shu embroidery experienced its peak development in the Song Dynasty,     4     (rank) first in both production and     5     (excellent). In the mid-Qing Dynasty, the Shu embroidery industry was formed.     6     the People’s Republic of China was founded, Shu embroidery factories were set up and the craft entered a new period of development.

Shu embroidery     7     (form) its own unique characteristics, since it originated among the common people in the west of Sichuan Province. Shu embroidery has strong expression and artistic effect,     8     features are said as “fine and smooth needlework, simple and elegant colors, graceful and easy lines and the traditional Chinese paintings style”. Altogether, there are 122     9     (approach) in 12 categories for weaving. The embroidery took locally-produced colorful satin (缎子) and threads     10     its materials.

2 . Educational authorities have asked schools to make sure students have 10-minute breaks between classes after hearing complaints that some school students are not allowed to leave classrooms during breaks-unless they need to go to the toilet-- to ensure their safety.

Some students said teachers often overrun by a few minutes, and that some start their classes a few minutes before the breaks are scheduled to end. In these cases students do not even have time to go to the toilet.

A mother of a primary school student in Hangzhou, Zhejiang Province said her child’s school does not allow students to leave the classroom building during breaks. They are also forbidden to jump, run around or speak loudly.

The issue has caused a heated discussion on social media platforms.

“Teachers do not want to supervise students during class breaks. However, if students have accidents, some parents will still hold schools accountable,” said one netizen in a comment that received more than 10,000 likes. Another said, “Teachers are also tired, but the school makes such a requirement, and they have to follow.”

An official from the Ministry of Education said that it is important for schools to ensure students have time to rest during class breaks, which can help students relax, be healthy and avoid myopia (近视).

The ministry attaches great importance to class breaks, the official said. Apart from breaks between classes, schools should also make sure students have a 30-minute break each day for exercise. The ministry will urge local authorities and schools to implement the policies and prevent the practice of restricting class breaks in the name of “ensuring students safety”, the official said.

1. According to some parents, who is to blame if students have accidents during class breaks?

A．The children.	B．The schools.
C．Educational authorities.	D．The parents.

2. Why are students not allowed to leave classrooms during 10-minute breaks between classes?

A．Because they have a lot of homework to do.

B．Because the teachers often end the classes late than scheduled.

C．Because schools want to ensure the students’ safety.

D．Because the students are told to do so by their parents.

3. What is NOT the advantage of having a rest during classes for the students?

A．relaxation for students.	B．avoid being short-sighted.
C．wellness of the students.	D．playing happily.

4. What can we infer from the passage?

A．Schools will be urged to ensure students to have moderate class breaks.

B．Although tired, teachers are willing to supervise students during class breaks.

C．Students do not have time to go to the toilet because teachers often overrun by a few minutes.

D．Parents are in favor of not allowing the students to leave classrooms.

3 . One evening, 13-year-old Briar agreed to look after his four younger sisters while his parents were out. The parents were _______ that big brother Briar was reliable in their _______. During that brief time, the home suddenly caught fire.

The first thought coming to Briar’s mind was to rescue his little sisters. The family had _______ discussed emergency plans, so he was _______ to act. In minutes, flames (火焰) were climbing the ceiling. Smoke was filling up the hallways. The terrifying fire quickly _______ throughout the home.

Briar remained calm and focused on the _______ task of saving his four younger sisters: Peyton, 12, Jocelyn, 3, Willow, 1, and 6-month-old baby Sawyer. He first _______ the two younger sisters and rushed the older sisters out the door to _______. After making sure his sisters were far away from the _______ and breathing in fresh air, he ran back into the home to save it, __________ the flames around him. He quickly grabbed the fire extinguisher (灭火器) from the kitchen and __________ tried to put out the fire. But it was uncontrollable at this __________, and despite his best efforts, the flames kept growing __________. The home was filled with thick smoke.

Firefighters arrived on the __________, but the fire was too violent for the home to be saved. Although they lost their home and all their belongings, the family felt incredibly __________ that they all survived the fire unharmed.

1.

A．courageous

B．ignorant

C．confident

D．obvious

2.

A．presence

B．absence

C．assistance

D．silence

3.

A．previously

B．rarely

C．extremely

D．eventually

4.

A．excited

B．ashamed

C．prepared

D．determined

5.

A．went

B．lived

C．got

D．spread

6.

A．efficient

B．fluent

C．urgent

D．patient

7.

A．took hold of

B．put emphasis on

C．showed mercy to

D．caught up with

8.

A．safety

B．failure

C．awareness

D．sight

9.

A．problem

B．difficulty

C．danger

D．store

10.

A．except

B．besides

C．since

D．despite

11.

A．actually

B．desperately

C．entirely

D．definitely

12.

A．price

B．point

C．age

D．depth

13.

A．faster

B．lower

C．larger

D．weaker

14.

A．scene

B．position

C．time

D．way

15.

A．frightened

B．respectful

C．amused

D．grateful

4 . 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。

Several days ago, local News Channel reported a story between a mother and her son. The mother was a single woman who had been feeling a great deal of anger and bitterness due to her financial and psychological problem, causing her emotions to be unpredictable. Occasionally, she may not pay enough attention to her son or couldn’t respond to his requirements timely. Sometimes, she would even pour her negative emotions onto her child, which made him feel helpless. In fact, this child is a very outstanding and caring boy.

That day, the mother directed her anger towards her child again because of some small matter. Although the child did not resist, the mother still drove the child out of the house, slammed the door shut and left the child outside to reflect (反省).

It was when the mother became calm and a little regretful that she opened her door and found her child missing. Anxious and scared, she searched everywhere, but the child was nowhere to be found. Her anxiety was gradually increasing.

The worried mother thought of seeking help from the police. Quickly, she went to the police station and explained the situation to the officer on duty. The police officer explained that, as a general rule, they couldn’t file a case for a missing child within the first 24 hours. However, they could provide assistance in other ways, such as posting the child’s photo on social media platforms to expand the search area.

After expressing gratitude for the police officer’s kindness, the mother continued searching for her child. Despite trying various methods, the mother still couldn’t find the child. Unexpectedly, the child was wandering in the streets, he felt lost and alone, not knowing where to go or what to do. He felt the tears forming in his eyes but refused to let them down. He didn’t want to show weakness in front of anyone, and it made him feel even more alone.

注意：
1. 写作词数应为150词左右；
2. 请按如下格式在答题卡的相应位置作答。

Exhausted and hungry, the child kept walking aimlessly until he finally came across a bench along the street.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Soon after, the mother arrived hurriedly.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5 . Reading the Screen

The debate on literacy is one of the most heated in education. On the one hand, there is an army of people convinced that traditional skills of reading and writing are declining. On the other hand, a large number of progressives protest that literacy is much more complicated than a simple technical mastery of reading and writing. This second position is supported by most of the relevant academic work over the past 20 years. These studies argue that literacy can only be understood in its social and technical context. In Renaissance England, for example, many more people could read than could write, and within reading there was a distinction between those who could read print and those who could manage the more difficult task of reading manuscripts (手稿). An understanding of these earlier periods helps us understand today’s “crisis in literacy” debate.

It seems that there has been an overall decline in some aspects of reading and writing—you only need to compare the newspapers of today with those of 50 years ago to see a clear decrease in vocabulary and simplification of sentence patterns.

While reading a certain amount of writing is as crucial as it has ever been in industrial societies, it is doubtful whether a fully extended grasp of either is as necessary as it was 40 years ago. While print holds much of its authority as a source of topical information, television has increasingly taken this role. The ability to write fluent letters has been weakened by the telephone and research suggests that for many people the only use for writing, outside formal education, is making shopping lists.

The decision of some car factories to issue their instructions to mechanics as a video pack rather than as a handbook might end the automatic link between industrialization and literacy. On the other hand, it is also the case that ever-increasing numbers of people make their living out of writing, which is better rewarded than ever before. Schools are generally seen as institutions where books rule—films and recorded sound have almost no place, but it is not clear that this opposition is appropriate. While you may not need to read and write to watch television, you certainly need to be able to read and write in order to make programs. Those who work in new media are anything but literate. The traditional oppositions between old and new media are inadequate for understanding the world which a young child now encounters. There is evidence that children are mastering reading and writing in order to get on to the Internet.

Nevertheless, there is a crisis in literacy and it would be foolish to ignore it. To understand that literacy may be declining because it is less central to some aspects of everyday life is not the same as reluctantly accepting this state of affairs. The production of school work with the new technologies could be a significant stimulus to literacy. How should these new technologies be introduced into the schools? It isn’t enough to call for computers in every classroom. They will stand unused unless they are properly combined with the educational culture.

1. When discussing the debate on literacy in education, the writer notes that________.

A．children can read and write as well as they used to

B．academic work has improved over the last 20 years

C．there is evidence that literacy is related to external factors

D．people’s reading skills are more important than writing skills

2. What is the writer’s main point in the 4th paragraph?

A．The printed word is both gaining and losing power.

B．The car factories’ decision brings benefits to labors.

C．Those who do manual jobs no longer need to read.

D．New media offers the best career for the literate.

3. According to the passage, what is the main problem that schools face today?

A．How to teach students the skills of reading and writing.

B．How to apply new technologies to classroom teaching.

C．Raising money to purchase technological equipment.

D．Managing the widely differing levels of literacy among pupils.

4. What can be inferred from the passage?

A．Modern communication has completely replaced writing letters.

B．New media has the potential to promote students’ literacy.

C．New technologies are inadequate for us to know about children’s world.

D．Current newspapers use more complicated sentence patterns than before.