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。
I signed up for a competition on garbage sorting on the Monday and I participated in the first round, a written test. Though there was many candidates, I succeeded entering the final with another student from my class. Last Friday where the final was held, my classmate and I played with the participants from other four classes, and answers all of the questions accurately. Finally, we won out! We were extremely happy what we brought honor to our class. When interviewing by the school TV station after the award ceremony, I expressed my prides in protecting our environment. The competition not only broadened my knowledge on the garbage sorting and increased the awareness of environmentally protection.
2 . The world’s coral reefs do more for the planet than provide underwater beauty. They protect shorelines from the effects of hurricanes. An estimated 500 million people earn their livelihood from the fishing stocks and tourism opportunities reefs provide. The tiny animals that give rise to reefs are even offering hope for new drugs to treat cancer and other diseases.
Despite their importance, warming waters, pollution, ocean acidification, overfishing, and physical destruction are killing coral reefs around the world. So now scientists around the world are looking for all kinds of ways to protect and maybe even revive(复苏) corals. In the Bahamas, Ross Cunning, a research biologist at Chicago’s Shedd Aquarium, is focusing on corals with genes that could make them natural candidates for restoration projects. He recently published a study of two Bahamian reefs, one that seemed to survive an intense 2015 heat wave, and one that didn’t.“It sets the stage to find out which genes are responsible for thermal tolerance,” says Cunning, adding that he hopes discovering those genes will help scientists one day breed more heat-tolerant coral.
In Massachusetts, Cohen’s research has found two key elements that seem to protect corals. The first: internal(内部的) waves beneath the ocean’s surface that bring cooler currents to heat-struck corals, essentially air-conditioning them as temperatures rise. The second: adaptation, a quality that corals found in Palau’s warm lagoons(环礁湖) seem to display.On average, these lagoons submerge(淹没) coral in water that is two degrees Celsius warmer than the water outside the lagoons. “We think the fact that they can deal with these higher temperatures is built into their genetics and allows them to deal with the heat waves.”
She’s also found evidence of corals evolving more quickly in the past two decades to withstand rapidly warming temperatures. The big question scientists are now enquiring into, says Cohen, is whether there’s a cap on how much more heat corals can adapt to. Cohen calls these regions with heat-adapted corals as “super reefs,” and like Friendlander, advocates for using marine reserves to protect them.
1. What is the first paragraph mainly about?| A．The protection for coral reefs |
| B．The great value of coral reefs. |
| C．The benefits for tourism from coral reefs. |
| D．The relationship between animals and coral reefs. |
| A．Cooling down the waters is the key to their success. |
| B．Some corals have been genetically improved successfully. |
| C．He expects to identify the genes of the heat-tolerant corals. |
| D．Some corals that survived 2015 heat wave surprised people. |
| A．How corals survive in the warm lagoons. |
| B．What are the key elements to protect corals. |
| C．How they can use natural reserves to protect corals. |
| D．What is the high temperature limit of the surviving corals. |
| A．Science. | B．Environment. | C．Animal. | D．Climate. |
3 . One New Year’s Day, ecologist Rob Wolton came up with an unusual resolution—to spend the next 12 months studying a hedge(树篱) 40 metres from his house in the middle of Devon. He wanted to make a list of every plant, animal and fungus(真菌)that used it. After a year of observations he had found 2, 000 species—far more than he imagined. Wolton says he enjoyed it hugely and his findings contribute to the growing body of evidence that hedges should not be overlooked.
“There is increasing recognition that much of the wildlife finds shelter in the hedges. But they’re much more than just wildlife passages—they are really important as habitats in their own right,” he says. The European commission’s Joint Research Centre recently argued that as the climate crisis worsens, hedges are expected to play more roles as they move in response to environmental change. Their deep roots help sequester carbon(固碳), and they also reduce the likelihood of flooding downstream, suck nutrients and pollutants out of water, and prevent soil loss. Alongside these functions, there is a cultural benefit to hedges too—I think lots of us who live in England think of the hedge landscape as being quite typical, says Wolton.
After the Second World War many hedges were removed to create more productive land. Only about one in three hedges in England are in good condition, according to the most recent research done in 2017.
The main issues are hedges being cut too severely and too frequently, which leads to loss of wildlife and gaps. A squirrel, for example, will turnaround if there is a gap of five metres. New hedges are being planted with single species, instead of many, which decrease the wildlife they can support.
It’s hard to say if interest in hedges will translate into action on a national scale，and much depends on what landscape features Environmental Land Management scheme.
1. What is the significance of Wolton’s study of the hedge?| A．It makes Wolton’s resolution come true. |
| B．It shows Wolton’s fondness of the hedge. |
| C．It indicates the important role of the hedge. |
| D．It points out the number of animals and plants. |
| A．Hedges provide home for wildlife. |
| B．Hedges are used to fight climate crisis. |
| C．Hedges area typical symbol of England. |
| D．Hedges have advantages in different aspects. |
| A．To show the diversity of wildlife in hedges. |
| B．To explain the bad effect of gaps in hedges. |
| C．To call for more species of plants in hedges. |
| D．To present what the loss of wildlife is like. |
| A．The favorable policy on hedges is undecided. |
| B．Public attention in hedges will be intensified. |
| C．A national scale protection is soon underway. |
| D．Environmental Land Management will fund hedges. |
4 . One Earth Award
About this award
Sponsored by the One Earth Fund, the One Earth Award offers $1,000 scholarships for four students whose works address the pressing issue of human-caused climate change.
Why should I create art or writing about climate change?
Some consequences of climate change include: sea-level rise, increase in air pollution, hurricane, droughts, extreme weather, and rising temperatures, among others. Your work can advance our thoughts about climate change and our understanding of solutions. It can also improve awareness of actions that we can take, in order to reduce the harm that human action has on our environment.
How do I apply?
Enter your work to any category in the Scholastic Art & Writing Awards. When selecting the category of your work, choose the One Earth Award. You will be required to include a personal statement on your work.
What should I write for the personal statement?
Your personal statement should be 50 words or more and answer the following questions:
What specific aspect of climate change does your work address?
What is your personal connection to this aspect of climate change, and why do you think talking about climate change is important?
Getting started on your work
These resources can help you learn about climate change and create your own art and writing about it.
Consider how poets talk about climate change with the Poetry Foundation.
Explore visual art activities and writing activities from the Teacher’s Climate Guide.
Try writing exercises developed by English Teachers Concerned about Climate Crisis.
1. What is the first thing to do to get the One Earth Award?| A．Choosing the One Earth Award. |
| B．Contacting the One Earth Fund. |
| C．Presenting the personal statement. |
| D．Visiting the Scholastic Art & Writing Awards. |
| A．What action you will take. | B．What you are concerned about. |
| C．Why your work is important. | D．What suggestion you will make. |
| A．How do I apply? |
| B．About this award |
| C．Getting started on your work |
| D．What should I write for the personal statement? |
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。
Last week, after learn a lot about recycling and other ways to help with the earth, our class decided to teach people around about Earth Day. First, we borrow 500 big brown paper bags from a local food store. Then, we decorated the bags Earth Day messages and pictures. Later, we returned the bags to a store so that shoppers which used the bags to take home our groceries could know about Earth Day. The earth is humans’ only home, as we need to try our best to protect it. Actions speak loud than words. It is time for us to do anything to save the planet.
6 . In times of stress, particularly when the water gets too warm, the coral(珊瑚)erupts the algae(海藻), and the coral turns white, causing a state called coral bleaching(漂白). Just a few degrees of heat can lead to coral bleaching, putting the coral on a path to starvation and death.
Driven by climate change, marine heat waves are becoming one of the greatest threats to the existence of coral, which is important to the ocean ecology. But in some rare good news researchers have discovered coral can recover from bleaching even before a heat wave ends, suggesting it has the potential to survive long heat waves. Coral was thought to survive only if a heat wave lasted just a few weeks.
But no one had studied this process during a longer heat wave. Then in 2015, Julia Baum, a marine ecologist at the University of Victoria, began a survey of two common species: brain and star coral around Kiritimati in the central Pacific Ocean. They checked the condition of the coral as the heat wave struck and disappeared.
Starting in May 2015, the temperature rose about 1 ℃ within 2 months. As expected, coral that housed heat-sensitive algae bleached sooner than those housing the heat-tolerant kind of algae. As the water continued to warm, even heat-tolerant algae erupted.
Many brain and star coral on Kiritimati recovered from bleaching while the water was still unusually warm. Baum said, "The unexpected recovery provides new hope, because it means that even under lasting heat waves, there's a path forward for some of them."
An unusual feature of the recovery is that brain coral that started out with heat-sensitive algae had a higher survival rate(82%)than coral that began with heat-tolerant algae(25%). "That finding is surprising," said Baum, expecting that heat-tolerant algae would be better suited for helping coral survive a heat wave. But during a longer heat wave, it might be more advantageous to start with a heat-sensitive algae.
1. What results in coral bleaching?| A．The white algae. | B．The coral's death. |
| C．An attack of waves. | D．A rise in ocean temperature. |
| A．To prove that coral can stop climate change. |
| B．To study how coral bleaching comes about. |
| C．To figure out whether coral survives long heat waves |
| D．To explain why coral bleaching is a big threat to coral |
| A．Ashamed. | B．Confused |
| C．Worried. | D．Astonished. |
| A．Protect the ocean environment. | B．Reduce coral bleaching. |
| C．Grow more different algae. | D．Regulate the heat wave. |
7 . A shocking 53.6 million tons of electronic waste were discarded（丢弃）last year, a new UN-backed report has revealed. The report shows that e-waste is up 21%from five years ago. This isn't surprising, considering how many more people are adopting new technology and updating devices regularly to have the latest versions, but the report also shows that national collection and recycling strategies are nowhere close to matching consumption rates.
E-waste contains materials including copper（铜）, iron, gold and silver, which the report gives a conservative value of $ 57 billion. But most are thrown away or burned rather than being collected for recycling. Precious metals in waste are estimated to be worth $ 14 billion, but only $4 billion-worth is recovered at the moment.
While the number of countries with national e-waste policies has grown from 61 to 78 since 2014, there is little encouragement to obey and a mere 17% of collected items are recycled. If recycling does occur, it's often under dangerous conditions, such as burning circuit boards to recover copper, which "releases highly poisonous metals" and harms the health of workers.
The report found that Asia has the highest amounts of waste overall, producing 24.9 million metric tons (MMT), followed by Europe at 12 MMT, Africa at 2.9 MMT, and Oceania at 0.7 MMT.
But whose responsibility is it? Are governments in charge of setting up collection and recycling points, or should companies be responsible for recycling the goods they produce? It goes both ways. Companies do need to be held accountable by government regulations and have incentives to design products that are easily repaired. At the same time, governments need to make it easy for citizens to access collection points and deal with their broken electronics in a convenient way. Otherwise, they may turn to the easiest option-the landfill.
1. What can we learn from the first paragraph?| A．What e-waste refers to. |
| B．Where e-waste is collected. |
| C．Why e-waste is increasing rapidly. |
| D．How many kinds e-waste includes. |
| A．The functions of policies. |
| B．The great damage to environment. |
| C．The change of consumption rates. |
| D．The urgency of recovering e-waste. |
| A．It does harm to the workers' health. |
| B．It lacks national policy support. |
| C．It hardly makes profits. |
| D．It takes too much time. |
| A．New technology should be used to update old devices. |
| B．Governments and companies should take responsibilities. |
| C．Non-poisonous metals had better be used in e-device. |
| D．Citizens must play a key role in recycling e-waste. |
8 . When Simon Cane was in the second grade, he began learning about all the ways humans have an impact on the environment and really took those classroom lessons to heart in a way that set him apart from his schoolmates at his elementary school, P. S. 81, in the Bronx. “He told me we drove too much and made too much pollution,” his dad, Jonathan Cane, told Runner’s World. So Simon convinced his parents to start hanging their clothes to dry, taking the stairs instead of elevators, and other “green” measures.
“For much of kindergarten and first grade I rode my bike to Simon’s school with him on the back,” Jonathan said. “We had a lot of fun being outdoors. We’d stop to give our dog treats and generally enjoyed it.” As Simon got bigger, though, it wasn’t practical for him to ride on his father’s back, but it also didn’t make sense to ride together — both because of safety concerns and because there was no place to put away Simon’s bike. So, most of the time they drove the 1. 5 miles to school.
But in 2019, when Simon was going into third grade, the 8-year-old came up with a new way to help the planet: running the 1. 5 miles to P. S. 81. And Jonathan promised his son he’d join him for as long as he wanted.
“We did a test run one day in August, and decided to give it a go. To be honest, I thought he’d blink (眨眼)after it got really cold or rainy, but he never did,” Jonathan said. He recalled one day when the weather was particularly bad. “It’s really raining out there today,” he told Simon. “And Simon said, ‘Well then we’re going to get wet!’ He took pride in toughing it out, and it became a really fun family routine.”
Since the start, Simon has run with his dad and their black dog, Lola, and has even inspired his mom, Nicole Sin Quee, to join in. They soon became known as “the family that runs to school”.
1. What makes Simon different from his classmates?| A．Washing his clothes by himself. | B．Taking many classes after school. |
| C．Raising strange questions in class. | D．Taking green measures to protect the environment. |
| A．By car. | B．By cycling. | C．By running. | D．By school bus. |
| A．Simon has trouble with his eyesight. | B．Simon is really stubborn and inflexible. |
| C．Simon is much tougher than expected. | D．Simon didn’t get support from his father. |
| A．The Best Way to Go to School |
| B．Father and Son Run for the Environment |
| C．A Teenager Keeps Running to Inspire Father |
| D．Three Inspiring Running Athletes to Protect the Environment |
