——Hey, you haven’t been acting like yourself. Everything OK?
—— .
A. I’m fine, thanks B. Sure, it is C. That’s good D. It’s OK
阅读下面的短文，然后按照要求写一篇150词左右的英语短文。
Jackie is perhaps the most easily annoyed koala（考拉）at the Featherdale Wildlife Park in southern Australia. All the koalas there are unhappy and complaining. You would be too if you were used to night activities and someone kept waking you up all day while you were trying to sleep it off. That’s right—sleep it off. The average koala is always half asleep because it feeds on the leaves of a special kind that makes it sleepy.
The reason Jackie and her fellow koalas are repeatedly awoken from their deep sleep is so they can be hugged and photographed by tourists，who make the trips to Featherdale and an increasing number of other national parks for just that special experience. Whatever department in the Aussie government in charge of such things is now moving to make the practice illegal，which is understandable. How would you react，my friend，if you were trying to sleep off a dozen times and some round，furry creature smelling of grass kept waking you?
* 考拉即树袋熊
[写作内容]
*1. 以约30个词概括这段短文的内容；
*2. 然后以约120个词就“该不该禁止游客和动物拍照”进行议论，内容包括:
（1）人们在参观动物园时为什么喜欢和动物拍照；
（2）假如你处在那些动物的处境，你会有什么反应；
（3）你认为是否应该禁止游客和动物拍照。
[写作要求]
*1. 在作文中可以使用自己亲身的经历或虚构的故事，也可以参照阅读材料的内容但不得直接引用原文中的句子；
*2. 作文中不能出现真实姓名和学校名称。
[评分标准]
概括准确，语言规范，内容合适，篇章连贯。
你是校报小记者，最近进行了一次采访。以下是这次采访的情况:
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时间: 上周末 对象: 眼科医生（eye-doctor）王教授 主题: 我国中小学生近视（short-sightedness）问题 基本信息: （1）发生率: 略高于50％ （2）人数: 世界第一 专家解读: （1）原因: 很复杂 （2）治疗: 没有哪一种药物能治愈近视 （3）建议: 不要过度用眼；多参加户外活动 （4）特别提示: 如何握笔也和近视有关 |
[写作内容]
根据以上情况写一篇采访报道，并包括如下内容:
*1. 采访的时间、对象和主题；
*2. 中小学生近视的发生率及人数；
*3. 专家解读。
[写作要求]
只能使用5个句子表达全部内容。
[评分标准]
句子结构准确，信息内容完整，篇章结构连贯。
阅读下列应用文及相关信息，并按照要求匹配信息。请在答题卡上将对应题号的相应选项字母涂黑。
首先请阅读下列儿童读物的封面及基本信息:
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下面是这些书的简要内容。请把相关的内容与它们的书名匹配起来。
1.This picture book explores the life of a tree that has deep roots，long arms，and many children. She provides shelter for many animals and bears fruit. The author uses colorful, simple，yet detailed watercolor illustrations to convey her words. The charming pictures show the many aspects in the life of a tree down to the caterpillars that eat the leaves. It is good for pre-school children.
2.This charming picture book highlights the life of a garden，from planting seeds to harvesting. With the narrator as guide，the reader is led through a variety of free verse and occasionally rhymed poems that fill in the story of a garden and its inhabitants. The pictures. delightful watercolors in bright pastels，add to the whimsical feel of the poems. Young readers will certainly enjoy this fun and fanciful text.
3.This is a story from 1956 which introduces a little boy who likes to go fishing with a tree limb， a woman，and a pin. Although he never catches anything，on this particular day he finally does hook three big ones，but the little one gets away. The boy pulls them home in his wagon and his mother cooks them for supper. The swinging rhythms of the text and the good humor evident in the illustrations remain fun for the youngest readers.
4.This useful，attractive，oversize volume uses its height well，employing a tree metaphor to show the earth’s various kinds of life and how all living things. from bacteria to the largest mammals，are related. Each spread covers one branch of the animal kingdom. To make the enormity of species understandable. Strauss equates individual species（e. g. ，1 0，000 bacteria）with one leaf on the tree.
5.This is a story about how a grandfather teaches his eager granddaughter to catch speckled trout from the stream in springtime. After a whole day on the lake，only Grandpa is lucky. The next morning the young fisherman hurries to the dock alone，and soon she hooks the catch of a lifetime. Young readers will appreciate this story that celebrates the special bond between the older and younger generation，while brilliant watercolor illustrations capture the beauty of the natural world
A few years ago I had an “aha!” moment regarding handwriting.
I had in my hand a sheet of paper with handwritten instructions on it for some sort of editorial task. It occurred at first that I did not recognize the handwriting，and then I realized whose it must be. I finally became aware of the fact that I had been working with this colleague for at least a year，maybe two，and yet I did not recognize her handwriting at that point.
It was a very important event in the computerization of life—a sign that the informal. Friendly communication of people working together in an office had changed from notes in pen to instant messages and emails. There was a time when our workdays were filled with little letters，and we recognized one another's handwriting the way we knew voices or faces.
As a child visiting my father’s office，1 was pleased to recognize，in little notes on the desks of his staff，the same handwriting 1 would see at home in the notes he would leave on the fridge—except that those notes were signed “dad” instead of “RFW”.
All this has been on my mind because of the talk about The Rise and Fall of Handwriting，a book by Florey. Sire shows in her book a deep concern about the fall of handwriting and the failure of schools to teach children to write well，but many others argue that people in a digital age can’t be expected to learn to hold a pen.
I don’t buy it.
I don’t want to see anyone cut off from the expressive，personal associations that a pen still promotes better than a digital keyboard does. For many a biographer，part of really getting to know their subjects is learning to read their handwriting.
What some people advocate is teaching one of the many attractive handwritings based on the handwriting of 16th-century Italy. That may sound impossibly grand—as if they want kids to learn to draw by copying classical paintings. However，they have worked in many school systems.
1.Why was the author surprised at not recognizing his colleague’s handwriting?
A. He had worked with his colleague long enough.
B. His colleague’s handwriting was SO beautiful.
C. His colleague’s handwriting was SO terrible.
D. He still had a 1ot of Work to do.
2.People working together in an office used to ____________.
A. talk more about handwriting
B. take more notes on workdays
C. know better one another's handwriting
D. communicate better with one another
3.The author’s father wrote notes in pen _________.
A. to both his family and his staff
B. to his family in small letters
C. to his family on the fridge
D. to his staff on the desk
4.According to the author，handwritten notes _______.
A. are harder to teach in schools
B. attract more attention
C. are used only between friends
D. carry more message
5.We can learn from the passage that the author __________.
A. thinks it impossible to teach handwriting
B. does not want to lose handwriting
C. puts the blame on the computer
D. does not agree with Florey
本文是一篇夹叙夹议的文章，通过一时辨认不出一位老同事的字迹及其回顾，对在电脑冲击下，书法受忽视感到惋惜，并认为中小学应当加强书法教学。
We once had a poster competition in our fifth grade art class.
“You could win prizes，’’our teacher told US as she wrote the poster information on the blackboard. She passed out sheets of construction paper while continuing，“The first prize is ten dollars. You just have to make sure that the words on the blackboard appear somewhere on your poster. ”
We studied the board critically. Some of US looked with one eye and held up certain colors against the blackboard，rocking the sheets to the fight or left while we conjured up our designs. Others twisted their hair around their fingers or chewed their erasers while deep in thought. We had plans for that ten—dollar grand prize，each and every one of US. I'm going to spend mine on candies，one hopeful would announce，while another practiced looking serious，wise and rich.
Everyone in the class made a poster. Some of us used parts of those fancy paper napkins， while others used nothing but colored construction paper. Some of US used big designs，and some of us preferred to gather our art tidily down in one comer of our poster and let the space draw the viewer's attention to it. Some of US would wander past the good students’ desks and then return to our own projects with a growing sense of hopelessness. It was yet another grown-up trick of the soil they seemed especially fond of。making all of US believe we had a fair chance，and then always—always—rewarding the same old winners.
I believe I drew a sailboat，but I can’t say that with any certainty. I made it. I admired it. I determined it to be the very best of all of the posters I had seen，and then I turned it in.
Minutes passed.
No one came along to give me the grand prize，and then someone distracted me，and I probably never would have thought about that poster again.
I was still sitting at my desk，thinking，What poster? When the teacher gave me an envelope with a ten-dollar bill in it and everyone in the class applauded for me.
1.What was the teacher's requirement for the poster?
A. It must appear in time.
B. It must be done in class.
C. It must be done on a construction sheet.
D. It must include the words on the blackboard.
2.The underlined phrase in paragraph 3 most probably means _____________.
A. formed an idea for
B. made an outline for
C. made some space for
D. chose some colors for
3.After the teacher’s words，all the students in the class _________.
A. 1ooked very serious
B. thought they would be rich
C. began to think about their designs
D. began to play games
4.After seeing the good students’ designs，some students _________.
A. 1oved their own designs more
B. thought they had a fair chance
C. put their own designs in a comer
D. thought they would not win the prize
5.We can infer from the passage that the author ______________.
A. enjoyed grown-up tricks very much
B. 1oved poster competitions very much
C. felt surprised to win the competition
D. became wise and rich after the competition
