“I hate them! I really hate them!" shouted Tom angrily.
Tara and Mike looked at their friend.They couldn't believe it.He was really furious!
“Andy is OK now," said Tara, trying to calm Tom down.
The three friends were in the park after school.They were talking about their friend Andy.Andy was the youngest in the class and today two bullies (欺凌者) pushed him against a locker and hurt him.Andy fell and cut his head.Now he has five stitches (缝针) in his forehead.
Their school was a nice, peaceful place until Brian and Mark arrived a few months ago.Brian and Mark were bullies and their favorite trouble spot was the locker room.That morning their victim was Andy, maybe because he was smaller and younger than everyone else in the class.
The teachers knew that there were some bullying incidents at school.But most kids didn't want to report the incidents.So bullying at their school wasn't an“official" problem.
During the incident Andy cut his head.As soon as the bullies saw the blood, they disappeared.Andy called for help and a teacher came and took him straight to the hospital.But Andy didn't tell the teacher about the bullies.When the head teacher asked him, he simply said,“I fell and cut my head"
“Brian and Mark must pay!" repeated Tom.He was walking around in circles and hitting the palm of his left hand with his right fist.“Can't you see? You are behaving like the bullies," Tara said sadly.Mike looked at Tom, too, and he knew Tom very well, Tom hated violence.“bullying is not cool,”said Mike, waving his arms like he was dancing.“We have to tell someone about this," said Tara.“Andy was hurt."
But right now, Tom had other things on his mind.He not only hated the bullies but also hated violence.He was in a dilemma一he wanted to fight Brian and Mark but he didn't want to fight with the bullies by violence.
注意:
1.所续写短文的词数应为150 左右:
2.续写部分分为两段，每段的开头语已为你写好。
Paragraph1:
“What can we do?" Tom and his friends decided to find a way out.___________________________________________________________________________________________________________________________________________________________
Paragraph2:
The three friends started to put their anti-bully plan into practice._______________________________________________________________________________________________________________________________________________________
2 . Thanksgiving Day was near. One day, the first-grade teacher, Miss White, let her students draw a picture of something for which they were thankful.
Most students would
While the children were
The
| A．celebrate | B．spend | C．decorate | D．recommend |
| A．remembered | B．heard | C．thought | D．doubted |
| A．clear | B．right | C．curious | D．smart |
| A．picture | B．choice | C．effort | D．food |
| A．delightful | B．careful | C．pitiful | D．grateful |
| A．conflicts | B．imagination | C．trouble | D．fear |
| A．if | B．because | C．unless | D．though |
| A．protect | B．catch | C．trust | D．encourage |
| A．discussing | B．quarreling | C．communicating | D．greeting |
| A．position | B．car | C．desk | D．bed |
| A．turned back | B．sat down | C．leaned backward | D．looked up |
| A．convinced | B．informed | C．reminded | D．warned |
| A．hand | B．advice | C．coat | D．book |
| A．news | B．story | C．lesson | D．holiday |
| A．makes | B．discovers | C．means | D．offers |
增加：在缺词处加一个漏字符号（^），并在其下面写出该加的词。
删除：把多余的词用斜线（\）划掉。
修改：在错的词下划一横线，并在该词下面写出修改后的词。
注意：1.每处错误及其修改均仅限一词；
2.只允许修改10处，多者（从第11处起）不计分。
Dear editor,
My friend Li Ming, he studies in a high school, living in a dormitory. He talks with me about one student living with him who never think about how other people feel. For example, the student often throws his dirty socks on the table, which it often fall onto the lunch box of mine friend. What’s more, he sometime drinks the water from other people’s teacups without ask for permission. Worse still, he even uses other people’s toothbrush. Just imagine sharing a room with such person! How can my friend do? He has asked me for help and now I’m asking for yours.
Yours sincerely,
Wang Ping
4 . POETRY CHALLENGE
Write a poem about how courage, determination, and strength have helped you face challenges in your life.
Prizes
3 Grand Prizes:Trip to Washington, D.C. for each of three winners, a parent and one other person of the winner’s choice. Trip includes round-trip air tickets, hotel stay for two nights, and tours of the National Air and Space Museum and the office of National Geographic World.
6 First Prizes:The book Sky Pioneer:A Photobiography of Amelia Earhart signed by author Corinne Szabo and pilot Linda Finch.
50 Honorable Mentions:Judges will choose up to 50 honorable mention winners, who will each receive a T-shirt in memory of Earhart’s final flight.
Rules
Follow all rules carefully to prevent disqualification.
■Write a poem using 100 words or fewer. Your poem can be any format, any number of lines.
■Write by hand or type on a single sheet of paper. You may use both the front and back of the paper.
■On the same sheet of paper, write or type your name, address, telephone number, and birth date.
■Mail your entry to us by October 31 this year.
1. How many people can each grand prize winner take on the free trip?| A．Two. | B．Three. | C．Four. | D．Six. |
| A．A plane ticket. | B．A book by Corinne Szabo. |
| C．A special T-shirt. | D．A photo of Amelia Earhart. |
| A．Typing your poem out. | B．Writing a poem of 120 words. |
| C．Using both sides of the paper. | D．Mailing your entry on October 30. |
增加：在缺词处加一个漏字符号(^)，并在其下面写出该加的词。
删除：把多余的词用斜线(\)划掉。
修改：在错的词下划一横线，并在该词下面写出修改后的词。
注意：1.每处错误及其修改均仅限一词；
2.只允许修改10处，多者(从第11处起)不计分。
In our daily life, we unavoidably come across various challenge now and then.
For me, the biggest challenge happens when I entered senior high school. I was shocking to find the physics teacher was teaching was totally beyond me. Thinking I just lacked a gift for physics, I stopped to making an effort and my grades were poor. Unfortunately, my teacher didn’t give up on me. Instead, he helped me analyse a problem and I realized I needed to rise to the challenge bravely. Now, I’m one of the top students in physics.
From my experience, I have learned that it is not our inborn gifts and our efforts that helps us achieve success. When we come across challenges, you should fight bravely instead of giving up.
6 . When students walk into Jenny Umland's class, they don't automatically go to the same seat they sat in the day before. In her classroom at Riverdale Heights Elementary School, Lowenstein’s are allowed to sit wherever they want. Umland doesn't assign seats. In fact, she has done away with most of the regular desks and uses beach chairs, standing desks, and rocking chairs instead.
Riverdale Heights is one of a growing number of schools that have ditched assigned seats. Many teachers say letting kids choose where to sit helps them learn how to make good choices. Some teachers point out that students are often more comfortable speaking up when they're sitting near kids, they like the most.
“If kids are happy and comfortable, they are more willing to learn,” says Umland. After 19 years of teaching, she tried non-assigned seating for the first time this year. She says she'll never go back.
But not all teachers are ready to do away with their seating charts. Some say having assigned seats helps students focus on their work, instead of where they'll sit. One teacher from Texas thinks letting students sit wherever they want can create chaos. Assigned seating helps keep classrooms under control. Without specific seats to go to, students may argue over who gets to sit in the best spots. He often finds it hard to work in that environment. A more controlled classroom leads to better learning. Maybe what he says is reasonable. A 2012 study by Montana State University found that high school students did better on tests when a teacher assigned their seats.
A student, Jack, from Lowa, thinks he and his classmates should be comfortable when they learn. He says, “My teacher, Mrs. Umland, allows us to choose our own seats, and it's great! I used to be terrified of sitting in the same seat every day, which made me uncomfortable all over. Being allowed to sit wherever I want makes me more enjoyable, because I can sit where I'm most comfortably.” And Umland says, “The setup in my class helps kids get along better. If two students want to sit in the same spot, they have to talk it out and compromise”.
1. What do we know about Umland?| A．She insists on arranging regular desks. |
| B．She is strongly against non-assigned seating. |
| C．She has failed in teaching in the past 19 years. |
| D．She lets students in her class choose their own seats. |
| A．tried on | B．looked forward to |
| C．got rid of | D．prepared for |
| A．It is cozy. | B．It is terrifying. |
| C．It is controversial. | D．It is uncomfortable. |
| A．What Role Do Students Play in Class? |
| B．Should Students Have Assigned Seats? |
| C．Students Are Required to Listen Carefully in Class |
| D．Assigned Seats in the Classroom Are Popular Now |
7 . Reasons to Take Part in Student Clubs and Organizations
Many college students don't know what they're missing by not taking part in the student clubs and organizations that are offered at most colleges and universities. Taking part in one can be a rich and rewarding experience.
Meet new people.
It can be hard to meet new people in college, especially in your first year.
Help your major.
There are many student clubs and organizations for different majors and departments. Such clubs can be a lot of fun as well as a great academic resource for you. By joining an academic club you will probably have an easier time to know professors in your departments.
Learn important leadership skills.
Student clubs and organizations can be a good way to learn important leadership skills that would look great on job applications.
Lastly, student clubs and organizations can simply be a lot of fun. Make sure to take advantage of student clubs and organizations to make the most of your time in college!
| A．Have fun. |
| B．Class sizes can be big. |
| C．Never waste energy. |
| D．Take advantage of your major. |
| E．In a club, you will be able to gain other important skills. |
| F．So don't just walk past those tables during clubs week. |
| G．And you might even get access to study skills and other academic advice. |
8 . “Educational researchers, political scientists and economists are increasingly interested in the characteristics and skills that parents, teachers and schools should foster in children to increase chances of success later in life,” said lead author Marion Spengler, PhD of the University of Tubingen.” Our research found that specific behaviors in high school have long-lasting effects for one’s later life.”
Spengler and her co-authors analyzed data collected by the American Institutes for Research from 346, 660 U. S. high school students in 1960, along with follow-up data from 81,912 of those students 11 years later and 1,952 of them 50 years later. The initial high school phase measured a variety of student behaviors and attitudes as well as personality characteristics, cognitive abilities, parental socioeconomic status and demographic(人口统计的)factors. The follow-up surveys measured overall educational attainment, income and occupational prestige(声望).
Being a responsible student, showing an interest in school and having fewer problems with reading and writing were all significantly associated with greater educational attainment and finding a more prestigious job both 11 years and 50 years after high school. These factors were also all associated with higher income at the 50-year mark. Most effects remained even when researchers controlled parental socioeconomic status, cognitive aibility and other broad personality characteristics such as conscientiousness.
While the findings weren’t necessarily surprising, Spengler noted how reliably specific behaviors people showed in school were able to predict later success.
Further analysis of the data suggested that much of the effect could be explained by overall educational achievements, according to Spengler.
“Student characteristics and behaviors were rewarded in high school and led to higher educational attainment, which in turn was related to greater occupational prestige and income later in life,” she said. “This study highlights the possibility that certain behaviors at crucial periods could have long-term consequences for a person’s life.”
1. What’s the finding of Marion Spengler’s research?| A．Teachers play a decisive role in students’ later success |
| B．Personality characteristics are more important than academic performances |
| C．Higher educational attainment has little to do with occupational prestige |
| D．Behaviors in the high school should be highly stressed. |
| A．The research was conducted among totally different people during different periods |
| B．The research was based on the data collected from 1960 to 2010 |
| C．More people were involved in the follow-up surveys |
| D．The initial high school phase measured attitudes only |
| A．Parental socioeconomic status |
| B．Overall educational achievements |
| C．Cognitive ability |
| D．Hard work |
| A．To avoid the previous mistakes |
| B．To highlight the effects of certain specific behaviors |
| C．To draw an immediate conclusion |
| D．To hid some negative findings |
1. What’s the woman doing?
| A．Giving a history lesson. |
| B．Preparing a presentation. |
| C．Working on a problem. |
| A．When Columbus discovered America. |
| B．What the New World stands for. |
| C．Who was the first European to discover America. |
| A．The class was over. |
| B．The bus left the station. |
| C．She didn’t find her books. |
