1 . In recent studies we have been investigating mirror writing by typical 4-to 6-year-old children. The term is used because the characters — numbered and letters — are reversed (颠倒), yet are correct when looked at in a mirror.
For quite a long time, the mainstream views on the phenomenon were supported by the observation of left-handed children writing reverse characters, which was insufficient and misleading as right-handed children do so as well. Even today, left-handedness is often the favorite explanation of teachers when children produce mirror writing.
We find mirror writing works on both the cerebral(relating to the brain) and the behavioral level. The former has long been limited to the simplistic 1925 theory by Samue Ort on that one of the cerebral hemispheres (大脑半球) (usually the left) would correctly store the letters while the other would store them in a mirrored form. More recently, however, it has been shown that the brain doesn’t consider orientation (方 向) (left or right) when storing images, a process called mirror generalization.
This mirror generalization process, which can be very useful — for example, to recognize a face by both its left and right sides —leads children to know, from memory, the shape of the characters, but not their left / right orientation. It is important to note that the learning of the form of characters by children is mainly visual, and that children produce almost entirely horizontal mirror writing.
At the behavioral level, when children write the characters from memory, they must give them an. orientation. In countries whose primary languages are written in Latin characters —written from left to right — children tend to reverse mainly characters that face the left, such as 7 and q. However, when children are required to write from right to left, they instead reverse the right-oriented letters. This suggests that children usually orient characters in the direction of their. writing.
Our explanation is supported by analyzing tens of thousands of writing samples from more than a thousand children. Nevertheless, many parents continue to believe that mirror writing might be the indicator of a disorder such as dyslexia (读写困难), as doctors may still suggest that mirror writing by children is a sign of a developmental issue. Our research on typical developing children does not support such claims.
1. What does the author want to show by mentioning the left-handedness view?| A．The necessity of re-explaining mirror writing. |
| B．The role of teachers in addressing mirror writing. |
| C．The difficulty in adjusting children's handedness. |
| D．The challenge of writing faced by left-handed children. |
| A．It can recognize letters in a mirror forms. |
| B．It ignores the orientation during image storage. |
| C．Its ability to store visual images is quite limited. |
| D．Its left hemisphere is more active in storing letters. |
| A．Its pronunciation. | B．Its meaning. |
| C．Its orientation. | D．Its outline. |
| A．7, J and Z. | B．9, D and F. |
| C．6, B and R. | D．8, J and L. |
| A．Limiting children’s exposure to mirror writing. |
| B．Regarding mirror writing as something normal. |
| C．Encouraging children to overcome mirror writing. |
| D．Seeking professional advice on kid’s developmental issues. |
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2.询问Chris的建议。
参考词汇：校园文创设计大赛Campus Cultural and Creative Design Competition
注意：
1.词数不少于 100;
2.可适当增加细节，以使行文连贯。
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I used to hate old books. When I say “old books”, I don’t mean classics, though. I mean books with yellow pages, broken spines (书脊) and odd wood-like smells that you need to be careful not to break because they are already so worn down. One can assume that I didn’t own many old books. I had a few here and there that my parents had gifted me, but nothing too special.
In fourth grade, I was ready to venture into a new world of reading, one that went beyond the likes of children’s chapter books and juvenile (青少年的) topics. Just then, I found my parents’ old copies of the entire Harry Potter book series. Visually, my parents’ books were my worst nightmare. I remember thinking to myself that reading these books was out of the question. However, I eventually had to come to terms with the fact that if I wanted to read the books, I would have to read my parents’ copies. And so began the terrible journey of reading seven old books.
When it was time for me to read the final copy, I was kind of a changed woman. I still strongly disliked old books, but the plot of the entire Harry Potter series had attracted me so much that I had almost entirely forgotten what the books looked like. By the end, I had devoted an entire shelf in my room to the Harry Potter books.
Now, I love old books. I love how the covers are sometimes so worn down that you can barely read the title of the book, but you can understand what it’s about anyway. After all, an old book is a representation of generations of readers who have chosen to live in a specific fictional world because the story it contains is just that good. Old books have meaning, and I love how much they mean to me now.
1. Who did the old copies of the entire Harry Potter book series belong to?(no more than 5words)2. What does the underlined part “out of the question” in Paragraph 2 mean?(one word)
3. How did the author like the plot of the entire Harry Potter series?(no more than 5 words)
4. What does the author mainly talk about in the last paragraph?(no more than 10 words)
5. What kind of books do you like reading? Why?(no more than 20 words)
| A．acquire | B．desire | C．inquire | D．require |
| A．where | B．why | C．that | D．which |
| A．look up to | B．come up with | C．live up to | D．put up with |
—______. It’s a beautiful city.
| A．Sounds great | B．Well done |
| C．Never mind | D．You are welcome |
8 . A friend and I were having lunch and I asked about her son who was getting professional help for some behavioral problems he was having. Our conversation went like this: “There’s a good change in his attitude. He’s staying out of trouble, but I’m just waiting for the other shoe to drop.” she said. “It’s hard to trust him yet. He is doing things that he’s never done before, which is great. But I still need to supervise him just in case.”
I asked a couple of questions: “Have you told him how proud you are of how far he’s come? Have you thanked him for the things he’s now doing but never did in the past?” She said no. And because she’s a very bright woman she followed it up with: “I really need to say those things because I am proud of him and I am grateful for what he’s doing now. All I keep doing is looking at what he’s still doing wrong and getting on him about that. How’s he ever going to feel good about himself and continue to improve if I don’t acknowledge him for all his improvements and growth?”
“If I keep waiting for the other shoe to drop, it will!” I just smiled and told her I loved her and that she’s a great mom. The conversation moved on to a new topic. It’s worth taking a look at your close relationships, especially with your kids and asking yourself: Do I spend too much time letting them know what they’re doing wrong? Do I ignore their efforts toward positive change? Do I still find ways to be unsatisfied with their behavior?
If you answer yes to any of those questions, you’re now the one who needs to do some changing. Never forget that people love to be acknowledged — not just for the big things but the little things, too. Appreciation and love are the driving force that keeps them wanting to do well and do something nice for others.
1. The author’s friend ______.| A．was already satisfied with her son’s behavior |
| B．was particular about her son’s attitude |
| C．was still worried about her son’s behavior |
| D．already fully believed in her son |
| A．favorable | B．negative |
| C．unconcerned | D．doubtful |
| A．If I keep waiting for kids to correct mistakes, they will. |
| B．If I keep waiting for kids to change positively, they will. |
| C．If I keep waiting for kids to wear the other shoe, they will. |
| D．If I keep waiting for kids to make mistakes, they will. |
| A．direct rejection and scolding |
| B．proper affection and admiration |
| C．blind love and appreciation |
| D．strict requirements and standards |
| A．A Dialogue Between Two Women |
| B．Are You Proud of Your Child? |
| C．Be Patient When You Are a Parent |
| D．One Major Thing Most Parents Forget to Do |
9 . What could well extend your life, and might assist you in the life to come? Answer: singing in a choir. It’s not a new discovery: there are endless studies on the subject.
But there was a specific angle to this latest study done by Oxford Brookes University researchers, which compared the collective experience of choral singing to that of taking part in team sports. Choirs apparently win hands down. And as someone who since childhood has used singing as an excuse to stay off the sports field, I take no issue with that.
In fact, I take no issue with any of these piles of research. The only thing I find annoying is that such an endlessly repeated truth results in relatively little action from the kind of people who could put it to good use. Not least, in government.
From time to time I get invited as a music critic to the launch of some program to encourage more collective singing among school-age children. Expert s like Howard Goodall usually turn up. Then, six months later, everything goes quiet.
The hard fact is that most state schools don’t bother much with singing. They say they don’t have the resources or the time. And even when a worthwhile singing project drops into their lap, they turn it down. I know a woman named Golda who’s been trying hard to organize a performance of Benjamin Britten’s The Little Sweep — perhaps the greatest work for young children to sing together. But has she found her local schools responsive? Sadly not: it was all too much trouble.
I got the chance to tour with a choir at age 11. It opened a world to which an 11-year-old from unfashionable parts of east London doesn’t generally get access. It spoke possibilities. All the physical and mental pluses are a happy bonus. But the joy of access to that world of music is what counts.
Just think: if we could finally get Britain’s children singing. we wouldn’t need university researchers. We’d just do it, and be all the better for it.
1. What does the underlined part “take no issue with” in Paragraph 2mean?| A．Feel confused about. |
| B．Make no comment on. |
| C．Get unfamiliar with. |
| D．Have no objection to. |
| A．Most children think little of singing. |
| B．Most children prefer singing to doing sports. |
| C．Most schools attach little importance to singing. |
| D．Most schools don’t have the money or the time to form a choir. |
| A．She couldn’t find a choir to join. |
| B．She failed to win local schools’ support. |
| C．Howard Goodall turned down her invitation. |
| D．The government was unwilling to provide resources. |
| A．Eye-opening. |
| B．Identity-awakening. |
| C．Soul-comforting. |
| D．Character-shifting. |
| A．To review the latest study on singing. |
| B．To advocate choir singing for children. |
| C．To recommend musical works for the young. |
| D．To compare the benefits of recreational activities. |
10 . For too many years now, the teaching of the English language in our grammar and high schools has been uninspiring, leaving an entire generation with only unclear ideas about how to write and speak clearly and well. Now The Handbook of Good English, a comprehensive, easy-to-use guide to modern grammar, punctuation, usage, and style, puts the best available advice about writing and using the English language at your fingertips.
Intended to replace Strunk and White’s The Elements of Style and a host of other desk-reference books on careful writing, The Handbook of Good English is organized for both rapid reference to check specific points and for leisurely study to improve personal and professional writing.
This comprehensive book explores syntax, punctuation, style, organization and tone. Edward D. Johnson does more than issue the rules; he gives examples, exceptions, and, more important, clear, easily understood explanations of why grammar has the rules it does. He also gives full attention to styling, the important matter of giving consistent treatment to numbers, abbreviation, generic terms, forms of address, foreign terms, etc., in good writing.
A special feature of this book is the combined Glossary/Index（词汇表/索引）, arranged from A to Z, to give instant answers to the most commonly asked questions about misused words, phrases, and constructions, and cross-referenced to the text of a longer explanation is desired. For the novice, the professional, for anyone who cares about the language, The Handbook of Good English is the crucial guide to proper communication.
“The Handbook of Good English fills a real need for a basic and strict handbook of standard English grammar, punctuation rules and conventions of editorial styling. Because grammar has been taught so carelessly for the past 20 years, Johnson takes pains to explain reasons for and relationships between grammatical rules,” comments Booklist, a book-review magazine.
1. What does the author think of classroom English language teaching?| A．Engaging. | B．Time-consuming. |
| C．Creative. | D．Ineffective. |
| A．To list English words commonly used in daily conversations. |
| B．To provide advice on proper English communication. |
| C．To further develop the idea in The Elements of Style. |
| D．To highlight the importance of grammar learning. |
| A．Its diverse content. | B．Its unique organization. |
| C．Its publishing process. | D．Its target readers. |
| A．It has multiple glossaries for different users. |
| B．It has extensive references for further reading. |
| C．It has a section devoted to readers’ frequent confusions. |
| D．It adopts a conversational approach to explaining grammar. |
| A．Effective means of learning standard English. |
| B．A further recommendation for Johnson’s book. |
| C．An expectation of Johnson’s creation. |
| D．An introduction to the history of English grammar. |
