1 .    阅读下面材料, 根据其内容和所给段落开头语续写两段, 使之构成一篇完整的短文。

When I was in middle school, my social studies teacher asked me to enter a writing contest. I said no without thinking. I did not love writing. My family came from Brazil, so English was only my second language. Writing was so difficult and painful for me that my teacher had 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.

I chose Paul Revere’s horse as my subject. Paul Revere was a silversmith (银匠) in Boston who rode a horse at night on April 18, 1775 to Lexington to warn people that British soldiers were coming. My story would come straight from the horse’s mouth. Not a brilliant idea, but funny; and unlikely to be anyone else’s choice.

What did the horse think, as he sped through the night? Did he get tired? Have doubts? Did he want to quit? I sympathized immediately. I got tired. I had doubts. I wanted to quit. But, like Revere’s horse, I kept going. I worked hard. I checked my spelling. I asked my older sister to correct my grammar. I checked out a half dozen books on Paul Revere from the library. I even read a few of them.

When I handed in the essay to my teacher, he read it, laughed out loud, and said, “Great. Now, write it again.” I wrote it again, and again and again. When I finally finished it, the thought of winning had given way to the enjoyment of writing. If I didn’t win, I wouldn’t care.

注意:
1. 续写词数应为150个左右；
2. 请按如下格式在答题卡的相应位置作答。

A few weeks later, when I almost forgot the contest, there came the news.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

I went to my teacher’s office after the award presentation.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3 . When John Todd was a child, he loved to explore the woods around his house, observing how nature solved problems. A dirty stream, for example, often became clear after flowing through plants and along rocks where tiny creatures lived. When he got older, John started to wonder if this process could be used to clean up the messes people were making.

After studying agriculture, medicine, and fisheries in college, John went back to observing nature and asking questions. Why can certain plants trap harmful bacteria (细菌)? Which kinds of fish can eat cancer-causing chemicals? With the right combination of animals and plants, he figured, maybe he could clean up waste the way nature did. He decided to build what he would later call an eco-machine.

The task John set for himself was to remove harmful substances from some sludge (污泥). First, he constructed a series of clear fiberglass tanks connected to each other. Then he went around to local ponds and streams and brought back some plants and animals. He placed them in the tanks and waited. Little by little, these different kinds of life got used to one another and formed their own ecosystem. After a few weeks, John added the sludge.

He was amazed at the results. The plants and animals in the eco-machine took the sludge as food and began to eat it! Within weeks, it had all been digested, and all that was left was pure water.

Over the years, John has taken on many big jobs. He developed a greenhouse — like facility that treated sewage (污水) from 1,600 homes in South Burlington. He also designed an eco-machine to clean canal water in Fuzhou, a city in southeast China.

“Ecological design” is the name John gives to what he does. “Life on Earth is kind of a box of spare parts for the inventor,” he says. “You put organisms in new relationships and observe what’s happening. Then you let these new systems develop their own ways to self-repair.”

1. What can we learn about John from the first two paragraphs?

A．He was fond of traveling.	B．He enjoyed being alone.
C．He had an inquiring mind.	D．He longed to be a doctor.

2. Why did John put the sludge into the tanks?

A．To feed the animals.	B．To build an ecosystem.
C．To protect the plants.	D．To test the eco-machine.

3. What is the author’s purpose in mentioning Fuzhou?

A．To review John’s research plans.	B．To show an application of John’s idea.
C．To compare John’s different jobs.	D．To erase doubts about John’s invention.

4. What is the basis for John’s work?

A．Nature can repair itself.	B．Organisms need water to survive.
C．Life on Earth is diverse.	D．Most tiny creatures live in groups.

4 . As cities balloon with growth, access to nature for people living in urban areas is becoming harder to find. If you’re lucky, there might be a pocket park near where you live, but it’s unusual to find places in a city that are relatively wild.

Past research has found health and wellness benefits of nature for humans, but a new study shows that wildness in urban areas is extremely important for human well-being.

The research team focused on a large urban park. They surveyed several hundred park-goers, asking them to submit a written summary online of a meaningful interaction they had with nature in the park. The researchers then examined these submissions, coding (编码) experiences into different categories. For example, one participant’s experience of “We sat and listened to the waves at the beach for a while” was assigned the categories “sitting at beach” and “listening to waves.”

Across the 320 submissions, a pattern of categories the researchers call a “nature language” began to emerge. After the coding of all submissions, half a dozen categories were noted most often as important to visitors. These include encountering wildlife, walking along the edge of water, and following an established trail.

Naming each nature experience creates a usable language, which helps people recognize and take part in the activities that are most satisfying and meaningful to them. For example, the experience of walking along the edge of water might be satisfying for a young professional on a weekend hike in the park. Back downtown during a workday, they can enjoy a more domestic form of this interaction by walking along a fountain on their lunch break.

“We’re trying to generate a language that helps bring the human-nature interactions back into our daily lives. And for that to happen, we also need to protect nature so that we can interact with it,” said Peter Kahn, a senior author of the study.

1. What phenomenon does the author describe at the beginning of the text?

A．Pocket parks are now popular.	B．Wild nature is hard to find in cities.
C．Many cities are overpopulated.	D．People enjoy living close to nature.

2. Why did the researchers code participant submissions into categories?

A．To compare different types of park-goers.	B．To explain why the park attracts tourists.
C．To analyze the main features of the park.	D．To find patterns in the visitors’ summaries.

3. What can we learn from the example given in paragraph 5?

A．Walking is the best way to gain access to nature.

B．Young people are too busy to interact with nature.

C．The same nature experience takes different forms.

D．The nature language enhances work performance.

4. What should be done before we can interact with nature according to Kahn?

A．Language study.	B．Environmental conservation.
C．Public education.	D．Intercultural communication.

6 . 阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。

Beijing is a city bridging the ancient and the modern. From Buddhist temples to museums, narrow hutong     1     royal palaces, it is home to more than 3,000 years of glorious history even down to its layout, with the city keeping its carefully     2     (build) system of ring roads.

But for all its ancient buildings, Beijing is also a place     3     welcomes the fast-paced development of modern life, with 21st-century architectural     4     (wonder) standing side by side with historical buildings of the past.

It is a distinct visual contrast (反差) that shouldn’t work,     5     somehow these two very different worlds make a good combination.     6     (visit) several times over the last 10 years, I     7     (amaze) by the co-existence of old and new, and how a city was able to keep such a rich heritage (遗产) while constantly growing. As a photographer, I have spent the last two years     8       (record) everything I discovered.

The     9     (remark) development of this city, which is consciously designed to protect the past while stepping into the modern world,     10     (mean) there is always something new to discover here, and I could be photographing Beijing for the next 50 years.

8 . According to the Solar Energy Industry Association, the number of solar panels installed(安装)has grown rapidly in the past decade, and it has to grow even faster to meet climate goals. But all of that growth will take up a lot of space, and though more and more people accept the concept of solar energy, few like large solar panels to be installed near them.

Solar developers want to put up panels as quickly and cheaply as possible, so they haven’t given much thought to what they put under them. Often, they’ll end up filling the area with small stones and using chemicals to control weeds. The result is that many communities, especially in farming regions, see solar farms as destroyers of the soil.

“Solar projects need to be good neighbors,” says Jordan Macknick, the head of the Innovative Site Preparation and Impact Reductions on the Environment(InSPIRE)project. “They need to be protectors of the land and contribute to the agricultural economy.” InSPIRE is investigating practical approaches to “low-impact” solar development, which focuses on establishing and operating solar farms in a way that is kinder to the land. One of the easiest low-impact solar strategies is providing habitat for pollinators(传粉昆虫).

Habitat loss, pesticide use, and climate change have caused dramatic declines in pollinator populations over the past couple of decades, which has damaged the U.S. agricultural economy. Over 28 states have passed laws related to pollinator habitat protection and pesticide use. Conservation organizations put out pollinator-friendliness guidelines for home gardens, businesses, schools, cities—and now there are guidelines for solar farms.

Over the past few years, many solar farm developers have transformed the space under their solar panels into a shelter for various kinds of pollinators, resulting in soil improvement and carbon reduction. “These pollinator-friendly solar farms can have a valuable impact on everything that’s going on in the landscape,” says Macknick.

1. What do solar developers often ignore?

A．The decline in the demand for solar energy.

B．The negative impact of installing solar panels.

C．The rising labor cost of building solar farms.

D．The most recent advances in solar technology.

2. What does InSPIRE aim to do?

A．Improve the productivity of local farms.

B．Invent new methods for controlling weeds.

C．Make solar projects environmentally friendly.

D．Promote the use of solar energy in rural areas.

3. What is the purpose of the laws mentioned in paragraph 4?

A．To conserve pollinators.	B．To restrict solar development.
C．To diversify the economy.	D．To ensure the supply of energy.

4. Which of the following is the best title for the text?

A．Pollinators: To Leave or to Stay	B．Solar Energy: Hope for the Future
C．InSPIRE: A Leader in Agriculture	D．Solar Farms: A New Development

9 . Indoor plants might look as if they just sit around not doing much, but in many ways they are the unsung heroes of the home.     1    , but studies have shown that they can promote people’s wellbeing by improving their mood (心情), reducing stress and helping their memory. What’s more, indoor plants are easy to look after and are not very expensive.

What are indoor plants?

Indoor plants, also known as houseplants or pot plants, are plants that like to grow indoors. Many of these species (物种) are not ideally suited to growing outside in the UK, especially in the winter.     2    .

Why are indoor plants good for you?

Will Spoelstra, who works at the Royal Botanic Gardens, says, “    3    . I find during the winter months, plants around the house can really lift your mood.” Several studies have backed this up and found that indoor plants can improve creativity, focus and memory. There is also research showing that pot plants can clean the air around them by removing harmful gases, such as carbon dioxide. They also remove some harmful chemicals from paints or cooking.     4    .

Which plants can you grow?

Aloe vera, peace lilies and spider plants are some of the species that are easy to grow indoors. You can buy plants from supermarkets, garden centres or online. Younger plants are often cheaper than fully grown ones, and you get to care for them as they mature — which is part of the joy of owning plants. “    5    ,” Spoelstra says. “It can bring a new interest and focus into people’s lives and help to make the link between home and nature.”

A．All plants are different

B．Not only do they look beautiful

C．There are many benefits to growing plants indoors

D．Instead, they grow better inside, where it is warmer

E．Plants like peace lilies and devil’s ivy are among the best

F．Changing the pot of your plant from time to time will also help

G．Learning about the requirements of each plant can be very rewarding

10 . What comes into your mind when you think of British food? Probably fish and chips, or a Sunday dinner of meat and two vegetables. But is British food really so uninteresting? Even though Britain has a reputation for less-than-impressive cuisine, it is producing more top class chefs who appear frequently on our television screens and whose recipe books frequently top the best seller lists.

It’s thanks to these TV chefs rather than any advertising campaign that Britons are turning away from meat-and-two-veg and ready-made meals and becoming more adventurous in their cooking habits. It is recently reported that the number of those sticking to a traditional diet is slowly declining and around half of Britain’s consumers would like to change or improve their cooking in some way. There has been a rise in the number of students applying for food courses at UK universities and colleges. It seems that TV programmes have helped change what people think about cooking.

According to a new study from market analysts, 1 in 5 Britons say that watching cookery programmes on TV has encouraged them to try different food. Almost one third say they now use a wider variety of ingredients (配料) than they used to, and just under 1 in 4 say they now buy better quality ingredients than before. One in four adults say that TV chefs have made them much more confident about expanding their cookery knowledge and skills, and young people are also getting more interested in cooking. The UK’s obsession (痴迷) with food is reflected through television scheduling. Cookery shows and documentaries about food are broadcast more often than before. With an increasing number of male chefs on TV, it’s no longer “uncool” for boys to like cooking.

1. What do people usually think of British food?

A．It is simple and plain.	B．It is rich in nutrition.
C．It lacks authentic tastes.	D．It deserves a high reputation.

2. Which best describes cookery programme on British TV?

A．Authoritative.

B．Creative.

C．Profitable.

D．Influential.

3. Which is the percentage of the people using more diverse ingredients now?

A．20%.

B．24%.

C．25%.

D．33%.

4. What might the author continue talking about?

A．The art of cooking in other countries.	B．Male chefs on TV programmes.
C．Table manners in the UK.	D．Studies of big eaters.