息，用英语给当地报纸写一封信，请求帮助。内容要点如下：
1.父母忙于工作和学习；
2.单独在家，整天与电视为伴；没有朋友，感到孤独；
3.请求帮助。
注意：（1）信的开头与结尾已给出，不计词数；
（2）词数：100 个左右。
Dear Editor,
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Best wishes.
Yours,
Li Hua
2 . Animal appear to predict earthquakes by sensing electricity in the air — the first study to find reliable evidence of the phenomenon has shown.
Cameras revealed an “amazing” drop in the number of animals up to 23 days before a major quake hit their rainforest home at Yanachaga National Park in Peru. Lead scientist Dr Rachel Grant, from Anglia Ruskin University, said, “The results showed that just before the earthquake, animals’ activity dropped right down.”
On a normal day the cameras placed around Yanachaga National Park record between 5 and 15 animals. But in the 23 days before the earthquake, the number of animals dropped to five or fewer per day. No animals were photographed at all on five of the seven days immediately before the quake.
Another study showed that animal activity remained normal in the park over a different period when seismic (地震的) activity was low. Co-author, professor Friedemann Freund, said, “The cameras were located at an altitude of 900 meters. If air ionization occurred, the animals would escape to the valley below, where there were fewer positive ions ( 离子). With their ability to sense their environment, animals can help us understand small changes that occur before major earthquakes.”
Other evidence suggested that before the earthquake, the air around the high mountain sites filled with positive ions that can be produced when rocks are placed under stress. Positive ions have been known to cause ill effects in humans as well as animals. Scientists believe the animals were made to feel uncomfortable by the positive ions, leading them to avoid the area. They are thought to have escaped to lower ground, where the air was less ionized. The findings may help experts develop better short-term seismic forecasts.
1. How did scientists conduct the study?| A．By comparing different animals’ habits. |
| B．By observing animals in high mountains. |
| C．By explaining the positive ion phenomenon. |
| D．By analyzing images of animals they obtained. |
| A．The ground at a lower altitude is less ionized. |
| B．Cameras normally record more animals per day. |
| C．Earthquake warnings can be detected in lower places. |
| D．The activity of animals and earthquakes is consistent. |
| A．The findings make for accurate seismic forecast. |
| B．Animals tend to be uneasy with more positive ions. |
| C．Positive ions make humans and animals depressed. |
| D．All the animals remain abnormal before the earthquake. |
| A．Negative Influence of Positive Ions. |
| B．Ions’ Destruction to the Environment. |
| C．Animals’ Behavior Before Earthquakes. |
| D．Creatures’ Ability to Predict Earthquakes. |
As a senior editor in a famous press, I always think of days twenty years before when I was 18, I lived with my grandparents, and my parents earned their living in another city, struggling to support our family. I had taken to delivering newspapers to support myself and my education.
I would be up every morning by 5 am and walk five kilometres from where I lived to the newspaper office. By 6 am, I would collect 50 copies which must have weighed over five kilograms. My delivery range spanned (横跨) three kilometres. After distributing the copies, I would rush home—another three kilometres away—cook my breakfast, and be off to my school.
One Friday morning, I got home after my deliveries, finding Afzal, a boy from the neighbourhood, at my doorstep. Afzal said his mother wanted to see me. When I asked him why, Afzal said, “She will tell you.” Tired after walking around for over 11 kilometres, I was looking forward to breakfast and some rest. I assumed his mother wished to subscribe (定期订购) to the newspaper, so I followed him to his home nearby.
A woman in her 40s opened the door. I later learned she was Afzal’s mother, Mrs Kader. She asked me to sit, pulled up her chair next to mine and gently asked, “Tell me about your routine, right from the time you wake up in the morning.” I wasn’t quite sure why she wanted to know, but I told her about my morning job in a few words. She asked me, “How many miles do you walk every day?” I replied, “A little more than 11 kilometres.” My reply shocked her.
Then she patted my back and went inside, reappearing carrying a large plate full of food for breakfast for me. It was a heart y breakfast, one that brought back memories of happy days spent with my parents. Later, as I was about to leave after thanking them, Mrs Kader asked me to wait and she went inside again.
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。
Then Mrs Kader appeared again, with a new bicycle.
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I bowed to Mrs Kader gratefully and left for school.
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4 . Philosophers have a bad reputation for expressing themselves in a dry and boring way. The ideals for most philosophical writing are precision, clarity, and the sort of conceptual analysis that leaves no hair un-split.
There is nothing wrong with clarity, precision, and the like — but this isn’t the only way to do philosophy. Outside academic journals, abstract philosophical ideas are often expressed through literature, cinema, and song. There’s nothing that grabs attention like a good story, and there are some great philosophical stories that delight and engage, rather than putting the reader to sleep.
One of the great things about this is that, unlike formal philosophy, which tries to be very clear, stories don’t wear their meanings on their sleeve — they require interpretation, and often express conflicting ideas for the reader to wrestle with.
Consider what philosophers call the metaphysics (形而上学) of race — an area of philosophy that explorers the question of whether or not race is real. There are three main positions that you can take on these questions. You might think that a person’s race is written in their genes (a position known as “biological realism”). Or you might think of race as socially real, like days of the week or currencies (“social constructionism”). Finally, you might think that races are unreal — that they’re more like leprechauns (一种魔法精灵) than they are like Thursdays or dollars (“anti-realism”).
A great example of a story with social constructionist taking on race is George Schuyler’s novel Black No More. In the book, a Black scientist named Crookman invents a procedure that makes Black people visually indistinguishable from Whites. Thousands of African Americans flock to Crookman’s Black No More clinics and pay him their hard-earned cash to undergo the procedure. White racists can no longer distinguish those people who are “really” White from those who merely appear to be White. In a final episode, Crookman discovers that new Whites are actually a whiter shade of pale than those who were born that way, which kicks off a trend of sunbathing to darken one’s skin-darkening it so as to look more While.
Philosophically rich stories like this bring more technical works to life. They are stories to think with.
1. What does the author think of philosophical stories?| A．The meaning behind is very obvious. |
| B．They am extremely precise and formal. |
| C．They often cause conflicts among readers. |
| D．They are engaging and inspire critical thinking. |
| A．Social constructionism. | B．Anti-realism. |
| C．Biological realism. | D．Literary realism. |
| A．Racial issues caused by skin colors. |
| B．A society view on race and self-image. |
| C．Black people accepted by the white society. |
| D．The origin of sun bathing among white people. |
| A．Stories Made Easy | B．Stories to Think with |
| C．Positions in Philosophy | D．Nature of Philosophical Writing |
At six years old, I dreamed of becoming an artist. My mom knew this, so she gave the perfect gift to a first-grade artist like me. My friends and I called them “Stampy Markers (马克笔)”. They quickly became my treasure.
Unfortunately, my little sister thought they were amazing, too. For three days in a row, she would ask to play with my markers. However, each time, she would receive my firm “No”. Finally, maybe realizing it was impossible to take them from.me, she stopped asking. And I was able to leave them out in my room when I went to school, certain that she understood they were forbidden to her.
The first day that I didn’t hide them, I got home from school and went upstairs to my room. Right away, I saw that my markers were not where I had left them. My rainbow-colored treasures were gone!
Suspecting that my sister might have something to do with their ds appearance, I searched the entire house for her. Finally, I found her in the basement and, sure enough, she was working on some rainbow drawing with my markers surrounding her.
“Hey! Why did you take them while I was away?” I started yelling at her.
“Sorry...but I...” she murmured.
Before she could make any explanation, I grabbed the markers—at least the ones I could reach—and ran back up to my room, slamming the door shut behind me. I sat there for at least half an hour, but it seemed like much longer. Then, I heard my sister’s footsteps coming up the stairs.
I opened my mouth, about to demand that she give the rest of my markers back, when I noticed a folded piece of paper being pushed underneath the door.
Once it reached my side of the door, I picked it up. As I read the words written on the cover, my anger quickly fell away.
What was on the paper was something that I would never forget.
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I opened the door, reached out to her and gave her a hug.
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1. 音乐可以使我们放松身心，缓解压力；
2. 音乐可以振奋并鼓舞人心；
3. 音乐能够抚慰我们的心灵，帮助我们走出困境；
4. 音乐可以帮我们更好地了解别的文化
注意：不可逐句翻译，可根据你自己对音乐的理解适当发挥、拓展。
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1.表示感谢；
2.相关介绍；
3.对听众的要求。
注意：
1.词数80左右；
2.请在答题卡的相应位置作答。
Dear fellow students,
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That’s all, thank you.
1. 写信目的；
2. 情况介绍；
3. 约定一起锻炼。
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One day, while Sutter surfed the Internet watching some videos of cute animals with his mom, he came across a story posted by the local animal shelter (收容所). It explained that there was a cat, which was named Hazel by the workers, living in the shelter and needing help.
The workers found the cat at a transfer station where garbage and other waste are sorted. At first, the workers thought Hazel was just looking for food. But they later discovered that the back legs of the cat were injured. What was worse, after a physical examination, they found the bones of the cat were broken and that necrosis — meaning the death of cells in some part of the body — had set in. The workers thought Hazel would need surgery (手术) to get better. So they called on the community to raise money for the cat.
That was when Sutter got to work. After he knew the story about the poor cat in his community, the nine-year-old cat lover said to his mom,“I just can’t stop thinking about the cat. It is in urgent need of surgery. I want to raise money to help the cat.”Hearing those words, Sutter’ s mother was happy that her son was a kind-hearted boy and decided to help him.
Then Sutter came up with a good idea: making use of the power of cinnamon buns ( 肉桂卷). He knew if there was anything that could get the community members to empty their pockets, it would be this sweet treat: cinnamon buns. Then he and his mom started baking cinnamon buns, and his mom posted Sutter’s efforts on a social media page. Knowing Sutter’s good intention, the whole community reached out and donated money to Sutter. Finally, Sutter was able to raise $850 in total. Then Sutter and his mom gladly went to the animal shelter and dropped the money there.
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。
With the money, Hazel was able to receive the surgery.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Since adopting Hazel, Sutter has done a lot to help it recover.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________10 . The “reading wars,” one of the most confusing and disabling conflicts in the history of education, went on heatedly in the 1980s and then peace came. Advocates of phonics (learning by being taught the sound of each letter group) seemed to defeat advocates of whole language (learning by using cues like context and being exposed to much good literature).
Recent events suggest the conflict of complicated concepts is far from over. Teachers, parents and experts appear to agree that phonics is crucial, but what is going on in classrooms is not in agreement with what research studies say is required, which has aroused a national debate over the meaning of the word “phonics.”
Lucy M. Calkins, a professor at Columbia University’s Teachers College and a much-respected expert on how to teach reading, has drawn attention with an eight-page essay. Here is part of her argument: “The important thing is to teach kids that they needn’t freeze when they come to a hard word, nor skip past it. The important thing is to teach them that they have resources to draw upon, and to use those resources to develop endurance.”
To Calkins’s critics, it is cruel and wasteful to encourage 6-year-olds to look for clues if they don’t immediately know the correct sounds. They should work on decoding — knowing the pronunciation of every letter group — until they master it, say the critics, backed by much research.
Calkins’s approach “is a slow, unreliable way to read words and an inefficient way to develop word recognition skill,” Mark S. Seidenberg, a psychologist at the University of Wisconsin, said in a blog post. “Dr. Calkins treats word recognition as a reasoning problem — like solving a puzzle. She is committed to the educational principle that children learn best by discovering how systems work rather than being told.”
Many others share his view. “Children should learn to decode — i.e., go from print on the page to words in the mind — not by clever guesswork and inference, but by learning to decode,” Daniel Willingham, a psychologist at the University of Virginia, told me. He said the inferences Calkins applauds are “cognitively (认知地) demanding, and readers don’t have much endurance for it. … It disturbs the flow of what you’re reading, and doing a lot of it gets frustrating.”
Yet a recent survey found that only 22 percent of 670 early-reading teachers are using the approach of phonics and what they mean by phonics is often no more than marking up a worksheet.
Both sides agree that children need to acquire the vocabulary and background information that gives meaning to words. But first, they have to pronounce them correctly to connect the words they have learned to speak.
Calkins said in her essay: “Much of what the phonics people are saying is praiseworthy,” but it would be a mistake to teach phonics “at the expense of reading and writing.”
The two sides appear to agree with her on that.
1. Critics of phonics hold the opinion that ________.| A．children should be taught to use context |
| B．teaching phonics is both boring and useless |
| C．kids acquire vocabulary in hearing letter groups |
| D．pronunciation has nothing to do with meaning of words |
| A．Tell me and I will forget; show me and I will remember. |
| B．Skilled reading is fast and automatic but not deliberative. |
| C．Word recognition skill should be developed in problem reasoning. |
| D．Learning to make reasonable inferences is also a way of decoding. |
| A．phonics approach has been proved to be successful |
| B．children don’t shy away from difficulties in reading |
| C．the two reading approaches might integrate with each other |
| D．reading and writing are much more important than phonics |
| A．An everlasting reading war among critics |
| B．From print on the page to words in the mind |
| C．A battle restarts between phonics, whole language |
| D．Decoding and inferring confuse early-reading teachers |
