1 . Yvonne Morones, who has a pet dog named Scamp the Tramp, is talking with the Pet Journal about Scamp.
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When I saw Scamp on Petfinder, all of a sudden I understood what love was like. I suddenly found I loved him because I fell in love with his face.
What did you know about him when you adopted him?
He’d been living on the street in Compton, California, and people were feeding him McDonald’s. And his name was Muffin Man, which didn’t seem to fit him at all.
What do you do to give him that bed head look?
It’s au naturel! He does get a mango shampoo and a coconut conditioner, but these gray dreads just appear on his head, back, and tail. The pet hairdresser says his hair is uncontrollable.
Scamp works with you as a social therapy dog too. How do people react to his unusual looks?
The first time he went to the senior center with me, the seniors just laughed and said, “Yvonne, what have you got there?” Then they fell in love with him. They’ll even write little adventure stories about Scamp. He just inspires people.
Has being awarded the world’s ugliest dog changed him?
He’s no longer Scamp the Tramp. He’s now Scamp the Champ. Now I have to get him a new dog tag.
1. What can be learned about Scamp the Tramp?| A．He loves fast food. | B．He looks unattractive. |
| C．He dislikes his new tag. | D．He used to live with seniors. |
| A．Why did you go to Petfinder so often? |
| B．What did you often find on Petfinder? |
| C．Who brought you Scamp the Tramp? |
| D．How did you first meet Scamp the Tramp? |
| A．Scamp turned gray after being adopted by her |
| B．Scamp is fond of being washed with shampoo |
| C．nothing has been done to change Scamp’s appearance |
| D．it is the pet hairdresser who has given Scamp his new look |
2 . Here’s how the Pacific Northwest is preparing for “The Big One”. It’s the mother of all disaster drills for what could be the worst disaster in American history. California has spent years preparing for “The Big One”— the inevitable earthquake that will undoubtedly bring about all kinds of damage along the famous San Andreas fault. But what if the fault that runs along the Pacific Northwest delivers a gigantic earthquake of its own? If the people of the Cascadia region have anything to do with it, they won’t be caught unawares.
The region is engaged in a multi-day earthquake-and-tsunami drill involving around 20, 000 people. The Cascadia Rising drill gives area residents and emergency responders a chance to practice what to do in case of a 9. 0-magnitude earthquake and tsunami along one of the nation’s dangerous and underestimated faults.
The Cascadia Earthquake Zone is big enough to compete with San Andreas (it’s been called the most dangerous fault in America), but it’s much lesser known than its California cousin. Nearly 700 miles long, the earthquake zone is located by the North American Plate off the coast of Pacific British Columbia. Washington, Oregon and Northern California.
Cascadia is what’s known as a “megathrust” fault. Megathrusts are created in subduction zones(俯冲带)— plate tectonic(板块构造)boundaries where two plates converge(相交). In the areas where one plate is beneath another, stress builds up over time. During a megathrust event, all of that stress releases and some of the world’s most powerful earthquake occur. Remember the 9. I earthquake and tsunami in the Indian Ocean off Sumatra in 2004? It was caused by a megathrust event as the India plate moved beneath the Burma micro-plate.
The last time a major earthquake occurred along the Cascadia fault was in 1700, so officials worry that another event could occur any time. To prevent that event from becoming a severe disaster, first responders will join members of the public in rehearsals that involve communication, evacuation, search and rescue, and other possible situations.
Thousands of casualties(伤亡人员) are expected if a 9. 0 earthquake were to occur. First, the earthquake would shake metropolitan areas including Seattle and Portland. This could cause a tsunami that would create damage along the coast. Not all casualties can necessarily be prevented - but by coordinating across local, state, and even national borders, officials hope that the worst-case situation can be prevented. On the exercise’s website, officials explain that the report they prepare during this rehearsal will inform disaster management for years to come.
For hundreds of thousands of Cascadia residents, “The Big One” isn’t a question of if, only when. And it’s never too early to get ready for the inevitable.
1. What does “The Big One” refer to?| A．A gigantic geological fault in America. |
| B．A large-scale drill to prepare for disasters. |
| C．A massive and destructive natural disaster. |
| D．Mass destruction caused by the earthquake. |
| A．To prepare people for a major earthquake and tsunami. |
| B．To increase residents’awareness of upcoming disasters. |
| C．To teach people now how adapt to post-disaster life. |
| D．To cope with the aftermath of a possible earthquake. |
| A．Two plates merge into one. | B．A variety of forces converge. |
| C．Boundaries blur between plates. | D．Enormous stress is released. |
| A．A large-scale drill is supposed to prevent deaths in the earthquake. |
| B．San Andreas fault once delivered a 9. 1 earthquake in the Indian Ocean. |
| C．No massive earthquake is expected to strike Califomia in the near future. |
| D．Disaster-relief efforts at different levels may help reduce possible losses. |
| “Black Blizzard(暴风雪)”by Maurine V. Eleder This suspenseful story follows two young girls, at home alone, when a dust storm arises. Despite their young age, Betty and Mary Ann quickly take action when the severe dust storm hits. They begin taking measures to block the dust from coming into the house, which would make the air unbreathable. Although they are frightened, they take comfort thinking they can just wait out the storm inside their home. Unfortunately, Betty realizes her beloved horse is caught out in the “black blizzard.” One wrong move in the blinding storm, and Fancifoot could injure himself- or worse. Betty faces the difficult decision of leaving her younger sister to brave the storm or risking Fancifoot’s life to remain in safety Teachers could use this text to teach the history of the Dust Bowl of the 1930s or to teach thescience behind the causes and effects of soil erosion. |
| “Tornado Coming!” by Dick Donley If your students love the nail-biting tale “Black Blizzard,” they’ll love “Tornado Coming!” as well. Because this story includes a tornado, a young kid, a small dog, and a strange neighbor, you might be reminded of another tale you’ve read before. However, there are no talking scarecrows(稻草人) or flying monkeys in this story! Matt is home alone with Buster when he hears the siren(警报)warning of a tornado. Mentally ticking through the safety tips he learned in school, Matt heads for the storm cellar (防风地窖)with the tornado forming at his back. With only moments to spare, Matt realizes he must leave his little dog in the safety of the storm cellar to run to the aid of his unpleasant neighbor, Mrs. Laney. After the storm passes, Matt doesn’t wake up to find himself in Australia; however, he does find himself in a pretty odd place. This text weaves helpful tornado safety measures throughout a narrative story. For a creative follow-up activity, teachers could assign different natural disasters to small groups for research. Then, groups could use their research and the model text “Tornado Coming!” to incorporate safety tips within their own short stories about their assigned natural disaster. |
| A．want to help students learn about natural disasters |
| B．take an interest in stores related to natural disasters |
| C．have the need to equip children with safety measures |
| D．are looking for inviting and inspiring children’s stories |
| A．Betty and Mary are too young to fight against the storm alone |
| B．Betty is torn between saving Fancifoot’s life and protecting Mary |
| C．Matt offers Mrs. Laney timely help at the cost of losing his little dog |
| D．Students can add safety tips for other natural disasters to “Tornado Coming!” |
| A．Both involve a natural disaster, little kids, an animal and a neighbor. |
| B．They touch upon the theme of caring for others and self-reliance. |
| C．Helpful safety measures are highlighted in the narratives. |
| D．The main characters suffer pain and face a dilemma. |
4 . My family lost everything in the little-known flood of Baton Rouge, Louisiana last year that the Red Cross called the “Worst US disaster since Hurricane Sandy.”
It began raining in mid-August. Then it rained some more, got more powerful, and didn’t stop for days. There was talk that the local rivers were going to crest (到达顶点)and cause some pretty serious flooding. We lived somewhat close to the Amite River, but our senior neighbors told us that our neighborhood hadn’t flooded in over 100 years.
Local news said that the nearby high school may get a little bit of water inside from the rising river. We thought we had a couple of days to plan on how we were going to shelter in place because of the weather forecast.
On the 13th of August I woke up, walked outside and headed toward the direction of the river. Some of the lower areas were collecting water but there was no standing water anywhere near my house or even my neighborhood. I went back home and told my wife we should probably get some supplies in case this got serious; that maybe we should even pack a car in case we needed to leave though I was fairly certain there was nothing to worry about.
About 30 minutes into slowly packing there was a loud banging on my front door. It was my wife’s cousin. I opened the door and she said, “What are you doing?! Get out of the house!” I looked behind her and noticed my entire yard underwater and the waterline only about a half-inch from going over my doorstep and into my house.
I was floored. The river wasn’t supposed to crest until the next day. I thought we had more time.
I yelled at my wife, “We have to get out of the house. Now!”
We packed up both our cars in about 10 minutes with only our most precious memories. Everything else we had built during a 10-year marriage was left behind. We evacuated about 5 miles east away from the river to my wife’s grandmothers.
After being there for about an hour someone came to the front door and said, “You guys ned to get out. The river is coming.”
Sure enough, her yard was flooding too.
We evacuated a second time in as many hours to her cousin’s house even further east. After only an hour we were told again that the river was on the way and we had to leave.
1. The author realized the arrival of the flood when ______.| A．the rain started to fall heavily and non-stop |
| B．the nearby high school was slightly affected |
| C．there was standing water in some lower areas |
| D．he was informed by his wife’s cousin at the door |
| A．He was clam enough to cope with the flood. |
| B．He became trapped by the rising floodwater. |
| C．He was shocked by the early arrival of the flood. |
| D．He lost his temper with his wife for being unprepared. |
| A．He didn’t take action immediately despite his neighbor’s warning. |
| B．He trusted the weather forecast so that he prepared himself in advance. |
| C．He and his wife brought some supplies and valuable belongings with them. |
| D．He was forced to leave the temporary homes again and again to avoid danger. |
| A．Mutual Support in Disasters | B．Baton Rouge Flooding |
| C．How to Survive a Flood | D．Methods of Predicting Floods |
5 . A simple piece of rope hangs between some environmentally friendly Americans and their neighbors. On one side stand those who have begun to see clothes dryers as a wasteful consumers of energy (up to 6% of total electricity) and powerful emitters of carbon dioxide (up to a ton of CO2 per household every year). As an alternative, they are turning to clotheslines as part of what Alexander Lee, an environmentalist, calls “what-I-can-do environmentalism.”
But the other side are people who oppose air-drying laundry outside on visual grounds. Increasingly, they have persuaded community and homeowners associations (HOAs) access the U.S. to ban outdoor clotheslines, which they say not only look unattractive but also lower surrounding property values. Those actions, in turn, have led to a right-to-dry movement that is pressing for making laws to protect the choice to use clotheslines. Only three states — Florida, Hawaii and Utah — have laws written broadly enough to protect clotheslines. Right-to-dry advocates argue that there should be more.
Matt Reck is the kind of eco-conscious guy who feeds his trees with bathwater and recycles condensation drops (冷凝水) from his air conditioners to water plants. His family also uses a clothesline. But Otto Hagen, president of Reck’s HOA in Wake Forest, N.C., notified him that a neighbor had complained about his line. The Recks ignored the warning and still dry their clothes on a rope in the yard. “Many people claim to be environmentally friendly but don’t take matters into their own hands,” says Reck. HOAs Hagen has decided to hold off taking action. “I’m not going to go crazy,” he says. “But if Matt keeps his line and more neighbors complains, I’ll have to address it again.”
North Carolina lawmakers tried and failed earlier this year to insert language into an energy bill that would expressly prevent HOAs from regulating clotheslines. But the issue remains a touchy one with HOAs and real estate agents. “Most visual restrictions are rooted. to a degree, in the belief that homogenous (统一协调的) external appearance are supportive of property value,” says Sara Stubbins, executive director of the Community Association Institute’s North Carolina chapter. In other words, associations worry that housing prices will fall if prospective buyers think their would-be neighbors are too poor to afford dryers.
Alexander Lee dismisses the notion that clotheslines devalue property advocating that the idea “needs to change in light of global warming.” “We all have to do at least something to decrease our carbon footprint,” Alexander Lee says.
1. What is NOT mentioned as a disadvantage of using clothes dryers?| A．Electricity consumption. | B．Air pollution. |
| C．Waste of energy. | D．Ugly looking. |
| A．Opposers think air-drying laundry would devalue surrounding property. |
| B．Opposers consider the outdoor clothesline as an eyesore to the scenery. |
| C．Right-to-dry movements led to the pass of written laws to protect clotheslines. |
| D．Most of states in the US have no written laws to protect clotheslines. |
| A．clotheslines should be banned in the community |
| B．clotheslines wouldn’t lessen the property values |
| C．the globe would become warmer and warmer |
| D．we should protect the environment in the community |
| A．Opinions on Environmental Protection | B．Opinions on Air-drying Laundry |
| C．What-I-Can-Do Environmentalism | D．Restrictions on Clotheslines |
1．基本情况；
2．景点特色；
3．你的印象和感受。
注意：1．词数80左右；
2．请按如下格式在答题卡的相应位置作答。
A Beautiful Tourist Spot in Handan
There are many places of interest in my hometown Handan.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Parental Instincts
Last year in early summer, I was walking up the hill to my house in suburban Brisbane when I saw two birds, each about 6 centimeters tall, standing in my driveway. They didn’t seem to notice me
I was quite excited by the idea of two special birds
A few weeks later, the birds reappeared. I found them crouching beside a tree off to the side of my driveway. As I approached them, I imagined that they’d run away like they did last time, but instead they
I did some research and found that the birds are burhinus grallarius(长尾石鸻). I still didn’t know
As I crept towards the birds, careful not to make any sudden movement, they started their croaking again,
I was watching them in awe when I suddenly tripped and fell to the ground. The birds took this
I was sorry
I am amazed by their bold actions. Their parental instincts kicked in and made them so courageous. It is hard not to be awed by nature.
8 . How to Improve Climate Literacy
Climate literacy is the ability to identify, understand and explain information associated with climate science.
Over the past few years, many young people and educators have pushed for the inclusion of climate literacy in national curricula. So what are the best ways in which this can be embedded within already packed school timetables?
True climate literacy must address not only the science of climate change, but also issues of climate (in)justice, including how climate change affects people and places unevenly and contributes to inequalities within and across nations.
One way to do this is through visual storytelling. Storytelling, often involving drawings and paintings, has been used by human communities to pass on knowledge or tales of caution for at least 30,000 years — as you can see from the cave painting.
One effect of storytelling is its ability to create cognitive dissonance: the mental conflict and discomfort felt when a person’s behaviour isn’t in line with their beliefs. Stories that demonstrate the consequences of not acting eco-consciously — especially if those consequences are shown visually — can be a good way to do this, leading to individuals being more likely to take climate action in their own lives or by confronting corporate activities.
| A．Therefore, the teachers we worked with remarked that lessons are typically focused on the physical processes of climate change. |
| B．However, at present, much of climate change education is focused on the physical aspects of climate change, often at a global scale. |
| C．The next stages of our research will reflect how a separated community has come together through this journey towards climate literacy. |
| D．Being climate literate allows individuals to become active participants in the fight against climate change. |
| E．This collective psychological distancing means many fail to recognise the urgency of the climate crisis. |
Saving the Planet is Kids’ Task Environmental problems plague every country, but where there’s energy and enthusiasm, there’s hope. Nowhere is energy and enthusiasm more boundless than amongst school-age children. Now thousands of Australian children can have fun while learning to develop a real passion for protecting the environment. Sponsored by Australia Post, the ‘Ollie Saves the Planet’ interactive CD-ROM and associated website (www.olliesworld.com) introduce children to the concept of conservation and encourage them to consider their actions in the areas of waste, water, energy, air, and bio-diversity. It is a great resource for classroom activities and school projects, with lots of games for hours of entertainment. A complimentary(免费赠送的) copy of the CD-ROM, which retails for $24.95, has been sent to every school throughout Australia to show young environmentalists how they can ‘reduce, reuse, recycle and rethink’. Order your CD-ROM today! Hours of easy-to-use edu-tainment Suitable for PC and Mac Project resource information Extensive teachers’ notes & lesson plans A range of interactive games and puzzles Real-life case studies Hurry, the environment needs your help! Call 1800 804 078 NOW! AUSTRALIA POST  |
| A．trouble | B．arouse | C．target | D．motivate |
| A．to draw the readers’ attention to bio-diversity |
| B．because they’re easy for students to remember the projects |
| C．to show the writer’s skill of using similar words |
| D．because they are the technical terms for environment protection |
| A．The CD-ROM product is fun for children to use. |
| B．Children must have certain skills to use this product. |
| C．It is important to act quickly to obtain this product. |
| D．The CD-ROM will help children become environmentally aware. |
| A．To command school to introduce the CD-ROM to students. |
| B．To provide a discount for the schools to buy the products. |
| C．To encourage Australian children to contribute to protecting environment. |
| D．To collect education resources for classroom activities and school projects. |
| A．45% | B．54% | C．70% | D．74% |
| A．To make supportive policies to call on people to use water wisely. |
| B．To get more people to use water in environmental-friendly ways. |
| C．To develop more water recycling systems in poor countries. |
| D．To encourage people to save energy actively as much as possible. |
| A．Estimates about water use. | B．Importance of fresh water. |
| C．Concerns about water issues. | D．Lack of safe drinking water. |
