One afternoon after school, Mary and her brother, Keith, were eating at a cafe near their home. That afternoon, they had to share their table with another person. That person was a young lady in her twenties. After eating, she went to the restroom. Without realizing, she had left her cellphone on the table. Five minutes later, she came out and walked out of the cafe without looking back.
Mary saw the cellphone on the table. She quickly told Keith, “Keith, the girl left behind her cellphone.”Keith looked at the cellphone. It took his breath away. It was one of the latest models on the market. Keith had always wanted a cellphone. But his parents had told him, “You don’t need one. You can always use the house phone.” He stared at it for some minutes. Then, he said slowly, pausing on every word, “I want to take the cellphone.” Mary could not believe her ears. She only stared at her brother, “You can’t! What if the owner comes to look for it?”
After making the decision, Keith quickly got the cellphone and put it in his schoolbag. Then, he took Mary’s hand and led her out of the cafe quickly.
Once back home, Keith locked his room door with trembling (颤抖的) hands. Inside his room, he took out the piece of beauty. Oh, he liked it so much. He had his own cellphone. Soon, he was polishing it happily. But Mary told him, “Keith, you cannot keep the cellphone. What will you tell our father about this? He will ask you how you got the cellphone.” Keith said quickly, “I will say a friend lent it to me.” Mary said, “Now you are lying too. Oh dear! When had Keith turned so dishonest?”
Then, Mary saw a house phone number on the cover of the cellphone. “This is the girl’s phone number. Why don’t we just call this number? We will talk to her and ask her to come and take back her cellphone,” she was trying to talk some sense into him.
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。
That night, Keith turned over in bed from time to time.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Mary was very happy to hear that.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2 . There are about fifteen hundred languages in the world.
But only a few of them are very
Is it easy or difficult to learn English? Different people may have different
“Learn English in six month, or your
The only language that seems easy to learn is the mother tongue. We should remember that we all learned our own language well when we were
So it is hard to say that learning English is easy, because a good command of English
| A．difficult | B．important | C．necessary | D．easy |
| A．native | B．foreign | C．useful | D．mother |
| A．questions | B．problems | C．ideas | D．answers |
| A．found | B．watched | C．noticed | D．known |
| A．knowledge | B．time | C．money | D．English |
| A．make | B．help | C．let | D．allow |
| A．spelling | B．grammar | C．English | D．pronunciation |
| A．happens | B．knows | C．seems | D．feel |
| A．students | B．children | C．babies | D．grown-ups |
| A．Imagine | B．Mind | C．Do | D．Think of |
| A．using | B．thinking | C．trying | D．practicing |
| A．time | B．money | C．language | D．practice |
| A．depends | B．tries | C．has | D．takes |
| A．uses | B．takes | C．gets | D．costs |
| A．do | B．work | C．help | D．master |
3 . VARK is a questionnaire that helps with your learning by suggesting the strategies you should be using. According to VARK, some people learn best by reading materials, while others are more visually-oriented (视觉导向的) and must see something to understand. Others might fall into the auditory learning subtype, meaning they tend to urderstand materials by listening to instructions. There are also kinesthetic (动觉的) learners, or those who learn best through hands-on activities.
Learning style theories had their popularity in the 1990s, when Beth Rogowsky was just starting as a middle school teacher. “At that time, when my students were given some learning material, if they disliked reading it, they could listen to it instead as long as they’d like to listen to others reading it; whatever they preferred, they would be encouraged to do it,” says Rogowsky, who is now an associate professor of teaching and learning at Bloomsburg University in Pennsylvania.
But when it comes to preferred learning styles, there’s a problem. The idea of using learning styles emerged in the 1980s as many researchers voiced their support, but few actually tested their concepts to confirm the validity in randomized, experimental settings. In the 2000s, when researchers started to do just that, they found little evidence that matching students to their supposed learning style helped them memorize information better.
Rogowsky herself has confirmed the belief that learning styles don’t hold up in her recent studies. In one study published in Frontiers in Psychology this year, Rogowsky and her colleagues tested fifth-graders with preferred auditory and visual learning styles. Students were given standardized reading tests, in both written and audio formats. The team didn’t uncover a relationship between their preferred learning styles and academic performance, according to Rogowsky.
The team’s study noted that a preference to learn material using a certain method could mask skill lack. “Someone who prefers to lean by listening instead of visual approaches might just have underdeveloped reading skills. Letting students learn in their preferred manner doesn’t push them to improve weaker skill sets,” Rogowsky says. “If you need to improve your skills, don’t just keep doing what’s easy to you.”
1. What’s the purpose of Paragraph 1?| A．To explain the complexity of the learning process. |
| B．To inspire people to actively engage in a questionnaire. |
| C．To show different people have different learning styles. |
| D．To suggest using VARK to choose efficient learning styles. |
| A．Encourage students to learn creatively. |
| B．Allow students to use their preferred learning style. |
| C．Help students improve their reading and listening ability. |
| D．Provide varied reading materials for students to choose from. |
| A．Correctness. | B．Faulty. | C．Arrangement. | D．Budget. |
| A．Students need to focus on their academic performance. |
| B．Students should stick to their favorite learning materials. |
| C．Students hiding skill lack can boost their confidence |
| D．Students should go beyond a certain preferred learning style. |
4 . There is hot, and then there is hot! Extreme heat is a period of high heat and humidity with temperatures above 90 degrees Fahrenheit for at least two to three days. Extreme heat is responsible for the highest number of annual deaths among all weather-related hazards (危害).
It’s not your imagination. Summers have been getting hotter and hotter with extreme heatwaves occurring earlier and more frequently. But why is this happening and can we better predict heatwaves in advance to give people time to prepare?
“Climate change is here and it’s already been changing human behavior and causing significant influence in the society. As global temperatures rise, historically excessive (过高的) temperatures are more likely to occur.” says Craig Ramseyer, an assistant professor who studies climate modeling in the department of geography at Virginia Tech.
Ramseyer says heatwaves are the most concerning because of the lack of attention they normally receive. “Hurricanes, tornadoes, and flash floods drive more media attention because of the natural attraction with the visual impact of those types of hazards. However, heat does not tend to be as attractive and it becomes very difficult to communicate the danger to the public,” said Ramseyer. “Around the world, more deaths occur due to extreme heat than from hurricanes, flooding, and drought combined. It impacts the most helpless of our citizens who do not have enough access to air conditioning, water, and other important resources.”
Since the Earth is running warmer than it used to, Ramseyer says that when these heatwave-related weather patterns take place, it results in higher extreme temperatures than we used to experience 30 years ago.
“As a global community, we need to decrease carbon emissions as soon as possible. We have rapidly developing technologies that are going to help advance the process, but the faster the better, there is no time to waste.”
1. What can we learn from the article?| A．Extreme heat is a No.1 death cause. |
| B．People are suffering more extreme heat. |
| C．A 100-degree heat is an extreme heat. |
| D．Extreme heat is getting better over the years. |
| A．Climate change will soon affect human behaviors. |
| B．High temperatures happened frequently in history. |
| C．Air conditioning and water can stop the extreme heat. |
| D．Garbage sorting can less advance the climate change. |
| A．Extreme heat can be stopped by technology. |
| B．People have enough time to solve the climate problems. |
| C．The danger of extreme heat is not easily transferred to the public. |
| D．Heatwave-related weather patterns will decrease in the future. |
| A．Complaints about extreme heat. | B．Prevention of extreme heat. |
| C．Characters of extreme heat. | D．Technologies behind extreme heat. |
Lightning flashed through the darkness over Sibson’s bedroom skylight(天窗). Sibson was shaken by a clap of thunder before he knew what was happening. The storm had moved directly through his two-story wooden house. Then he heard the smoke alarm beeping.
Sibson rushed down the stairs barefoot to check. He opened the door to the basement, and flames exploded out. Sibson ran back upstairs to call 911 from his bedroom. “I felt glad because the room had a separate outdoor stairway,” he explained to the media later.
But the phone didn’t work, and when he tried to go down the outdoor stairway, he was stopped by a wall of flames. Sibson realized he was trapped. Suddenly, a piece of wood fell from the roof. Sharp pain raced through his body as he looked down and found his leg bleeding.
Sibson’s house was three kilometers off the main road and was so well hidden by trees that he knew calling for help would be fruitless.
Up a hill nearby lived Sibson’s neighbor, Huggons. He was lying in bed when something like a smoke alarm struck his ears. He jumped out of bed, took his phone and flashlight, and headed down the hillside toward the noise. That was when he saw the rolling heavy smoke.
Huggons dialed 911, and the operator warned him not to enter the house. But Huggons said, “There is no way I am going to listen to Sibson scream and die in that fire.”
“Anyone there?” Huggons called out. Then he heard “Help! I’m trapped!” coming from the second floor balcony. He entered the house, but soon had to run back to catch his breath.
After one more attempt to get inside the house, Huggons gave up and circled around back. The wind parted the smoke just enough for him to catch sight of Sibson. But there was no way to get to him.
With the wind fueling the fire, there was no time to waste and the second floor seemed to be falling down in the next minute.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
“Go! Leave me alone!” shouted Sibson with desperate tears in his eyes, “It will kill you, too.”
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
内容包括：1.致欢迎辞；2.介绍开幕式活动。
注意：1.词数80左右；2.适当增加细节，以使行文连贯。
Dear teachers and students,
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
| A．has gone to | B．has been to | C．have gone to | D．have been to |
| A．to sit; tying | B．sitting; tying | C．seating; tied | D．seated; tied |
It was eight o'clock on a May morning, and Micah, my 17-year-old daughter, was already in our spare room upstairs. It had been her temporary eleventh-grade classroom ever since schools had moved to remote learning due to the pandemic.
From the kitchen, I listened for the sound of her tapping on her laptop or her talking with her classmates in their discussion sessions. We’d barely left the house for 10 weeks straight.
“Mom, everyone is hanging out today!” Micah’s voice echoed from upstairs. “Why can’t I?” I stepped up the stairs. Micah was lying on the floor wearing her pajamas, her laptop, school iPad and cellphone in front of her.
“It’s not fair,” she said.“ I have no one I can be with. I can ‘t wait until I’m 18 and can do what I want.”
We’d had this conversation before. Still, I couldn’t help but feel sorry for her. I was sick of being alone too. Even though Micah and I were home together more than we had been in years, we might as well have been living in separate worlds.
“Wanna watch videos later?” I asked. “Bake some cookies?”
“No, thanks.” Micah shook her head, as if the idea of doing something together was impossible.
I closed the door. I was used to Micah’s rejection, but it still made me upset. Teenage independence is healthy, but I worried if I didn’t find a way to bond with my girl soon, I might never be close to her again. She’d be 18 in the fall and had already convinced herself she didn’t need me anymore. Maybe she was right. No matter what I did, I couldn’t seem to reach her.
That evening, I logged onto a social app and saw a friend’s children playing with their new kitten. My mind went back to when I was in high school and our family moved. It was hard making friends. Mom surprised me with an eight-week-old gray kitten that I named Miss Muffet. Having a kitten to love and train brightened my days and got me through that difficult, lonely time. Maybe Micah would like a kitten.
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。
I asked if she wanted a kitten.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
In the car, Micah put the kitten under her chin.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
10 . “I think therefore I am”— mind over matter. What you expect from yourself and the world makes a big impact on the results of your efforts.
From a neuroscience perspective, the brain will believe anything you tell it, right and wrong. Research has shown that this phenomenon can have huge benefits when we approach a significant or difficult task. “We do know there’s the mind-body connection, which isn’t kind of mysterious or magical, and that this is in itself changing our physiology,” said David Robson, a science writer. “Think that you could catch up in a race or that your public speaking anxiety could help you perform better.”
Expectations, even negative ones, are meant to help our brains navigate (理解) a complicated world by simplifying our predictions of the wide range of outcomes to any situation. Those negative expectations can help us anticipate and avoid danger, but they aren’t always up to date with the context that surrounds us. And when you’re in the face of a challenge, inaccurate information can create obstacles of its own. Pessimistic thoughts really just put you in a position where you’re more vulnerable to actually experiencing that unpleasant or negative outcome.
Setting more positive expectations and hopefully acquiring the rewards starts with how you talk to yourself. When baseball players step up to the plate, they tell themselves they will knock it out of the park. Being aware of your thoughts and how you talk to yourself about a challenge can make a big impact.
We tend to see ourselves and our obstacles in two ways. Either our abilities are fixed or can grow, and our obstacles are a threat or a challenge. Shifting focus to believe that we can see difficulties as a challenge to be met rather than a threat to be avoided has been shown to result in more success. If you interpret that situation as a challenge, your physiological response will empower and equip you to be more creative and effective.
Having realistically optimistic expectations does better equip each of us to take up a challenge with our best resources, experts said.
1. What does the third paragraph mainly talk about?| A．The outcome of pessimistic thoughts. |
| B．The connection between the mind and body. |
| C．The advantages of positive expectations. |
| D．The pros and cons of negative expectations. |
| A．Thinking out loud. |
| B．Stepping up to the plate. |
| C．Challenging themselves. |
| D．Improving their abilities. |
| A．Avoiding threats and troubles. |
| B．Removing our obstacles in the way. |
| C．Shifting our focus to something else. |
| D．Regarding difficulties as challenges. |
| A．A history book. |
| B．A fantasy novel. |
| C．A science & wellness paper. |
| D．A sports & health report. |
