Shangri-la, which is _______ happy home for the local people, is also ________ home to many birds and animals.

A. the; a                       B. /; /                           C. a; /                          D. /; a

開放作文

請根據(jù)下面提示, 寫一篇短文, 詞數(shù)不少于50.

You are discussing the following picture with your English friend Jim. Now you are telling him how you understand the picture and what makes you think so.

提示詞：杠鈴 barbell

情景作文

假設(shè)你是紅星中學(xué)高二（1）班的學(xué)生李華，上周末和媽媽一起去給爺爺買羽絨服。請根據(jù)以下四幅圖的先后順序，寫一篇英文周記，敘述買羽絨服的全過程。

注意：1. 周記的開頭已為你寫好。

2. 詞數(shù)不少于60。

Last Saturday, mom and I went to buy a down jacket for my grandpa. _____________________

       根據(jù)短文內(nèi)容, 從短文后的七個選項中選出能填入空白處得最佳選項。選項中有兩項為多余選項。

The Making of “Tipping Point”

Many of the most expensive commercials ever made are those in which a film star flashes a beautiful smile at the cameras. ___71___ Their recent television advertisement, the most expensive in British history, cost ten million pounds, and it features(突出), not the rich and famous, but villagers from the mountains of Argentina.

The advertisement features a game of dominoes. It begins in a darkened room with several thousand dominoes(多米諾) set up on a specially-designed table. Then the falling dominoes head out of the room into the streets, causing progressively larger objects to fall. Dominoes knock over books, which in turn knock bigger objects such as suitcases, tyres, and even cars. The final piece in the chain reaction is a huge tower of books. ___72___

The place chosen for the commercial was Iruya, a village high up in the mountains in Argentina. ___73___ The journey could take up to ten hours. Asked why this remote destination for the shoot, the director said that even though it was the most difficult location they could have picked, it was perfect.

___74___ Twenty six truckloads of objects were brought in. They were all chosen to suit the town and fit in with the people’s way of life. They included 10,000 books, 400 tyres, 45 wardrobes and 6 cars. Setting the objects up took skill and patience. Some of the sequences(場景) had to be reshot 15 times, though the sequence in which six cars fell over was successfully shot in just one take.

Filming in this location was not without its difficulties. Firstly, being so remote, it was hard to obtain resources. The second problem was the high altitude. Iruya is situated 3000 metres above sea level and the film crew was not used to working in such conditions. ___75___

Director Nicolai Fuglsig said: “Despite all the challenges, the cast was fantastic and it was a really amazing experience.” Whether or not the effort pays off is another matter entirely.

A. Creating this film was no easy task. 

B. They drop off to show a glass of Guinness.

C. Preparations for filming took well over a month.

D. Not so with the famous Irish drink company Guinness.

E. They needed to be arranged so they would fall over easily.

F. It was also hard working with the villagers who had no experience of film-making.

G. The film crew had to drive along 48 kilometres of dirt roads and cross twelve rivers.

The word hug is of uncertain origin. The Oxford English Dictionary cautions against confusing it with hugge—another word of the Middle English ug, meaning “to inspire with fear or disgust”. Nevertheless, I find myself drawn to the possibility that hug does, in fact, have some connection with ug. It seems to me that at the thought of a tight embrace(擁抱), fear and disgust do come to mind.

So why is it that when I go over to your house for dinner, you wrap your arms around me, even though I saw you last Friday at the movies? One arm or two? Should there be space between us? Should I brush my cheek against yours? Maybe even kiss your cheek?

I’m willing to believe that some people really love to hug. They rush to enfold not only family and friends but also friends of friends and near strangers. They delight in applying pressure and rocking from side to side. Yet most people are just going through the motions; they’re looking for a way to say hello or goodbye. Not wanting to seem rude, I open my arms, too, submitting to the ceremony of friendship.

After one particularly confusing interaction, I looked for advice from experts. Emily Yoffe, an advice columnist, offered her sympathy: “I’m with you on this, but I’ve become a non-hugger who hugs. Recently after breakfast with a new friend, I went in to hug her goodbye, and I could see a kind of horror in her eyes, but it was too late to back off.” That’s me: The girl with the look of horror in her eyes.

The Emily Post Institute, which specializes in manners, explains that when greeting someone, you should look him or her in the eyes and smile, speak clearly, add a “glad to see you” and then shake hands with a firm grip, pump two or three times, and then release. The institute suggests adding a hug “if it’s a relative or close friend.” Nor any specific information on what a proper hug entails.

There are several hug alternatives, among them: the handshake, the cheek kiss, the wave, the arm squeeze, and the nod. Handshakes seem formal, cheek kisses un-American. Arm squeezing would be a good solution if it were not for the danger of getting pulled into something more full-bodied. The nod, though, can be very effective when combined with a smile, especially when executed with confidence and with one hand already grasping the door handle.

67. What do the first two paragraphs indicate about “hug”?

A. The word causes common disfavor. 　 B. The behavior appears disgusting.

C. The action is somewhat confusing.　 D. The manner is unsuitable for friends.

68. About the way of embrace, the experts ______.

A. have a standard concept　　　　　　 B. feel embarrassed and uneasy

C. advise people to use other ways　　　 D. fail to give an explicit definition

69. What’s the author’s attitude towards hug?

A. Cautious. 　　　　　 B. Hesitant.　 　　　 C. Puzzled.　　 　　 D. Opposed.

70. What does the passage mainly discuss?

A. Specialized opinions on daily manners. 　 B. In-depth research into hug.

C. Appropriateness of daily manners.　　 D. Important reform of greeting manners.

For some time past it has been widely accepted that babies—and other creatures—learn to do things because certain acts lead to “rewards”. It used also to be widely believed that effective reward, at least in the early stages, had to be directly related to such basic physiological “drives” as thirst or hunger. In other words, a baby would learn if he got food or drink of some sort of physical comfort, not otherwise.

It is now clear that this is not so. Babies will learn to behave in ways that produce results with no reward except the successful outcome.

Papousek began his studies by using milk in the normal way to “reward” the babies and so teach them to carry out some simple movements, such as turning the head to one side or the other. Then he noticed that a baby who had had enough to drink would refuse the milk but would still go on making the learned response with clear signs of pleasure. So he began to study the children’s responses in situations where no milk was provided. He quickly found that children as young as four months would learn to turn their heads to right or left if the movement “switched on” a display of lights—and indeed that they had the ability to learn quite complex turns to bring about this result, for instance, two left or two right, or even to make as many as three turns to one side.

Papusek’s light display was placed directly in front of the babies and he made the interesting observation that sometimes they would not turn back to watch the lights closely although they would “smile and bubble” when the display came on. Papousek concluded that it was not primarily the sight of the lights which pleased them, it was the success they were achieving in solving the problem, in mastering the skill, and that there exists a fundamental human urge to make sense of the world and bring it under intentional control. 

63. According to the author, babies learn to do things which ______.

A. are directly related to pleasure              B. will bring them a feeling of success

C. will meet their physical needs              D. will satisfy their curiosity

64. Papousek noticed in his studies that a baby would ______.

A. make learned responses when it saw the milk

B. carry out learned movements when it had enough to drink

C. continue the simple movements without being given milk

D. turn its head to right or left when it had enough to drink

65. The babies would “smile and bubble” at the lights because ______.

A. the lights were directly related to some basic “drives”

B. the sight of the lights was interesting

C. they need not turn back to watch the lights

D. they succeeded in “switching on” the lights

66. According to Papousek, the babies’ pleasure in achieving something is a reflection of _____.

A. a basic human desire to understand and control the world

B. the satisfaction of certain physiological needs

C. their strong desire to solve complex problems

D. a fundamental human urge to display their learned skills

Micro-Enterprise Credit for Street Youth

Introduction

Although small-scale business training and credit programs have become more common throughout the world, relatively little attention has been paid to the need to direct such chances to the street youth. Over the past nine years, Street Kids International (S.K.I.) has been working with partner organizations in Africa, Latin America and India to support the economic lives of street children. The purpose of this paper is to share some of the lessons S.K.I. has learned.

Background

Typically, children end up on the streets not due to a single cause, but to a combination of factors: a lack of adequately funded(資助) schools, the demand for income at home, family breakdown and violence. The street may be attractive to children as a place to find adventurous play and money. However, it is also a place where some children are exposed, with little or no protection, to unfair employment, urban crime, and abuse. 

Street Business Partnerships

S.K.I. has worked with partner organizations in Latin America, Africa and India to develop opportunities for street children to earn income.

l         The S.K.I. Bicycle Courier Service first started in the Sudan. Participants in this enterprise were supplied with bicycles, which they used to deliver parcels and messages, but they were required to pay for it gradually from their wages.

l         The Youth Skills Enterprise plan in Zambia is a joint program with the Red Cross Society. Street youths are supported to start their own small business through life skills training and access to credit.

Lessons learned

The following lessons have been learned from the programs. 

It is important for all loans(貸款) to be linked to training programs that include the development of basic business and life skills.

Small loans are provided at first for purchasing equipments such as bicycles, shoe shining kits.

All S.K.I. programs have charged interest on the loans, primarily to get the business runners used to the concept of paying interest on borrowed money. Generally the rates have been modest. 

60. The organization, S.K.I., aims to ______.

A. give business training and loans to street children

B. provide schools and social support for street children

C. share the lessons S.K.I learned to help street children

D. draw the attention of the government to street children

61. According to the passage, what’s the most probable reason for children to end up living on the street?

A. Unemployment.                                    B. Adventurous play.

C. Urban crimes.                                      D. Being poor.

62. It can be inferred from the passage that with the help of S.K.I, street children may ______.

A. reject paid employment                      B. leave their families

C. set up their own business                     D. support other children

Mr. Peter Johnson, aged twenty-three, battled for half an hour to escape from his trapped car yesterday when it landed upside down in three feet of water. He took the only escape route—through the boot.

Mr. Johnson’s car had ended up in a ditch(溝渠) at Romney Marsin, Kent after he lost proper control on ice and hit a bank. “Fortunately, the water began to come in only slowly,” Mr. Johnson said. “I couldn’t force the doors open because they were jammed against the walls of the ditch and dared not open the windows because I knew water would come flooding in.”

Mr. Johnson, a sweet salesman of Sitting Home , Kent, first tried to attract the attention of other motorists by sounding the horn (笛) and hammering on the roof and boot. Then he began his struggle to escape.

Later he said, “It was really a half penny that saved my life. It was the only coin I had in my pocket and I used it to unscrew the back seat to get into the boot. I hammered desperately with a hammer trying to make someone hear, but no help came.”

It took ten minutes to unscrew the seat, and a further five minutes to clear the sweet samples from the boot. Then Mr. Johnson found a wrench (扳手) and began to work on the boot lock. Fifteen minutes passed by. “It was the only chance I had. Finally it gave, but as soon as I moved the boot lid, the water and mud poured in. I forced the lid down into the mud and climbed up clear as the car filled up.”

 His hands and arms cut and bruised, Mr. Johnson got to Beckett Farm nearby. Huddled in a blanket, he said, “That thirty minutes seemed like hours.” Only the tips of the car wheels were visible, police said last night. The vehicle had sunk into two feet of mud at the bottom of the ditch.

56. Which of the following objects is the most important to Mr. Johnson?

A. The hammer.         B. The coin.             C. The seat.              D. The horn.

57. We know from the passage that ______.

A. Mr. Johnson’s car stood on its boot as it fell down

B. Mr. Johnson’s car accident was partly due to the slippery road

C. Mr. Johnson struggled in the pouring mud as he unscrewed the back seat

D. Mr. Johnson could not escape from the door because it was full of sweet jam

58. “Finally it gave” in Paragraph 5 means that ______. 

A. at last the wrench went broken              

B. the chance was lost at the last minute

C. the lock came open after all his efforts   

D. luckily the door was torn away in the end

59. What is the best title for this newspaper article?

A. Driver Escapes through Car Boot

B. The Story of Mr. Johnson, a Sweet Salesman

C. The Driver Survived a Terrible Car Accident

D. Car Boot Can Serve as the Best Escape Route

閱讀下面短文, 掌握其大意, 從每題所給的A、B、C、D四個選項中, 選出最佳選項, 并在答題卡上將該項涂黑。

A Standard of Excellence

My l4-year-old son, John, and I spotted the coat almost at the same time in the secondhand clothing store. __36__ the other coats were hanging down loosely, this one looked as if it were __37__ itself up. The thick, black wool was soft and unworn. It had a black velvet collar, beautiful tailoring and an __38__ price of $28. We looked at each other, saying nothing, but John’s eyes shone. Dark, woolen overcoats were popular with teenage boys, but could cost several hundred dollars new. This coat was even better, __39__ that touch of classic elegance from long ago.

John tried it on and turned from side to side, __40__ himself in the mirror with a(n) __41__, studied expression that soon changed into a smile. The __42__ was perfect.

John wore the coat to school the next day and came home with a wide smile. “How did the kids like your coat?” I asked. “They __43__ it!” he said, carefully folding it over the back of a chair and __44__ it flat.

Over the next few weeks, a change came over John. __45__ replaced contrariness; __46__, reasoned discussion replaced argument. He became more mannerly and more thoughtful, eager to __47__ me. “Good dinner, Mom,” he would say every evening. One day when I suggested that he might start __48__ homework before dinner, John, who was always putting off doing stuff, said, “You’re __49__. I guess I will.”

When I __50__ this incident to one of his teachers and remarked that I didn’t know what caused the __51__, she said laughing, “It must be his coat!” At the library, we ran into a friend who had not seen our children for a long time, “Could this be John?” he asked, looking up to John’s new height, __52__ the style of his coat and extending his hand, one gentleman to another.

John and I both know we should never __53__ a person’s clothes for the real person within them. But there is something to be said for __54__ a standard of excellence for the world to see, for practicing standards of excellence in thought, speech, and behavior, and for __55__ what is on the inside to what is on the outside.

36. A. While　　　　　　　　　　　　 B. Unless　　　　　　　　　　 C. Since　　　　　　　　　　　 D. As

37. A. carrying　　　　　　　　　　 B. putting　　　　　　　　　　 C. holding　　　　　　　　　　 D. pushing

38. A. unreasonable B. unbelievable　　　　　　 C. unacceptable D. unreliable

39. A. developing　　　　　　　　 B. indicating　　　　　　　　 C. adopting　　　　　　　　　 D. bearing

40. A. eyeing B. admiring　　　　　　　　　 C. questioning D. measuring

41. A. serious B. excited C. puzzled D. doubtful

42. A. brand　　　　　　　　　　　　 B. figure 　　　　　　　　　　 C. result　　　　　　　　　　　 D. fit

43. A. approved　　　　　　　　　 B. loved　　　　　　　　　　　 C. desired 　　　　　　　　 D. enjoyed

44. A. pressing　　　　　　　　　　 B. smoothing 　　　　　　 C. beating　　　　　　　　　　 D. ironing

45. A. Acceptance B. Affection C. Agreement D. Acquaintance

46. A. wild　　　　　　　　　　　　　 B. quiet　　　　　　　　　　　 C. fair 　　　　　　　　　　　 D. detailed

47. A. please　　　　　　　　　　　 B. help　 　　　　　　　　 C. change　 　　　　　　　 D. remind

48. A. at　　　　　　　　　　　　　　 B. from 　　　　　　　　　　 C. in　 　　　　　　　　　　　 D. on

49. A. helpful 　　　　　　　　　　 B. considerate 　　　　　　 C. right　　 　　　　　　　 D. great

50. A. explained　　　　　　　　　 B. announced 　　　　　 C. presented　 　　　　　 D. mentioned

51. A. choices　　　　　　　　　　 B. growth　　　　　　　　　　 C. feeling 　　　　　　　　　 D. changes

52. A. analyzing B. assessing 　　　　　　　 C. checking D. consulting

53. A. trust　　　　　　　　　　　　 B. judge　 　　　　　　　　 C. mistake 　　　　　　　　 D. blame

54. A. setting　　　　　　　　　　　 B. applying 　　　　　　　　 C. meeting 　　　　　　　　 D. wearing

55. A. adjusting B. comparing　　　　　　　 C. preferring D. matching

 ______ in a top-level university abroad is what many students wish for.

A. Educated    B. Being educated   C. To educate D. Educating