1 . 假设你是晨光中学高三学生李津，你的英国朋友Chris在中国学习中文已满两年， 即将回国。请你给他写一封e-mail，邀请他参加为他举办的欢送会，内容包括：
（1） 祝贺他顺利通过考试，他的学习进步很大，为他骄傲；
（2） 感谢他帮助你们学习英语；
（3） 时间：星期六晚六点；
地点：你校餐厅二楼大厅。
注意：
（1） 词数不少于100；
（2） 可适当加入细节，使内容充实、行文连贯；
（3） 开头和结尾已给出，不计入总词数。
参考词汇：欢送会 farewell party
Dear Chris,

Congratulations on your passing all the exams.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Yours,

Li Jin

4 . _____ the ups and downs in my life, I eventually realized what life was all about.

A．Experienced	B．Having experienced
C．To experience	D．Experiencing

5 . In a recent series of experiments at the University of California, researchers studied toddlers’ thinking about winners and losers, bullies (欺凌) and victims.

In the first experiment, toddlers (学步儿童) watched a scene in which two puppets (木偶) had conflicting goals: One was crossing a stage from right to left, and the other from left to right. The puppets met in the middle and stopped. Eventually one puppet bowed down and moved aside, letting the other one pass by. Then researchers asked the toddlers which puppet they liked. The result: 20 out of 23 toddlers picked the higher-status puppet — the one that did not bow or move aside. It seems that individuals can gain status for being dominant (占优势的) and toddlers like winners better than losers.

But then researchers had another question: Do toddlers like winners no matter how they win? So, researchers did another experiment very similar to the one described above. But this time, the conflict ended because one puppet knocked the other down and out of the way. Now when the toddlers were asked who they liked, the results were different: Only 4 out of 23 children liked the winner.

These data suggest that children already love a winner by the age of 21-31 months. This does not necessarily mean that the preference is inborn: 21 months is enough time to learn a lot of things. But if a preference for winners is something we learn, we appear to learn it quite early.

Even more interesting, the preference for winners is not absolute. Children in our study did not like a winner who knocked a competitor down. This suggests that already by the age of 21-31 months, children’s liking for winners is balanced with other social concerns, including perhaps a general preference for nice or helpful people over aggressive ones.

In a time when the news is full of stories of public figures who celebrate winning at all costs, these results give us much confidence. Humans understand dominance, but we also expect strong individuals to guide, protect and help others. This feels like good news.

1. One of the purposes of the experiments is to ________.

A．teach toddlers how to gain higher status

B．offer toddlers a chance to watch a scene

C．observe the process of toddlers’ solving a conflict

D．find out toddlers’ attitude toward winners and losers

2. The toddlers regarded bowing and moving aside as a sign of ________.

A．obeying rules

B．gaining status

C．giving in to the other

D．showing good manners

3. What does the second experiment tell us about toddlers?

A．They are excellent learners.

B．They are always changeable.

C．They show mercy to the loser.

D．They value kindness over winning.

4. What does the author think of the results of the series of experiments?

A．Disappointing.	B．Encouraging.
C．Unexpected.	D．Controversial.

6 . As the international demand for narrative(叙事的) film/TV content continues to increase with popular streaming services like Netflix and others the two questions then come: will the coming generations receive most of their entertainment through visual means rather than through the written word and will such an increase of narrative film/ TV reduce the importance of reading?

Growing examples of this trend include the diminishment(减少) of fiction in the common core (核心的)curriculum, the ever－rising culture of computer games, the wave of streaming services of wide international reach, and movies filled with special effects made for children and teenagers. Nor must we ignore the economic dangers that lie ahead for the written word. The narrative film industry is a moneymaker that dwarfs(使相形见绌) the publishing industry.

The other underlying question, of course, is “does it really matter if the written word bows to the world of film/TV?” From my point of view, any diminishment of fiction delivered by words is a loss for mankind.

There is no greater human feature than the imagination. It lies at the very soul of the human species. It is the brain’s most powerful engine. It is the essential muscle of life and like all muscles it must be exercised and strengthened.

Writing and reading are the principal tools that inspire, create and empower our imagination. Anything that diminishes that power is the enemy of mankind.

It should be known that I am not opposed to new media and technological advances. Instead, I have always felt it necessary to adapt to advancing technology. In fact, a number of my novels are in various stages of development for film, TV, and live stage productions. My hope is that the written word will only stand to be complemented(补充)by its visual counterparts(对应物), not pushed to the edge of extinction.

Of course, there are those who will present arguments for the superiority of the moving image over the written word. Each has its place. My argument is for finding the right balance between it and the moving image.

1. In what way does narrative film/TV embarrass the written word?

A．Economic benefits	B．International reach
C．Cultural influence	D．Educational importance

2. Why does the author value the role of the written word?

A．It strengthens our muscles.	B．It helps sharpen imagination.
C．It distinguishes man from each other.	D．It paves the way for narrative film/TV.

3. What is the author’s attitude towards technology?

A．Cautious	B．Skeptical
C．Positive	D．Critical

4. What’s the author concerned about?

A．The fate of reading.	B．The extinction of fiction.
C．The impact of the written word.	D．The future of the moving image.

7 . For as long as there have been gifts, we naturally make choices based on the recipient (接受者). But what if we have been wrong all along and that we could turn things around, which not only made gift buying easier, but the recipient happier?

In 2015, psychologists Lauren Human and Lara Aknin conducted an online survey, which suggested that when people buy gifts, they prefer to choose something based on the recipient’s personality and tastes. Most people also said that they preferred receiving gifts bought with them in mind: gifts for them.

But Human and Aknin wondered if this approach to giving failed to take advantage of the way we connect as people. So they sent 78 volunteers into a shopping centre before Mother’s Day. Half were told to buy a card that “reveals(揭示) your knowledge of the recipient” while the others set out to buy a card that “reveals your true self”. After the purchase, the givers who had thought partly of themselves reported feeling emotionally closer to their mothers.

To find out how that approach goes down with recipients, the psychologists did another test, asking more than 100 students to choose a song on iTunes to give to a friend, partner or family member. Each half of the group received the same instructions as the card buyers. Results revealed that recipients of songs that revealed something of the givers felt closer to them than those who received gifts bought only with them in mind.

Human and Aknin suggest it might apply to all gifts. “If building stronger social connections is the underlying (潜在的) goal” of a gift and surely it should be—then we “may well be advised to offer more self-reflective gifts”. In short, for a present to be meaningful, you need to give away a bit of yourself, even if there is a risk that the gift might not so closely suit the recipient’s practical needs or tastes as one acquired purely with that in mind.

Moreover, giving something of oneself can be a safer act, the psychologists added. Because it reduces the risk of revealing poor knowledge of a recipient by attempting to buy something that fits their character—and failing.

But a note of caution here: what the research does not examine is the potential risk in repeated, unsympathetic giver-centered giving, which, according to Human and Aknin “could signal self-obsession” —and nobody wants to reveal that about themselves.

1. From the Mother’s Day card test, we can conclude that ________.

A．gifts chosen with the giver in mind work well on the giver

B．most people choose gifts with the recipient in mind

C．most people choose gifts based on their personal tastes

D．gifts chosen with the giver in mind work well on the recipient

2. What do the underlined words “them, them” refer to in order of appearance?

A．The recipients; the givers.	B．The givers; the recipients.
C．The givers; the givers.	D．The recipients; the recipients.

3. What does the author think is the significance of gift giving?

A．Making the giver’s life happier.

B．Showing one’s knowledge of the recipient.

C．Establishing and strengthening social connections.

D．Meeting the recipient’s practical needs.

4. Which of the following is Human and Aknin’s advice on gift giving?

A．Choose gifts that reflect more of yourself.

B．Just focus on your own tastes when choosing gifts.

C．Buy something that fits the recipient’s character most.

D．Be careful not to signal your true personality.

5. Which is the best title of this passage?

A．The tradition of gift giving.	B．The purpose of gift giving.
C．The effect of gift giving.	D．The psychology of gift giving.

8 . From a young age, I was taught to be kind to people around. My parents _________ explained to me the importance of giving help generously to the less _________. So out of habit, whenever there is something I can _________, I give it to someone on the streets.

Last week, as I left the house for work, I carried with me some _________ clothes, a handbag and some food to hand over to someone _________.

As the car _________ at a traffic red light, I saw a girl of five or six asking for money. I _________ her to come to me and quickly _________ all the stuff I had and put them into the handbag. As I started handing it over, she seemed _________. She looked up at me with a sweet smile on her face and asked what was in the __________. I told her there were some clothes and food for her.

Once again she __________ me, “Can you give me some water?” It was then that I __________ her dry lips. It seemed that she had not had a __________ of water all day. I __________ the water bottle that I always carry with me and helped her to drink from it. She finished it quickly and gave me a heartwarming smile of __________.

I was thankful that I could __________ what she really wished and realized once again that day that you don’t necessarily have to make big __________ to help someone. And this incident, as well as a lot that followed, ________ my belief in the simple acts of kindness and how they can make someone’s day.

Next time you want to do something nice for someone, don’t __________, seizing the right __________, or it would be late. Go ahead and do it!

1.

A．cheerfully

B．confidently

C．particularly

D．smoothly

2.

A．difficult

B．rich

C．comfortable

D．fortunate

3.

A．find

B．exchange

C．spare

D．abandon

4.

A．casual

B．worn

C．old

D．fashionable

5.

A．needy

B．clumsy

C．lucky

D．lonely

6.

A．pulled

B．stopped

C．approached

D．drew

7.

A．wanted

B．ordered

C．touched

D．signaled

8.

A．threw

B．collected

C．dragged

D．dropped

9.

A．surprised

B．embarrassed

C．panicked

D．worried

10.

A．bag

B．pocket

C．car

D．hand

11.

A．waved at

B．looked up at

C．shook hands with

D．nodded at

12.

A．realized

B．watched

C．recognized

D．noticed

13.

A．bottle

B．drop

C．lot

D．cup

14.

A．pointed out

B．gave out

C．picked out

D．took out

15.

A．satisfaction

B．communication

C．appreciation

D．expectation

16.

A．afford

B．offer

C．understand

D．remember

17.

A．donations

B．differences

C．senses

D．kindness

18.

A．strengthened

B．changed

C．shook

D．destroyed

19.

A．hold out

B．hold on

C．hold back

D．hold down

20.

A．idea

B．power

C．position

D．opportunity

9 . — Shall we go for a drink downstairs?
—       . Will two o'clock be OK?

A．Sorry, Ｉ’m not available now	B．Sure, no problem
C．Sorry, I can’t make it today	D．Sure, it’s up to you

10 . I read somewhere that we spend a full third of our lives waiting. But where are we doing all of this waiting, and what does it mean to an impatient society like ours? To understand the issue, let’s take a look at three types of “waits”.

The very purest form of waiting is the Watched-Pot Wait. It is without doubt the most annoying of all. Take filling up the kitchen sink(洗碗池) as an example. There is absolutely nothing you can do while this is going on but keep both eyes fixed on the sink until it’s full. During these waits, the brain slips away from the body and wanders about until the water runs over the edge of the counter and onto your socks. This kind of wait makes the waiter helpless and mindless.

A cousin to the Watched-Pot Wait is the Forced Wait. This one requires a bit of discipline. Properly preparing packaged noodle soup required a Forced Wait. Directions are very specific. “Bring three cups of water to boil, add mix, simmer three minutes, remove from heat, let stand five minutes.”I have my doubts that anyone has actually followed the procedures strictly. After all, Forced Waiting requires patience.

Perhaps the most powerful type of waiting is the Lucky-Break Wait. This type of wait is unusual in that it is for the most part voluntary. Unlike the Forced Wait, which is also voluntary, waiting for your lucky break does not necessarily mean that it will happen.

Turning one’s life into a waiting game requires faith and hope, and is strictly for the optimists among us. On the surface it seems as ridiculous as following the directions on soup mixes, but the Lucky-Break Wait well serves those who are willing to do it. As long as one doesn’t come to rely on it, wishing for a few good things to happen never hurts anybody.

We certainly do spend a good deal of our time waiting. The next time you’re standing at the sink waiting for it to fill while cooking noodle soup that you’ll have to eat until a large bag of cash falls out of the sky, don’t be desperate. You’re probably just as busy as the next guy.

1. While doing a Watched-Pot Wait, we tend to ___________.

A．keep ourselves busy

B．get absent-minded

C．grow anxious

D．stay focused

2. What is the difference between the Forced Wait and the Watched-Pot Wait?\

A．The Forced Wait requires some self-control.

B．The Forced Wait makes people passive.

C．The Watched-Pot Wait needs directions.

D．The Watched-Pot Wait engages body and brain.

3. What can we learn about the Lucky-Break Wait?

A．It is less voluntary than the Forced Wait.

B．It doesn’t always bring the desired result.

C．It is more fruitful than the Forced Wait.

D．It doesn’t give people faith and hope.

4. What does the author advise us to do the next time we are waiting?

A．Take it seriously.

B．Don’t rely on others.

C．Do something else.

D．Don’t lose heart.

5. The author supports his view by _________.

A．exploring various causes of “waits”.

B．describing detailed processes of “waits”.

C．analyzing different categories of “waits”

D．revealing frustrating consequences of “waits”