Patients ________ good care of when they stay in hospital.

A.take B.took C.are taken D.were taken

—Can you tell me ________ last summer vacation?

—Sure. I went to Shanghai.

A.where did you go B.where you went C.where will you go D.where you will go

Born to Draw

Jenna looked at the calendar and sighed (嘆氣). Even though she looked forward to the new term, she would miss spending her summer vacation ______. It was so satisfying to see how her drawings could bring life to her storytelling!

Unfortunately, Jenna's parents didn't understand how much she wanted to be a comic illustrator (插畫家). When she talked about her dream job with her parents, she expected them to ______ her. Instead, they explained that drawing comics was a hobby, not a career (職業(yè)).

Jenna couldn't stop thinking about that unpleasant conversation, so she turned to her elder brother, James. She wanted her brother to help her make their parents ______ that drawing comics is an art form and that it can even be a great career.

But as she spoke, the look on her brother's face told her that he agreed with their parents. Jenna politely listened to her brother and then she walked back to her room ______.

At school a few weeks later, Miss Bridwell noticed that Jenna wasn't herself. Jenna told Miss Bridwell that she was ______ because her parents didn't back her choice of becoming a comic illustrator.

Pointing to the bookshelf in the front of the room, Miss Bridwell began, "When I was probably about your age, my dad once said writing was not a career. I was just straightforward with my dad. I simply told him the truth. I explained that I enjoyed writing, and that I wanted to get better and to write. I guess my ______ came through, and he believed me."

Miss Bridwell's story ______ Jenna a lot, so she decided to discuss her ideas with her parents again. It didn't happen immediately, but in the end, they came to understand that Jenna's ______ of drawing comics was more important than whether it was the career they wanted for Jenna.

1.A.drawing B.reading C.writing D.singing

2.A.comfort B.support C.teach D.follow

3.A.promise B.decide C.prove D.believe

4.A.secretly B.hopefully C.cheerfully D.quietly

5.A.regretful B.nervous C.upset D.frightened

6.A.honesty B.patience C.pride D.carefulness

7.A.reminded B.encouraged C.surprised D.interested

8.A.love B.experience C.purpose D.memory

A

Here are some books about space travel. Take a trip to the Moon and beyond with these encouraging reads.

1.Who first experienced controlled flight in October 1783?

A.The Montgolfier brothers. B.Katherine Johnson.

C.Neil Armstrong. D.Sally Ride.

2.If a girl is interested in women astronauts' life in space, she will probably read ________.

A.To Space& Back B.Balloon to the Moon

C.Counting on Katherine D.The Extraordinary Life of Neil Armstrong

3.What did Katherine Johnson do?

A.She designed the first rocket. B.She recorded key events of space travel.

C.She explained how astronauts trained for space travel. D.She helped make the Apollo 11 moon landing possible.

People can reduce, reuse, or recycle waste instead of throwing it away. Matt and Sam decided to do an experiment. They wanted to see exactly how much waste the three R's could save.

First, they collected the rubbish from six classrooms at their school. They divided the rubbish into three groups:

●things that were reusable, such as a pencil or a marker that had been thrown away

●things that could be recycled, such as cans, glass, or paper

●things that were truly waste Then, Matt and Sam weighed each of the three groups. They learned that 84% of the total rubbish thrown away that day could be recycled or reused. They decided to do something about it.

Matt and Sam presented the idea of starting a recycling programme to the school leaders. Then they worked with the Student Council. They prepared brochures (手冊(cè)) to send home to tell the students and their families about recycling. They stated in the brochure that recycling helps to keep our planet healthy. The school bought colored containers (容器) for each classroom. Each room received a blue container for paper and a green container for glass and cans. They also received a red container for real rubbish.

Within a short time, each classroom in the school was sorting recyclable materials from rubbish before it was thrown. Matt and Sam decided to weigh the rubbish one more time. They wanted to check the school's progress. They collected the rubbish from the red containers from the same six classrooms as before. They sorted the rubbish into three groups again and weighed each group. This time, they were pleased to find that the red containers were filled with 90%waste that should be thrown away. Only 10% of recyclable materials had been thrown into the red containers. Matt and Sam were pleased with their school's effort at reducing waste on our planet.

1.By doing an experiment, Matt and Sam wanted to find out ________.

A.what things could be reused B.what recyclable materials could be saved

C.how much waste the three R's could save D.how much waste their school produced a day

2.What did Matt and Sam do in the recycling programme?

A.They made a speech on recycling. B.They wrote a report to the school leaders.

C.They bought colored containers for each classroom. D.They helped students and their families know about recycling.

3.Which word can best describe Matt and Sam?

A.Responsible. B.Friendly. C.Independent. D.Confident.

We see logos on signs, buildings, television, and even on the clothes we wear. Logos are used to stand for brands (品牌). There are logos such as the Nike "swoosh", the Apple logo and the colorful rings of the Olympic Games. All of these logos are designed to attract our attention. They also help us remember a product or service connected to the logo. However, research performed at the University of California, Los Angeles finds that remembering the details of logos is very difficult. The researchers try to explain this.

Logos are typically designed to be simple and easy to recognize. Yet the frequent exposure (頻繁接觸) to these logos can actually make our brains overlook the details of logos. It would be challenging to try to remember every single thing that crosses our path. We take in so much information every day that the brain works to notice information that does not need to be stored. It allows the unimportant information to disappear gradually from our memory.

The details of product logos are just the kind of information our brains tell us we do not need. This may be discouraging to logo designers and to companies that use these eye-catching logos. But there are still many business experts who believe in the importance of a recognizable logo.

Even though the brain is likely to pay no attention to unnecessary details, it is also programmed for recognition. When we see logos over and over again, we become familiar (熟悉) with them. This repeated exposure leads our brains to remember the basic idea without all of the details. This general sense of memory has its own benefits. It can make us feel like we really know the product behind the logo. In fact, familiarity with a logo can even make people feel more comfortable about buying or using certain products.

Logos are everywhere we look today. Those people who create logos need to know that people will only remember what they believe is important. A clever design may be interesting, but most people will forget the details.

1.In the first paragraph, the writer mainly ________.

A.introduces some famous brands B.describes the design of some logos

C.shows the popularity of famous brands D.explains the purpose of designing logos

2.The word "overlook" in Paragraph 2 probably means "________".

A.try to remember B.see the importance of C.take no notice of D.fail to understand

3.What can we learn from the passage?

A.Business experts think the details of logos are unnecessary.

B.Our brains can choose which logos to notice and remember.

C.The repeated exposure to a logo can lead people to buy the product.

D.People know more about the products behind logos with more details.

4.Which of the following would be the best title for the passage?

A.What Makes a Good Logo? B.What Can We See in a Logo?

C.Why Is a Good Logo Important? D.Why Should Logos Be Recognizable?

The students are quieting down in their seats. The teacher begins to give lessons. Then she asks a question for the class to answer, and the students all react in separate ways.

Each student is special with different strengths and weaknesses. Because of this fact, different students learn differently. While some may learn by quickly answering the teacher's question, speaking up with ease and comfort, others may learn just as well by listening to their classmates and teacher speak. These students should not be punished for learning the way they do, but when teachers grade class participation (參與), that is exactly what they are doing.

According to a survey carried out by Bonnie M. Miller, a professor at University of Massachusetts Boston, 60%of her students believe that grading participation does not encourage them to participate more in class. They feel more comfortable expressing their thoughts if they know what they say will not be given a number later on.

Some other students believe that when class participation is graded, teachers are awarding outgoing students while punishing shy ones. Grading class participation sends the message that shy students are not good students. It makes them feel like they should be outgoing, loud, and able to learn by talking, which makes them feel uncomfortable.

In my experience with classes where class participation was graded, I felt difficult to do well. For example, instead of being able to fully focus on what my teacher and classmates said, my mind would race with the things that I could possibly share in the class discussion. Either I would be too slow in raising my hand, or feel too nervous to lift it at all. Imagining my falling grades, wishing that I could somehow be a more outgoing person, suddenly my thoughts would be interrupted by the sound of my classmates getting up to leave, and I would realize that I learned nearly nothing that class.

What's more, by focusing on the students who talk the most in class, teachers fail to award students who may be good listeners-a skill that is as important as being able to talk in front of a group of people.

Teachers can increase class participation by providing different ways of grading participation that are acceptable to different personalities and learning ways. For example, they can give students opportunities to write their ideas.

Most importantly, teachers should create classrooms where students want to learn.

1.According to the passage, in a class where participation is graded, ________.

A.most students are likely to act actively

B.some students feel stressed to be who they are

C.students are forced to listen to their classmates

D.students are encouraged to learn the way they prefer

2.The writer talks about his own experience in Paragraph 5 to explain ________.

A.why students care much about grades

B.why listening is as important as speaking up

C.how grading participation influences learning process

D.how students feel when preparing for speaking up in class3

3.What's the writer's main purpose in writing the passage?

A.To remind teachers of the importance of grading properly in class.

B.To tell students the effect their personalities have on learning.

C.To encourage teachers to keep students active in class.

D.To provide students with ways to participate in class.

Keep Calm and Carry On

Stuart Manley and his wife, Mary, run a second-hand bookshop called Barter Books in Alnwick, Northumberland. In2000, they bought a box of old books. When Stuart got them back to the shop, he discovered a poster at the bottom of the box. The poster read "Keep Calm and Carry On". Neither Stuart nor Mary knew anything about the history of the poster, but they liked it so much that they decided to hang the poster in their bookshop.

At the start of World War Ⅱ, the British government designed three posters and the Keep Calm poster was one of them. Two of the three posters were released (展示) in public in order to encourage the British people. Although nearly 2.5 million copies of the Keep Calm poster had been printed, the British government decided not to release them. In 1940, most of the copies were recycled into other paper products. Only a few were left.

The poster started its second life when Manley's poster began attracting the attention of customers in his shop. He printed copies of the poster to sell. Soon other companies began to sell products with the slogan (標(biāo)語(yǔ)). It appeared on everything from mugs to shopping bags.

The reasons for the popularity of this rediscovered poster aren't hard to understand. Shortly after the poster made its appearance in 2000, a worldwide economic (經(jīng)濟(jì)的) downturn began. People were in need of something to raise their spirits. The saying "Keep Calm and Carry On" seems to be the perfect slogan to bring courage and hope to people. Besides the encouraging message, the simple design of the poster helped lead to its popularity.

Today the now-famous wartime slogan has been rewritten in many fun ways. Some people have created phrases like "Keep Calm and Dance On", "Keep Calm and Call Mom" or "Keep Calm and Eat a Cupcake". The slogan has become part of popular culture. The explanations of the slogan are often lighthearted, but it is important to remember its purpose when it was first designed.

1.Where did Stuart discover the poster?

_____________________

2.Did Stuart know anything about the history of the poster when it was discovered?

_____________________

3.When was the poster first designed?

_____________________

4.Why did the poster become popular?

_____________________

5.Please rewrite the Keep Calm slogan to encourage your classmates before an important exam.

_____________________

假如你是李華，你們學(xué)校號(hào)召各班制作短視頻展現(xiàn)同學(xué)們延期開學(xué)后的校因生活，并發(fā)布在學(xué)校網(wǎng)站上。你所在的小組負(fù)責(zé)制作你班的短視頻。請(qǐng)你寫一封郵件給你班交換生Peter，說(shuō)明你們制作短視頻的想法或構(gòu)思，并告訴他所需準(zhǔn)備的素材以及發(fā)送給你的時(shí)間。

提示詞語(yǔ)：show, beautiful, safe, interview, photo

提示問(wèn)題：

·What's your idea for making the video?

·What would you like Peter to prepare?

·When should Peter send you the material?

Dear Peter,

We are going to make a video showing our school life after the reopening of bur school. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

If there is anything more you want to know, please tell me.

Yours,

Li Hua

"經(jīng)歷有好也有壞，每種經(jīng)歷都是收獲。"由于防控疫情的需要，學(xué)校延期開學(xué)，同學(xué)們經(jīng)歷了一段特殊的學(xué)習(xí)生活。

某英文網(wǎng)站正在開展以"我的居家學(xué)習(xí)生活"為主題的征文活動(dòng)。假如你是李華，請(qǐng)用英文寫一篇短文投稿，談?wù)勀愕木蛹覍W(xué)習(xí)生活以及你的收獲。

提示詞語(yǔ)：study, do exercise, housework, self-disciplined (自律的)

提示問(wèn)題：

·What did you do when you stayed at home?

·What have you learned from this special experience?

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