Freddie Forbes stared in awe (敬畏) at the platform in the packed school hall. The headmaster marched onto the stage, followed by the captains of the school soccer team and rugby side. Freddie watched enviously (羡慕地) as each was presented with an honors jacket for their contribution to the school’s sporting success over the previous year. When the next presentation of honors jacket would come around, Freddie knew there was little hope that he would be the receiver of one of these treasured items of clothing.
“I wish you all a happy summer holiday,” the headmaster announced. “Although most of you will be going away to sunnier parts, there are others who will be staying near their home. The local council has asked the school to undertake a project over the next six weeks to help clear up litter around the area and separate it for recycling. If anyone is interested, come to my office and you will be supplied with a litter picker, bags and heavy-duty gloves.”
Freddie knew he would be at a loose end over the holiday, so he went to the office along with four other boys to pick up the equipment needed to gather up the rubbish which littered the streets around the school. When he arrived home, his mother looked at him curiously as he placed the equipment on the kitchen table.
“What is this all about?” she asked with a smile on her face. “Mum, I’m an average pupil and I’m not very good at sports,” he replied. “This waste recycling is one way I can contribute to the good name of the school.”
“Just as long as you don’t get fed up and stop half way through,” said Mum.
“I have made up my mind to stick this out through thick and thin,” Freddie said confidently.
注意：1.续写词数应为150个左右；2.请按如下格式在答题卡的相应位置作答。
Over the next few weeks, the other boys dropped out of the project.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Hearing his name called by the headmaster, Freddie nervously made his way to the platform.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Last summer, Hilda worked as a volunteer with dolphin trainers at a sea life park. Her job was to make sure the tanks were free of any items so that the trainers could train the dolphins to fetch specific items. However, one day after cleaning, one of the dolphins, Maya, presented Hilda with a candy wrapper from the tank. When Katherine, the trainer, saw this, she blamed Hilda for her carelessness. Upset but not discouraged by this event, Hilda decided to do some spying on Maya.
The next morning, Hilda arrived at the park early. She put on her scuba gear (水下呼吸器) and jumped into the tank for her usual, underwater sweep. Finding nothing in the tank, she climbed out of the water just in time to see Katherine jumping in on the other side. After what happened yesterday, Hilda knew what she was doing. She watched as Katherine performed her underwater search, but Hilda wasn’t surprised when she surfaced empty-handed.
During the tank sweeps, Maya had been swimming playfully, but now the dolphin stopped suddenly and swam to the back part of the tank where the filter (过滤) box was located. She stuck her nose down behind the box and then swam away. What was Maya doing back there? Hilda wondered. She jumped back into the water and swam over to take a look behind the box, and her question was answered. Hilda then swam across the tank following Maya’s path and emerged from the water to find Katherine removing her scuba gear. As Katherine turned around, her mouth dropped open. There was Maya at the edge of the tank with a comb (梳子) in her mouth waiting for her treat.
“Maya! Where did you get that?” demanded Katherine, taking the comb and throwing her a fish. “I know where she got it,” declared Hilda climbing out of the tank with a handful of items still wet from their watery, resting place. “What’s all this?” Katherine asked, obviously confused.
注意：(1)续写词数应为150个左右;
(2)请按如下格式在答题卡的相应位置作答。
“This is Maya’s secret,” Hilda said with a big smile.
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Now Katherine realized what had been going on.
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________3 . Shortly before he turned 60, Mark Fuhrmann realized what he wanted. He, now, at 65, has just returned from a second voyage. His 6,835 mile-round trip from Nova Scotia took in the great lakes of the US, the Gulf of Mexico and the Atlantic.
Fuhrmann started these journeys “to kickstart retirement” from the maritime PR business he ran in Oslo for the past 30 years. Before he set off, in June last year, he swapped (交换) his house for a flat, and greatly reduced his possessions. “It was good to get rid of all of those things and say: ‘This isn’t a phase; this is a new season,’” he says.
Amazingly, he didn’t plan his trip, beyond committing to fundraise for Medecins Sans Frontières. “I thought: ‘I’ll try to do 40km each day.’ But I never knew where I was going to lay down my head.”
The challenges were psychological, physical, and sometimes life-threatening. In Florida, he was chased by an alligator (短吻鳄), but narrowly escaped from it. In the Boston area, he saw “a black fin moving towards me like a snake”. He lay his oar (划桨) across his lap and waited. “If a great white shark can swim leisurely, that’s exactly what it did. It just passed me,” he says. Ten minutes later, Fuhrmann pulled his kayak (小艇) into a cove, where he ran into a man who invited him into his home for coffee and apple pie. His whole trip was filled with these switchbacks and moments of connection with strangers, which Fuhrmann experienced as “a call to authenticity”.
What does he mean? “Nature is born within us. If you avoid that, you avoid experiencing something that is vital to who you are as a person. I want real things — life isn’t about having more. I think we need to accept where we are at this stage of life, at 60 or 65.”
“I look at retirement as a season,” he says. He started his latest voyage because “I wanted to have a better understanding of who I was. I wanted to have time for my thoughts to wander, to restart, to discover the value and power within myself.”
1. Why did Fuhrmann get rid of most of his possessions?| A．To make donations to charity. | B．To start a new life in retirement. |
| C．To make up for his business loss. | D．To collect money for the journey. |
| A．Blessings. | B．Ambitions. | C．Defeats. | D．Challenges. |
| A．The meaning of life is achieving more. |
| B．Old people should take things as they are. |
| C．It is good to have nature-based experience. |
| D．It is advisable for aging people to play safe. |
| A．To reflect on his past. | B．To discover his true self. |
| C．To relax his mind and body. | D．To be free from the noisy world. |
4 . The boulders (巨石) look generally unremarkable, besides the fact that they stretch up and down the ridge in a curved line. Most people who don’t know their story would probably choose to look at the sweeping view of San Jose below them instead.
The timeworn line of boulder, is part of a system of stone walls, the remains of which stretch along the East Bay Hills all the way from Grimly Peak in Berkeley to where I watched a man tie his shoes at the Sierra Vista Open Space Preserve above East San Jose.
They exist only in sections, and some are better preserved than others — where I found the man, the walls are short and thick and half-sunk into the earth, hut further north at Ed R. Levin County Park in Milpitas, they remain almost perfectly assembled and stand several feet tall.
The first recorded mention of the walls is from an article in the San Francisco Chronicle from 1896. “Half a mile east of Grizzly Peak stand the remains of stone walls which have long baffled the researchers. By whom they were built, when and why is an unsolved mystery,” the article stated. The unnamed author went on to write a generally-accepted theory of the walls that they were constructed by “some long-forgotten race, possibly Aztec”.
Of course, the people who originally inhabited the hills and the land surrounding them are far from forgotten. The Ohlone people thrived in the area for thousands of years until they were largely displaced by European settlers — however, there’re no records of them constructing stone walls.
“Some of my colleagues have heard the rocks were placed there by Spanish settlers clearing their fields, and there have been speculations that it could have been part of Indigenous practice,” said Charlotte Graham, a spokesperson for the Santa Clara Valley Open Space Authority. “We’ve also heard it could be a natural occurrence.”
However, there isn’t enough evidence on the walls to be entirely certain. A study dated lichen (地衣) on the walls in Berkeley as being from 1851 to 1880, though other sections of the walls haven’t been tested, and there’re few historical accounts on their presence.
1. How may most people never hearing about the boulders react when seeing them?| A．Ignore them. | B．Collect them. |
| C．Post the photos of them online. | D．Report them to the government. |
| A．The one along the East Bay Hills. |
| B．The one near Grizzly Peak in Berkeley. |
| C．The one at Ed R. Levin County Park in Milpitas. |
| D．The one at the Sierra Vista Open Space Preserve. |
| A．Prevented. | B．Confused. | C．Annoyed. | D．Inspired. |
| A．Functions of stone walls | B．Newly-found boulders |
| C．The history of boulders | D．Stories behind mystery walls |
1. What is the conversation mainly about?
| A．Fighting fires. | B．Detecting fires. | C．Using fires. |
| A．Around 50. | B．About 400. | C．Over 8600. |
| A．Size of a car. | B．Size of a plane. | C．Size of a sports field. |
| A．Saving animals. | B．Saving the trees. | C．Saving humans. |
6 . Humans can race to get out of a hurricane’s path. Some animals can sense a hurricane coming and leave quickly, but there are animals that can’t simply get out of the way. Here are the various effects of hurricanes on animals.
Birds may be able to sense air pressure and other changes in the environment, which encourages them to get out of harm’s way. Some birds will even speed up their migration (迁徙) leaving earlier than usual if a serious hurricane is approaching. However, strong winds can push birds hundreds of miles away from their home. Young or weak birds can become separated from the rest of their group and often have difficulty making it home.
Fish can also be affected. After Hurricane Andrew in 1992, about 184 million fish died in south Louisiana’s Atchafalaya Basin alone. Strong winds blew leaves off trees, blowing them into wetlands. The rotting (腐烂的) organic material to extremely low levels of oxygen in the water, killing the fish. Some fish will often find sheltered areas during hurricanes, but they’re not always safe. Dolphins have occasionally been blown to shore during big hurricanes.
There are many other dangers that come with hurricane-related water. Sharp rise of saltwater onshore can harm wildlife and plants that live in the freshwater and can’t bear the salt content.Heavy rain can also affect the balance of fresh and salt water in some areas, harming the creatures that live in them.
Many animals lose their regular food supply when a hurricane arrives, as strong winds and rains destroy trees of fruits, nuts and berries. During Hurricane Andrew, about one-quarter of Louisiana’s public oyster seed (牡蛎种苗) grounds were destroyed. Because the oysters were an important food source for some birds on Louisiana’s barrier Islands, the birds suffered mass death as a direct result of the hurricane.
1. What can we learn from paragraph 2?| A．Birds are adapting to a changing climate. |
| B．Birds can sense the coming of a hurricane. |
| C．Birds migrate at certain times of every year. |
| D．Birds’ habitats are destroyed by hurricanes. |
| A．Poisonous leaves. | B．Air pollution. |
| C．A lack of oxygen. | D．The loss of shelters. |
| A．Ocean ecosystem is destroyed. |
| B．Sea salt production is reduced. |
| C．Many animals move away from their habitats. |
| D．There would be less fresh water on the earth. |
| A．Animals suffer more than humans during a hurricane |
| B．What happens to animals during a hurricane? |
| C．Why do animals migrate earlier than usual? |
| D．Animals might face serious threats |
7 . As cities balloon with growth, access to nature for people living in urban areas is becoming harder to find. If you’re lucky, there might be a pocket park near where you live, but it’s unusual to find places in a city that are relatively wild.
Past research has found health and wellness benefits of nature for humans, but a new study shows that wildness in urban areas is extremely important for human well-being.
The research team focused on a large urban park. They surveyed several hundred park-goers, asking them to submit a written summary online of a meaningful interaction they had with nature in the park. The researchers then examined these submissions, coding (编码) experiences into different categories. For example, one participant’s experience of “We sat and listened to the waves at the beach for a while” was assigned the categories “sitting at beach” and “listening to waves.”
Across the 320 submissions, a pattern of categories the researchers call a “nature language” began to emerge. After the coding of all submissions, half a dozen categories were noted most often as important to visitors. These include encountering wildlife, walking along the edge of water, and following an established trail.
Naming each nature experience creates a usable language, which helps people recognize and take part in the activities that are most satisfying and meaningful to them. For example, the experience of walking along the edge of water might be satisfying for a young professional on a weekend hike in the park. Back downtown during a workday, they can enjoy a more domestic form of this interaction by walking along a fountain on their lunch break.
“We’re trying to generate a language that helps bring the human-nature interactions back into our daily lives. And for that to happen, we also need to protect nature so that we can interact with it,” said Peter Kahn, a senior author of the study.
1. What phenomenon does the author describe at the beginning of the text?| A．Pocket parks are now popular. | B．Wild nature is hard to find in cities. |
| C．Many cities are overpopulated. | D．People enjoy living close to nature. |
| A．To compare different types of park-goers. | B．To explain why the park attracts tourists. |
| C．To analyze the main features of the park. | D．To find patterns in the visitors’ summaries. |
| A．Walking is the best way to gain access to nature. |
| B．Young people are too busy to interact with nature. |
| C．The same nature experience takes different forms. |
| D．The nature language enhances work performance. |
| A．Language study. | B．Environmental conservation. |
| C．Public education. | D．Intercultural communication. |
