How the Grand Canyon (大峽谷) was created remains one of the geology’s greatest mysteries. Some evidence suggests that the process was a gradual one in which the Colorado River (which runs through the canyon) slowly cut deeper and deeper into the ground over millions of years. But volcanic rock samples taken from the canyon now suggest that the canyon was down-cut instead.

Down-cutting is when a flood of water rushes over a landscape (地形) with enough force to cut deeply into the ground and leaves behind a canyon. Such a flood is usually released when a natural or man-made dam (堤壩) bursts.

Robert Webb, a research geologist, says natural dams seem to have formed and broken across the Colorado River several times during the last million years. The dams were built when lava(熔巖) from the eruptions of nearby volcanoes flowed into the river. The lava hardened into hard rocks and blocked the river, causing it to back up and form a lake. Each time the lake grew so huge that it broke the rock dam, releasing a flash flood that furthered the down-cutting process and deepened the canyon.

Down-cutting is not just an earthly event. Satellite photos sent back from Mars suggest that the process has happened there, too, say many other researchers.

The photos, taken by the Mars Global Surveyor, indicate that an enormous lake existed on Mars 3.5 billion years ago. The lake spilled into a large nearby hole. One edge of the hole broke, releasing a flash flood that quickly carved out a grand canyon.

The existence of down-cutting on Mars is just one more piece of evidence that the cold, dry planet was once warm and wet.

1.In the past, deep canyons were believed to have formed _______.

A. as a result of a sudden break of volcanoes

B. due to river flows over millions of years

C. owing to the burst of artificial dams

D. thanks to our ancestors’ creative work

2.According to the passage, which of the following statements is TURE?

A. Several volcanoes broke out on Mars directly creating grand canyons.

B. Several great lakes existed on the upper parts of the Colorado River.

C. People built high dams on the upper parts of the Colorado River.

D. The Colorado River crossed the Grand Canyon to form down-cutting.

3.From the last three paragraphs we learn that _______.

A. there are great lakes on Mars

B. there are active volcanoes on Mars

C. there might be cities on Mars

D. there might be life on Mars

4.The passage can be titled as _______.

A. Lakes on Earth and Mars

B. The Cause of Lake Formation

C. The Force of Dam Breaking

D. Canyons—Results of Flood Cutting

Teen Climbing Camp 2010

This 5-day climbing camp is suitable for teenagers between the ages of 13 and 18 who have an interest in rock climbing. The climbing days are designed for beginners and those who have some basic experience in a gym or outdoors. Participants will find themselves challenged physically and mentally.

Rock Dimensions camps are designed to be a positive and memorable experience by providing healthy communication between participants, individual goal setting, and challenges that lead to personal growth.

Dates

Monday, June 29-Friday, July 3

Monday, July 27-Friday, July 31

Locations

Climbing Tower at Footsloggers

Linville Gorge and Table Rock area

Local climbing areas near Boone

Responsibilities

Participants will meet Rock Dimensions guides at our location each morning and at the end of each day. Rock Dimensions will provide all climbing items, including a safety rope, a helmet and climbing shoes for each participant. Participants are responsible for bringing their own lunch, water, small backpack, appropriate clothing, and personal items like sun cream, etc.

Pre-camp planning

Participants will receive the following information in their registration(注冊(cè)) packet Medical Form, Responsibility Agreement, Clothing/Equipment List, and Directions.

Cost

$575/person for the 5-day camp

$325/person for the first 3 days

Anyone interested in participating in just the last two days of the camp should call to discuss pricing and necessary skills/experience.

1.According to the text, Rock Dimensions camps will _______.

A. probably impress participants deeply

B. provide a few competitions

C. help the participants set their life goals

D. check the records of personal growth

2.What of the following do participants need to bring with them?

A. A safety rope.    B. A helmet.  C. Climbing shoes.    D. Appropriate clothing.

3.If Paul wants to participate in the climbing camp from July 27 to July 29 and his brother from July 27 to July 31, it will cost them _______.

A. 575 dollars            B. 650 dollarsC. 900 dollars             D. 1,150 dollars

4.What can we infer from the text?

A. Some experience is required of the participants.

B. It’ll be hard for teens to experience the climbing.

C. Parents are required to stay with their children.

D. Guides will talk about the prices with parents.

Something that makes sense is happening in Washington, D.C! Public school kids surrounded by museums and monuments are putting the ready-made learning tools to use — and actually learning.

A trip to see painter Jacob Lawrence’s Migration Series is one of almost 200 trips that Wheelock will organize this year through the nonprofit group Live It Learn It. “For many kids, school is disconnected,” says one of four full-time workers and tour leaders. “With the program, they see how what they are learning is connected to their communities.”

Seven years ago, Wheelock changed a job as a lawyer for one as a four-grade teacher. When he learned that D.C.’s public schools ranked behind those of other cities in many ways, he knew he had to do something different. He took his class to Capitol Hill for a lesson on the three branches of government — and saw his students’ interest develop quickly.

With seed money from a local couple, Wheelock developed detailed lesson plans for trips to the U.S. Holocaust Memorial Museum, the Lincoln Memorial. The group also has classes for trips to the Anacostia River, boat rides to historical forts. Word spread, and now fourth, fifth, sixth graders from the neediest public schools in the District participate.

“I’m not brave enough to take my class to a museum for over an hour!” says teacher Cathy McCoy, gesturing toward her students. “But look With Live It Learn It, what the kids learn today they’ll remember for a lifetime.”

1.Matthew Wheelock once had an occupation as a _______.

A. teacherB. printerC. leaderD. lawyer

2.According to the first two paragraphs, public school kids in Washington D.C. _______.

A. like to have school disconnected

B. are warmly welcomed by museums and monuments

C. are making the resources at hand available

D. are learning by going to different communities

3.Matthew Wheelock started the new change for the reason that _______.

A. he saw his students’ interest develop quickly

B. more graders from the neediest public schools wanted to participate

C. D.C.’s public schools ranked behind in many ways

D. a local couple sponsored him a sum of seed money

4.What will the lessons be like with Live It Learn It in Cathy McCoy’s opinion?

A. Eye-catching.B. Challenging.C. Forgettable.D. Impressive.

根據(jù)短文內(nèi)容，從短文后的選項(xiàng)中，選出能填入空白處的最佳選項(xiàng)，選項(xiàng)中有兩項(xiàng)為多余選項(xiàng)。

Warren Harding was the 29th President of the United States, serving from 1921 until his death in 1923. 1. One was a successful international conference (會(huì)議).

After World War One, Britain, Japan and the United States expanded their navies (海軍). They built bigger and bigger ships. Many members of the United States Congress worried about the cost. 2. They asked President Harding to organize a conference to discuss these issues.

3. President Harding invited representatives from the major naval powers of the time Britain, Japan, France and Italy. He also invited representatives from countries with interests in Asia and Europe China, Portugal, Belgium and the Netherlands. He did not invite the new Soviet leaders in Russia.

Mr Harding’s Secretary of State, Charles Evans Hughes, spoke. 4. He proposed that the world’s strongest nations should stop building warships for ten years. He also proposed that Britain, Japan, and the United States should destroy some ships to make their navies smaller immediately.

5. It involved the misuse of underground oil owned by the federal government. Warren Harding was an honest man. But he did not have a strong mind of his own. He was easily influenced. And he often accepted bad advice. He explained the problem with these words, “I listen to one side, and they seem right. Then I listen to the other side, and they seem just as right. I know that somewhere there is a man who knows the truth. But I do not know where to find him.”

A. He is remembered mostly for two events.

B. The conference was not a complete success.

C. They also worried about increased political tension (緊張) in Asia.

D. The conference was held in Washington in November, 1921.

E. President Harding appointed several men of great ability to his cabinet (內(nèi)閣).

F. He offered the conference a detailed plan to reduce the size of the world’s major navies.

G. The second thing for which President Harding is remembered is the Teapot Dome scandal (丑聞).

閱讀下面短文，從短文后各題所給的四個(gè)選項(xiàng)(A、B、C和D)中，選出可以填入空白處的最佳選項(xiàng)，并在答題卡上將該項(xiàng)涂黑。

There are two types of people in the world. Although they have equal degrees of health and wealth and the other comforts of life, one becomes happy, becomes unhappy. This from the different ways in which they consider things, persons, and events, and the resulting effects upon their minds.

The people who are to be happy their attention to the conveniences of things, the pleasant parts of conversation, the well-prepared dishes, the goodness of the wines, and the fine weather. They enjoy all the cheerful things. Those who are to be unhappy think and speak only of the things. They are, , continually unsatisfied. By their words, they complain about the pleasure of society, offend many people, and themselves disagreeable (不受歡迎的) everywhere. If this turn of mind were founded in nature, such unhappy persons would be more to be pitied. The intention of criticizing and being disliked is perhaps taken up by imitation (模仿). It grows into a habit, unknown its possessors. The habit may be strong, but it may be cured when those who have it are its bad effects on their interests and tastes. I hope this little warning may be of service to them, and them change this habit.

Although in fact it is chiefly an act of imagination, it has serious in life, since it causes deep sorrow and bad luck. Those people offend many others, nobody loves them, and no one treats them with more than the most politeness and respect. This puts them in bad temper and draws them into arguments. If they aim at obtaining advantages in social position or fortune, nobody wishes them success. Nor will anyone start a step speak a word to favor their hopes. If they cause themselves public objections (反對(duì)), no one will or excuse them, and many join to criticize their wrongdoings. These people should change this bad habit and be pleased with what is pleasing, worrying needlessly about themselves and others. If they do not, will be good for others to avoid any contact with them. Otherwise, it can be disagreeable and sometimes very inconvenient, when one becomes mixed up in their quarrels.

1.A. other B. another C. the other D. one another

2.A. comes B. rises C. raises D. becomes

3.A. draw B. focus C. attract D. pay

4.A. same B. contrary C. happy D. funny

5.A. however B. furthermore C. otherwise D. therefore

6.A. let B. force C. make D. have

7.A. originally B. finally C. normally D. gradually

8.A. as B. to C. for D. at

9.A. convinced for B. convincing for C. convinced of D. convincing of

10.A. agree B. enjoy C. praise D. help

11.A. consequences B. reasons C. causes D. phenomena

12.A. usual B. common C. average D. normal

13.A. hardly B. luckily C. seriously D. frequently

14.A. any B. other C. few D. no

15.A. and B. but C. so D. or

16.A. defend B. offend C. intend D. attend

17.A. shall B. must C. can D. will

18.A. with B. without C. but for D. in case of

19.A. one B. they C. it D. that

20.A. specially B. only C. mainly D. especially

閱讀下面材料，在空白處填入適當(dāng)?shù)膬?nèi)容(不多于3個(gè)單詞)或括號(hào)內(nèi)單詞的正確形式。

Some students who had graduated visited their university professor. The conversation soon turned into complaints about stress in work and life. To offer his guests coffee, the professor 1. (go) to the kitchen and returned with a pot of coffee and 2. variety of cups—porcelain, plastic, glass, some plain-looking, some expensive—telling them to help 3. to the coffee.

4. was when all the students had a cup of coffee in hand that he said, “All the nice-looking expensive cups have been taken up, 5. (leave) behind the plain and cheap ones. Actually, the cup itself adds no quality to the coffee. 6. all of you really want is coffee, not the cup.You consciously went for the best cups, 7. then you began eyeing others’ cups.”

“Now consider this Life is the coffee; the jobs, money and position in society are the cups, 8. are just tools to hold and contain life. The type of cup we have does not change the quality of life . If we concentrate only 9. the cups, we fail to enjoy the coffee. I 10. (true) hope that you will never let the cups drive you ... enjoy the coffee instead.”

假定英語(yǔ)課上老師要求同桌之間交換修改作文，請(qǐng)你修改你同桌寫的以下作文。文中共有10處語(yǔ)言錯(cuò)誤，每句中最多有兩處。每處錯(cuò)誤僅涉及一個(gè)單詞的增加、刪除或修改。

增加：在缺詞處加一個(gè)漏字符號(hào)(∧)，并在該詞下面寫出該加的詞。

刪除：把多余的詞用斜線(\)劃掉。

修改：在錯(cuò)的詞下劃一橫線，并在該詞下面寫出修改后的詞。

注意 1.每處錯(cuò)誤及其修改均僅限一詞;

2.只允許修改10處，多者(從第11處起)不計(jì)分。

It is five years now since I graduate from No. 3 High School. Last Saturday, the class that I was on held a get-together, which took us a long time prepare. It was indeed not easy to get in the touch with everybody and set a well time for all of us. We all enjoyed this precious day greatly, remember the time we spent together and the people they were familiar with. It was a pity which some of us were not present as they had gone to abroad for further study, but they called back or sent greeting card from different places.

假如你是李華，于11月12日到達(dá)紐約，然后去找你的美國(guó)朋友Tom, 但他不在家。請(qǐng)按以下內(nèi)容給Tom 留張便條。

1. 火車晚點(diǎn)15分鐘，與接你的Tom 錯(cuò)過(guò)。

2. 在火車上認(rèn)識(shí)的定居美國(guó)的華人夫婦Taylor 把你帶到Tom家，Tom不在；

3. 目前在Taylor 夫婦家；

4. 務(wù)必今晚打電話給你；電話號(hào)碼是64611128.

注意

1. 詞數(shù)100左右；

2. 不要逐字翻譯，可適當(dāng)增加細(xì)節(jié)以使行文連貫；

3. 信的開頭已給出，不計(jì)入總詞數(shù)。

Dear Tom,

I’m in New York!

_____________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

_______________________________________________________________________

Yours,

Li Hua

一Would you mind if I ask you where you live?

---＿＿＿＿

A. Sure. Here in Beijing. B. Not in the least. In London.

C. Of course. Go ahead. D. No. You can't do that.

Much to his disappointment, what he had devoted himself to＿＿＿in nothing but failure.

A. resulting B. was resulted

C. has resulted D. resulted