1 . Nguyen Thi Thu is one of the few remaining artists practicing and constantly enhancing the traditional Vietnamese art of sculpting realistic-looking flowers out of papaya (番木瓜树) fruits.
Thu became
Over the years, Thu has
Apart from
A.confident | B.interested | C.expert | D.talented |
A.missed | B.held | C.quit | D.took |
A.traditional | B.modern | C.fashionable | D.contemporary |
A.return | B.turn | C.move | D.adjust |
A.appreciate | B.practice | C.change | D.adopt |
A.access | B.reaction | C.solution | D.resistance |
A.described | B.imagined | C.painted | D.tried |
A.grew | B.offered | C.knew | D.bought |
A.occasionally | B.immediately | C.randomly | D.definitely |
A.expected | B.reminded | C.forced | D.taught |
A.abstract | B.expensive | C.complicated | D.fundamental |
A.depending on | B.accounting for | C.focusing on | D.calling for |
A.plant | B.sculpt | C.feed | D.invent |
A.exhibiting | B.judging | C.updating | D.transforming |
A.replacing | B.celebrating | C.recovering | D.preserving |
1.活动内容;
2.活动感受。
注意:
1.词数80左右;
2.可以适当增加细节,以使行文连贯。
A Community-based Social Practice Activity
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________I was an average student in my early elementary years. I came home with a steady flow of B’s, C’s and the occasional F’s in second language subjects. I was told that I wasn’t applying myself and, as every report card I ever brought home clearly stated, I talked too much.
I didn’t write when I was supposed to write. I talked to others while the teacher was giving instructions. That I could recite what she had said to the class while I was talking was not helpful because I had a negative effect on my classmates’ learning. So I regularly brought home disappointing report cards.
My parents and my teachers didn’t know what to do with me. Punishments didn’t seem to work. Rewards didn’t seem to either. And, frankly, I don’t think I knew what I could do to “apply myself”. And I certainly didn’t know how to not enjoy talking with my classmates! What I knew was that I talked too much. Until grade 5.
That autumn, we had a sudden change in teachers as our elderly teacher took a medical leave. In his place, a young substitute (代课老师) arrived — Mrs Royal. She looked like she was freshly out of university and seemed too young to be cast in the role of being responsible for a class of tween, but there she was, charged with a lively group, and me.
I don’t remember many details of that year except the afternoon when I got my first report card from her. She handed out the report cards right after the afternoon break and invited us to look them over. Then she let us know that we could all talk quietly amongst ourselves while she called each student up one at a time, in alphabetical order (按字母顺序), to discuss our report cards with 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。
I looked over my report card, expecting the usual result.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Then it was my turn to talk with her.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________4 . In 2018, when Hemesh Chadalavada was 12 years old, his grandmother forgot to turn off the gas after she made herself a cup of tea. This experience caused Hemesh to invent the “Alpha Monitor”, a device designed for dementia (痴呆) patients.
He started creating this device with whatever was at home, with the help of the internet. “The first model I built was a huge box. I learnt how to make a wearable device on the internet by learning which components to use and where I could source them in Hyderabad. I started with a hardware device, after which I learnt coding online and moved to machine learning and data science, to help me perfect my device,” he adds.
The Alpha Monitor has two parts, one, a wearable watch-like device, and the second, an alarm which connects to it. “You attach the device to the patient. In case the patient throws it away or doesn’t like wearing it, you can just put it in a bag and fix it in their pocket or sock or wherever you like. Once you plug in the alarm, you will be warned for every tiny change in movement. As soon as the patient gets up or wanders away, it will warn the family members with a huge alarm sound,” says Hemesh.
The wearable device monitors body temperature, pulse, and detects movement, falls and more. It works using a gyroscope sensor to detect even the slightest movement and health sensors for pulse and temperature. It works without Wi-Fi or bluetooth and has a range of 1-2k m, according to Hemesh. It can also be connected to an app for children staying far away to monitor their parents’ movements.
“The happiest I’ve ever been is seeing how the device actually works for patients with Alzheimer’s. It gives me incredible happiness to see the small impact I’ve managed to create in the lives of these families,” smiles the youngster.
1. What can we learn about Hemesh from the first two paragraphs?A.He received little formal education. | B.He had a strong self-learning ability. |
C.He invented the device to stop gas leaks. | D.He got support from a computer engineer. |
A.By speaking into their phones. | B.By producing a loud noise. |
C.By making an emergency call. | D.By announcing the time automatically. |
A.It can analyze patients’ health data. | B.It can prevent patients from falling down. |
C.It can track patients’ movements remotely. | D.It can make a difference to patients’ recovery. |
A.Caring and creative. | B.Generous and talented. |
C.Determined and honest. | D.Independent and brave. |
5 . Our recommended list of environmental books covers a broad range of topics. These must-read environmental books are sure to spark the interest of the greenest books.
Silent Spring
Written by Rachel Carson, Silent Spring highlights the effects of pesticides (杀虫剂) on the environment, especially DDT, which was a very popular insecticide until it was finally banned in 1972. The book eventually led to a change in the United States’ pesticide policy and contributed to the creation of the Environmental Protection Agency.
No One Is Too Small to Make a Difference.
This book collects 11 speeches made by climate activist Greta Thunberg, highlighting the issue of climate change and its impact on future generations. Greta Thunberg was 15 when she started the School Strike for Climate, also known as Fridays for Future. She inspired protests worldwide.
The Uninhabitable Earth
This book by David Wallace Wells examines the disasters that have already occurred and looks ahead to the year 2100 and what climate change will do if we continue on our current path. Its opening line is incredibly telling: “It is worse, much worse, than you think.”
The End of Nature
Published in 1989, the book describes the relationship between nature and humans. It expresses the idea that nature was previously independent of humans but has now been affected by them in every way. According to author Bill McKibben, the idea of wilderness is lost, and nature is no longer complete.
1. Which book brought the environment to the government’s attention?A.Silent Spring. | B.The End of Nature. |
C.The Uninhabitable Earth. | D.No One Is Too Small to Make a Difference. |
A.Curiosity. | B.Concern. | C.Annoyance. | D.Disappointment. |
A.Nature will not exist any longer. | B.Wild animals are disappearing fast. |
C.Human activities are destroying nature. | D.Climate change affects future generations. |
6 . People who experienced trauma (精神创伤) as a child or adolescent were found to be 48 percent more likely to have serious and repeated headaches as an adult than those who had not experienced trauma in their early years, according to research published in the journal Neurology. The finding came from the analysis of data from 28 studies, involving 154,739 people.
Overall, nearly one-third of the participants reported having experienced a traumatic event at least once before age 18, and 16 percent had been diagnosed as an adult with a primary headache disorder, which means that their headaches are the main problem, rather than a symptom (症状) of an underlying disease or condition.
The researchers categorized traumatic events as either threat-based (such as physical or emotional abuse, witnessing or being threatened by violence, and serious family conflicts) or deprivation-based (including neglect, financial trouble, parents’ separation, divorce or death, and living in a household with mental illness, alcohol or substance abuse). Physical abuse and exposure to family violence were among the most commonly reported traumas.
Of those who had experienced at least one traumatic event as a youth, 26 percent subsequently were diagnosed with primary headaches, compared with 12 percent of those who had not experienced trauma.
As the number of traumatic events experienced by a child or adolescent increased, so did the odds of their having headaches later in life. For example, those who had experienced four or more traumatic events were more than twice as likely to have a head ache disorder. Also, certain traumas — physical abuse and neglect — were linked to greater risk for headaches than other types of trauma.
The study found an association between trauma as a youth and headache disorder as an adult, rather than direct proof that one led to the other. But the researchers wrote that traumas experienced as a child or adolescent “are important risk factors for primary headache disorders in adulthood,” which one of the researchers described in a statement released by the American Academy of Neurology as “a risk factor that we cannot ignore.”
1. What does the research focus on?A.The different types of trauma experienced by children. |
B.The reasons why headaches are so common among adults. |
C.The influence that childhood experiences have on later life. |
D.The link between childhood trauma and headaches as an adult. |
A.Witnessing violence. | B.Physical abuse. |
C.The loss of a parent. | D.Criticism from teachers. |
A.Complexity. | B.Frequency. | C.Seriousness. | D.Chance. |
A.It causes headaches. | B.It deserves attention. |
C.It can be prevented. | D.It can be life-threatening. |
7 . Lee Chong Wei, the 38-year-old Malaysian badminton legend, praised Lin Dan as the greatest badminton player ever in a recent Facebook Live Session (实况转播) on April 16. When he was
Lin Dan was born in Longyan, Fuijian on October 14, 1983. He began to play badminton at the age of five. He entered the
The two badminton titans (巨人) treat each other as powerful rivals (对手) on the court, but are
Throughout the years, fans have
The two-decade long friendship has been such a
A.asked | B.told | C.warned | D.reminded |
A.concluded | B.questioned | C.whispered | D.replied |
A.titles | B.clothes | C.styles | D.habits |
A.art | B.tourism | C.business | D.sports |
A.urban | B.suburban | C.national | D.local |
A.grass | B.land | C.border | D.center |
A.coaches | B.playmates | C.friends | D.neighbors |
A.looked after | B.stood for | C.took on | D.competed against |
A.before | B.after | C.until | D.while |
A.won | B.ran | C.failed | D.tried |
A.introduced | B.explained | C.witnessed | D.described |
A.request | B.symbol | C.plan | D.law |
A.In place of | B.Except for | C.In case of | D.In addition to |
A.remarkable | B.simple | C.strange | D.correct |
A.impressed | B.armed | C.honored | D.supplied |
A.At home. | B.In a restaurant. | C.In a supermarket. |
1. How does ChatGPT help with Jamie’s paper writing?
A.By offering opinions. |
B.By structuring outlines. |
C.By providing information. |
A.Romances. | B.Science fiction. | C.Historical fiction. |
A.A writer. | B.A researcher. | C.A programmer. |
A.Devin. | B.Jamie. | C.Robert. |
1. What happened to the man?
A.He hurt his nose. | B.He broke his leg. | C.He slipped over. |
A.Fix his bone. | B.Cover his nose. | C.Stop the bleeding. |