The five children in Larrane Leech’s day care group were outdoors early, painting landscapes under the dizzy sun. By 10 a. m., it was time to find shade, so Larrane decided they would walk down to the river.
“We’re going to pick berries now, ” she announced. A nature lover, Larrane insisted they spend as much time as possible outdoors.
Larrane handed each child an empty jar and called for Pal, her one-year-old German shepherd (德国牧羊犬). The group made its way over the dusty road and then onto a dirt path through the trees. They stopped at the first berry bush and got busy picking berries, cheering and talking excitedly.
A young cougar (美洲狮)cocked an ear toward the birdlike chatter and sniffed the air. Stepping over the thick carpet of pine needles, the cougar moved quietly toward the children.
Larrane sensed the children suddenly go quiet. She looked up to see the back end of a cougar, the size of Pal, standing over one child, Mikey. The sight of the cougar near her kids immediately froze Larrane. Larrane couldn’t tell whether Mikey had been bitten. Her mind racing wildly, she darted toward the cougar. Desperately intending to grab its tail, she shifted aim at the last minute and seized the cougar by the neck. She shook it from side to side. Instantly, the cougar wheeled toward Larrane. Growling and hissing, it stretched up high and brought its paws down upon the head of the woman. Although still in its youth, it had all the teeth and muscle a cougar needs to pull down a victim three times its size. This animal was capable of killing her.
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。
Now aware of the danger, the other four children screamed and ran behind Larrane.
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Larrane rushed to Mikey, who lay quietly on the ground.
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Many years ago there lived in Holland a boy named Peter. Peter's father was one of the men who tended the gates in the dikes(堤坝)，called sluices. He opened and closed the sluices so that ships could pass out of Holland's canals into the great sea.
One afternoon in the early fall, when Peter was eight years old, his mother called him from his play. “Come, Peter,” she said. “I want you to go across the dike and take these cakes to your friend, the blind man. Remember that you shall be home before dark.”The little boy was glad to go on such an errand (跑腿)， and started off with a light heart. He stayed with the poor blind man a little while to tell him something about his walk along the dike-the sun, the flowers and the ships far out at sea. Then he remembered his mother's wish that he should return before dark. Bidding his friend goodbye, he set out for home.
As he walked beside the canal, he noticed how the rains had swollen the water, and how they beat against the side of the dike, and he thought of his father's gates. “I am glad they are so strong,” he said to himself.“If the dike gave way what should we do? These pretty fields would be covered with water.” As he walked along the dike he sometimes stopped to pick the pretty blue flowers that grew beside the road, or to listen to the rabbits' soft tread as they rustled through the grass.
Suddenly he heard a noise. It was the sound of trickling water! He stopped and looked down. There was a small hole in the dike, through which a tiny stream was flowing. Any child in Holland is frightened at the thought of a leak in the dike. Peter understood the danger at once. If the water ran through a little hole it would soon make a larger one, and the whole country would be flooded. In a moment he saw what he must do. Throwing away his flowers, he climbed down the side of the dike and thrust his finger into the tiny hole. The flowing of the water was stopped! “Oh!” he said to himself. “I can keep the water back with my finger. Holland shall not be drowned while I am here. ”
This was all very well at first, but soon it grew dark and cold. The little fellow shouted and screamed. “Come here; come here,” he called. But no one heard him; no one came to help him.
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。
It grew still colder, and his arm ached, and began to grow stiff and numb.
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The moon and stars looked down on the child crouching (蹲) on a stone on the side of the dike.
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要求：1. 词数120字左右；
2. 文中不能出现自己的姓名和所在学校名称；
3. 短文首句已给出，不计入总字数。
参考要点：1. 短文需描述所给图片的信息；
2. 合理想象并补全第二幅图片的内容；
3. 谈谈你对此事的看法。
参考词汇：人行道 sidewalk 红绿灯 traffic lights
Last Saturday afternoon, when I was on my way to school, I saw a mother and her son preparing to go across the street.
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“I never wanted to come on this stupid hiking trip anyway!” Jeff’s voice echoed across the narrow canyon (峡谷). Nothing was as pretty as it had seemed when they first hiked this way to their campsite yesterday morning. Before, the rocks had been an interesting challenge. Now, they were obstacles that were threatening their lives. Steep cliffs had earlier been natural curiosities, but now they were nature’s weapons, beating and rubbing Jeff and his father who pushed through as quickly as they could.
His father stopped for a third time, pale and out of breath, and turned to look at the 12-year-old boy. “This is hard on you, son, I know. But you’ve got to come through with courage and calmness.” “But I’m scared! I don’t even want to have courage!” he complained, turning his head the other way, and wiped his eyes across his arm. “If not courage, fine.” his father replied strictly. “Then have enough love for your sister to think this through!” He gently placed his hand on the boy’s shoulder and continued, more softly this time. “I’m just holding you back. You’re young, but you’re strong and fast. Do you remember the way back from here to the road, if you had to go alone?”
Jeff flashed back to the painful scene of his sister at their campsite this morning. She’d been bitten by a snake, before long she could barely move, and the pain seemed to be getting worse. She needed medical attention right away, so leaving her at the campsite and seeking help was their only choice. “Jeff? Jeff, could you do it? Could you climb up the canyon and make it without me?”
Jeff looked past his father’s encouraging eyes to the end of the canyon, several miles away. He nodded slowly as the path and the plan began to take hold in his mind. “What was the name of that little town we stopped in, Dad?” “Flint. We parked at the side of the main road a few miles out of town.” Jeff thought about this and then nodded.
Paragraph 1:
He waved goodbye to his father and moved on.
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Paragraph 2:
Finally, he made it to the main road.
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5 . Children who don’t read proficiently by the end of third grade are far more likely to be left behind in many ways.
The first thing to know about early literacy is that it is critically important; the next, that it connects to a whole lot of other conditions and challenges. But the best thing to know is that there are solutions to the problem of poor reading skills and some smart people working toward them. They could use your help.
“It’s more than an education issue, more than a reading issue,” says Arianne Weldon, director of the Get Georgia Reading Campaign, a collaborative nonprofit founded in 2013. “Getting more kids to read takes more than good schools, more than great teachers, more than loving families. It really does take all of us working together.”
Only 42 percent of Georgia public school children are now reading proficiently by the end of third grade, according to 2019 Georgia Department of Education (DOE) figures — not a great number, but an improvement over the 37 percent recorded in 2015 and lower scores prior to that.
Weldon says children not in that proficiency group are four times more likely to drop out of high school and, further, that every student who doesn’t finish represents an estimated $260,000 in lost earnings and productivity.
“By the end of third grade,” says Mindy Binderman, executive director of Georgia Early Education Alliance for Ready Students, or GEEARS, a nonprofit concerned with early learning, “if children are not reading at grade level, they are less likely to be successful in school, less likely to graduate on time, more likely to engage in risky behavior. The third grade reading marker is such an important indicator of all that comes later and, frankly, all that came before.”
A key national study released by the Annie E. Casey Foundation in 2010 highlighted the reading problem, especially among students from low-income families and children of color; subsequent research has reinforced the correlation between poverty and both reading ability and failure to graduate from high school. Clearly, poverty plays a key role in children’s reading proficiency, influencing the schools they attend and the community resources they can utilize.
Parents’ education level, especially mothers’, is a factor as well. “Maternal education and maternal literacy is a huge predictor of child literacy and educational outcomes,” says Dana Rickman, vice president of the Georgia Partnership for Excellence in Education (GPEE), established by the Georgia Chamber and the Georgia Economic Developers Association to promote and support education. “We’ve got a pretty high adult illiteracy rate in Georgia that a lot of people don’t like talking about.” Improving adult literacy ultimately impacts children’s reading ability.
1. According to the passage, early literacy is important mainly because it ________.| A．indicate how well a child’s brain has been developing |
| B．explain the reasons why a child drops out of high school |
| C．tells whether a child may become successful as an adult |
| D．reports the average educational level of a certain region |
| A．Entering schools with fewer resources. |
| B．Achieving more poorly in high school. |
| C．Earning less than the ordinary people. |
| D．Causing more risks in future life. |
| A．improving mothers’ education is useful for bettering children’s reading ability |
| B．exposing children to reading tasks at an early age is part of family support |
| C．illiteracy rate can be greatly reduced by upgrading children’s communities |
| D．parents can predict their children’s early literacy based on their resources |
| A．Why third grade is seen bu experts as a critical period. |
| B．How the government may improve parents’ education level. |
| C．Why adult illiteracy rate is higher in Georgia than in other places. |
| D．How poverty may influence a child’s future academic development. |
6 . Why make a film about Ned Kelly? More ingenious crime than those committed by the reckless Australian bandit are reported every day. What is there in Ned Kelly to justify dragging the mesmeric Mick Jagger so far into the Australian bush and away from his natural haunts? The answer is that the film makers know we always fall for a bandit, and Jagger is set to do for bold Ned Kelly what Brando once did for the arrogant Emiliano Zapata.
The bandit inhabits a special realm of legend where his deeds are embroidered by others; where his death rather than his life is considered beyond belief; where the men who bring him to“justice” are afflicted with doubts about their role.
The bandits had a role to play as definite as that of the authorities who condemned them. These were men in conflict with authority, and, in the absence of strong law or the idea of loyal opposition, they took to the hills. Even there, however, many of them obeyed certain unwritten rules.
There robbers, who claimed to be something more than mere thieves, had in common, firstly, a sense of loyalty and identity with the peasants they came from. They didn’t steal the peasant’s harvest; they did steal the lord’s.
And certain characteristics seem to apply to “social bandits” whether they were in Sicily or Peru. They were generally young men under the age of marriage, predictably the best age for dissidence. Some were simply the surplus male population who had to look for another source of income; others were runway serfs or ex-soldiers; a minority, though the most interesting, were outstanding men who were unwilling to accept the meek and passive role of peasant.
They usually operated in bands between ten and twenty strong and relied for survival on difficult terrain and bad transport. And bandits proposed best where authority was merely local —over the next hill and they were free. Unlike the general run of peasantry they had a taste for flamboyant dress and gesture; but they usually shared the peasants’ religious beliefs and superstitions.
The first sign of a man caught up in the Robin Hood syndrome was when he started out, forced into outlawry as a victim of injustice; and when he then set out to “right wrongs”, first his own and then other people’s. The classic bandit then “take from the rich and gives to the poor” in conformity with his own sense of social justice; he never kills except in self-defense or justifiable place; his people admire and help to protect him; he dies through the treason of one of them; he behaves as of invisible and invulnerable; he is a “loyalist”, never the enemy of the king but only of the local oppressors.
None of the bandits lived up fully to this image of the “noble robber” and for many the claim of larger motives was often a delusion.
Yet amazingly, many of these violent men did behave at least half the time in accordance with this idealist pattern. Pancho Villa in Mexico and Salvatore Giuliano in Italy began their careers harshly victimized. Many of their charitable acts later became legends.
The bandit in the real world is rooted in peasant society and when its simple agricultural system is left behind so is he. But the tales and legends, the books and films continue to appear for an audience that is neither peasant nor bandit. In some ways the characters and deeds of the great bandits could so readily be the stuff of grand opera — Don Jose on “Carmen” is based on the Andalusian bandit El Empranillo. But they are perhaps more at home in folk songs, in popular tales and the ritual dramas of films. When we sit in the darkness of the cinema to watch the bold deeds of Ned Kelly we are caught up in admiration for their strong individuality, their simple gesture of protest, their passion for justice and their confidence that they cannot be beaten. This sustains us nearly as much as it did the almost hopeless people from whom they sprang.
1. Which of the following words is NOT intended to suggest approval of bandits?| A．Bold (Para. 1). |
| B．Claimed (Para. 4). |
| C．Legend (Para. 2). |
| D．Loyalty (Para. 4). |
| A．They liked theatrical clothes and behavior. |
| B．They wanted to help the poor country folk. |
| C．They were unwilling to accept injustice. |
| D．They had very few careers open to them. |
| A．had received excessive ill-treatment |
| B．were severely punished for their crimes |
| C．took to violence through a sense of injustice |
| D．were misunderstood by their parents and friends |
| A．are sure they are invincible |
| B．possess a theatrical quality |
| C．retain the virtues of a peasant society |
| D．protest against injustice and inequality |
7 . How to Feel Connected
It's easy to feel disconnected from what is going on around you in today's fast-paced world.
Consider why you feel disconnected. Knowing what is making you feel disconnected can help you choose the best ways to address it.
Interact with people in person. Technology is a great way to stay in touch, but sometimes you need to spend time with other people in person.
Your loved ones could feel shy, so you may never know how to improve your relationship unless you ask the right questions. Asking them to open the doors can give you some insight on what you can do. Learning this information can help to strengthen your bond.
Show your commitment to them. Simply showing up and being there for your loved ones says a lot about how much you value your relationships. Putting in the time shows them that you are committed and want to stay connected.
Show appreciation. A simple “thank you” goes a very long way. Unfortunately, it is something that people who are close often take for granted. Telling someone you appreciate their time, love, and efforts can strengthen your bond and help you to become more connected.
| A．Ask others what they need from you. |
| B．Sometimes you can feel isolated and distant from the ones you love. |
| C．Be brave to express your love. |
| D．Reach out to people to schedule a time to get together. |
| E．Attending family events, or simply visiting someone once a week can help to strengthen your relationship and keep it strong. |
| F．Targeting your efforts toward those issues allows you to close that distance more effectively. |
| G．You can have a gift delivered to friends on special occasions. |
