1 . The bell rang to signal the beginning of lunch. Juanita rushed out of the classroom and headed _______ for the library. There was no way she was going to eat in the cafeteria today. Not after she did _______ when she was asked to represent her class to give a speech in the school. She was afraid that this would make her classmates and teacher sad and disappointed.

Juanita couldn’t believe her luck. No one _______ she had gone missing. Even the teachers, in their _______ to have their own thirty-minute break, weren’t aware that she had slipped away from the rest of the class. If her luck would only hold, she could slip (滑) past the eyes of Mrs. McGuire, the librarian, and _______ out in the corner where there’s a nice, minute cubbyhole just large enough for her to sit and go unseen.

It didn’t take long for Juanita to solve her next dilemma. When she rounded the comer, she was _______ to see her entire class, including her teacher, standing in her way. They must have entered through the other set of double doors while Juanita was trying to sneak (溜) past the front desk.

“I can explain,” Juanita’s voice sounded worried even to her own ears. “You don’t need to,” her teacher _______. “We are like a family, Juanita. Sometimes we make mistakes. Sometimes we get embarrassed. Sometimes we get upset. Sometimes, we even do things we wish we hadn’t done. But, what we don’t do, what we never do, is not be there for each other. And we don’t give way to the _______.” She smiled at Juanita, and all the other students began to _______.

Juanita knew she would never forget today. No matter what happened from this point forward, she would always remember how kind everyone had __________ her, and she hoped she could pay the kindness forward.

1.

A．straight

B．back

C．off

D．up

2.

A．carefully

B．poorly

C．directly

D．immediately

3.

A．figured

B．protested

C．proved

D．noticed

4.

A．rush

B．need

C．attempt

D．hope

5.

A．give

B．step

C．hide

D．find

6.

A．grateful

B．shocked

C．excited

D．amazed

7.

A．called in

B．took in

C．broke in

D．dropped in

8.

A．opportunities

B．challenges

C．pressures

D．beliefs

9.

A．cheer

B．greet

C．forgive

D．disappear

10.

A．benefitted

B．inspired

C．pressed

D．treated

2 . Surf Camp Overview

Take advantage of this opportunity to surf the best waves of the Christchurch surf region while you receive in-depth surf coaching.

The Kaikoura coast will be our target destination. Everything is designed for the average surfer who may have started later than they would have liked. It’s about fun and new surfing experiences. You will improve your surfing by theory sessions, land-based simulations (模拟) video coaching and tips on mindset.

Day 1: We will meet as a group in Christchurch around 10 am, load up the van (小型货车) with our surfboards and equipment and head for Kaikoura. We will get to know each other, I’ll figure out where your surfing is at and we’ll hopefully fit two sessions in once at our destination.

Day 2-4: Three full days of continuous surfing and coaching. In between sessions we’ll check videos and go through theory lessons while calming down. We can also check out local attractions and good food spots etc.

Day 5: We’ll fit in a couple of surf sessions before heading back to Christchurch Airport around 2 pm.

By attending the Christchurch surf camp you will come away with the skills and confidence to move gradually in the direction of your surfing goals. I hope you’ll feel a sense of possibility that you can learn some new skills. You’ll also get:

● video footage (片段) from all your surf sessions

● downloads of all the material from the theory sessions

● a relaxing positive time with like-minded people

1. Who are the camp targeted at?

A．Professional athletes.	B．Unskilled surfers.
C．Surf lifeguards.	D．Surf coaches.

2. What will participants do on Day 1?

A．Select proper surfboards.	B．Visit local attractions.
C．Receive skill check.	D．Watch video lessons.

3. What will participants get from this camp?

A．Resources and skills.	B．Medals and certificates.
C．Tickets and additional training.	D．Individual tutoring and online classes.

3 . It is widely known that children’s interest in nature is crucial for their mental health and biodiversity (生物多样性) protection efforts. But how can parents and teachers develop children’s interest in nature in the first place? The answer may lie in a garden.

Chinese researchers have recently reported that a school garden with abundant natural components (元素) can be used to cultivate the interest of primary school children in nature while helping to relieve their study-related stress.

In a study published in the journal People and Nature, a research team from Xishuangbanna Tropical Botanical Garden of the Chinese Academy of Sciences analyzed the impact of natural observation and inquiry-based learning activities in a school garden on the development of children’s interest in nature.

The researchers conducted a series of teaching interventions (干预) over a semester in a campus garden of a primary school in Xishuangbanna, Yunnan province. The program involved 24 fourth graders taking part in three 40-minute activities that were held weekly: natural observation with assigned tasks, natural observation with open-ended tasks and inquiry-based activities.

Participants kept individual portfolios (档案) consisting of questionnaires, nature journals, observation notes and interviews. Qualitative and quantitative data were analyzed to divide children into three categories: those who developed an interest, those who developed an improved interest, and those not affected by the activities.

After four months in the program, the results showed that more than two-thirds of the 24 students were classified as either “interest started” or “interest enhanced,” showing a generally favorable outcome, according to the study. The results revealed that the school garden, with its unique and safe environment, played a significant role in stimulating children’s curiosity about the creatures in the garden. It also empowered children to learn and explore independently.

Given the current trend of children spending more time in front of screens and less in front of nature, school gardens offer potential solutions, the study said. “Implementing a diverse school garden with informative labels and explanation boards, along with teacher support, represents a potential approach to cultivating children’s interest in nature, particularly during the critical developmental stage of 9 to 11 years of age,” said Chen Jin, a researcher at the Xishuangbanna Tropical Botanical Garden. “We recommend adopting mini botanical (植物的) gardens and club activities in schools to bridge formal and informal education,” Chen added.

1. What is the main focus of the study?

A．The benefits of traditional classroom settings.

B．The impact of screen time on children’s development.

C．The effects of inquiry-based learning on primary school children.

D．The role of school gardens in developing children’s interest in nature.

2. How did the school garden contribute to children’s curiosity?

A．By limiting children’s access to screens.

B．By focusing on formal classroom activities.

C．By creating a unique and safe environment.

D．By offering inquiry-based learning activities.

3. What is recommended to develop children’s interest in nature?

A．Adopting diverse school gardens with teacher’s support.

B．Encouraging more screen time for educational purposes.

C．Focusing on informal activities without teacher’s support.

D．Increasing the time children spend independently exploring nature.

4 . In today’s world, it can be challenging to stay motivated and positive. However, one powerful tool that we can use to overcome these challenges is encouragement. Encouragement can make a significant difference in someone’s life.     1     Encouragement can come in many forms, such as words of affirmation (肯定), acts of kindness, or simply showing support. In today’s society, where negativity is common, a little bit of encouragement can go a long way.

One of the most significant benefits of encouragement is that it builds strong relationships. Encouragement creates a positive environment where people feel valued and appreciated. When we encourage others, we are showing them that we believe in them and that we care about their well-being.     2    

Another benefit of encouragement is that it creates a chain reaction.     3     This chain reaction can spread throughout a community, workplace, or family. By building each other up, we create a supportive and empowering environment.

    4     The first step is to be intentional about our words and actions. We can start by offering genuine words, expressing thanks, or simply listening attentively. We can also seek out opportunities to encourage others, whether it’s through volunteering or offering support during tough times. By taking small but consistent actions, we can make a significant impact on the lives of other people.

In conclusion, the power of encouragement cannot be overstated. It has the potential to transform lives, build strong relationships, and create a ripple effect of positivity. By being intentional about our words and actions, we can use encouragement to build others up and create a better world.     5    

A．Encouragement can change our moods.

B．So how can we use encouragement to build others up?

C．Why should we make every effort to encourage others?

D．This strengthens the bond between people and promotes trust and loyalty.

E．When we encourage others, they, in turn, are more likely to encourage others

F．Let us use the power of encouragement and start building each other up today.

G．When we encourage others, we give them the motivation and confidence they need to succeed.

5 . When I was in middle school, my social studies teacher approached me about entering a writing contest. At first, I declined without thinking because English was only my second language. Writing was so difficult and painful for me that my teacher allowed me to present my paper on the sinking of the Titanic by acting out a play, where I played all the parts. No one laughed harder than he did. So, why did he suddenly force me to do something at which I was sure to fail? His reply, “Because I love your stories. If you’re willing to apply yourself I think you have a good shot at this.”

Encouraged by his words, I agreed to give it a try. After much thinking, I settled on an unconventional topic: Paul Revere’s horse. I decided to narrate (叙述) the events of that historic night from the horse’s perspective. It was an unusual choice, but I hoped it would set my writing apart from the others.

As I began to write, I found myself empathizing (同情) with the horse’s journey. What did the horse think, as sped through the night? Did he get tired? Have doubts? Did he want to quit? Like the horse, I too encountered challenges along the way. There were moments of exhaustion, self-doubt, and a strong desire to give up. But I persisted, fueled by the encouragement of my teacher and my own determination.

I poured myself into the essay, carefully checking spelling and grammar and absorbed in research at the library. With each revision, I improved my storytelling skills and grew more passionate about the process.

When I handed in the final draft to my teacher, he laughed at the humor and creativity in my writing but challenged me to refine it even further. And so, I revised and rewrote tirelessly until I felt a sense of satisfaction with the finished product.

In the end, the thought of winning the contest took a backseat to the joy I found in the writing itself. Whether or not I emerged victorious was no longer my primary concern. I had discovered a passion and a sense of achievement that went beyond any awards.

1. What topic did the author choose for the writing contest?

A．The sinking of the Titanic.	B．Paul Revere’s horse.
C．The history of social studies.	D．The American Revolution.

2. How did the author feel about the writing competition at first?

A．Excited and confident.	B．Curious and interested.
C．Unwilling and doubtful.	D．Enthusiastic and determined.

3. What does the horse’s journey reflect about the author’s writing experience?

A．The author considered quitting but held on.

B．The author had no passion for the writing process.

C．The author faced physical challenges while writing.

D．The author experienced constant success and satisfaction.

4. What did the author get after the writing contest?

A．The award of the writing contest.

B．A newfound passion for history.

C．A sense of humor in writing.

D．A sense of achievement and love for writing.

6 . 风俗在节日中扮演重要的角色。(custom, significant) (汉译英)
_______________________________________________________________________________________________

7 . As warm blood spattered all over us, I screamed… actually it was water, but that didn’t stop me being so scared that my heart was nearly beating out of my chest. My friend had persuaded me onto the Hotel Psycho ride at the Prater Amusement Park, I’m unwilling to experience any fear, but I decided to do it anyway. I came off the ride shaking but excited.

Apparently Eleanor Roosevelt didn’t actually say “do one thing that scares you every day”, as is often thought, but nevertheless it’s a great rule to follow. You don’t need to go on a fairground ride or jump out of a plane, but it is a good idea to push yourself out of your comfort zone regularly.

The human brain, particularly the amygdale (杏仁核), is designed to keep you safe. This sounds like a good thing, and obviously, sometimes it is. However, the fact that the amygdala is always on the lookout for danger means that it will prioritize protecting you over almost anything else: learning something new, experiencing something amazing, getting a great opportunity and meeting other people. The amygdala would really just like you to stay put in a nice safe dark cave.

The more you listen to its urgings to avoid all risks, the narrower and darker your life will become. There is plenty of evidence that the most effective way to deal with our fears and anxieties is exposing ourselves to what we fear. You can start off with small steps, but the more you confront (面对) your fears, the smaller they become: whereas the more you allow your fears to prevent you from doing things, the bigger those fears seem to be.

For this reason, it is important to stretch yourself and keep all those possibilities open. You need to take risks and do things that petrify you, so that you know just what you’re capable of. Sometimes those risks won’t work out, but that’s fine, as long as you can learn from the experience, and get ready for the next adventure.

1. How does the author introduce the topic of the text?

A．By giving a definition.	B．By telling a horrible story.
C．By quoting from a classic book.	D．By describing his own experience.

2. What can be learned about the amygdala?

A．It stops people from trying things out.

B．It functions well in a dark environment.

C．It introduces some risk-taking activities.

D．It highlights people’s demand for learning.

3. What does the author tell us about our fears in Paragraph 4?

A．They could be hard to overcome.

B．They should be addressed effectively.

C．They would be necessary for survival.

D．They might be regular visitors to our life.

4. What does the underlined word “petrify” in the last paragraph mean?

A．Inspire.

B．Scare.

C．Comfort.

D．Anger.

8 . 城里有无数的历史遗迹供游客游览。(countless, historic) (汉译英)
_______________________________________________________________________________________________

9 . Reeve realized that his role in these films had given him the opportunity to be a real-life superman, and he soon gained a __________ for raising awareness for good causes. (根据句意填空)

10 . Today, however, technological advances have led to a __________ of art and technology. As a result, the art world is changing greatly. (根据句意填空)